Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 4 of 4
Full-Text Articles in Arts and Humanities
Run Me Dusk, Zane Truman Dezeeuw
Run Me Dusk, Zane Truman Dezeeuw
Masters Theses & Specialist Projects
This is a full-length novel with a critical afterward. Run Me Dusk is a falling-out of love narrative about twenty-seven-year-old Milo who, after being broken up with by his boyfriend Red, flees from Illinois back to his hometown in southwestern Colorado to meditate on his place and purpose in life. The themes covered in this book are gay relationships, family relationships, mortality, and the natural world.
Woman Standing, Allison Adams
Woman Standing, Allison Adams
Masters Theses & Specialist Projects
This is a feature-length screenplay following Farren Cane, a young woman living in a rural Appalachian town, as she struggles with the intersections of gender, class, and the tension between her own ambition and her familial obligation.
Points Of Interest: Essays On People, Places And Perceptions, Sara-Lois Bachert
Points Of Interest: Essays On People, Places And Perceptions, Sara-Lois Bachert
Masters Theses & Specialist Projects
I wrote my first story in third grade. “Francine and the Head-Chopper Man” borrowed its plot from “Beauty and the Beast,” but my teacher didn’t seem to mind. In fact, she arranged for me to read the story to the fifth-grade class down the hall. After that first public reading, I was hooked. I knew at age seven I was going to be a writer.
When I discovered journalism in the ninth grade, I knew just what type of writing I was going to do. In junior high and high school, I was editor of the newspapers, and in college …
A Study Of The Effects Of Writing Instruction Versus Writing And Reading Instruction On 10th Grade English Students, Patricia E.G. Craig
A Study Of The Effects Of Writing Instruction Versus Writing And Reading Instruction On 10th Grade English Students, Patricia E.G. Craig
Masters Theses & Specialist Projects
The effects of writing instruction as opposed to writing and reading instruction were studied on 10th grade English students’ reading comprehension and writing. Two groups (classes) completed pretests and pre-sample writing. Then, both groups were given writing instruction while only one group was given related reading skills instruction. Finally, both groups completed posttests and post-sample writings.
An analysis of covariance of the pre-and posttest data was done. It revealed no significant difference between the two groups related to reading comprehension. However, a significant difference existed between the two groups related to language expression (editing skills or writing sub-skills). The …