Improving writing skills in third graders through planning strategies.

El presente trabajo de grado enmarcado en el área de investigación de inglés como segundo idioma, expone un proceso de investigativo y pedagógico centrado en el desarrollo y la implementación de habilidades de escritura de planificación en estudiantes de tercer grado en un colegio público. Con respe...

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Autores:
Nieto Gavilan, María Fernanda
Tipo de recurso:
Trabajo de grado de pregrado
Fecha de publicación:
2020
Institución:
Universidad Pedagógica Nacional
Repositorio:
Repositorio Institucional UPN
Idioma:
spa
OAI Identifier:
oai:repository.pedagogica.edu.co:20.500.12209/12106
Acceso en línea:
http://hdl.handle.net/20.500.12209/12106
Palabra clave:
Estrategias de planificación
Habilidades de escritura
Escritura descriptiva
Proceso metacognitivo
Planning strategies
Writing skills
Descriptive writing
Metacognitive processes
Rights
License
https://creativecommons.org/licenses/by-nc-nd/4.0/
id RPEDAGO2_2028a50220fcd076df3c0e650111acb8
oai_identifier_str oai:repository.pedagogica.edu.co:20.500.12209/12106
network_acronym_str RPEDAGO2
network_name_str Repositorio Institucional UPN
repository_id_str
dc.title.spa.fl_str_mv Improving writing skills in third graders through planning strategies.
title Improving writing skills in third graders through planning strategies.
spellingShingle Improving writing skills in third graders through planning strategies.
Estrategias de planificación
Habilidades de escritura
Escritura descriptiva
Proceso metacognitivo
Planning strategies
Writing skills
Descriptive writing
Metacognitive processes
title_short Improving writing skills in third graders through planning strategies.
title_full Improving writing skills in third graders through planning strategies.
title_fullStr Improving writing skills in third graders through planning strategies.
title_full_unstemmed Improving writing skills in third graders through planning strategies.
title_sort Improving writing skills in third graders through planning strategies.
dc.creator.fl_str_mv Nieto Gavilan, María Fernanda
dc.contributor.advisor.spa.fl_str_mv Pérez Gómez, Francisco Antonio
dc.contributor.author.spa.fl_str_mv Nieto Gavilan, María Fernanda
dc.subject.spa.fl_str_mv Estrategias de planificación
Habilidades de escritura
Escritura descriptiva
Proceso metacognitivo
topic Estrategias de planificación
Habilidades de escritura
Escritura descriptiva
Proceso metacognitivo
Planning strategies
Writing skills
Descriptive writing
Metacognitive processes
dc.subject.keywords.eng.fl_str_mv Planning strategies
Writing skills
Descriptive writing
Metacognitive processes
description El presente trabajo de grado enmarcado en el área de investigación de inglés como segundo idioma, expone un proceso de investigativo y pedagógico centrado en el desarrollo y la implementación de habilidades de escritura de planificación en estudiantes de tercer grado en un colegio público. Con respecto a esto, la escritura se concibe como un proceso de reflexión, para esto se desarrolló una intervención en el aula siguiendo una secuencia didáctica, buscando la creación de textos descriptivos después de usar algunas estrategias de planificación. Además, el enfoque basado en el género se tomó como guía para desarrollar las estructuras y los párrafos en la escritura descriptiva de los estudiantes. Asimismo, las estrategias de planificación (Brainstorm, Outline, Draft) se tomaron desde la perspectiva de las estrategias de autorregulación para comprender los procesos cognitivos de los estudiantes. PALABRAS CLAVE: Estrategias de planificación, habilidades de escritura, escritura descriptiva, proceso metacognitivo.
