Enhancing situated written narratives through prewriting techniques: a genre-based approach.

The current pedagogic and didactic innovation proposal aims to enhance the initial narrative writing process of fifth graders through the creation of informal letters following the principles of Genre based approach. Hence, the target population is students in fifth grade of nine or ten years of age...

Full description

Autores:: Yepes Huertas, Ricardo Andrés

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2021

Institución:: Universidad Pedagógica Nacional

Repositorio:: Repositorio Institucional UPN

Idioma:: eng

id	RPEDAGO2_a972549b02a5e533ee1e6b9b59022ba5
oai_identifier_str	oai:repository.pedagogica.edu.co:20.500.12209/16654
network_acronym_str	RPEDAGO2
network_name_str	Repositorio Institucional UPN
repository_id_str
dc.title.eng.fl_str_mv	Enhancing situated written narratives through prewriting techniques: a genre-based approach.
title	Enhancing situated written narratives through prewriting techniques: a genre-based approach.
spellingShingle	Enhancing situated written narratives through prewriting techniques: a genre-based approach. Cartas informales Enfoque basado en género Escritura como proceso Escritura narrativa situada Técnicas de preescritura Genre based approach Informal letters Prewriting techniques Situated written narratives Writing as a process
title_short	Enhancing situated written narratives through prewriting techniques: a genre-based approach.
title_full	Enhancing situated written narratives through prewriting techniques: a genre-based approach.
title_fullStr	Enhancing situated written narratives through prewriting techniques: a genre-based approach.
title_full_unstemmed	Enhancing situated written narratives through prewriting techniques: a genre-based approach.
title_sort	Enhancing situated written narratives through prewriting techniques: a genre-based approach.
dc.creator.fl_str_mv	Yepes Huertas, Ricardo Andrés
dc.contributor.advisor.none.fl_str_mv	Montaño Moreno, Johanna
dc.contributor.author.none.fl_str_mv	Yepes Huertas, Ricardo Andrés
dc.subject.spa.fl_str_mv	Cartas informales Enfoque basado en género Escritura como proceso Escritura narrativa situada Técnicas de preescritura
topic	Cartas informales Enfoque basado en género Escritura como proceso Escritura narrativa situada Técnicas de preescritura Genre based approach Informal letters Prewriting techniques Situated written narratives Writing as a process
dc.subject.keywords.eng.fl_str_mv	Genre based approach Informal letters Prewriting techniques Situated written narratives Writing as a process
description	The current pedagogic and didactic innovation proposal aims to enhance the initial narrative writing process of fifth graders through the creation of informal letters following the principles of Genre based approach. Hence, the target population is students in fifth grade of nine or ten years of age at a public school in Bogota. Prewriting techniques are used to help boys and girls plan and organize their ideas and feelings. Besides, this proposal intends to enhance four basic writing skills to assure clear, complete, and well-structured compositions that are easily comprehended. In addition, the creation of informal letters based on personal experiences is the strategy that might contribute to boost narrative writing, and develop confidence in students to write short texts while practicing prewriting techniques and basic writing skills. At last, the Genre based is the approach to guide, boost, and monitor children’s use of language to communicate in oral and mainly written forms.
