Mostrar el registro sencillo del ítem
Writing based activities : a strategy to promote argumentative writing skills within writing as situated practice.
dc.contributor.advisor | Rojas López, Ronald Andrés | spa |
dc.contributor.author | Gordillo Vargas, Nicolás | spa |
dc.contributor.author | Henao Quemba, Karen de los Ángeles | spa |
dc.date.accessioned | 2019-09-11T16:58:53Z | |
dc.date.available | 2019-09-11T16:58:53Z | |
dc.date.issued | 2019 | |
dc.identifier.other | TE-23304 | |
dc.identifier.uri | http://hdl.handle.net/20.500.12209/10324 | |
dc.description.abstract | La Monografía es una investigación acción realizada en el colegio Rafael Bernal Jiménez con los estudiantes de noveno grado. Durante este proceso, lo que se pretendió fue lograr que los estudiantes escribieran párrafos de forma argumentativa en inglés como lengua extranjera usando ciertos componentes como estructura y forma, coherencia, y el contexto como herramienta. Aspectos que los motivaron al momento de escribir en inglés. En ese caso, los estudiantes fueron expuestos a diferentes actividades básicas de escritura. Gracias al uso de distintos medios de recolección e intervención se logró recoger datos y evidencias que conllevaron al desarrollo y mejoramiento de las habilidades escritas de argumentación entre los estudiantes. Se demostró un avance positivo en los estudiantes, ya que muchos evidenciaron un incremento en el vocabulario de lengua extranjera y fueron capaces de expresar sus ideas articulando los componentes descritos arriba. | spa |
dc.format | spa | |
dc.format.mimetype | application/pdf | spa |
dc.language.iso | spa | |
dc.publisher | Universidad Pedagógica Nacional | spa |
dc.rights.uri | https://creativecommons.org/licenses/by-nc-nd/4.0/ | |
dc.source | reponame:Repositorio Institucional de la Universidad Pedagógica Nacional | spa |
dc.source | instname:Universidad Pedagógica Nacional | spa |
dc.subject | Escritura | spa |
dc.subject | Argumentación | spa |
dc.subject | Escritura como práctica situada | spa |
dc.subject | Estructura de párrafo | spa |
dc.subject | Coherencia | spa |
dc.subject | Estructura y forma | spa |
dc.title | Writing based activities : a strategy to promote argumentative writing skills within writing as situated practice. | eng |
dc.type | info:eu-repo/semantics/bachelorThesis | |
dc.publisher.program | Licenciatura en Español e Inglés | spa |
dc.rights.access | Acceso abierto | spa |
dc.rights.accessrights | info:eu-repo/semantics/openAccess | |
dc.relation.references | Archibald, G. (2001). Understanding Paragraphs: Writing Well in Grade 7. Dayton: Lorenz. | |
dc.relation.references | Burns, A. (2009). Action research in second language teacher education. In J. Brown , & C. Coombe, The Cambridge Guide to Second Language Teacher Education (pp. 289-297). United Kingdom: Cambridge University Press. | |
dc.relation.references | Burns, A. (2010). Doing Action Research in Language Teaching: A Guide for Practitioners. New York: Routledge. | |
dc.relation.references | Cassany, D. (2002). Marcadores textuales. En la cocina de la escritura. Barcelona: Anagrama. | |
dc.relation.references | Chala, P., & Chapeton, M. (2012). EFL argumentative essay writing as a situated-social practice: review of concepts. Folios, 36. | |
dc.relation.references | Chala, P., & Chapeton, M. (2013). The Role of Genre-Based Activities in the Writing of Argumentative Essays in EFL. Profile: Issues in Teachers' Professional Development, 127-147. | |
dc.relation.references | Chapeton, M., & Chala, P. (2013). Undertaking the Act of Writing as a Situated Social Practice: Going beyond the Linguistic and the Textual. Colombian Applied Linguistic Journal, 15(1), 25-42. | |
dc.relation.references | Cook, M. P., & Kirchoff, J. S. (2017). Teaching Multimodal Literacy Through Reading and Writing Graphic Novels. Language and Literacy, 19(4), 76-95. | |
dc.relation.references | Corbin, J., & Strauss, A. (2015). Basics of Qualitative Research. L.A.: SAGE | |
dc.relation.references | Creswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE publications | |
dc.relation.references | Creswell, J. W. (2014). Qualitative Methods. In J. W. Creswell, Reseach Design: qualitative, quantitative, and mixed methods approaches (pp. 232-262). California: SAGE publications. | |
dc.relation.references | Criado, R. (2013). A critical review of the Presentation-Practice-Production Model (PPP) in Foreign Language Teaching . Murcia : Edit.um. | |