publishDate 2020
dc.date.accessioned.none.fl_str_mv 2020-08-05T18:43:29Z
dc.date.available.none.fl_str_mv 2020-08-05T18:43:29Z
dc.date.issued.none.fl_str_mv 2020
dc.type.spa.fl_str_mv info:eu-repo/semantics/bachelorThesis
dc.type.local.spa.fl_str_mv Tesis/Trabajo de grado - Monografía – Pregrado
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dc.type.driver.eng.fl_str_mv info:eu-repo/semantics/bachelorThesis
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dc.identifier.uri.none.fl_str_mv http://hdl.handle.net/20.500.12209/12106
dc.identifier.instname.spa.fl_str_mv instname:Universidad Pedagógica Nacional
instname:Universidad Pedagógica Nacional
dc.identifier.reponame.spa.fl_str_mv reponame: Repositorio Institucional UPN
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dc.relation.references.spa.fl_str_mv • Amos. (2002). Doing Qualitative Research in Education Settings. New York: State University of New York
•Ausubel, D. (1968). Educational Phycology: A cognitive view. New York: Holt, Rinehart and Winston
• Berkenkotter, C. (1982). Writing and problem solving. In T. Fulwiler, & A. Young (Eds.), Language connections. IL: Urbana
•Bryant, A. Charmaz, K (2007) . The SAGE Handbook of Grounded Theory. SAGE Publications Ltd
• Burns, A. (2003). Collaborative action research for English language teachers. Cambridge: Cambridge University Press
• Burns, A. (2010). Doing Action Research in English Language Teaching. A guide for practitioners. New York: Routledge
• Caldera, R. (2003). El Enfoque Cognitivo de la Escritura y sus Consecuencias Metodológicas en la Escuela . Educere, 6 (20), 363-368
• Centro de documentación e información localidad de suba. (2013). Barrio Prado Veraniego Reseña Básica Barrial. Retrieved from http://www.infosuba.org/contenido/resenia/16.pdf
• Chacón, L,. Hernan, A. (2016). Planning, monitoring and evaluating: three metacognitive strategies to raise autonomy awareness in fourth grade students. Universidad Pedagógica Nacional
• Cohen, L., Marion, L. & Morrison, K. (2007). Research Methods in Education. London: Routledge Publishers
• Denzin, N. K. and Lincoln, Y. S. (2000). Handbook of Qualitative Research. Thousand Oaks, CA: Sage
• Dunlosky, Hertzog, Kennedy, & Thiede. (2005). The self-monitoring approach for effective learning. Cognitive Technology, 4-11
• Fidalgo, R., Torrance, M.,et all. (2009) Dos enfoques metacognitivos de intervención. International Journal of Developmental and educational psychological. (1) 313-321
• Flohr. (2008). Presenting and Teaching Vocabulary in EFL Classroom. Germany: GRIN Verlag
• Flower, L. (1989). Problem Solving Strategies for Writing. Orlando Harcourt Barce Jovanovich
• Ghazal, L. (2007). Learning vocabulary in EFL contexts through vocabulary learning strategies. Novitas-ROYAL, 84-91
• Glaser, B., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. London, UK: Weidenfeld & Nicholson
• Glaser, B.G. (1996). Grounded Theory: an Interview with A. Lowe. Programme 8 of Doing a PhD in Business and Management. Glasgow: University of Sterling and Heriot-Watt University
• Hacker, D. J., Dunlosky, J., & Graesser, A. C. (Eds.). (2009). The educational psychology series. Handbook of metacognition in education. New York, NY, US: Routledge/Taylor & Francis Group
• Halliday, M A K (1992). ‘Towards a language-based theory of learning’. Paper prepared for the Phonetic Society of Japan in the context of Symposium on Language Acquisition, Tokyo
• Hammond, J., and Derewianka, B. (2001). Genre. In R. Carter & D. Nunan (Eds). The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press
• Hayes, J. (1996). Un nuevo marco para la comprensión de lo cognitivo y lo emocional en la escritura. The Science of Writing
• Hayes, J., & Flower, L. (1980). Identifying the organization of writing processes. In W. Gregg, & Hayes, J., & Flower, L. (1986). Writing research and the writer. American Psychologist(41), 1106-1113
• Hayes, J., & Flower, L. (1986). Writing research and the writer. American Psychologist(41), 1106-1113
• Hyon, S. (1996). Genre in Three Traditions: Implications for ESL. TESOL Quarterly, Vol. 30, pp.693-732
• Kellogg, R. (1986). Writing method and productivity of science and engineering faculty. Research in Higher Education, 25, 147-163
• Kemmis and McTaggart. (1988). The Action Research Reader. Victoria: Deakin University Press
• Koshy, et al. (2010) Action Research in Healthcare. (1st ed). SAGE Publications Ltd
• Krashen. (1988). Second Language Acquisition and Second Language Learning. Prentice- Hall International
• Leavy, P., (2014) The Oxford Handbook of Qualitative Research. Oxford University Press