publishDate	2021
dc.date.accessioned.none.fl_str_mv	2021-12-14T17:03:09Z
dc.date.available.none.fl_str_mv	2021-12-14T17:03:09Z
dc.date.issued.none.fl_str_mv	2021
dc.type.local.spa.fl_str_mv	Tesis/Trabajo de grado - Monografía - Pregrado
dc.type.coar.eng.fl_str_mv	http://purl.org/coar/resource_type/c_7a1f
dc.type.driver.eng.fl_str_mv	info:eu-repo/semantics/bachelorThesis
format	http://purl.org/coar/resource_type/c_7a1f
dc.identifier.uri.none.fl_str_mv	http://hdl.handle.net/20.500.12209/16654
dc.identifier.instname.spa.fl_str_mv	instname:Universidad Pedagógica Nacional
dc.identifier.reponame.spa.fl_str_mv	reponame: Repositorio Institucional UPN
dc.identifier.repourl.none.fl_str_mv	repourl: http://repositorio.pedagogica.edu.co/
url	http://hdl.handle.net/20.500.12209/16654
identifier_str_mv	instname:Universidad Pedagógica Nacional reponame: Repositorio Institucional UPN repourl: http://repositorio.pedagogica.edu.co/
dc.language.iso.spa.fl_str_mv	eng
language	eng
dc.relation.references.spa.fl_str_mv	Anderson, M. (2011). What every 5th grade teacher needs to know about setting up and running a classroom. Northeast Foundation for Children. Inc. pp. 5-8. Arevalo, A. & Parra, W. (2020). Estrategias metacognitivas para la revisión y corrección del lenguaje escrito. Universidad Pedagógica Nacional de Colombia. http://hdl.handle.net/20.500.12209/12666 Ausubel, D. (2002). Acquisition and retention of knowledge. A cognitive perspective. Barcelona. Ed. Paidós. Barton, D & Hall, N. (2000). Letter Writing as a Social Practice. Chapter 1-Introduction. pp. 1-2. Lancaster University & Manchester Metropolitan University. John Benjamins Publishing Company. Amsterdanm & Philadelphia. Béchard, J-P. (2000). Learning to teach at a higher level: the example of educational innovators. Research notebook. pp. 3. Bell (n.d.). Writing and Reading Rhetoric. What, why, and how? Mastering 15 concepts to become a better writer. The writing process. Prewriting. Skyline College. pp. 111-121. http://accounts.smccd.edu/skyenglish/rhetoric.pdf Brewer, J. (2007). Introduction to early childhood education. Ch. 10: Developing literacy. pp. 312-334. Brooks, J. & Brooks, M. (1999). In search of understanding: the case for constructivist classrooms. Alexandria, VA: American Society for Curriculum Development. Carrillo, P. (2020). Promoting writing skills on EFL fifth graders through children poetry. Universidad Pedagógica Nacional de Colombia. http://hdl.handle.net/20.500.12209/12656 Corbett, P. (2008). Good writers. The National Strategies-Primary. Cros, F. (2002-2). Does innovation in education have a future? In certainties and paradoxes of innovation. Paris. Douglas J., Dunlosky, J., Graesser, A. (2009). Handbook of Metacognition in Education. Ch. 9 Writing is applied metacognition. University of Utah. Friday, M. (2016, August 3rd). The Power of the Postcard. https://www.edutopia.org/blog/the-power-of-the-postcard-matthew-friday Galindo, L. & Rodriguez, M. (2020). Multimodal material with social content: promoting situated writing skills. Universidad Pedagógica Nacional de Colombia. http://repository.pedagogica.edu.co/bitstream/handle/20.500.12209/12133/RODRIGUEZPEREZMARIAJOSE_GALINDOBUITRAGOLAURANATALIA_TESISDEGRADO.pdf?sequence=6 Guerrero, A. (2011). Narrative as resource for the display of self and identity: The narrative construction of an oppositional identity. Research Center in Social Political and Educational Studies, CIEP. Colombian Applied Linguistics Journal. Vol.13 no 2. Universidad de la Salle, Bogotá, Colombia. Girish, R. (2019). Importance of writing skills for children. Getlitt.co. https://www.getlitt.co/blog/importance-of-writing-skills-for children/#:~:text=Your%20child%20may%20enjoy%20the,another%20way%20to%20express%20themselves.