Shaping narrative writing skills through creating picture books.
Esta investigación se propone asistir en el enriquecimiento de procesos de escritura narrativa a través de la implementación de libros álbumes como medio para superar la complejidad léxica que la expresión escrita implica y modelar la habilidad natural de narrar sistemáticamente un evento o una secu...
- Autores:
-
Vargas Daza, Carolina
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2017
- Institución:
- Universidad Pedagógica Nacional
- Repositorio:
- Repositorio Institucional UPN
- Idioma:
- spa
- OAI Identifier:
- oai:repository.pedagogica.edu.co:20.500.12209/9447
- Acceso en línea:
- http://hdl.handle.net/20.500.12209/9447
- Palabra clave:
- Educación básica primaria - Bogotá (Colombia)
Colegio Técnico Domingo Faustino Sarmiento I.E.D.
Investigación acción - Metodología
Escritura narrativa
Escritura - Enseñanza
Libro álbum - Estrategia didáctica
- Rights
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
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Shaping narrative writing skills through creating picture books. |
| title |
Shaping narrative writing skills through creating picture books. |
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Shaping narrative writing skills through creating picture books. Educación básica primaria - Bogotá (Colombia) Colegio Técnico Domingo Faustino Sarmiento I.E.D. Investigación acción - Metodología Escritura narrativa Escritura - Enseñanza Libro álbum - Estrategia didáctica |
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Shaping narrative writing skills through creating picture books. |
| title_full |
Shaping narrative writing skills through creating picture books. |
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Shaping narrative writing skills through creating picture books. |
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Shaping narrative writing skills through creating picture books. |
| title_sort |
Shaping narrative writing skills through creating picture books. |
| dc.creator.fl_str_mv |
Vargas Daza, Carolina |
| dc.contributor.advisor.spa.fl_str_mv |
Pérez Gómez, Francisco Antonio |
| dc.contributor.author.spa.fl_str_mv |
Vargas Daza, Carolina |
| dc.subject.spa.fl_str_mv |
Educación básica primaria - Bogotá (Colombia) Colegio Técnico Domingo Faustino Sarmiento I.E.D. Investigación acción - Metodología Escritura narrativa Escritura - Enseñanza Libro álbum - Estrategia didáctica |
| topic |
Educación básica primaria - Bogotá (Colombia) Colegio Técnico Domingo Faustino Sarmiento I.E.D. Investigación acción - Metodología Escritura narrativa Escritura - Enseñanza Libro álbum - Estrategia didáctica |
| description |
Esta investigación se propone asistir en el enriquecimiento de procesos de escritura narrativa a través de la implementación de libros álbumes como medio para superar la complejidad léxica que la expresión escrita implica y modelar la habilidad natural de narrar sistemáticamente un evento o una secuencia de eventos en estudiantes de quinto grado. Para llegar a este punto, es necesario comprender la escritura como una descripción formal de información estructurada la cual es esbozada en la mente por medio de diferentes procesos cognitivos que trabajan con categorías pre-establecidas, como fue propuesto por Flower& Hayes (2008); de la misma manera, el aprendizaje es contemplado desde un enfoque de género literario donde el reconocimiento de la necesidades y destrezas de los estudiantes es el mayor propósito, el cual es cimentado con base a rutinas y actividades cíclicas en contexto. Como resultado, la creación de historias en la forma y siguiendo los principios de los libros álbumes llega a ser el máximo logro del presente estudio que considera las bases de la investigación-acción con enfoque cualitativo. Por lo tanto, las posibles implicaciones de dirigir una investigación basada en el uso de libros álbumes está conectada con la afinidad de los estudiantes hacia el mundo de las palabras. |
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2017 |
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2017 |
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2019-04-08T13:09:42Z |
