The process-genre approach in paragraph writing of fourth-grade EFL learner
129 Páginas.
- Autores:
-
Arteaga Lara, Héctor Mauricio
- Tipo de recurso:
- Fecha de publicación:
- 2017
- Institución:
- Universidad de la Sabana
- Repositorio:
- Repositorio Universidad de la Sabana
- Idioma:
- eng
- OAI Identifier:
- oai:intellectum.unisabana.edu.co:10818/31909
- Acceso en línea:
- http://hdl.handle.net/10818/31909
- Palabra clave:
- Aprendizaje
Escritura
Párrafos
Conducta lectora
- Rights
- License
- Attribution-NonCommercial-NoDerivatives 4.0 International
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The process-genre approach in paragraph writing of fourth-grade EFL learner |
| title |
The process-genre approach in paragraph writing of fourth-grade EFL learner |
| spellingShingle |
The process-genre approach in paragraph writing of fourth-grade EFL learner Magíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo Aprendizaje Escritura Párrafos Conducta lectora |
| title_short |
The process-genre approach in paragraph writing of fourth-grade EFL learner |
| title_full |
The process-genre approach in paragraph writing of fourth-grade EFL learner |
| title_fullStr |
The process-genre approach in paragraph writing of fourth-grade EFL learner |
| title_full_unstemmed |
The process-genre approach in paragraph writing of fourth-grade EFL learner |
| title_sort |
The process-genre approach in paragraph writing of fourth-grade EFL learner |
| dc.creator.fl_str_mv |
Arteaga Lara, Héctor Mauricio |
| author |
Magíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo |
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Magíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo |
| author_role |
author |
| dc.contributor.advisor.none.fl_str_mv |
Gómez Barón, Julio César |
| dc.contributor.author.none.fl_str_mv |
Arteaga Lara, Héctor Mauricio |
| dc.contributor.author.fl_str_mv |
Magíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo |
| dc.subject.none.fl_str_mv |
Aprendizaje Escritura Párrafos Conducta lectora |
| topic |
Aprendizaje Escritura Párrafos Conducta lectora |
| description |
129 Páginas. |
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2017 |
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2017-11-02T18:25:23Z |
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2017-11-02T18:25:23Z |
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2017 |
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2017-11-02 |
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masterThesis |
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Tesis de maestría |
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Ahn, H. (2012). Teaching writing skills based on a genre approach to L2 primary school students: An action research. English Language Teaching, 5(2), 2–16. http://doi.org/10.5539/elt.v5n2p2 Alodwan, T., & Ibnian, S. (2014). The effect of using the process approach to writing on developing university students’ essay writing skills in EFL. Review of Arts and Humanities, 3(2), 139–155. Retrieved from http://rahnet.com/journals/rah/Vol_3_No_2_June_2014/11.pdf Andrews, S. (2007). Teacher language awareness. Retrieved from http://ebooks.cambridge.org/ebook.jsf?bid=CBO9780511497643 Babalola, H. A. (2012). Effects of process-genre based approach on the written English performance of Computer Science students in a Nigerian polytechnic. Journal of Education and Practice, 3(6), 1–6. Retrieved from http://pakacademicsearch.com/pdf-files/edu/413/1-6 Vol 3, No 6 (2012).pdf Badger, R., & White, G. (2000). A process genre approach to teaching writing. ELT Journal, 54(2), 153–160. http://doi.org/https://doi.org/10.1093/elt/54.2.153 Badiaa, A. (2016). The role of the process approach to improve EFL learners’ writing skill: The case of first year master students of English at Biskra University [Master’s thesis]. Retrieved from http://dspace.univ-biskra.dz:8080/jspui/handle/123456789/8582 Bayat, N. (2014). The effect of the process-based writing approach on writing success and anxiety. Educational Sciences: Theory & Practice, 14(3), 1133–1141. http://doi.org/10.12738/estp.2014.3.1720 Benson, P. (2006). Autonomy in language teaching and learning. Language Teaching, 40(1), 21–40. http://doi.org/10.1017/S0261444806003958 Bolitho, R., Carter, R., Hughes, R., Ivanic, R., Masuhara, H., & Tomlinson, B. (2003). Ten questions about language awareness. ELT Journal, 57(3), 251–259. http://doi.org/https://doi.org/10.1093/elt/57.3.251 Brumfit, C. J. (Ed.). (1984). General English syllabus design. Oxford, England: Pergamon Press. Bueno Hernández, Y. A. (2016). Thinking, crafting, and commenting: An approach to improving paragraph structure writing [Master’s thesis]. Retrieved from http://intellectum.unisabana.edu.co/handle/10818/24231 Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners. New York, NY: Routledge. Byrne, D. (1993). Teaching writing skills. London, England: Longman. Cameron, L. (2001). Teaching languages to young learners. Retrieved from http://ebooks.cambridge.org/ebook.jsf?bid=CBO9780511733109 Chang, W., & Szanajda, A. B. (2016). How computer technology transforms writing performance: An integration of the process/genre approach and blogs in EFL writing courses. International Journal for 21st Century Education, 3, 169–185. Retrieved from https://www.uco.es/servicios/ucopress/ojs/index.php/ij21ce/article/view/5715/5378 Chen, Y. S., & Su, S. W. (2012). A genre-based approach to teaching EFL summary writing. ELT Journal, 66(2), 184–192. http://doi.org/10.1093/elt/ccr061 Colegio ***. (n.d.). Quiénes somos [About us]. Retrieved from http://www.colegiomaslow.com/inicio/index.php/quienes-somos Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Grounded theory procedures and techniques (3rd ed.). Thousand Oaks, CA: SAGE . Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Strasbourg, France: Cambridge University Press. Retrieved from http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf Creswell, J. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage. Creswell, J. (2014). Research Design (4th ed.). Thousand Oaks, CA: SAGE. Cuesta, L., & Rincón, S. (2010). Short story student-writers: Active roles in writing through the use of e-portfolio dossier. Colombian Applied Linguistics Journal, 12(1), 99–115. Retrieved from http://revistas.udistrital.edu.co/ojs/index.php/calj/article/view/94/144 Díaz Galvis, N. M. (2010). Peer-editing: A strategic source in EFL students’ writing process. Colombian Applied Linguistics Journal, 12(1), 85–98. Retrieved from http://revistas.udistrital.edu.co/ojs/index.php/calj/article/view/93/142 Dirgeyasa, W. (2016). Genre-based approach: What and how to teach and to learn writing. English Language Teaching, 9(9), 45–51. http://doi.org/10.5539/elt.v9n9p45 Elshirbini, I. I. (2013). The effect of the genre-based approach to teaching writing on the EFL Al-Azhr secondary students’ writing skills and their attitudes towards writing [Doctoral dissertation]. Retrieved from https://eric.ed.gov/?id=ED539137 Escobar Alméciga, W. Y., & Evans, R. (2014). Mentor texts and the coding of academic writing structures: A functional approach. HOW, 21(2), 94–111. http://doi.org/http://dx.doi.org/10.19183/how.21.2.6 ESOL. (n.d.). Marco curricular de inglés como segunda lengua de Cambridge Primary [Cambridge curricular standards of English as a second language for primary]. Cambridge, England: Cambridge University. Fernández Dobao, A. (2012). Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work. Journal of Second Language Writing, 21, 40–58. http://doi.org/10.1016/j.jslw.2011.12.002 Firkins, A., Forey, G., & Sengupta, S. (2007). Teaching writing to low proficiency EFL students. ELT Journal, 61(4), 341–352. http://doi.org/10.1093/elt/ccm052 Garnica Olaya, V. Y., & Torres Burbano, M. P. (2015). An approximation to writing process through the implementation of a process-genre approach in a blended learning environment [Master’s thesis]. Retrieved from http://intellectum.unisabana.edu.co/handle/10818/17456 Gashout, M. (2014). Incorporating the facilitative feedback strategies together with the process approach to improve students’ writing. International Journal of Education and Research, 2(10), 637–646. Retrieved from http://www.ijern.com/journal/2014/October-2014/51.pdf Graddol, D. (2006). English next. London, England: British Council. Greenwood, D. (Ed.). (1999). Action research: From practice to writing in an international action research developmental program. Philadelphia, PE: John Benjamins Publishing Company Handayani, S. W., & Siregar, M. (2013). Improving students’ writing achievement through the process genre approach. Journal of English Language Teaching of FBS Unimed, 2(2), 1–12. Retrieved from http://jurnal.unimed.ac.id/2012/index.php/eltu/article/view/644/455 Harmer, J. (2001). The practice of English language teaching (3rd ed.). Cambridge, England: Longman. Harmer, J. (2004). How to teach writing. London, England: Longman. Hinkel, E. (2006). Current perspectives on teaching the four skills. TESOL Quarterly, 40(1), 109–131. Retrieved from http://www.jstor.org/stable/40264513 Hopkins, D. (2008). A teacher’s guide to classroom research (4th ed.). New York, NY: Open University Press. Horowitz, D. (1986). Process, not product: Less than meets the eye. TESOL Quarterly , 20(1), 141–144. Retrieved from http://www.jstor.org/stable/3586397 Hudelson, S. (1989). Write on: Children writing in ESL. Englewood Cliffs, NJ: Prentice Hall Regents. Hyland, K. (2003a). Genre-based pedagogies: A social response to process. Journal of Second Language Writing, 12(1), 17–29. http://doi.org/10.1016/S1060-3743(02)00124-8 Hyland, K. (2003b). Second language writing. New York, NY: Cambridge University Press. Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16, 148–164. http://doi.org/10.1016/j.jslw.2007.07.005 Hyland, K. (2009). Teaching and researching writing (2nd ed.). Harlow, England: Pearson Education Limited. Karagiorgi, Y., & Symeou, L. (2005). Translating constructivism into instructional design: Potential and limitations. Educational Technology & Society, 8(1), 17–27. http://doi.org/10.1002/tea.3660320904 Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod. Mahwah, NJ: Lawrence Erlbaum Associates. Lee, I. (2012). Genre-based teaching and assessment in secondary English classrooms. English Teaching: Practice and Critique, 11(4), 120–136. Retrieved from http://education.waikato.ac.nz/research/files/etpc/files/2012v11n4art8.pdf Long, M. (Ed.). (2005). Second language needs analysis. Retrieved from http://ebooks.cambridge.org/ebook.jsf?bid=CBO9780511667299 Manchón, R. M. (Ed.). (2009). Writing in foreign language contexts. Bristol, England: British Library Cataloguing in Publication. McGraw-Hill Education. (n.d.). Grammar and writing handbook: Grade 4. New York, NY: Macmillan/McGraw-Hill McMillan, J., & Schumacher, S. (2010). Research in education (7th ed.). Upper Saddle River, NJ: Pearson Ministerio de Educación Nacional. (2006). Estándares básicos de competencia en lenguas extranjeras: Inglés. Formar en lenguas extranjeras: Inglés ¡el reto! [Competence basic standards in foreign languages: English]. Bogotá, Colombia: Author. Retrieved from http://www.mineducacion.gov.co/cvn/1665/articles-115174_archivo_pdf.pdf Murray, N. (2012). Writing essays in English language and linguistics: Principles, tips and strategies for undergraduates. Retrieved from http://ebooks.cambridge.org/ebook.jsf?bid=CBO9781139035347 Myskow, G., & Gordon, K. (2010). A focus on purpose: Using a genre approach in an EFL writing