&text=Focusing%20on%20the%20importance%20of,their%20unique%20perspective%20with%20others. Grundy, S. (1998). Product or praxis of curriculum. 3rd Edition. Ed. Morata. pp. 160-162, 172-5. Hafrizon, T. (2009). Introduction to genre-based approach. Center of development and empowerment of language teachers and education personnel. Hall, A. (2009). Every Child is a Writer: Understanding the Importance of Writing in Early Childhood. Institute for child success. https://www.instituteforchildsuccess.org/wp-content/uploads/2019/07/Every-Child-is-a-Writer-Understanding-the-Importance-of-Writing-in-Early-Childhood-Writing.pdf Haryanti, F. (2019). The use of Genre-based approach to improve writing skill in narrative text at the eleventh grade students of SMA Ethika Palembang. Tridinanti University. English Community Journal. Vol 5, No 1. Indira Gandhi National Open University & Odisha State Open University (n.d.). Certificate in communication skill (CCS). Basic writing skills. Ignou The people’s university. Kassotaki, A. (n.d.). Building Descriptive Skills Step-by-Step. Upbility.net. https://upbility.net/blogs/news/129760071-building-descriptive-skills-step-by-step Kristeva, J. (1988). The language, that stranger. Introduction to linguistics. Ed. Fundamentos. pp. 3-5. Landau, L. (2009). According to the School Psychologist: 5th Grade. Education.com. https://www.education.com/magazine/article/fifthgrade/ Lillis, T. (2001). Student Writing: Access, Regulation, Desire. New York. Luu, T. (2011). Teaching writing through genre-based approach. BELT Journal. v.2, n.1. McLeod, S. (2019). Constructivism as a theory for teaching and learning. Simply Psychology. https://www.simplypsychology.org/constructivism.html Ministerio de Educación Nacional. (2006). Estándares básicos de competencias en lenguas extranjeras: inglés. https://www.mineducacion.gov.co/1759/articles-115174_archivo_pdf.pdf Ministerio de Educación Nacional. (2016). Derechos básicos de aprendizaje. Grados transición a quinto de primaria. www.colombiaaprende.edu.co/colombiabilingue Montero, S. (2019). Effects of Genre Based Approach (GBA) In EFL Reading Comprehension and Writing. Gist Education and Learning Research Journal. No.19. Morante, L. & Vera, I. (2012). Innovative technological didactic materials for the Teaching of Social Studies. State university of miracle. Ecuador. http://repositorio.unemi.edu.ec/bitstream/123456789/257/3/MATERIALES DIDACTICOS TECNOLÓGICOS INNOVADORES PARA LA ENSEÑANZA DE ESTUDIOS SOCIALES.pdf Morera, A. (2019). I’m a writer: developing situated writing using genre-based tasks to create a diary with four graders at Hernando Durán Dussán School. Universidad Pedagógica Nacional de Colombia. http://hdl.handle.net/20.500.12209/10403 Natalielanguages. (2019). The Importance of Learning English From Infancy. Natalie Language Experiences. https://nathalielanguages.com/importance-learning-english-infancy/ Ochs, E. & Capps, L. (1996). Narrating the self. Annual Review of Anthropology, vol. 25. pp. 22-27. https://doi.org/10.1146/annurev.anthro.25.1.19. Oliver, K. (2000). Methods for Developing Constructivist Learning on the Web. Educational Technology, vo. 40, no 6, pp. 5-18. http://www.jstor.org/stable/44428633 O’flaherty, R. (2019). 3plearning.com. The importance of spelling. https://www.3plearning.com/blog/blog-importance-spelling/ Ortega, P., Ramírez, M., Torres, J., López, A., Servín, C., Suárez, L. & Ruiz, B. (2007). Educational innovation model. A framework for the formation and development of a culture of innovation. RIED. Ibero-American Journal of Distance Education, 10(1), 145-173. http://www.redalyc.org/articulo.oa?id=331427206010 Oshima, A. & Hogue, A. (2006). Writing Academic English. The Longman Academic Writing Series. 