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Aguirre, A. J. (1988). code-switching and intutive knowledge in the bilingual classroom. (I. D.- M. Orntein-Galicia, Ed.) Chicago Speech in the Bilingual. Alabama Department of Archive & History. (n.d.). Definition of Narrative Writing. Retrieved from http://www.archives.alabama.gov/teacher/TEFABH_Narrative_Writing_Exercise.pdf British Council. (2010). Academic Writing: process and product. United Kingdom: Modern English Publication & The British Council. Brown, H. D. (2001). Teaching by principles: an interactive approach to language pedagogy (2nd ed.). New York, NY: Pearson Education Burns, A. (2010). Doing action research in English language teaching: a guide for practitioners (1st ed.). New York, NY: Routledge. Denzin, N. K. & Lincoln, Y. S. (2005). The sage handbook of qualitative research (3rd ed.) Thousand Oaks, CA: Sage Press. Driggs, C. & Sipe, L. (2007). A Unique Visual and Literary Art Form: Recent Research on Picturebooks. Language Arts, 83(3), 273-280. Retrieved from: http://repository.upenn.edu/gse_pubs/32 Flower, L. & Hayes, J. R. (2008). A Cognitive Process Theory of Writing. College Composition and Communication, 32 (4), (Dec., 1981), 365-387. Retrieved from: http://www.jstor.org/stable/356600 Freeman, D. (1998). Doing Teacher-Research: from inquiry to understanding. Canada, CND: Heinle & Heinle Publishers. Gerard, E. (2008). Picturebooks as visual literacy: the influence of illustrations on secondgraders’ comprehension of narrative text. Retrieved from: http://drum.lib.umd.edu/handle/1903/8999 Hughes, C.E. et al. (2000). Code Switching Among Bilingual and Limited English Proficient Students: Possible Indicators of Giftedness. Journal for the Education of the Gifted. 30 (1), 2006, pp. 7–28. Retrieved from: http://files.eric.ed.gov/fulltext/EJ750758.pdf Horowitz, D. (1986). Process not Product: less than meet the eye. TESOL Quarterly. Hyland, K. (2007). Genre pedagogy: language, literacy and L2 writing instruction. Journal of second language writing, 16, 148-154. Retrieved from: http://www2.caes.hku.hk/kenhyland/files/2010/12/Hyland-genre-teaching.pdf Krashen, S.D. (2009). Principles and practice in second language acquisition. Internet Edition. Marble, S. (2012). How Do Wordless Picture Books Help Develop Writing For All Students? Fisher Digital Publications. Retrieved from: http://fisherpub.sjfc.edu/cgi/viewcontent.cgi?article=1229&context=education_ETD_mas ters Melgarejo, D. (2010). Assessing Children´s Perceptions of Writing in EFL based on the process approach, 12, 70-84. Retrieve from: http://revistas.udistrital.edu.co/ojs/index.php/calj/article/view/92/140 Murray, N. & G. Hughes. (2008) writing up your university assignments and research projects: a practical book. Maidenhead, England; New York: Open University press. Nunan, D. (2004). Task-based Language Teaching. Cambridge: Cambridge University Press. Pantaleo, S. (2009). The influence of postmodern picturebooks on three boys’ narrative competence. Australian Journal of Language and Literacy, 32(30), 191-210. Retrieved from: http://jgarich.pbworks.com/w/file/fetch/46044586/The%20Influence%20of%20Postmode rn%20Picture%20Books.pdf Patton, M. (2002). Qualitative research and evaluations methods (3rd ed.). Thousand Oaks, CA. Retrieved from: https://bibliotecadecienciassociales.files.wordpress.com/2014/02/qualitative-researchevaluation-methods-by-michael-patton.pdf Pike, K. L. (1967). Language in Relation to a Unified Theory of the Structure of Human Behavior (2, illustrated ed., Vol. 24 of Janua Linguarum. Series Maior). Paris: Mouton & Co. Priski-Abadi, C. (2016). Genre Based Approach: Theories, Lesson plan and Teaching simulation. Retrieved from: https://www.academia.edu/4743498/Genre_Based_Approach_Theories_Lesson_plan_an d_Teaching_simulation Robinson, P. (2011). Task-based language learning (1st ed.). United Kingdom, UK: WileyBlackwell Sarbiewski, Gail M.; Sebastian, Daune M., (1998). Improving Student Writing Skills Using Wordless Picture Books. Retrieved from: http://files.eric.ed.gov/fulltext/ED423525.pdf Schank R.C. & Berman T.R. & Macpherson K.A. (2009). Learning by doing. In C.M. Reigeluth (Ed. 2), Instructional-Design Theories and Models: a new paradigm of international theory (pp. 161-186). New York, NY: Routledge. Shaefer, L. M. (2001). Teaching Narrative Writing: the tools that work for every student. New York, NY: Scholastic Professional Books. Silva, T. (1990). Second Language Composition Instruction: developments, issues, and directions in ESL. Cambridge, CB: Cambridge University Press. Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks, CA: Sage. Tudor, I. (2000). The Dinamics of the Language Classroom. Cambridge University Press. Van den Branden, K. (2006). Task-based language education: from theory to practice. Cambridge, CB: Cambridge University Press. Widdowson, H. G. (2008). Teaching Language as communication (20th ed.). Oxford, NY: Oxford University Press. Yoga, A. S. (2013). Improving the eighth grade students’ writing skills through picture-cued activities at smp n 1 wonosari in the academic year of 2012/2013. Retrieved from: http://eprints.uny.ac.id/22543/1/Adwidya%20Susila%20Yoga%2008202244041.pdf Zwaan, R. A. (1993). Aspects of literary comprehension: a cognitive approach. Amsterdam, AN: John Benjamins Publishing Co. |
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Pérez Gómez, Francisco AntonioVargas Daza, Carolina2019-04-08T13:09:42Z2019-04-08T13:09:42Z2017TE-21474http://hdl.handle.net/20.500.12209/9447instname:Universidad Pedagógica Nacionalinstname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/Esta investigación se propone asistir en el enriquecimiento de procesos de escritura narrativa a través de la implementación de libros álbumes como medio para superar la complejidad léxica que la expresión escrita implica y modelar la habilidad natural de narrar sistemáticamente un evento o una secuencia de eventos en estudiantes de quinto grado. Para llegar a este punto, es necesario comprender la escritura como una descripción formal de información estructurada la cual es esbozada en la mente por medio de diferentes procesos cognitivos que trabajan con categorías pre-establecidas, como fue propuesto por Flower& Hayes (2008); de la misma manera, el aprendizaje es contemplado desde un enfoque de género literario donde el reconocimiento de la necesidades y destrezas de los estudiantes es el mayor propósito, el cual es cimentado con base a rutinas y actividades cíclicas en contexto. Como resultado, la creación de historias en la forma y siguiendo los principios de los libros álbumes llega a ser el máximo logro del presente estudio que considera las bases de la investigación-acción con enfoque cualitativo. Por lo tanto, las posibles implicaciones de dirigir una investigación basada en el uso de libros álbumes está conectada con la afinidad de los estudiantes hacia el mundo de las palabras.Submitted by Manuel Lorenzo Contreras Pachón (mlcontrerasp@pedagogica.edu.co) on 2019-04-02T18:28:31Z No. of bitstreams: 1 TE-21474.pdf: 3324406 bytes, checksum: e4c9bffbe2957726c02e6efca73ef865 (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2019-04-08T13:09:42Z (GMT) No. of bitstreams: 1 TE-21474.pdf: 3324406 bytes, checksum: e4c9bffbe2957726c02e6efca73ef865 (MD5)Made available in DSpace on 2019-04-08T13:09:42Z (GMT). No. of bitstreams: 1 TE-21474.pdf: 3324406 bytes, checksum: e4c9bffbe2957726c02e6efca73ef865 (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 NacionalEducación básica primaria - Bogotá (Colombia)Colegio Técnico Domingo Faustino Sarmiento I.E.D.Investigación acción - MetodologíaEscritura narrativaEscritura - EnseñanzaLibro álbum - Estrategia didácticaShaping narrative writing skills through creating picture books.info:eu-repo/semantics/bachelorThesisTesis/Trabajo de grado - Monografía – Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionAguirre, A. J. (1988). code-switching and intutive knowledge in the bilingual classroom. (I. D.- M. Orntein-Galicia, Ed.) Chicago Speech in the Bilingual.Alabama Department of Archive & History. (n.d.). Definition of Narrative Writing. Retrieved from http://www.archives.alabama.gov/teacher/TEFABH_Narrative_Writing_Exercise.pdfBritish Council. (2010). Academic Writing: process and product. United Kingdom: Modern English Publication & The British Council.Brown, H. D. (2001). Teaching by principles: an interactive approach to language pedagogy (2nd ed.). New York, NY: Pearson EducationBurns, A. (2010). Doing action research in English language teaching: a guide for practitioners (1st ed.). New York, NY: Routledge.Denzin, N. K. & Lincoln, Y. S. (2005). The sage handbook of qualitative research (3rd ed.) Thousand Oaks, CA: Sage Press.Driggs, C. & Sipe, L. (2007). A Unique Visual and Literary Art Form: Recent Research on