Children poetry : a way to develop writing production.
Trabajo de grado que describe la investigación realizada con el grupo 501 de la jornada mañana del Colegio Domingo Faustino Sarmiento durante el segundo semestre del 2018 y el primero de 2019. El objetivo general de la investigación fue determinar la influencia del uso de poesía para niños como recu...
- Autores:
-
Mogollón Rincón, Juan Sebastián
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2019
- Institución:
- Universidad Pedagógica Nacional
- Repositorio:
- Repositorio Institucional UPN
- Idioma:
- spa
- OAI Identifier:
- oai:repository.pedagogica.edu.co:20.500.12209/10317
- Acceso en línea:
- http://hdl.handle.net/20.500.12209/10317
- Palabra clave:
- Poesía para niños
Producción escrita
Juegos
- Rights
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
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Children poetry : a way to develop writing production. |
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Children poetry : a way to develop writing production. |
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Children poetry : a way to develop writing production. Poesía para niños Producción escrita Juegos |
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Children poetry : a way to develop writing production. |
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Children poetry : a way to develop writing production. |
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Children poetry : a way to develop writing production. |
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Children poetry : a way to develop writing production. |
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Children poetry : a way to develop writing production. |
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Mogollón Rincón, Juan Sebastián |
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Rojas López, Ronald Andrés |
| dc.contributor.author.spa.fl_str_mv |
Mogollón Rincón, Juan Sebastián |
| dc.subject.spa.fl_str_mv |
Poesía para niños Producción escrita Juegos |
| topic |
Poesía para niños Producción escrita Juegos |
| description |
Trabajo de grado que describe la investigación realizada con el grupo 501 de la jornada mañana del Colegio Domingo Faustino Sarmiento durante el segundo semestre del 2018 y el primero de 2019. El objetivo general de la investigación fue determinar la influencia del uso de poesía para niños como recurso principal en la producción escrita, para lograrlo se realizó una intervención pedagógica que incluía la lectura y entendimiento de poemas en clase y dos fases de producción escrita: una controlada y una autónoma. El marco teórico y el análisis de datos fueron principalmente sobre el concepto de poesía para niños, producción escrita y sus componentes (coherencia y cohesión), y modelo de escritura. De esta manera durante la investigación se describe el proceso de escritura y las variantes en el rendimiento de los estudiantes, al igual que las recomendaciones para futuras investigaciones en este ámbito. |
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Ausubel, D. (1960). “The use of advance organizers in the learning and retention of meaningful verbal material.” . Journal of Educational Psychology. Bailey, S. (2011). Academic Writing: A Handbook for International Students (3rd ed.). Abingdon/New York, NY: Routledge. Barkaoui, K. (2007). Teaching Writing to Second Language Learners: Insights from Theory and Research. TESL Reporter 40, 35-48. Biggs, J. (2011). Teaching for Quality Learning at University. McGraw Hill/Open University Press,4th edition. Cazden, C. (2001 ). Classroom Discourse. The language of teaching and Learning (2nd) , . Portsmouth: NH: Heinemann Chenoweth, N., & Hayes, J. (2001). Fluency in writing: Generating text in L1 and L2. ,. Written Communication, 18, 1, 80-98. Creswell, J. W. (2012). Collecting qualitative data. En J. W. Creswell, Educational research, planning, conducting and evaluating quantitative and qualitative research. (págs. 203-210). Nebraska: Pearson Education. Cumming, A. (2002). If I