4th edition. Patiño, E. (2020). Making picture books to promote creative writing. Universidad Pedagógica Nacional de Colombia. http://hdl.handle.net/20.500.12209/12716. Pellissier, K. (2016). Inside the 5th grader’s brain. Greatschools.org. https://www.greatschools.org/gk/articles/fifth-grader-brain-development/ Perez, F. & Vargas, C. (2019). Shaping Narrative Writing Skills Through Creating Picture Books. Universidad Pedagógica Nacional, Colombia. Gist Education and Learning Research Journal. Perrenoud, P. (2004). Ten new competences to learn, Barcelona: Graó Quedevo, P. (2008). Children’s Narratives: A Mirror of Their Social Sensitivity. Universidad Distrital Francisco José de Caldas. HOW. pp. 135-136. Rogers, E. (1983). Diffusion of innovations. The Free Press. Third Edition. New York. pp. 11, 12, 15, 134-144. Rodriguez, R. (n.d.). Curricular approaches for 21st century. National Pedagogical University. National Ministry of Education. Sagar, A. (2015). Modern letter writing course. Ed. Kindle. Section 1-Begore beginning to write. Salamanca, O. (2015). Personal Narratives: A Pedagogical Proposal to Stimulate Language Students’ Writing. Universidad Pedagógica y Tecnológica de Colombia, Tunja, Colombia. HOW, vol. 22, no 1, 65-79. SC Gupta. (2016). A Handbook for Letter Writing. Chapter 1-An introduction to letter writing. pp. 1-13, 31. Scholastics parents Staff. (2020). The Guide to 5th Grade: Reading and Writing. Scholastic.com. https://www.scholastic.com/parents/school-success/school-success-guides/guide-to-5th-grade.html Schoenberg, J. (n.d.). JournalBuddies.com. Five Basic Writing Skills Students Should Learn Early On. https://www.journalbuddies.com/writing-2/basic-writing-skills/ Tam, M. (2000). Constructivism, Instructional Design, and Technology: Implications for Transforming Distance Learning. Tassoni, P. (2016). BTEC National Children's Play, Learning and Development Student Book. London: Pearson Education. pp. 15-20. Tudor, I. (2001). Visions of learning in the dynamics of the language classroom. Cambridge University Press. pp. 65. University of Kent. (n.d.).Grammar, Spelling and Pronunciation. Student Learning Advisory Service. UELT. Walder, A. (2014). The concept of pedagogical innovation in higher education. Education Journal. Vol. 3, No. 3. pp. 196, 198, 199. doi: 10.11648/j.edu.20140303.22 Vargas, L. (2020). La minificción: una herramienta pedagógica para el fortalecimiento de la producción textual. Universidad Pedagógica Nacional de Colombia. Vargas, L. P. (2020). http://hdl.handle.net/20.500.12209/12115. Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Process. Cambridge, Mass: Havard University Press.
dc.rights.uri.none.fl_str_mv	https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.accessrights.none.fl_str_mv	info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2
dc.rights.creativecommons.none.fl_str_mv	Attribution-NonCommercial-NoDerivatives 4.0 International
rights_invalid_str_mv	https://creativecommons.org/licenses/by-nc-nd/4.0/ http://purl.org/coar/access_right/c_abf2 Attribution-NonCommercial-NoDerivatives 4.0 International
eu_rights_str_mv	openAccess
dc.format.mimetype.spa.fl_str_mv	application/pdf
dc.coverage.spatial.spa.fl_str_mv	Bogotá
dc.publisher.spa.fl_str_mv	Universidad Pedagógica Nacional
dc.publisher.program.spa.fl_str_mv	Licenciatura en Español e Inglés
dc.publisher.faculty.spa.fl_str_mv	Facultad de Humanidades
institution	Universidad Pedagógica Nacional