class. ELT Journal, 64(3), 283–292. http://doi.org/10.1093/elt/ccp057 Nunan, D. (2011). Teaching English to young learners. Anaheim, CA: Anaheim University Press O’Grady, W. (2005). How children learn language. Retrieved from http://ebooks.cambridge.org/ebook.jsf?bid=CBO9780511791192 O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Retrieved from http://ebooks.cambridge.org/ebook.jsf?bid=CBO9781139524490 Oshima, A., & Hogue, A. (2006). Writing academic English (4th ed.). White Plains, NY: Pearson Longman. Parks, A. F., Levernier, J. A., & Hollowell, I. M. (1981). Structuring paragraphs. A guide to effective writing. New York, NY: St. Martin’s Press. Porto, M. (2001). Cooperative writing response groups and self-evaluation. ELT Journal, 55(1), 38–46. http://doi.org/https://doi.org/10.1093/elt/55.1.38 Richards, J., & Farrell, T. (2011). Practice teaching: A reflective approach. Retrieved from http://ebooks.cambridge.org/ebook.jsf?bid=CBO9781139151535 Richards, J., & Lockhart, C. (1996). Reflective teaching in second language classrooms. Retrieved from http://ebooks.cambridge.org/ebook.jsf?bid=CBO9780511667169 Richards, J., & Schmidt, R. (2002). Longman dictionary of language teaching and applied linguistics (3rd ed.). London, England: Pearson Education. Rodríguez Espinosa, M. C. (2014). The impact of collaborative writing on grammatical cohesion in descriptive paragraph writing in a group of A2 EFL seventh grade learners [Master’s thesis]. Retrieved from http://intellectum.unisabana.edu.co/handle/10818/10753 Rosmawaty, H. (2013). Enhancing the L1 primary students’ achievement in writing paragraph by using pictures. International Journal of Education & Literacy Studies, 1(2), 38–47. http://doi.org/10.7575/aiac.ijels.v.1n.2p.38 Rusinovci, X. (2015). Teaching writing through process-genre based approach. US-China Education Review A, 5(10), 699–705. http://doi.org/10.17265/2161-623X/2015.10.006 Scott, V. M. (1996). Rethinking foreign language writing. Boston, MA: Newbury House Teacher Development. Senior, R. M. (2006). The experience of language teaching. Retrieved from http://ebooks.cambridge.org/ebook.jsf?bid=CBO9781139523912 Setyowati, L., & Widiati, U. (2014). Integrating environmental education into a genre-based EFL writing class. English Teaching Forum, 4, 20–27. Retrieved from http://files.eric.ed.gov/fulltext/EJ1050251.pdf Storch, N. (2005). Collaborative writing: Product, process, and students’ reflections. Journal of Second Language Writing, 14(1), 153–173. http://doi.org/10.1016/j.jslw.2005.05.002 Storch, N. (2011). Collaborative writing in L2 contexts: Processes, outcomes, and future directions. Annual Review of Applied Linguistics, 31, 275–288. http://doi.org/10.1017/S0267190511000079 Strunk, W., & White, E. B. (2005). The elements of style. New York, NY: The Penguin Press. Susser, B. (1994). Process approaches in ESL/EFL writing instruction. Journal of Second Language Writing, 3(1), 31–47. http://doi.org/10.1016/1060-3743(94)90004-3 Tomlinson, B. (2010). Principles of effective materials development. In N. Harwood (Ed.), English language teaching materials: Theory and practice (pp. 81–108). Cambridge, England: Cambridge University Press. Tribble, C. (1996). Writing. Oxford, England: Oxford University Press. Tudor, I. (2001). The dynamics of the language classroom. Cambridge, England: Cambridge University Press Tuyen, K. T., Osman, S. Bin, Dan, T. C., & Ahmad, N. (2016). Developing research paper writing programs for EFL/ESL undergraduate students using process genre approach. Higher Education Studies, 6(2), 19–29. http://doi.org/10.5539/hes.v6n2p19 Voon Foo, T. (2007). The effects of the process-genre approach to writing instruction on the expository essays of ESL students in a Malaysian secondary school [Unpublished doctoral dissertation]. Universiti Sains Malaysia, Penang, Malaysia. Walqui, A. (2006). Scaffolding instruction for English language learners: A conceptual framework. The International Journal of Bilingual Education and Bilingualism, 9(2), 159– 180. http://doi.org/http://dx.doi.org/10.1080/13670050608668639 Walters, J., & Frei, S. (2007). Managing classroom behaviour and discipline. Huntington Beach, CA: Corinne Burton Yang, Y. (2016). Teaching Chinese college ESL writing: A genre-based approach. English Language Teaching, 9(9), 36–44. http://doi.org/10.5539/elt.v9n9p36 Yate González, Y. Y., Saenz, L. F., Bermeo, J. A., & Castañeda Cháves, A. F. (2013). The role of collaborative work in the development of elementary students’ writing skills. Profile, 15(1), 11–25. Retrieved from http://www.scielo.org.co/pdf/prf/v15n1/v15n1a02.pdf |
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Ahn, H. (2012). Teaching writing skills based on a genre approach to L2 primary school students: An action research. English Language Teaching, 5(2), 2–16. http://doi.org/10.5539/elt.v5n2p2 Alodwan, T., & Ibnian, S. (2014). The effect of using the process approach to writing on developing university students’ essay writing skills in EFL. Review of Arts and Humanities, 3(2), 139–155. Retrieved from http://rahnet.com/journals/rah/Vol_3_No_2_June_2014/11.pdf Andrews, S. (2007). Teacher language awareness. Retrieved from http://ebooks.cambridge.org/ebook.jsf?bid=CBO9780511497643 Babalola, H. A. (2012). Effects of process-genre based approach on the written English performance of Computer Science students in a Nigerian polytechnic. Journal of Education and Practice, 3(6), 1–6. Retrieved from http://pakacademicsearch.com/pdf-files/edu/413/1-6 Vol 3, No 6 (2012).pdf Badger, R., & White, G. (2000). A process genre approach to teaching writing. ELT Journal, 54(2), 153–160. http://doi.org/https://doi.org/10.1093/elt/54.2.153 Badiaa, A. (2016). The role of the process approach to improve EFL learners’ writing