Picturebooks. Language Arts, 83(3), 273-280. Retrieved from: http://repository.upenn.edu/gse_pubs/32Flower, L. & Hayes, J. R. (2008). A Cognitive Process Theory of Writing. College Composition and Communication, 32 (4), (Dec., 1981), 365-387. Retrieved from: http://www.jstor.org/stable/356600Freeman, D. (1998). Doing Teacher-Research: from inquiry to understanding. Canada, CND: Heinle & Heinle Publishers.Gerard, E. (2008). Picturebooks as visual literacy: the influence of illustrations on secondgraders’ comprehension of narrative text. Retrieved from: http://drum.lib.umd.edu/handle/1903/8999Hughes, C.E. et al. (2000). Code Switching Among Bilingual and Limited English Proficient Students: Possible Indicators of Giftedness. Journal for the Education of the Gifted. 30 (1), 2006, pp. 7–28. Retrieved from: http://files.eric.ed.gov/fulltext/EJ750758.pdfHorowitz, D. (1986). Process not Product: less than meet the eye. TESOL Quarterly.Hyland, K. (2007). Genre pedagogy: language, literacy and L2 writing instruction. Journal of second language writing, 16, 148-154. Retrieved from: http://www2.caes.hku.hk/kenhyland/files/2010/12/Hyland-genre-teaching.pdfKrashen, S.D. (2009). Principles and practice in second language acquisition. Internet Edition.Marble, S. (2012). How Do Wordless Picture Books Help Develop Writing For All Students? Fisher Digital Publications. Retrieved from: http://fisherpub.sjfc.edu/cgi/viewcontent.cgi?article=1229&context=education_ETD_mas tersMelgarejo, D. (2010). Assessing Children´s Perceptions of Writing in EFL based on the process approach, 12, 70-84. Retrieve from: http://revistas.udistrital.edu.co/ojs/index.php/calj/article/view/92/140Murray, N. & G. Hughes. (2008) writing up your university assignments and research projects: a practical book. Maidenhead, England; New York: Open University press.Nunan, D. (2004). Task-based Language Teaching. Cambridge: Cambridge University Press.Pantaleo, S. (2009). The influence of postmodern picturebooks on three boys’ narrative competence. Australian Journal of Language and Literacy, 32(30), 191-210. Retrieved from: http://jgarich.pbworks.com/w/file/fetch/46044586/The%20Influence%20of%20Postmode rn%20Picture%20Books.pdfPatton, M. (2002). Qualitative research and evaluations methods (3rd ed.). Thousand Oaks, CA. Retrieved from: https://bibliotecadecienciassociales.files.wordpress.com/2014/02/qualitative-researchevaluation-methods-by-michael-patton.pdfPike, K. L. (1967). Language in Relation to a Unified Theory of the Structure of Human Behavior (2, illustrated ed., Vol. 24 of Janua Linguarum. Series Maior). Paris: Mouton & Co.Priski-Abadi, C. (2016). Genre Based Approach: Theories, Lesson plan and Teaching simulation. Retrieved from: https://www.academia.edu/4743498/Genre_Based_Approach_Theories_Lesson_plan_an d_Teaching_simulationRobinson, P. (2011). Task-based language learning (1st ed.). United Kingdom, UK: WileyBlackwellSarbiewski, Gail M.; Sebastian, Daune M., (1998). Improving Student Writing Skills Using Wordless Picture Books. Retrieved from: http://files.eric.ed.gov/fulltext/ED423525.pdfSchank R.C. & Berman T.R. & Macpherson K.A. (2009). Learning by doing. In C.M. Reigeluth (Ed. 2), Instructional-Design Theories and Models: a new paradigm of international theory (pp. 161-186). New York, NY: Routledge.Shaefer, L. M. (2001). Teaching Narrative Writing: the tools that work for every student. New York, NY: Scholastic Professional Books.Silva, T. (1990). Second Language Composition Instruction: developments, issues, and directions in ESL. Cambridge, CB: Cambridge University Press.Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks, CA: Sage.Tudor, I. (2000). The Dinamics of the Language Classroom. Cambridge University Press.Van den Branden, K. (2006). Task-based language education: from theory to practice. Cambridge, CB: Cambridge University Press.Widdowson, H. G. (2008). Teaching Language as communication (20th ed.). Oxford, NY: Oxford University Press.Yoga, A. S. (2013). Improving the eighth grade students’ writing skills through picture-cued activities at smp n 1 wonosari in the academic year of 2012/2013. Retrieved from: http://eprints.uny.ac.id/22543/1/Adwidya%20Susila%20Yoga%2008202244041.pdfZwaan, R. A. (1993). Aspects of literary comprehension: a cognitive approach. 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