bitstream.url.fl_str_mv	http://repository.pedagogica.edu.co/bitstream/20.500.12209/16654/7/Enhancing%20situated%20written%20narratives..pdf.jpg http://repository.pedagogica.edu.co/bitstream/20.500.12209/16654/5/license.txt http://repository.pedagogica.edu.co/bitstream/20.500.12209/16654/6/202103250195533-05%20DIC%2021%20RICARDO%20YEPES.pdf http://repository.pedagogica.edu.co/bitstream/20.500.12209/16654/1/Enhancing%20situated%20written%20narratives..pdf
bitstream.checksum.fl_str_mv	0ce155be687f548b60f8fef2d2e8ab3d 8a4605be74aa9ea9d79846c1fba20a33 437626f8f6005025d4207b914e847b0f 34d73a3d8e733e255db5e993d2f02e1d
bitstream.checksumAlgorithm.fl_str_mv	MD5 MD5 MD5 MD5
repository.name.fl_str_mv	Repositorio Institucional Universidad Pedagógica Nacional
repository.mail.fl_str_mv	repositorio@pedagogica.edu.co
_version_	1814445198827061248
spelling	Montaño Moreno, JohannaYepes Huertas, Ricardo AndrésBogotá2021-12-14T17:03:09Z2021-12-14T17:03:09Z2021http://hdl.handle.net/20.500.12209/16654instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/The current pedagogic and didactic innovation proposal aims to enhance the initial narrative writing process of fifth graders through the creation of informal letters following the principles of Genre based approach. Hence, the target population is students in fifth grade of nine or ten years of age at a public school in Bogota. Prewriting techniques are used to help boys and girls plan and organize their ideas and feelings. Besides, this proposal intends to enhance four basic writing skills to assure clear, complete, and well-structured compositions that are easily comprehended. In addition, the creation of informal letters based on personal experiences is the strategy that might contribute to boost narrative writing, and develop confidence in students to write short texts while practicing prewriting techniques and basic writing skills. At last, the Genre based is the approach to guide, boost, and monitor children’s use of language to communicate in oral and mainly written forms.Submitted by Ricardo Yepes (rayepesh@upn.edu.co) on 2021-12-05T17:56:19Z No. of bitstreams: 2 Enhancing situated written narratives..pdf: 10529448 bytes, checksum: 34d73a3d8e733e255db5e993d2f02e1d (MD5) Licencia de uso.pdf: 194282 bytes, checksum: 377ce8d441394a07ad2c389b5bf1ec7b (MD5)Rejected by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co), reason: El envío ha sido RECHAZADO, en tanto el título de la portada no corresponde con el de la metadata y la licencia de uso, difiere en el uso de los dos puntos. Por favor realice los ajuste y envíe de nuevo. on 2021-12-06T02:48:42Z (GMT)Submitted by Ricardo Yepes (rayepesh@upn.edu.co) on 2021-12-06T15:20:30Z No. of bitstreams: 2 Enhancing situated written narratives..pdf: 10529448 bytes, checksum: 34d73a3d8e733e255db5e993d2f02e1d (MD5) Licencia de uso.pdf: 195388 bytes, checksum: 437626f8f6005025d4207b914e847b0f (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2021-12-06T15:36:40Z (GMT) No. of bitstreams: 2 Enhancing situated written narratives..pdf: 10529448 bytes, checksum: 34d73a3d8e733e255db5e993d2f02e1d (MD5) Licencia de uso.pdf: 195388 bytes, checksum: 437626f8f6005025d4207b914e847b0f (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2021-12-14T17:03:09Z (GMT) No. of bitstreams: 2 Enhancing situated written narratives..pdf: 10529448 bytes, checksum: 34d73a3d8e733e255db5e993d2f02e1d (MD5) Licencia de uso.pdf: 195388 bytes, checksum: 437626f8f6005025d4207b914e847b0f (MD5)Made available in DSpace on 2021-12-14T17:03:09Z (GMT). No. of bitstreams: 2 Enhancing situated written narratives..pdf: 10529448 bytes, checksum: 34d73a3d8e733e255db5e993d2f02e1d (MD5) Licencia de uso.pdf: 195388 bytes, checksum: 437626f8f6005025d4207b914e847b0f (MD5) Previous issue date: 2021Licenciado en Español e InglésPregradoapplication/pdfengUniversidad Pedagógica NacionalLicenciatura en Español e InglésFacultad de Humanidadeshttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 InternationalCartas informalesEnfoque basado en géneroEscritura como procesoEscritura narrativa situadaTécnicas de preescrituraGenre based approachInformal lettersPrewriting techniquesSituated written narrativesWriting as a processEnhancing situated written narratives through prewriting techniques: a genre-based approach.