skill: The case of first year master students of English at Biskra University [Master’s thesis]. Retrieved from http://dspace.univ-biskra.dz:8080/jspui/handle/123456789/8582 Bayat, N. (2014). The effect of the process-based writing approach on writing success and anxiety. Educational Sciences: Theory & Practice, 14(3), 1133–1141. http://doi.org/10.12738/estp.2014.3.1720 Benson, P. (2006). Autonomy in language teaching and learning. Language Teaching, 40(1), 21–40. http://doi.org/10.1017/S0261444806003958 Bolitho, R., Carter, R., Hughes, R., Ivanic, R., Masuhara, H., & Tomlinson, B. (2003). Ten questions about language awareness. ELT Journal, 57(3), 251–259. http://doi.org/https://doi.org/10.1093/elt/57.3.251 Brumfit, C. J. (Ed.). (1984). General English syllabus design. Oxford, England: Pergamon Press. Bueno Hernández, Y. A. (2016). Thinking, crafting, and commenting: An approach to improving paragraph structure writing [Master’s thesis]. Retrieved from http://intellectum.unisabana.edu.co/handle/10818/24231 Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners. New York, NY: Routledge. Byrne, D. (1993). Teaching writing skills. London, England: Longman. Cameron, L. (2001). Teaching languages to young learners. Retrieved from http://ebooks.cambridge.org/ebook.jsf?bid=CBO9780511733109 Chang, W., & Szanajda, A. B. (2016). How computer technology transforms writing performance: An integration of the process/genre approach and blogs in EFL writing courses. International Journal for 21st Century Education, 3, 169–185. Retrieved from https://www.uco.es/servicios/ucopress/ojs/index.php/ij21ce/article/view/5715/5378 Chen, Y. S., & Su, S. W. (2012). A genre-based approach to teaching EFL summary writing. ELT Journal, 66(2), 184–192. http://doi.org/10.1093/elt/ccr061 Colegio ***. (n.d.). Quiénes somos [About us]. Retrieved from http://www.colegiomaslow.com/inicio/index.php/quienes-somos Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Grounded theory procedures and techniques (3rd ed.). Thousand Oaks, CA: SAGE . Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Strasbourg, France: Cambridge University Press. Retrieved from http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf Creswell, J. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage. Creswell, J. (2014). Research Design (4th ed.). Thousand Oaks, CA: SAGE. Cuesta, L., & Rincón, S. (2010). Short story student-writers: Active roles in writing through the use of e-portfolio dossier. Colombian Applied Linguistics Journal, 12(1), 99–115. Retrieved from http://revistas.udistrital.edu.co/ojs/index.php/calj/article/view/94/144 Díaz Galvis, N. M. (2010). Peer-editing: A strategic source in EFL students’ writing process. Colombian Applied Linguistics Journal, 12(1), 85–98. Retrieved from http://revistas.udistrital.edu.co/ojs/index.php/calj/article/view/93/142 Dirgeyasa, W. (2016). Genre-based approach: What and how to teach and to learn writing. English Language Teaching, 9(9), 45–51. http://doi.org/10.5539/elt.v9n9p45 Elshirbini, I. I. (2013). The effect of the genre-based approach to teaching writing on the EFL Al-Azhr secondary students’ writing skills and their attitudes towards writing [Doctoral dissertation]. Retrieved from https://eric.ed.gov/?id=ED539137 Escobar Alméciga, W. Y., & Evans, R. (2014). Mentor texts and the coding of academic writing structures: A functional approach. HOW, 21(2), 94–111. http://doi.org/http://dx.doi.org/10.19183/how.21.2.6 ESOL. (n.d.). Marco curricular de inglés como segunda lengua de Cambridge Primary [Cambridge curricular standards of English as a second language for primary]. Cambridge, England: Cambridge University. Fernández Dobao, A. (2012). Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work. Journal of Second Language Writing, 21, 40–58. http://doi.org/10.1016/j.jslw.2011.12.002 Firkins, A., Forey, G., & Sengupta, S. (2007). Teaching writing to low proficiency EFL students. ELT Journal, 61(4), 341–352. http://doi.org/10.1093/elt/ccm052 Garnica Olaya, V. Y., & Torres Burbano, M. P. (2015). An approximation to writing process through the implementation of a process-genre approach in a blended learning environment [Master’s thesis]. Retrieved from http://intellectum.unisabana.edu.co/handle/10818/17456 Gashout, M. (2014). Incorporating the facilitative feedback strategies together with the process approach to improve students’ writing. International Journal of Education and Research, 2(10), 637–646. Retrieved from http://www.ijern.com/journal/2014/October-2014/51.pdf Graddol, D. (2006). English next. London, England: British Council. Greenwood, D. (Ed.). (1999). Action research: From practice to writing in an international action research developmental program. Philadelphia, PE: John Benjamins Publishing Company Handayani, S. W., & Siregar, M. (2013). Improving students’ writing achievement through the process genre approach. Journal of English Language Teaching of FBS Unimed, 2(2), 1–12. Retrieved from http://jurnal.unimed.ac.id/2012/index.php/eltu/article/view/644/455 Harmer, J. (2001). The practice of English language teaching (3rd ed.). Cambridge, England: Longman. Harmer, J. (2004). How to teach writing. London, England: Longman. Hinkel, E. (2006). Current perspectives on teaching the four skills. TESOL Quarterly, 40(1), 109–131. Retrieved from http://www.jstor.org/stable/40264513 Hopkins, D. (2008). A teacher’s guide to classroom research (4th ed.). New York, NY: Open University Press. Horowitz, D. (1986). Process, not product: Less than meets the eye. TESOL Quarterly , 20(1), 141–144. Retrieved from http://www.jstor.org/stable/3586397 Hudelson, S. (1989). Write on: Children writing in ESL. Englewood Cliffs, NJ: Prentice Hall Regents. Hyland, K. (2003a). Genre-based pedagogies: A social response to process. Journal of Second Language Writing, 12(1), 17–29. http://doi.org/10.1016/S1060-3743(02)00124-8 Hyland, K. (2003b). Second language writing. New York, NY: Cambridge University Press. Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16, 148–164. http://doi.org/10.1016/j.jslw.2007.07.005 Hyland, K. (2009). Teaching and researching writing (2nd ed.). Harlow, England: Pearson Education Limited. Karagiorgi, Y., & Symeou, L. (2005). Translating constructivism into instructional design: Potential and limitations. Educational Technology & Society, 8(1), 17–27. http://doi.org/10.1002/tea.3660320904 Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod. Mahwah, NJ: Lawrence Erlbaum Associates. Lee, I. (2012). Genre-based teaching and assessment in secondary English classrooms. English Teaching: Practice and Critique, 11(4), 120–136. Retrieved from http://education.waikato.ac.nz/research/files/etpc/files/2012v11n4art8.pdf Long, M. (Ed.). (2005). Second language needs analysis. Retrieved from http://ebooks.cambridge.org/ebook.jsf?bid=CBO9780511667299 Manchón, R. M. (Ed.). (2009). Writing in foreign language contexts. Bristol, England: British Library Cataloguing in Publication. McGraw-Hill Education. (n.d.). Grammar and writing handbook: Grade 4. New York, NY: Macmillan/McGraw-Hill McMillan, J., & Schumacher, S. (2010). Research in education (7th ed.). Upper Saddle River, NJ: Pearson Ministerio de Educación Nacional. (2006). Estándares básicos de competencia en lenguas extranjeras: Inglés. Formar en lenguas extranjeras: Inglés ¡el reto! [Competence basic standards in foreign languages: English]. Bogotá, Colombia: Author. Retrieved from http://www.mineducacion.gov.co/cvn/1665/articles-115174_archivo_pdf.pdf Murray, N. (2012). Writing essays in English language and linguistics: Principles, tips and strategies for undergraduates. Retrieved from http://ebooks.cambridge.org/ebook.jsf?bid=CBO9781139035347 Myskow, G., & Gordon, K. (2010). A focus on purpose: Using a genre approach in an EFL writing class. ELT Journal, 64(3), 283–292. http://doi.org/10.1093/elt/ccp057 Nunan, D. (2011). Teaching English to young learners. Anaheim, CA: Anaheim University Press O’Grady, W. (2005). How children learn language. Retrieved from http://ebooks.cambridge.org/ebook.jsf?bid=CBO9780511791192 O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Retrieved from http://ebooks.cambridge.org/ebook.jsf?bid=CBO9781139524490 Oshima, A., & Hogue, A. (2006). Writing academic English (4th ed.). White Plains, NY: Pearson Longman. Parks, A. F., Levernier, J. A., & Hollowell, I. M. (1981). Structuring paragraphs. A guide to effective writing. New York, NY: St. Martin’s Press. Porto, M. (2001). Cooperative writing response groups and self-evaluation. ELT Journal, 55(1), 38–46. http://doi.org/https://doi.org/10.1093/elt/55.1.38 Richards, J., & Farrell, T. (2011). Practice teaching: A reflective approach. Retrieved from http://ebooks.cambridge.org/ebook.jsf?bid=CBO9781139151535 Richards, J., & Lockhart, C. (1996). Reflective teaching in second language classrooms. Retrieved from http://ebooks.cambridge.org/ebook.jsf?bid=CBO9780511667169 Richards, J., & Schmidt, R. (2002). Longman dictionary of language teaching and applied linguistics (3rd ed.). London, England: Pearson Education. Rodríguez Espinosa, M. C. (2014). The impact of collaborative writing on grammatical cohesion in descriptive paragraph writing in a group of A2 EFL seventh grade learners [Master’s thesis]. Retrieved from http://intellectum.unisabana.edu.co/handle/10818/10753 Rosmawaty, H. (2013). Enhancing the L1 primary students’ achievement in writing paragraph by using pictures. International Journal of Education & Literacy Studies, 1(2), 38–47. http://doi.org/10.7575/aiac.ijels.v.1n.2p.38 Rusinovci, X. (2015). Teaching writing through process-genre based approach. US-China Education Review A, 5(10), 699–705. http://doi.org/10.17265/2161-623X/2015.10.006 Scott, V. M. (1996). Rethinking foreign language writing. Boston, MA: Newbury House Teacher Development. Senior, R. M. (2006). The experience of language teaching. Retrieved from http://ebooks.cambridge.org/ebook.jsf?bid=CBO9781139523912 Setyowati, L., & Widiati, U. (2014). Integrating environmental education into a genre-based EFL writing class. English Teaching Forum, 4, 20–27. Retrieved from http://files.eric.ed.gov/fulltext/EJ1050251.pdf Storch, N. (2005). Collaborative writing: Product, process, and students’ reflections. Journal of Second Language Writing, 14(1), 153–173. http://doi.org/10.1016/j.jslw.2005.05.002 Storch, N. (2011). Collaborative writing in L2 contexts: Processes, outcomes, and future directions. Annual Review of Applied Linguistics, 31, 275–288. http://doi.org/10.1017/S0267190511000079 Strunk, W., & White, E. B. (2005). The elements of style. New York, NY: The Penguin Press. Susser, B. (1994). Process approaches in ESL/EFL writing instruction. Journal of Second Language Writing, 3(1), 31–47. http://doi.org/10.1016/1060-3743(94)90004-3 Tomlinson, B. (2010). Principles of effective materials development. In N. Harwood (Ed.), English language teaching materials: Theory and practice (pp. 81–108). Cambridge, England: Cambridge University Press. Tribble, C. (1996). Writing. Oxford, England: Oxford University Press. Tudor, I. (2001). The dynamics of the language classroom. Cambridge, England: Cambridge University Press Tuyen, K. T., Osman, S. Bin, Dan, T. C., & Ahmad, N. (2016). Developing research paper writing programs for EFL/ESL undergraduate students using process genre approach. Higher Education Studies, 6(2), 19–29. http://doi.org/10.5539/hes.v6n2p19 Voon Foo, T. (2007). The effects of the process-genre approach to writing instruction on the expository essays of ESL students in a Malaysian secondary school [Unpublished doctoral dissertation]. Universiti Sains Malaysia, Penang, Malaysia. Walqui, A. (2006). Scaffolding instruction for English language learners: A conceptual framework. The International Journal of Bilingual Education and Bilingualism, 9(2), 159– 180. http://doi.org/http://dx.doi.org/10.1080/13670050608668639 Walters, J., & Frei, S. (2007). Managing classroom behaviour and discipline. Huntington Beach, CA: Corinne Burton Yang, Y. (2016). 