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    • Page 44

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 40 final data analysis. In order to assure that the results are valid (meaningful) and reliable (consistent), the questions will be clear and purposeful. Samples of the instrumentations that will be used for this research are found in Appendix B,...
    • Page 49

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 45 collected in September using questions created by the researcher through an online testing service (socrative.com), included both open-ended questions and questions based on the Likert scale to determine students’ intent to further their...
    • Page 51

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 47 method was changed to a more conducive format for data collection and analysis (created through surveymonkey.com). The purpose of the survey was to gather rubric and percentage scores and compare results to the original survey written at the...
    • Page 62

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 58 options included the common steps for writing: drafting, prewriting (brainstorming), revising, editing, and publishing. Over 40% indicated that they improved the most in revising. Brainstorming and editing came in second at 21%; drafting was...
    • Page 66

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 62 writing about a random topic made it even more difficult”; “I never know how to begin my papers”; “You actually need to know what the story was about”; and “I have never wr[itten] a literary analysis.” 5. What was the easiest piece? The students...
    • Page 99

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 95 what areas I improved, and in what areas I need to put more effort.” “It pretty much shows that my grammar is very bad.” (Undecided): “Well, until [a] certain point yes, but I think this test do not evaluate all the characteristics that a good...
    • Page 104

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 100 understand the importance of spending time thinking before writing, the importance of the revision process, and the value of both teacher and peer feedback; however, the reported increase in those numbers in December held much more significance...
    • Page 110

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 106 lower on some aspects, I believe that I’ve learned to express myself in a better way”; and, “All the structures are the same.” A noticeable decline in the area of conventions and punctuation was perhaps due to the fact that rather than focusing...
    • Page 118

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 114 The common denominator among all of these strategies and therefore may have contributed the most to the class’s overall success was to establish a climate of trust. Most students report a certain level of competitive distrust among their peers...
    • Page 121

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 117 counterparts when it comes to word choice options and descriptive writing. As language learning connoisseurs, non-native speakers are constantly searching for the right word, never settling for mediocrity when it comes to self-expression—a...
    • Page 122

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 118 Another interesting study might include comparing test groups who have been exposed to metacognitive strategies for at least a year (or since primary education levels) to those who haven’t. However, perhaps an even more authentic and therefore...
    • Page 133

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 129 7. I am comfortable with the writing process. 8. I usually spend time writing thinking about what I want to write about before I begin drafting. 9. I revise my writing assignments at least twice before turning in the final paper. 10. I receive...
    • Page 147

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 143 At the beginning of this school year I thought my writing was fine, because I had no idea how to improve it. I remember the first day we went through our own work in front of the class. At first, I was proud of myself for doing such a good job...
    • Page 7

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 3 teaching the process of writing by having students brainstorm, plan, draft, and edit their papers, however, less emphasis has been focused on developing the “metacognitive understanding of this process” (Myhill & Jones, 2007). A discussion about...
    • Page 5

    • Washington Redskins (Football team); Crisis management; Social media; Sports
    • REDSKINS FAN APOLOGIA 5 Chapter One Introduction Since 1933, the professional American football team located in Washington D.C. has been known by the nickname “Redskins.” Originally the Boston Braves, the team name was changed in 1933 in order to...
    • Cooks bus tour, group photo

    • Utah Parks Company--Tour busses; Cedar City (Iron County, Utah)
    • Cooks bus tour group. Possible individuals: Mr. and Mrs. H.C. Fisher, Betty Ravitz, Mrs. Jennie Herbst, K. Wade, Lynn Candler, J.B. Dowders, Miss Katherine Loomis, Mrs. Nuldred Mayer, Jack Candler, Mr. John E. Reisenivetz, H.W. Tablot Jr., Everett...
    • Cooks bus tour, group photo

    • Utah Parks Company--Tour busses; Cedar City (Iron County, Utah)
    • Cooks bus tour group. Possible individuals: Mr. and Mrs. H.C. Fisher, Betty Ravitz, Mrs. Jennie Herbst, K. Wade, Lynn Candler, J.B. Dowders, Miss Katherine Loomis, Mrs. Nuldred Mayer, Jack Candler, Mr. John E. Reisenivetz, H.W. Tablot Jr., Everett...
    • Cooks bus tour, group photo

    • Utah Parks Company--Tour busses; Cedar City (Iron County, Utah)
    • Cooks bus tour group. Possible individuals: Mr. and Mrs. H.C. Fisher, Betty Ravitz, Mrs. Jennie Herbst, K. Wade, Lynn Candler, J.B. Dowders, Miss Katherine Loomis, Mrs. Nuldred Mayer, Jack Candler, Mr. John E. Reisenivetz, H.W. Tablot Jr., Everett...

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