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisAnderson, M. (2011). What every 5th grade teacher needs to know about setting up and running a classroom. Northeast Foundation for Children. Inc. pp. 5-8.Arevalo, A. & Parra, W. (2020). Estrategias metacognitivas para la revisión y corrección del lenguaje escrito. Universidad Pedagógica Nacional de Colombia. http://hdl.handle.net/20.500.12209/12666Ausubel, D. (2002). Acquisition and retention of knowledge. A cognitive perspective. Barcelona. Ed. Paidós.Barton, D & Hall, N. (2000). Letter Writing as a Social Practice. Chapter 1-Introduction. pp. 1-2. Lancaster University & Manchester Metropolitan University. John Benjamins Publishing Company. Amsterdanm & Philadelphia.Béchard, J-P. (2000). Learning to teach at a higher level: the example of educational innovators. Research notebook. pp. 3.Bell (n.d.). Writing and Reading Rhetoric. What, why, and how? Mastering 15 concepts to become a better writer. The writing process. Prewriting. Skyline College. pp. 111-121. http://accounts.smccd.edu/skyenglish/rhetoric.pdfBrewer, J. (2007). Introduction to early childhood education. Ch. 10: Developing literacy. pp. 312-334.Brooks, J. & Brooks, M. (1999). In search of understanding: the case for constructivist classrooms. Alexandria, VA: American Society for Curriculum Development.Carrillo, P. (2020). Promoting writing skills on EFL fifth graders through children poetry. Universidad Pedagógica Nacional de Colombia. http://hdl.handle.net/20.500.12209/12656Corbett, P. (2008). Good writers. The National Strategies-Primary.Cros, F. (2002-2). Does innovation in education have a future? In certainties and paradoxes of innovation. Paris.Douglas J., Dunlosky, J., Graesser, A. (2009). Handbook of Metacognition in Education. Ch. 9 Writing is applied metacognition. University of Utah.Friday, M. (2016, August 3rd). The Power of the Postcard. https://www.edutopia.org/blog/the-power-of-the-postcard-matthew-fridayGalindo, L. & Rodriguez, M. (2020). Multimodal material with social content: promoting situated writing skills. Universidad Pedagógica Nacional de Colombia. http://repository.pedagogica.edu.co/bitstream/handle/20.500.12209/12133/RODRIGUEZPEREZMARIAJOSE_GALINDOBUITRAGOLAURANATALIA_TESISDEGRADO.pdf?sequence=6Guerrero, A. (2011). Narrative as resource for the display of self and identity: The narrative construction of an oppositional identity. Research Center in Social Political and Educational Studies, CIEP. Colombian Applied Linguistics Journal. Vol.13 no 2. Universidad de la Salle, Bogotá, Colombia.Girish, R. (2019). Importance of writing skills for children. Getlitt.co. https://www.getlitt.co/blog/importance-of-writing-skills-for children/#:~:text=Your%20child%20may%20enjoy%20the,another%20way%20to%20express%20themselves.&text=Focusing%20on%20the%20importance%20of,their%20unique%20perspective%20with%20others.Grundy, S. (1998). Product or praxis of curriculum. 