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Gómez Barón, Julio CésarArteaga Lara, Héctor MauricioMagíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo2017-11-02T18:25:23Z2017-11-02T18:25:23Z20172017-11-02Ahn, H. (2012). Teaching writing skills based on a genre approach to L2 primary school students: An action research. English Language Teaching, 5(2), 2–16. http://doi.org/10.5539/elt.v5n2p2Alodwan, T., & Ibnian, S. (2014). The effect of using the process approach to writing on developing university students’ essay writing skills in EFL. Review of Arts and Humanities, 3(2), 139–155. Retrieved from http://rahnet.com/journals/rah/Vol_3_No_2_June_2014/11.pdfAndrews, S. (2007). Teacher language awareness. Retrieved from http://ebooks.cambridge.org/ebook.jsf?bid=CBO9780511497643Babalola, H. A. (2012). Effects of process-genre based approach on the written English performance of Computer Science students in a Nigerian polytechnic. Journal of Education and Practice, 3(6), 1–6. Retrieved from http://pakacademicsearch.com/pdf-files/edu/413/1-6 Vol 3, No 6 (2012).pdfBadger, R., & White, G. (2000). A process genre approach to teaching writing. ELT Journal, 54(2), 153–160. http://doi.org/https://doi.org/10.1093/elt/54.2.153Badiaa, A. (2016). The role of the process approach to improve EFL learners’ writing skill: The case of first year master students of English at Biskra University [Master’s thesis]. Retrieved from http://dspace.univ-biskra.dz:8080/jspui/handle/123456789/8582Bayat, N. (2014). The effect of the process-based writing approach on writing success and anxiety. Educational Sciences: Theory & Practice, 14(3), 1133–1141. http://doi.org/10.12738/estp.2014.3.1720Benson, P. (2006). Autonomy in language teaching and learning. Language Teaching, 40(1), 21–40. http://doi.org/10.1017/S0261444806003958Bolitho, R., Carter, R., Hughes, R., Ivanic, R., Masuhara, H., & Tomlinson, B. (2003). Ten questions about language awareness. ELT Journal, 57(3), 251–259. http://doi.org/https://doi.org/10.1093/elt/57.3.251Brumfit, C. J. (Ed.). (1984). General English syllabus design. Oxford, England: Pergamon Press.Bueno Hernández, Y. A. (2016). Thinking, crafting, and commenting: An approach to improving paragraph structure writing [Master’s thesis]. Retrieved from http://intellectum.unisabana.edu.co/handle/10818/24231Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners. New York, NY: Routledge.Byrne, D. (1993). Teaching writing skills. London, England: Longman.Cameron, L. (2001). Teaching languages to young learners. Retrieved from http://ebooks.cambridge.org/ebook.jsf?bid=CBO9780511733109Chang, W., & Szanajda, A. B. (2016). How computer technology transforms writing performance: An integration of the process/genre approach and blogs in EFL writing courses. International Journal for 21st Century Education, 3, 169–185. Retrieved from https://www.uco.es/servicios/ucopress/ojs/index.php/ij21ce/article/view/5715/5378Chen, Y. S., & Su, S. W. (2012). A genre-based approach to teaching EFL summary writing. ELT Journal, 66(2), 184–192. http://doi.org/10.1093/elt/ccr061Colegio ***. (n.d.). Quiénes somos [About us]. Retrieved from http://www.colegiomaslow.com/inicio/index.php/quienes-somosCorbin, J., & Strauss, A. (2008). Basics of qualitative research: Grounded theory procedures and techniques (3rd ed.). Thousand Oaks, CA: SAGE .Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Strasbourg, France: Cambridge University Press. Retrieved from http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdfCreswell, J. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage.Creswell, J. (2014). Research Design (4th ed.). Thousand Oaks, CA: SAGE.Cuesta, L., & Rincón, S. (2010). Short story student-writers: Active roles in writing through the use of e-portfolio dossier. Colombian Applied Linguistics Journal, 12(1), 99–115. Retrieved from http://revistas.udistrital.edu.co/ojs/index.php/calj/article/view/94/144Díaz Galvis, N. M. (2010). Peer-editing: A strategic source in EFL students’ writing process. Colombian Applied Linguistics Journal, 12(1), 85–98. Retrieved from http://revistas.udistrital.edu.co/ojs/index.php/calj/article/view/93/142Dirgeyasa, W. (2016). Genre-based approach: What and how to teach and to learn writing. English Language Teaching, 9(9), 45–51. http://doi.org/10.5539/elt.v9n9p45Elshirbini, I. I. (2013). The effect of the genre-based approach to teaching writing on the EFL Al-Azhr secondary students’ writing skills and their attitudes towards writing [Doctoral dissertation]. Retrieved from https://eric.ed.gov/?id=ED539137Escobar Alméciga, W. Y., & Evans, R. (2014). Mentor texts and the coding of academic writing structures: A functional approach. HOW, 21(2), 94–111. http://doi.org/http://dx.doi.org/10.19183/how.21.2.6ESOL. (n.d.). Marco curricular de inglés como segunda lengua de Cambridge Primary [Cambridge curricular standards of English as a second language for primary]. Cambridge, England: Cambridge University.Fernández Dobao, A. (2012). Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work. Journal of Second Language Writing, 21, 40–58. http://doi.org/10.1016/j.jslw.2011.12.002Firkins, A., Forey, G., & Sengupta, S. (2007). Teaching writing to low proficiency EFL students. ELT Journal, 61(4), 341–352. http://doi.org/10.1093/elt/ccm052Garnica Olaya, V. Y., & Torres Burbano, M. P. (2015). An approximation to writing process through the implementation of a process-genre approach in a blended learning environment [Master’s thesis]. Retrieved from http://intellectum.unisabana.edu.co/handle/10818/17456Gashout, M. (2014). Incorporating the facilitative feedback strategies together with the process approach to improve students’ writing. International Journal of Education and Research, 2(10), 637–646. Retrieved from http://www.ijern.com/journal/2014/October-2014/51.pdfGraddol, D. (2006). English next. London, England: British Council.Greenwood, D. (Ed.). (1999). Action research: From practice to writing in an international action research developmental program. Philadelphia, PE: John Benjamins Publishing CompanyHandayani, S. W., & Siregar, M. (2013). Improving students’ writing achievement through the process genre approach. Journal of English Language Teaching of FBS Unimed, 2(2), 1–12. Retrieved from http://jurnal.unimed.ac.id/2012/index.php/eltu/article/view/644/455Harmer, J. (2001). The practice of English language teaching (3rd ed.). Cambridge, England: Longman.Harmer, J. (2004). How to teach writing. London, England: Longman.Hinkel, E. (2006). Current perspectives on teaching the four skills. TESOL Quarterly, 40(1), 109–131. Retrieved from http://www.jstor.org/stable/40264513Hopkins, D. (2008). A teacher’s guide to classroom research (4th ed.). New York, NY: Open University Press.Horowitz, D. (1986). Process, not product: Less than meets the eye. TESOL Quarterly , 20(1), 141–144. Retrieved from http://www.jstor.org/stable/3586397Hudelson, S. (1989). Write on: Children writing in ESL. Englewood Cliffs, NJ: Prentice Hall Regents.Hyland, K. (2003a). Genre-based pedagogies: A social response to process. Journal of Second Language Writing, 12(1), 17–29. http://doi.org/10.1016/S1060-3743(02)00124-8Hyland, K. (2003b). Second language writing. New York, NY: Cambridge University Press.Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16, 148–164. http://doi.org/10.1016/j.jslw.2007.07.005Hyland, K. (2009). Teaching and researching writing (2nd ed.). Harlow, England: Pearson Education Limited.Karagiorgi, Y., & Symeou, L. (2005). Translating constructivism into instructional design: Potential and limitations. Educational Technology & Society, 8(1), 17–27. http://doi.org/10.1002/tea.3660320904Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod. Mahwah, NJ: Lawrence Erlbaum Associates.Lee, I. (2012). Genre-based teaching and assessment in secondary English classrooms. English Teaching: Practice and Critique, 11(4), 120–136. Retrieved from http://education.waikato.ac.nz/research/files/etpc/files/2012v11n4art8.pdfLong, M. (Ed.). (2005). Second language needs analysis. Retrieved from http://ebooks.cambridge.org/ebook.jsf?bid=CBO9780511667299Manchón, R. M. (Ed.). (2009). Writing in foreign language contexts. Bristol, England: British Library Cataloguing in Publication.McGraw-Hill Education. (n.d.). Grammar and writing handbook: Grade 4. New York, NY: Macmillan/McGraw-HillMcMillan, J., & Schumacher, S. (2010). Research in education (7th ed.). Upper Saddle River, NJ: PearsonMinisterio de Educación Nacional. (2006). Estándares básicos de competencia en lenguas extranjeras: Inglés. Formar en lenguas extranjeras: Inglés ¡el reto! [Competence basic standards in foreign languages: English]. Bogotá, Colombia: Author. Retrieved from http://www.mineducacion.gov.co/cvn/1665/articles-115174_archivo_pdf.pdfMurray, N. (2012). Writing essays in English language and linguistics: Principles, tips and strategies for undergraduates. Retrieved from http://ebooks.cambridge.org/ebook.jsf?bid=CBO9781139035347Myskow, G., & Gordon, K. (2010). A focus on purpose: Using a genre approach in an EFL writing class. ELT Journal, 64(3), 283–292. http://doi.org/10.1093/elt/ccp057Nunan, D. (2011). Teaching English to young learners. Anaheim, CA: Anaheim University PressO’Grady, W. (2005). How children learn language. Retrieved from http://ebooks.cambridge.org/ebook.jsf?bid=CBO9780511791192O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Retrieved from http://ebooks.cambridge.org/ebook.jsf?bid=CBO9781139524490Oshima, A., & Hogue, A. (2006). Writing academic English (4th ed.). White Plains, NY: Pearson Longman.Parks, A. F., Levernier, J. A., & Hollowell, I. M. (1981). Structuring paragraphs. A guide to effective writing. New York, NY: St. Martin’s Press.Porto, M. (2001). Cooperative writing response groups and self-evaluation. ELT Journal, 55(1), 38–46. http://doi.org/https://doi.org/10.1093/elt/55.1.38Richards, J., & Farrell, T. (2011). Practice teaching: A reflective approach. Retrieved from http://ebooks.cambridge.org/ebook.jsf?bid=CBO9781139151535Richards, J., & Lockhart, C. (1996). Reflective teaching in second language classrooms. Retrieved from http://ebooks.cambridge.org/ebook.jsf?bid=CBO9780511667169Richards, J., & Schmidt, R. (2002). Longman dictionary of language teaching and applied linguistics (3rd ed.). London, England: Pearson Education.Rodríguez Espinosa, M. C. (2014). The impact of collaborative writing on grammatical cohesion in descriptive paragraph writing in a group of A2 EFL seventh grade learners [Master’s thesis]. Retrieved from http://intellectum.unisabana.edu.co/handle/10818/10753Rosmawaty, H. (2013). Enhancing the L1 primary students’ achievement in writing paragraph by using pictures. International Journal of Education & Literacy Studies, 1(2), 38–47. http://doi.org/10.7575/aiac.ijels.v.1n.2p.38Rusinovci, X. (2015). Teaching writing through process-genre based approach. US-China Education Review A, 5(10), 699–705. http://doi.org/10.17265/2161-623X/2015.10.006Scott, V. M. (1996). Rethinking foreign language writing. Boston, MA: Newbury House Teacher Development.Senior, R. M. (2006). The