dc.relation.references | Curiel, A. (2015). Marcadores Lexicales y Etiquetas de Expresividad Discuriva del Español Hablado en la Florida a través del Chat. Anuario de Estudios Filológicos, 38 , 39-56. | |
dc.relation.references | Dias, C., & Dias, M. (2004). Ladybags across the curriculum. Science and children | |
dc.relation.references | Frans H., v. E., Garssen, B., Krabbe, E. C., Snoeck Henkemans, A. F., Verheij, B., & Wagemans, J. H. (2014). Handbook of Argumentation Theory. New York: Springer. | |
dc.relation.references | Ganapathy, M., & Kaur, S. (2013). Engaging ESL Students in the Writing Classroom Through the Multiliteracy Approach. Pertanika Journal: Social Sciences & Humanities, 21(2), 547-568. | |
dc.relation.references | George E., N., Bloome, D., & Hirvela, A. (2015). Teaching and Learning Argumentative Writing in High School English Language Arts Classrooms. New York: Routledge. | |
dc.relation.references | Gernsbacher, M., & Givón, T. (1995). Coherence in Spontaneous Text. Oregon: John Benjamins. | |
dc.relation.references | Harmer, J. (2013). The Practice of English Language Teaching. Cambridge: Longman. | |
dc.relation.references | Hogan, G. (2011). Building Better Paragraphs. Wadsworth : Cengage Learning | |
dc.relation.references | Kalmbach Phillips, D., & Carr, K. (2010). Becoming a teacher through action research. New York: Rouledge. | |
dc.relation.references | Kemmis , S., McTaggart, R., & Nixon, R. (2014). The Action Research Planner. New York: Springer. | |
dc.relation.references | Kumar, R. (2014). Research Methodology: A Step-by-Step Guide for Beginners. London: SAGE Publications | |
dc.relation.references | MEN. (2006). Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés. Colombia: Espantapajaros Taller. | |
dc.relation.references | Merriam, S., & Tisdell, E. (2015). Qualitative Research: A Guide to Design and Implementation. San Francisco: Jossey-Bass. | |
dc.relation.references | Myrie, J. (2007). Desarrollo del "writing ability" en estudiantes universitarios. Bogotá: Universidad Pedagógica N | |
dc.relation.references | New London Group . (2000). Multiliteracies: Literacy Learning and the Design of Social Futures. London: Routledge. | |
dc.relation.references | Pinilla, Y. (2005). The use of portfolios as a methodolgy to improve writing skills. Bogotá: Universidad Pedagógica Nacional. | |
dc.relation.references | Rojas, G. (2011). Writing Using Blogs: A Way to Engage Colombian Adolescents in Meaningful Communication. Profile: Issues in Teachers' Professional Development, 13(2), 11-27. | |
dc.relation.references | Sanchez, D., & Chapeton, M. (2018). Fostering the Development of Written Argumentative Competence in ELT from a Critical Literacy Approach. Revista Colombiana de Educacion, 75. | |
dc.relation.references | Schmidt, R. (1995). Attention and Awareness in Foreign Language Learning. Hawai: University of Hawai. | |
dc.relation.references | Skerrett, A. (2013). Building Multiliterate and Multilingual Writing Practices and Identities. English Education, 45(4), 322-360. | |
dc.relation.references | Slawson, J., Whitton, N., & Wiemelt, J. (2011). Coherence. The Little, Brown Handbook,, 42-45. | |
dc.relation.references | Tudor, I. (2001). The dynamics of language classroom. United Kingdom: Cambridge University Press. | |
dc.relation.references | Wentzel, A. (2018). A Guide to Argumentative Research Writing and Thinking: Overcoming Challenges. New York: Routledge | |
dc.relation.references | Weston, A., & Morrow, D. (2012). A Workbook for Arguments: A Complete Course in Critical Thinking. Indianapolis: Hackett Publishing Company. | |
dc.publisher.faculty | Facultad de Humanidades | spa |
dc.type.local | Tesis/Trabajo de grado - Monografía – Pregrado | spa |
dc.type.coar | http://purl.org/coar/resource_type/c_7a1f | eng |
dc.description.degreename | Licenciado en Español e Inglés | spa |
dc.description.degreelevel | Tesis de pregrado | spa |
dc.type.driver | info:eu-repo/semantics/bachelorThesis | eng |
dc.identifier.instname | instname:Universidad Pedagógica Nacional | spa |
dc.identifier.instname | instname:Universidad Pedagógica Nacional | spa |
dc.identifier.reponame | reponame: Repositorio Institucional UPN | spa |
dc.identifier.repourl | repourl: http://repositorio.pedagogica.edu.co/ | |
dc.type.version | info:eu-repo/semantics/acceptedVersion | |
dc.type.version | http://purl.org/coar/version/c_ab4af688f83e57aa | |
dc.rights.creativecommons | Attribution-NonCommercial-NoDerivatives 4.0 International |