3rd Edition. Ed. Morata. pp. 160-162, 172-5.Hafrizon, T. (2009). Introduction to genre-based approach. Center of development and empowerment of language teachers and education personnel.Hall, A. (2009). Every Child is a Writer: Understanding the Importance of Writing in Early Childhood. Institute for child success. https://www.instituteforchildsuccess.org/wp-content/uploads/2019/07/Every-Child-is-a-Writer-Understanding-the-Importance-of-Writing-in-Early-Childhood-Writing.pdfHaryanti, F. (2019). The use of Genre-based approach to improve writing skill in narrative text at the eleventh grade students of SMA Ethika Palembang. Tridinanti University. English Community Journal. Vol 5, No 1.Indira Gandhi National Open University & Odisha State Open University (n.d.). Certificate in communication skill (CCS). Basic writing skills. Ignou The people’s university.Kassotaki, A. (n.d.). Building Descriptive Skills Step-by-Step. Upbility.net. https://upbility.net/blogs/news/129760071-building-descriptive-skills-step-by-stepKristeva, J. (1988). The language, that stranger. Introduction to linguistics. Ed. Fundamentos. pp. 3-5.Landau, L. (2009). According to the School Psychologist: 5th Grade. Education.com. https://www.education.com/magazine/article/fifthgrade/Lillis, T. (2001). Student Writing: Access, Regulation, Desire. New York.Luu, T. (2011). Teaching writing through genre-based approach. BELT Journal. v.2, n.1.McLeod, S. (2019). Constructivism as a theory for teaching and learning. Simply Psychology. https://www.simplypsychology.org/constructivism.htmlMinisterio de Educación Nacional. (2006). Estándares básicos de competencias en lenguas extranjeras: inglés. https://www.mineducacion.gov.co/1759/articles-115174_archivo_pdf.pdfMinisterio de Educación Nacional. (2016). Derechos básicos de aprendizaje. Grados transición a quinto de primaria. www.colombiaaprende.edu.co/colombiabilingueMontero, S. (2019). Effects of Genre Based Approach (GBA) In EFL Reading Comprehension and Writing. Gist Education and Learning Research Journal. No.19.Morante, L. & Vera, I. (2012). Innovative technological didactic materials for the Teaching of Social Studies. State university of miracle. Ecuador. http://repositorio.unemi.edu.ec/bitstream/123456789/257/3/MATERIALES DIDACTICOS TECNOLÓGICOS INNOVADORES PARA LA ENSEÑANZA DE ESTUDIOS SOCIALES.pdfMorera, A. (2019). I’m a writer: developing situated writing using genre-based tasks to create a diary with four graders at Hernando Durán Dussán School. Universidad Pedagógica Nacional de Colombia. http://hdl.handle.net/20.500.12209/10403Natalielanguages. (2019). The Importance of Learning English From Infancy. Natalie Language Experiences. https://nathalielanguages.com/importance-learning-english-infancy/Ochs, E. & Capps, L. (1996). Narrating the self. Annual Review of Anthropology, vol. 25. pp. 22-27. https://doi.org/10.1146/annurev.anthro.25.1.19.Oliver, K. (2000). Methods for Developing Constructivist Learning on the Web. Educational Technology, vo. 40, no 6, pp. 5-18. http://www.jstor.org/stable/44428633O’flaherty, R. (2019). 3plearning.com. The importance of spelling. https://www.3plearning.com/blog/blog-importance-spelling/Ortega, P., Ramírez, M., Torres, J., López, A., Servín, C., Suárez, L. & Ruiz, B. (2007). Educational innovation model. A framework for the formation and development of a culture of innovation. RIED. Ibero-American Journal of Distance Education, 10(1), 145-173. http://www.redalyc.org/articulo.oa?id=331427206010Oshima, A. & Hogue, A. (2006). Writing Academic English. The Longman Academic Writing Series. 