experience of language teaching. Retrieved from http://ebooks.cambridge.org/ebook.jsf?bid=CBO9781139523912Setyowati, L., & Widiati, U. (2014). Integrating environmental education into a genre-based EFL writing class. English Teaching Forum, 4, 20–27. Retrieved from http://files.eric.ed.gov/fulltext/EJ1050251.pdfStorch, N. (2005). Collaborative writing: Product, process, and students’ reflections. Journal of Second Language Writing, 14(1), 153–173. http://doi.org/10.1016/j.jslw.2005.05.002Storch, N. (2011). Collaborative writing in L2 contexts: Processes, outcomes, and future directions. Annual Review of Applied Linguistics, 31, 275–288. http://doi.org/10.1017/S0267190511000079Strunk, W., & White, E. B. (2005). The elements of style. New York, NY: The Penguin Press.Susser, B. (1994). Process approaches in ESL/EFL writing instruction. Journal of Second Language Writing, 3(1), 31–47. http://doi.org/10.1016/1060-3743(94)90004-3Tomlinson, B. (2010). Principles of effective materials development. In N. Harwood (Ed.), English language teaching materials: Theory and practice (pp. 81–108). Cambridge, England: Cambridge University Press.Tribble, C. (1996). Writing. Oxford, England: Oxford University Press.Tudor, I. (2001). The dynamics of the language classroom. Cambridge, England: Cambridge University PressTuyen, K. T., Osman, S. Bin, Dan, T. C., & Ahmad, N. (2016). Developing research paper writing programs for EFL/ESL undergraduate students using process genre approach. Higher Education Studies, 6(2), 19–29. http://doi.org/10.5539/hes.v6n2p19Voon Foo, T. (2007). The effects of the process-genre approach to writing instruction on the expository essays of ESL students in a Malaysian secondary school [Unpublished doctoral dissertation]. Universiti Sains Malaysia, Penang, Malaysia.Walqui, A. (2006). Scaffolding instruction for English language learners: A conceptual framework. The International Journal of Bilingual Education and Bilingualism, 9(2), 159– 180. http://doi.org/http://dx.doi.org/10.1080/13670050608668639Walters, J., & Frei, S. (2007). Managing classroom behaviour and discipline. Huntington Beach, CA: Corinne BurtonYang, Y. (2016). Teaching Chinese college ESL writing: A genre-based approach. English Language Teaching, 9(9), 36–44. http://doi.org/10.5539/elt.v9n9p36Yate González, Y. Y., Saenz, L. F., Bermeo, J. A., & Castañeda Cháves, A. F. (2013). The role of collaborative work in the development of elementary students’ writing skills. Profile, 15(1), 11–25. Retrieved from http://www.scielo.org.co/pdf/prf/v15n1/v15n1a02.pdfhttp://hdl.handle.net/10818/31909266830TE09350129 Páginas.La escritura juega un papel crucial en el aprendizaje de idiomas. Estudios previos han descubierto la efectividad que diversos enfoques tienen para desarrollar habilidades de escritura con el fin de optimizar la competencia escritora de los estudiantes; sin embargo, se le ha dado poca importancia a la escritura de párrafos en estudiantes de primaria. El presente estudio de investigación-acción se valió de artefactos, diario de docente, diario de estudiantes y entrevista grupal para recolectar datos acerca de la manera en la que el enfoque de proceso y género ayudó a estudiantes de inglés como lengua extranjera en cuarto grado de primaria a escribir párrafos narrativos bien estructurados. Los datos fueron analizados a la luz de la teoría fundamentada revelando que la mayoría de los participantes logró escribir párrafos narrativos bien estructurados en los que desarrollaron solo una idea principal sin desviarse del tema. Estos participantes, además, lograron concientizarse sobre el rol de la audiencia (los lectores) y las características del género narrativo de escritura. Todo esto justifica la noción que el enfoque de proceso y género es un método efectivo para que los estudiantes de primaria alcancen el objetivo mencionado por lo cual podría ser adoptado por escuelas de primaria en sus cursos de escritura.application/pdfengUniversidad de La SabanaMaestría en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje AutónomoDepartamento de Lenguas y Culturas ExtranjerasAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf2Universidad de La SabanaIntellectum Repositorio Universidad de La SabanaAprendizajeEscrituraPárrafosConducta lectoraThe process-genre approach in paragraph writing of fourth-grade EFL learnermasterThesisTesis de maestríapublishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_bdccORIGINALHéctor Mauricio Arteaga Lara (Tesis).pdfHéctor Mauricio Arteaga Lara (Tesis).pdfVer documento en PDFapplication/pdf4835453https://intellectum.unisabana.edu.co/bitstream/10818/31909/1/H%c3%a9ctor%20Mauricio%20Arteaga%20Lara%20%28Tesis%29.pdf16f70f3615754ba9ae7e83e12a2dffb2MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-81223https://intellectum.unisabana.edu.co/bitstream/10818/31909/2/license_rdf7c9ab7f006165862d8ce9ac5eac01552MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-8498https://intellectum.unisabana.edu.co/bitstream/10818/31909/3/license.txtf52a2cfd4df262e08e9b300d62c85cabMD53Héctor Mauricio Arteaga Lara (Carta).pdfHéctor Mauricio Arteaga Lara (Carta).pdfapplication/pdf134136https://intellectum.unisabana.edu.co/bitstream/10818/31909/4/H%c3%a9ctor%20Mauricio%20Arteaga%20Lara%20%28Carta%29.pdfbb86e62f516eee6cac30f7104625d5d5MD54TEXTHéctor Mauricio Arteaga Lara (Tesis).pdf.txtHéctor Mauricio Arteaga Lara (Tesis).pdf.txtExtracted Texttext/plain193503https://intellectum.unisabana.edu.co/bitstream/10818/31909/5/H%c3%a9ctor%20Mauricio%20Arteaga%20Lara%20%28Tesis%29.pdf.txtb48b059efc57002b99cce1d807a26d8bMD5510818/31909oai:intellectum.unisabana.edu.co:10818/319092019-12-10 17:24:11.581Intellectum Universidad de la Sabanacontactointellectum@unisabana.edu.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 |