• Ling, T., Zhang, L., (2017) Effects of motivational regulation strategies on writing performance: a mediation model of self-regulated learning of writing in English as a second/foreign language. Springer Science Business Media New York 2017
• Luu, T. (2011). Teaching writing through genre-based approach. Belt Journal Vol 2 pp 121-136
• MacArthur, C., Graham, S. y Fitzgerald, J. (2006). Handbook of Writing Research. Nueva York: The Guilford Press
• Marshall, C. & Rossman G.B. (2006). Designing Qualitative Research. London: SAGE Publications, Inc
• Ministerio de Educación Nacional, MEN (2006). Estándares Básicos de Competencias en lengua Extranjera. Inglés. Bogotá: Ministerio de Educación Nacional
• Nugroho, Taufik. 2009. Introduction to Genre Based Approach (Ministry of National Education in Indonesia, Directorate General of Quality Improvement of Teachers and Education Personal,), Supplement Module MGMP – bermutu; Jakarta
• Nunan. (1992). Research Methods in Language Teaching. New York: Cambridge University Press
• Ojeda, M,. Neil, D (2016). Vocabulary learning through metacognitive strategies among 3rd graders. Universidad Pedagógica Nacional
• Páez, N., María de los Ángeles (2016). a meaningful classroom environment through collaborative work to improve self-regulation attitudes. Universidad Pedagógica Nacional
• Patton, M.Q. (1990). Qualitative Evaluation and Research Methods. (2nd ed.). Newbury Park, CA: Sage Publications, Inc
• Rincón, L. (2013). Los Estilos Cognitivos: una aproximación al estudio de las diferencias individuales en la composición escrita. Revista Colombiana de Investigación. 64. Págs. 107- 130
• Scardamalia, M. & Bereiter, C. (1985) Fostering the development of self-regulation in children’s knowledge processing. In S. Chipman, J. Segal, & R, Glaser (Eds), Thinking and learning skills: current research and open questions (vol 2, pp. 563-577). Hillsdale, NJ: Erlbaum
• Scardamalia, M. & Bereiter, C. (1992) Dos modelos explicativos de los procesos de composición escrita. Infancia y aprendizaje. 58 (pp 43-64)
• Strauss, A. and Corbin, J., (1998). Basics Of Qualitative Research. 2nd ed. London: SAGE
• Strauss, A. L. (1987) Qualitative Analysis for Social Scientists. Cambridge: Cambridge University Press
• Teun A. van Dijk. (1977) Text and context: explorations in the semantics and pragmatics of discourse. (Longman linguistics library, 21.) London: Longman
• Tudor, I. (2001) The dynamics of the language classroom. New York, United States. Cambridge University Press
• Vygotsky, L.S. (1978).Mind in Society: The Development of Higher Psychological Process. Cambridge, Mass: Havard University Press
• Winne. (1996). A Metacognitive view of individual differences in self-regulated learning. Learning and Individual Differences, 327-353
• Zimmerman, B., & Risemberg, R. (1997). Becoming a proficient writer: A self-regulatory perspective. Contemporary Educational Psychology, 22, 73-101
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spelling Pérez Gómez, Francisco AntonioNieto Gavilan, María FernandaBogotá2019 - 20202020-08-05T18:43:29Z2020-08-05T18:43:29Z2020http://hdl.handle.net/20.500.12209/12106instname:Universidad Pedagógica Nacionalinstname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/El presente trabajo de grado enmarcado en el área de investigación de inglés como segundo idioma, expone un proceso de investigativo y pedagógico centrado en el desarrollo y la implementación de habilidades de escritura de planificación en estudiantes de tercer grado en un colegio público. Con respecto a esto, la escritura se concibe como un proceso de reflexión, para esto se desarrolló una intervención en el aula siguiendo una secuencia didáctica, buscando la creación de textos descriptivos después de usar algunas estrategias de planificación. Además, el enfoque basado en el género se tomó como guía para desarrollar las estructuras y los párrafos en la escritura descriptiva de los estudiantes. Asimismo, las estrategias de planificación (Brainstorm, Outline, Draft) se tomaron desde la perspectiva de las estrategias de autorregulación para comprender los procesos cognitivos de los estudiantes. PALABRAS CLAVE: Estrategias de planificación, habilidades de escritura, escritura descriptiva, proceso metacognitivo.Submitted by María Fernanda Nieto Gavilan (del_mfnietog290@pedagogica.edu.co) on 2020-08-03T15:53:12Z No. of bitstreams: 2 Licencia de uso Maria Fernanda Nieto Gavilan.pdf: 293691 bytes, checksum: 19c9d0eaf1216504a1df9fc3b045d502 (MD5) Improving writing skills in third graders.pdf: 3309060 bytes, checksum: ba2a0e26159f68e04d6137585b955807 (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2020-08-03T21:16:29Z (GMT) No. of bitstreams: 2 Licencia de uso Maria Fernanda Nieto Gavilan.pdf: 293691 bytes, checksum: 19c9d0eaf1216504a1df9fc3b045d502 (MD5) Improving writing skills in third graders.pdf: 3309060 bytes, checksum: ba2a0e26159f68e04d6137585b955807 (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2020-08-05T18:43:29Z (GMT) No. of bitstreams: 2 Licencia de uso Maria Fernanda Nieto Gavilan.pdf: 293691 bytes, checksum: 19c9d0eaf1216504a1df9fc3b045d502 (MD5) Improving writing skills in third graders.pdf: 3309060 bytes, checksum: ba2a0e26159f68e04d6137585b955807 (MD5)Made available in DSpace on 2020-08-05T18:43:29Z (GMT). No. of bitstreams: 2 Licencia de uso Maria Fernanda Nieto Gavilan.pdf: 293691 bytes, checksum: 19c9d0eaf1216504a1df9fc3b045d502 (MD5) Improving writing skills in third graders.pdf: 3309060 bytes, checksum: ba2a0e26159f68e04d6137585b955807 (MD5) Previous issue date: 2020Universidad Pedagógica NacionalLicenciado en Español e InglésTesis de pregradoThis dissertation framed within the area of research English as a foreign language expounds an investigative and pedagogical process focused on developing and implementing planning writing skills in third graders in a public school. In regard, writing is conceived as a though process, for this it was developed a classroom intervention following a didactic sequence, looking for the creation of descriptive texts after using some planning strategies. Furthermore, the genre-based approach was taken as the guide to develop the structures and paragraphs in the students' descriptive writing. Besides, planning strategies (Brainstorm, Outline, and Draft) were taken from the perspective of self-regulation strategies in order to understand the meta cognitive processes of the students. KEYWORDS: Planning strategies, Writing skills, Descriptive writing, Metacognitive process.PDFapplication/pdfspaUniversidad Pedagógica NacionalLicenciatura en Español e InglésFacultad de Humanidadeshttps://creativecommons.org/licenses/by-nc-nd/4.0/Acceso abiertoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://purl.org/coar/access_right/c_abf2reponame:Repositorio Institucional de la Universidad Pedagógica Nacionalinstname:Universidad Pedagógica NacionalEstrategias de planificaciónHabilidades de escrituraEscritura descriptivaProceso metacognitivoPlanning strategiesWriting skillsDescriptive writingMetacognitive processesImproving writing skills in third graders through planning strategies.info:eu-repo/semantics/bachelorThesisTesis/Trabajo de grado - Monografía – Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersion• Amos. (2002). Doing Qualitative Research in Education Settings. New York: State University of New York•Ausubel, D. (1968). Educational Phycology: A cognitive view. New York: Holt, Rinehart and Winston• Berkenkotter, C. (1982). Writing and problem solving. In T. Fulwiler, & A. Young (Eds.), Language connections. IL: Urbana•Bryant, A. Charmaz, K (2007) . The SAGE Handbook of Grounded Theory. SAGE Publications Ltd• Burns, A. (2003). Collaborative action research for English language teachers. Cambridge: Cambridge University Press• Burns, A. (2010). Doing Action Research in English Language Teaching. A guide for practitioners. New York: Routledge• Caldera, R. (2003). El Enfoque Cognitivo de la Escritura y sus Consecuencias Metodológicas en la Escuela . Educere, 6 (20), 363-368• Centro de documentación e información localidad de suba. (2013). Barrio Prado Veraniego Reseña Básica Barrial. Retrieved from http://www.infosuba.org/contenido/resenia/16.pdf• Chacón, L,. Hernan, A. (2016). Planning, monitoring and evaluating: three metacognitive strategies to raise autonomy awareness in fourth grade students. Universidad Pedagógica Nacional• Cohen, L., Marion, L. & Morrison, K. (2007). Research Methods in Education. London: Routledge Publishers• Denzin, N. K. and Lincoln, Y. S. (2000). Handbook of Qualitative Research. Thousand Oaks, CA: Sage• Dunlosky, Hertzog, Kennedy, & Thiede. (2005). The self-monitoring approach for effective learning. Cognitive Technology, 4-11• Fidalgo, R., Torrance, M.,et all. (2009) Dos enfoques metacognitivos de intervención. International Journal of Developmental and educational psychological. (1) 313-321• Flohr. (2008). Presenting and Teaching Vocabulary in EFL Classroom. Germany: GRIN Verlag• Flower, L. (1989). Problem Solving Strategies for Writing. Orlando Harcourt Barce Jovanovich• Ghazal, L. (2007). Learning vocabulary in EFL contexts through vocabulary learning strategies. Novitas-ROYAL, 84-91• Glaser, B., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. London, UK: Weidenfeld & Nicholson• Glaser, B.G. (1996). Grounded Theory: an Interview with A. Lowe. Programme 8 of Doing a PhD in Business and Management. Glasgow: University of Sterling and Heriot-Watt University• Hacker, D. J., Dunlosky, J., & Graesser, A. C. (Eds.). (2009). The educational psychology series. Handbook of metacognition in education. New York, NY, US: Routledge/Taylor & Francis Group• Halliday, M A K (1992). ‘Towards a language-based theory of learning’. Paper prepared for the Phonetic Society of Japan in the context of Symposium on Language Acquisition, Tokyo• Hammond, J., and Derewianka, B. (2001). Genre. In R. Carter & D. Nunan (Eds). The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press• Hayes, J. (1996). Un nuevo marco para la comprensión de lo cognitivo y lo emocional en la escritura. The Science of Writing• Hayes, J., & Flower, L. (1980). Identifying the organization of writing processes. In W. Gregg, & Hayes, J., & Flower, L. (1986). Writing research and the writer. American Psychologist(41), 1106-1113• Hayes, J., & Flower, L. (1986). Writing research and the writer. American Psychologist(41), 1106-1113• Hyon, S. (1996). Genre in Three Traditions: Implications for ESL. TESOL Quarterly, Vol. 30, pp.693-732• Kellogg, R. (1986). Writing method and productivity of science and engineering faculty. Research in Higher Education, 25, 147-163• Kemmis and McTaggart. (1988). The Action Research Reader. Victoria: Deakin University Press• Koshy, et al. (2010) Action Research in Healthcare. (1st ed). SAGE Publications Ltd• Krashen. (1988). Second Language Acquisition and Second Language Learning. Prentice- Hall International• Leavy, P., (2014) The Oxford Handbook of Qualitative Research. Oxford University Press• Ling, T., Zhang, L., (2017) Effects of motivational regulation strategies on writing performance: a mediation model of self-regulated learning of writing in English as a second/foreign language. Springer Science Business Media New York 2017• Luu, T. (2011). Teaching writing through genre-based approach. Belt Journal Vol 2 pp 121-136• MacArthur, C., Graham, S. y Fitzgerald, J. (2006). Handbook of Writing Research. Nueva York: The Guilford Press• Marshall, C. & Rossman G.B. (2006). Designing Qualitative Research. London: SAGE Publications, Inc• Ministerio de Educación Nacional, MEN (2006). Estándares Básicos de Competencias en lengua Extranjera. Inglés. Bogotá: Ministerio de Educación Nacional• Nugroho, Taufik. 2009. Introduction to Genre Based Approach (Ministry of National Education in Indonesia, Directorate General of Quality Improvement of Teachers and Education Personal,), Supplement Module MGMP – bermutu; Jakarta• Nunan. (1992). Research Methods in Language Teaching. New York: Cambridge University Press• Ojeda, M,. Neil, D (2016). Vocabulary learning through metacognitive strategies among 3rd graders. Universidad Pedagógica Nacional• Páez, N., María de los Ángeles (2016). a meaningful classroom environment through collaborative work to improve self-regulation attitudes. Universidad Pedagógica Nacional• Patton, M.Q. (1990). Qualitative Evaluation and Research Methods. (2nd ed.). Newbury Park, CA: Sage Publications, Inc• Rincón, L. (2013). Los Estilos Cognitivos: una aproximación al estudio de las diferencias individuales en la composición escrita. Revista Colombiana de Investigación. 64. Págs. 107- 130• Scardamalia, M. & Bereiter, C. (1985) Fostering the development of self-regulation in children’s knowledge processing. In S. Chipman, J. Segal, & R, Glaser (Eds), Thinking and learning skills: current research and open questions (vol 2, pp. 563-577). Hillsdale, NJ: Erlbaum• Scardamalia, M. & Bereiter, C. (1992) Dos modelos explicativos de los procesos de composición escrita. Infancia y aprendizaje. 58 (pp 43-64)• Strauss, A. and Corbin, J., (1998). Basics Of Qualitative Research. 2nd ed. London: SAGE• Strauss, A. L. (1987) Qualitative Analysis for Social Scientists. Cambridge: Cambridge University Press• Teun A. van Dijk. (1977) Text and context: explorations in the semantics and pragmatics of discourse. (Longman linguistics library, 21.) London: Longman• Tudor, I. (2001) The dynamics of the language classroom. New York, United States. Cambridge University Press• Vygotsky, L.S. (1978).Mind in Society: The Development of Higher Psychological Process. Cambridge, Mass: Havard University Press• Winne. (1996). A Metacognitive view of individual differences in self-regulated learning. Learning and Individual Differences, 327-353• Zimmerman, B., & Risemberg, R. (1997). Becoming a proficient writer: A self-regulatory perspective. 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