4th edition.Patiño, E. (2020). Making picture books to promote creative writing. Universidad Pedagógica Nacional de Colombia. http://hdl.handle.net/20.500.12209/12716.Pellissier, K. (2016). Inside the 5th grader’s brain. Greatschools.org. https://www.greatschools.org/gk/articles/fifth-grader-brain-development/Perez, F. & Vargas, C. (2019). Shaping Narrative Writing Skills Through Creating Picture Books. Universidad Pedagógica Nacional, Colombia. Gist Education and Learning Research Journal.Perrenoud, P. (2004). Ten new competences to learn, Barcelona: GraóQuedevo, P. (2008). Children’s Narratives: A Mirror of Their Social Sensitivity. Universidad Distrital Francisco José de Caldas. HOW. pp. 135-136.Rogers, E. (1983). Diffusion of innovations. The Free Press. Third Edition. New York. pp. 11, 12, 15, 134-144.Rodriguez, R. (n.d.). Curricular approaches for 21st century. National Pedagogical University. National Ministry of Education.Sagar, A. (2015). Modern letter writing course. Ed. Kindle. Section 1-Begore beginning to write.Salamanca, O. (2015). Personal Narratives: A Pedagogical Proposal to Stimulate Language Students’ Writing. Universidad Pedagógica y Tecnológica de Colombia, Tunja, Colombia. HOW, vol. 22, no 1, 65-79.SC Gupta. (2016). A Handbook for Letter Writing. Chapter 1-An introduction to letter writing. pp. 1-13, 31.Scholastics parents Staff. (2020). The Guide to 5th Grade: Reading and Writing. Scholastic.com. https://www.scholastic.com/parents/school-success/school-success-guides/guide-to-5th-grade.htmlSchoenberg, J. (n.d.). JournalBuddies.com. Five Basic Writing Skills Students Should Learn Early On. https://www.journalbuddies.com/writing-2/basic-writing-skills/Tam, M. (2000). Constructivism, Instructional Design, and Technology: Implications for Transforming Distance Learning.Tassoni, P. (2016). BTEC National Children's Play, Learning and Development Student Book. London: Pearson Education. pp. 15-20.Tudor, I. (2001). Visions of learning in the dynamics of the language classroom. Cambridge University Press. pp. 65.University of Kent. (n.d.).Grammar, Spelling and Pronunciation. Student Learning Advisory Service. UELT.Walder, A. (2014). The concept of pedagogical innovation in higher education. Education Journal. Vol. 3, No. 3. pp. 196, 198, 199. doi: 10.11648/j.edu.20140303.22Vargas, L. (2020). La minificción: una herramienta pedagógica para el fortalecimiento de la producción textual. Universidad Pedagógica Nacional de Colombia. Vargas, L. P. (2020). http://hdl.handle.net/20.500.12209/12115.Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Process. Cambridge, Mass: Havard University Press.THUMBNAILEnhancing situated written narratives..pdf.jpgEnhancing situated written narratives..pdf.jpgIM Thumbnailimage/jpeg2408http://repository.pedagogica.edu.co/bitstream/20.500.12209/16654/7/Enhancing%20situated%20written%20narratives..pdf.jpg0ce155be687f548b60f8fef2d2e8ab3dMD57LICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repository.pedagogica.edu.co/bitstream/20.500.12209/16654/5/license.txt8a4605be74aa9ea9d79846c1fba20a33MD55202103250195533-05 DIC 21 RICARDO YEPES.pdf202103250195533-05 DIC 21 RICARDO YEPES.pdfLICENCIA APROBADAapplication/pdf195388http://repository.pedagogica.edu.co/bitstream/20.500.12209/16654/6/202103250195533-05%20DIC%2021%20RICARDO%20YEPES.pdf437626f8f6005025d4207b914e847b0fMD56ORIGINALEnhancing situated written narratives..pdfEnhancing situated written narratives..pdfapplication/pdf10529448http://repository.pedagogica.edu.co/bitstream/20.500.12209/16654/1/Enhancing%20situated%20written%20narratives..pdf34d73a3d8e733e255db5e993d2f02e1dMD5120.500.12209/16654oai:repository.pedagogica.edu.co:20.500.12209/166542022-05-10 14:02:13.489Repositorio Institucional Universidad Pedagógica Nacionalrepositorio@pedagogica.edu.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

Enhancing situated written narratives through prewriting techniques: a genre-based approach.

Publicaciones similares