had known 12 things... .In L. Blanton, & B. Kroll (Eds.). ESL composition tales: Reflections on teaching , 123-134. Edelsky, C., Flores, , B., & Altwerger , B. (1991). Whole language: What's the difference? Portsmouth: NH: Heinemann. Education, C. f. (September de 2018). Poetry Line a CPLE resource: What we know works. Obtenido de Centre for Literacy in Primary Education: https://www.clpe.org.uk/sites/default/files/13842%20CLPE%20Poetry%20in%20Primary%20Schools%20Hyperlink.pdf Farjeon, E. (1966). “Poetry” Sing for Your Supper. Ferris, D., & Hedgcock, J. (1998). Teaching ESL composition: Purpose, process, and practice. Mahwah, NJ: : Lawrence Erlbaum. Ferris, D., & Roberts, B. ((2001)). Error feedback in L2 writing classes: How explicit does it need to be? Journal of Second Language Writing. Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication. Freeman, D., & Freeman, Y. S. (2001). Between Worlds. Access to second language acquisition. Portsmouth, NH: Heinemann. Gale. (2009). Children's Literature Review. Retrieved from . Obtenido de encyclopedia.com: https://www.encyclopedia.com/children/academic-and-educational-journals/childrens-poetry. Grabe, W., & Kaplan, R. B. (2014). Theory and Practice of Writing. . Abingdon/New York, NY: Routledge. Hadfield, J. (1990). An Collection of Games and Activities for Low to Mid- Intermediate students of English Intermediate Communication Games. . Thomus and Nelson and Sons Ltd. Halliday, M., & Hasan. (2013). Cohesion in English. . Abingdon/New York, NY: Routledge. Harmer, J. (2004). How to Teach Writing. Harlow: Longman. Heath, S. B. (1992). Literacy skills or Literate skills? Considerations for ESL/EFL learners. En D. Nunan, Colaborative Language Learning and teaching (pág. 255). New York: Cambridge University Press. Hedge, T. (2005). Writing. Oxford University Press. Hinkel, E. (2004). Teaching Academic ESL Writing: Practical Techniques in Vocabulary and Grammar. . New York, NY/London: Routledge. Hinkel, E. (2015). Effective Curriculum for Teaching L2 Writing: Principles and Techniques. . New York, NY/Abingdon: Routledge. Hyland, F., & Hyland, K. (2001). Sugaring the pill: Praise and criticism in written feedback. Journal of Second Language Writing, 10, 185-212. Hyland, K. (2004). Writing in Second Language Classrooms. . Cambridge: Cambridge University Press Jonassen, D. (1994). Thinking technology. Educational Technology, Kalmbach, D., & Carr, K. (2010). Becoming a teacher through action research. New York: Routledge. Kanselaar, G. (2001). Constructivism and socio-constructivism. Kemmis, S., & Mctaggart , R. (1988). The action research planner. Geelong: Deakin University Press. Kiefer, B. (2007). Poetry. En C. Literature. Kroll, B. (2001). Considerations for teaching an EFL/ESL writing course. . Boston, MA: Heinle & Heinle. Lee, W. (2000). Language teaching games and contests. . Oxford University Press. . Lukens, R. J. (2003). Rhyme to Poetry: Poetry. En A Critical Handbook of Children's Literature (págs. pp. 238-59). Boston: Mass.Boston: Allyn and Bacon. McCallum, G. P. (1980). 101 word games: For students of English as a second or foreign language. Oxford University Press. Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury Park: CA: Sage. Peters, A. (2015). Use of games and game-like activities in teaching English to different age groups. World Scientific News. Potter, W. J., & Levine-Donnerstein, , D. (1999). Rethinking validity and reliability in content analysis. Journal of Applied Communication Research, 27, 258-284. Rupp, J. (1986). Whole language in the elementary ESL classroom. . ERIC Document Reproduction Sosa, O. &. (2002). Developing emergent biliteracy: Guiding principals for instruction. Bogotá: Universidad Distrital Francisco José de Caldas. Styles, M. (1996). International Companion Encyclopedia of Children's Literature. En M. Styles, Poetry for Children (págs. 190-205). London: England: Routledge. Teale, W. &. (1986). Emergent literacy: Writing and reading. New York: Norwood. Trust, T. N. (2012). The State of the Nation–a picture of literacy in the UK today. London: National Literacy Trust. Tudor, I. (2001). The Dynamics of the Language Classroom . Cambridge University Press. Van Maanen, J. (1988). Tales of the Field: On Writing Ethnography. Chicago: University of Chicago Press. Williams, J. D. (2003). Preparing to teach writing: Research, theory, and practice (3rd ed.). Mahwah, NJ: Lawrence Erlbaum. Zimmerman, B. J., & Kitsantas, A. (2002). Acquiring writing revision and selfregulatory skill through observation and emulation. Journal of Educational Psychology, 94, 660-668. |
