Journal of the National Collegiate Honors Council -- Volume 6, no. 2 -- Complete Issue

CONTENTS Call for Papers Submission Guidelines Dedication to Jocelyn E. Whitehead Jackson Editor’s Introduction -- Ada Long FORUM ON “WHAT IS HONORS?” What is Honors? -- Dail W. Mullins, Jr. What is an Honors Student? -- Jay Freyman Teaching Honors -- Sam Schuman Honors as an Adjective: Response to Jay Freyman -- Len Zane What Honors Can Do -- Vince Brewton Is, Ought, and Honors -- Daniel Pinti A Way of Life -- Sriram Khé In Praise of Silence -- Bebe Nickolai A Student like Me -- Bonnie D. Irwin Honors: When Value-Added is Really Added Value -- Jacqueline P. Kelleher PORTZ-PRIZE-WINNING ESSAY, 2005 Redemptive Memory: The Christianization of the Holocaust in America -- Laura Bender Herron RESEARCH ESSAYS What Honors Students Want (And Expect): The Views of Top Michigan High School and College Students -- James P. Hill Comparison of the Academic Achievement of First-Year Female Honors Program and Non-Honors Program Engineering Students -- Gayle E. Hartleroad Characteristics of the Contemporary Honors College: A Descriptive Analysis of a Survey of NCHC Member Colleges -- Peter C. Sederberg BOOK REVIEW How to Write a BA Thesis: A Practical Guide from Your First Ideas to Your Finished Paper (Chicago Guides to Writing, Editing, and Publishing) by Charles Lipson -- Hallie E. Savage About the Authors NCHC Publication Order For

IMPROVING STUDENTS’ WRITING SKILL USING SLOOWER METHOD AT THE EIGHTH GRADE OF SMP MUHAMMADIYAH 1 PONOROGO IN ACADEMIC YEAR 2012/2013

Novitasari, Weni. 2014. Improving students’ writing skill using SLOOWER method at the eighth grade of SMP Muhammadiyah 1 Ponorogo in academic year of 2013/2014. Thesis. English Department Faculty of Teacher Training and Education. Muhammadiyah University of Ponorogo. Advisors: Bambang Harmanto, S.Pd, M.Pd (2) Ana Maghfiroh, M.Pd. Key Words: SLOOWER Method, Descriptive Text, Writing Skill Writing is a skill that is more complex and unique in some knowledge and skill. It means writing needs some knowledge of structure, diction or punctuation, etc. Some students feel that writing is difficult; lack of vocabulary is one of the reasons. Teachers should find a way out to overcome the condition by applying some techniques or method, one of which by applying SLOOWER Method. SLOOWER is an acronym S (Select a topic), L (List your ideas), O (Organize your ideas), O (Outline your essay), W (Write your first draft), E (Edit your first draft), R (Rewrite your essay). This method can be used to solve the students’ problems in learning writing. It can make the students active and more creative in learning writing. The statements of problem of the thesis are how can improve students’ writing skill using SLOOWER method at the eighth grade of SMP Muhammadiyah 1 Ponorogo in academic year of 2013/2014 lesson year and how is the result of its implementation. The subject of this research was the students of the eighth grade of SMP Muhammadiyah 1 Ponorogo lesson year which consisted of 20 students. The research was started on January 23rd, 2014 until January 30th, 2014. This Classroom Action Research was conducted in two cycles. The researcher used three research instruments. They were observation check list, questionnaire, and test. Based on the result of this research, Improving students’ writing skill using SLOOWER method at the eighth grade of SMP Muhammadiyah 1 Ponorogo in academic year of 2013/2014 , it was seen from the improvement of students’ score from cycle 1 to cycle 2. In Cycle I, there are 12 students that reached the minimum score yet after they implemented SLOOWER Method. In Cycle II, all of the students had improved the score and they also reached the minimum score. The questionnaire result showed that the students were interested in this method. It was seen from the total of the first questionnaire is 66,4 % and the second questionnaire is 85,5 %. The observation check list result showed that the students become active during teaching learning process. It was seen from the total of the first observation check list is 60,7 % in cycle I up to 78.57 % in cycle II. Finally, the researcher concluded that the Improving students’ writing skill using SLOOWER method at the eighth grade of SMP Muhammadiyah 1 Ponorogo in academic year of 2013/2014

Hammering the prose: an academic guide to writing essays

This guide covers how to structure your essay and develop an argument. It also gives advice on suitable academic writing styles, and how to go about the all important editing of your work

WAC in FYW: building bridges and teachers as architects

Students entering the first-year writing classroom directly out of high school often tell me that they had to 'write differently for each teacher and class.' Imagine their confusion and apprehension when they are told that one of the objectives of FYW is to prepare them for academic writing across all disciplines! How can teachers incorporate cross-curricular skills into their lessons? More importantly, amongst the already-complex demands on the purposes and goals of FYW courses, how do students learn these techniques that teachers deem 'easily-transferrable'? I argue, first, that the FYW classroom is an ideal location to present students with the individual tools for writing in any discipline. We discuss elements of writing like organization, idea development, thesis statements, citation, and the writing process within our courses as part of the standard curriculum. Therefore, I argue that the multi-faceted roles of FYW teachers include the characteristic of architect, and assert that transforming our lessons into WAC lessons involves the incorporation of examples, standards, and formats from outside disciplines. Mentioning how thesis statements tie together English and Religion papers or how dividing a paper into sections enhances the organization of Biology lab reports and Business reports establishes connections for students. With some simple additions to teachers' lessons, students will find that the writing techniques they learn are just as crucial and useful in both core and major classes. Building these bridges reinforces the lifelong importance of writing and helps students continue to develop their writing skills across and through the college curriculum

The development and evaluation of exercises for group response to word meaning for increasing the speed of word recognition in grade I

Thesis (Ed.M.)--Boston Universit

A workbook of exercises for following directions to be used with high achieving children in grades one, three and five

Thesis (Ed.M.)--Boston Universit

Why Can’t Tyrone Write: Reconceptualizing Flower and Hayes for African-American Adolescent Male Writers

Using qualitative methods and a case study design, the perceptions and writing processes of three African-American eighth grade males were explored. Data were derived from semi-structured and informal interviews; and document analysis. The study concluded that the perceptions of the three participants’ writing processes did not adhere to the steps depicted by the cognitive process model of writing (Flower and Hayes, 1981) that has become a dominant model for describing the composing processes of students. Recommendations are made for altering the Flower and Hayes model to depict how these three, African-American eighth graders perceive school writing

Assessment of proofreading and editing with technical diploma students at Western Wisconsin Technical College - Mauston

Plan BProofreading and editing are a major component of the Office Assistant program. The practices of proofreading and editing are an integral part of primary skills employers expect from their employees. The ability to proofread and edit a document are critical components in reading and writing skills that employers look for in hiring people or in choosing an employee for promotion. The purpose of this study was to determine the degree of how proofreading and editing help students perceive themselves as better writers as they progress through the process of proofreading, editing, journal writing, error logs and peer editing. Nine students, who entered the Technical Diploma Office Assistant program at Western Wisconsin Technical College - Mauston campus, in August, 1999 and graduated in May 2000, comprised the samples. A proofreading and editing pretest was administered to the entering Technical Diploma class in September of 1999 - prior to the beginning of program instruction. Proofreading and editing assignments were given in September 1999, October 1999 and November 1999. A posttest was given in November of 1999. The researcher at Western Wisconsin Technical College - Mauston campus, administered the pretest, assignments and posttest