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Rojas López, Ronald AndrésMogollón Rincón, Juan Sebastián2019-09-11T14:24:49Z2019-09-11T14:24:49Z2019TE-23296http://hdl.handle.net/20.500.12209/10317instname:Universidad Pedagógica Nacionalinstname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/Trabajo de grado que describe la investigación realizada con el grupo 501 de la jornada mañana del Colegio Domingo Faustino Sarmiento durante el segundo semestre del 2018 y el primero de 2019. El objetivo general de la investigación fue determinar la influencia del uso de poesía para niños como recurso principal en la producción escrita, para lograrlo se realizó una intervención pedagógica que incluía la lectura y entendimiento de poemas en clase y dos fases de producción escrita: una controlada y una autónoma. El marco teórico y el análisis de datos fueron principalmente sobre el concepto de poesía para niños, producción escrita y sus componentes (coherencia y cohesión), y modelo de escritura. De esta manera durante la investigación se describe el proceso de escritura y las variantes en el rendimiento de los estudiantes, al igual que las recomendaciones para futuras investigaciones en este ámbito.Submitted by Melissa Cuastuza (mcuastuza@pedagogica.edu.co) on 2019-09-11T14:24:30Z No. of bitstreams: 1 TE-23296.pdf: 1213720 bytes, checksum: f6812c20d1f0d85f17e253cebc2dc4b4 (MD5)Approved for entry into archive by Melissa Cuastuza (mcuastuza@pedagogica.edu.co) on 2019-09-11T14:24:49Z (GMT) No. of bitstreams: 1 TE-23296.pdf: 1213720 bytes, checksum: f6812c20d1f0d85f17e253cebc2dc4b4 (MD5)Made available in DSpace on 2019-09-11T14:24:49Z (GMT). No. of bitstreams: 1 TE-23296.pdf: 1213720 bytes, checksum: f6812c20d1f0d85f17e253cebc2dc4b4 (MD5)Licenciado en Español e InglésTesis de pregradoPDFapplication/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 NacionalPoesía para niñosProducción escritaJuegosChildren poetry : a way to develop writing production.info:eu-repo/semantics/bachelorThesisTesis/Trabajo de grado - Monografía – Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionAusubel, D. (1960). “The use of advance organizers in the learning and retention of meaningful verbal material.” . Journal of Educational Psychology.Bailey, S. (2011). Academic Writing: A Handbook for International Students (3rd ed.). Abingdon/New York, NY: Routledge.Barkaoui, K. (2007). Teaching Writing to Second Language Learners: Insights from Theory and Research. TESL Reporter 40, 35-48.Biggs, J. (2011). Teaching for Quality Learning at University. McGraw Hill/Open University Press,4th edition.Cazden, C. (2001 ). Classroom Discourse. The language of teaching and Learning (2nd) , . Portsmouth: NH: HeinemannChenoweth, N., & Hayes, J. (2001). Fluency in writing: Generating text in L1 and L2. ,. Written Communication, 18, 1, 80-98.Creswell, J. W. (2012). Collecting qualitative data. En J. W. Creswell, Educational research, planning, conducting and evaluating quantitative and qualitative research. (págs. 203-210). Nebraska: Pearson Education.Cumming, A. (2002). If I had known 12 things... .In L. Blanton, & B. Kroll (Eds.). ESL composition tales: Reflections on teaching , 123-134.Edelsky, C., Flores, , B., & Altwerger , B. (1991). Whole language: What's the difference? Portsmouth: NH: Heinemann.Education, C. f. (September de 2018). Poetry Line a CPLE resource: What we know works. Obtenido de Centre for Literacy in Primary Education: https://www.clpe.org.uk/sites/default/files/13842%20CLPE%20Poetry%20in%20Primary%20Schools%20Hyperlink.pdfFarjeon, E. (1966). “Poetry” Sing for Your Supper.Ferris, D., & Hedgcock, J. (1998). Teaching ESL composition: Purpose, process, and practice. Mahwah, NJ: : Lawrence Erlbaum.Ferris, D., & Roberts, B. ((2001)). Error feedback in L2 writing classes: How explicit does it need to be? Journal of Second Language Writing.Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication.Freeman, D., & Freeman, Y. S. (2001). Between Worlds. Access to second language acquisition. Portsmouth, NH: Heinemann.Gale. (2009). Children's Literature Review. Retrieved from . Obtenido de encyclopedia.com: https://www.encyclopedia.com/children/academic-and-educational-journals/childrens-poetry.Grabe, W., & Kaplan, R. B. (2014). Theory and Practice of Writing. . Abingdon/New York, NY: Routledge.Hadfield, J. (1990). An Collection of Games and Activities for Low to Mid- Intermediate students of English Intermediate Communication Games. . Thomus and Nelson and Sons Ltd.Halliday, M., & Hasan. (2013). Cohesion in English. . Abingdon/New York, NY: Routledge.Harmer, J. (2004). How to Teach Writing. Harlow: Longman.Heath, S. B. (1992). Literacy skills or Literate skills? Considerations for ESL/EFL learners. En D. Nunan, Colaborative Language Learning and teaching (pág. 255). New York: Cambridge University Press.Hedge, T. (2005). Writing. Oxford University Press.Hinkel, E. (2004). Teaching Academic ESL Writing: Practical Techniques in Vocabulary and Grammar. . New York, NY/London: Routledge.Hinkel, E. (2015). Effective Curriculum for Teaching L2 Writing: Principles and Techniques. . New York, NY/Abingdon: Routledge.Hyland, F., & Hyland, K. (2001). Sugaring the pill: Praise and criticism in written feedback. Journal of Second Language Writing, 10, 185-212.Hyland, K. (2004). Writing in Second Language Classrooms. . Cambridge: Cambridge University PressJonassen, D. (1994). Thinking technology. Educational Technology,Kalmbach, D., & Carr, K. (2010). Becoming a teacher through action research. New York: Routledge.Kanselaar, G. (2001). Constructivism and socio-constructivism.Kemmis, S., & Mctaggart , R. (1988). The action research planner. Geelong: Deakin University Press.Kiefer, B. (2007). Poetry. En C. Literature.Kroll, B. (2001). Considerations for teaching an EFL/ESL writing course. . Boston, MA: Heinle & Heinle.Lee, W. (2000). Language teaching games and contests. . Oxford University Press. .Lukens, R. J. (2003). Rhyme to Poetry: Poetry. En A Critical Handbook of Children's Literature (págs. pp. 238-59). Boston: Mass.Boston: Allyn and Bacon.McCallum, G. P. (1980). 101 word games: For students of English as a second or foreign language. Oxford University Press.Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury Park: CA: Sage.Peters, A. (2015). Use of games and game-like activities in teaching English to different age groups. World Scientific News.Potter, W. J., & Levine-Donnerstein, , D. (1999). Rethinking validity and reliability in content analysis. Journal of Applied Communication Research, 27, 258-284.Rupp, J. (1986). Whole language in the elementary ESL classroom. . ERIC Document ReproductionSosa, O. &. (2002). Developing emergent biliteracy: Guiding principals for instruction. Bogotá: Universidad Distrital Francisco José de Caldas.Styles, M. (1996). International Companion Encyclopedia of Children's Literature. En M. Styles, Poetry for Children (págs. 190-205). London: England: Routledge.Teale, W. &. (1986). Emergent literacy: Writing and reading. New York: Norwood.Trust, T. N. (2012). The State of the Nation–a picture of literacy in the UK today. London: National Literacy Trust.Tudor, I. (2001). The Dynamics of the Language Classroom . Cambridge University Press.Van Maanen, J. (1988). Tales of the Field: On Writing Ethnography. Chicago: University of Chicago Press.Williams, J. D. (2003). Preparing to teach writing: Research, theory, and practice (3rd ed.). Mahwah, NJ: Lawrence Erlbaum.Zimmerman, B. J., & Kitsantas, A. (2002). Acquiring writing revision and selfregulatory skill through observation and emulation. 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