Rhetorical, Metacognitive, and Cognitive Strategies in Teacher Candidates’ Essay Writing
This paper reports on a study about the rhetoric, metacognitive, and cognitive strategies pre-service teachers use before and after a process-based writing intervention when completing an argumentative essay. The data were collected through two think-aloud protocols while 21 Chilean English as a for...
- Autores:
-
Díaz Larenas, Claudio
Ramos Leiva, Lucía
Ortiz Navarrete, Mabel
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2017
- Institución:
- Universidad Nacional de Colombia
- Repositorio:
- Universidad Nacional de Colombia
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.unal.edu.co:unal/66898
- Acceso en línea:
- https://repositorio.unal.edu.co/handle/unal/66898
http://bdigital.unal.edu.co/67926/
- Palabra clave:
- 37 Educación / Education
8 Literatura y retórica / Literature
Argumentative essay
pre-service teachers
think-aloud protocol
writing strategies
ensayo argumentativo
estrategias de escritura
estudiantes de un programa de formación de profesores de inglés
protocolo de pensamiento en voz alta
- Rights
- openAccess
- License
- Atribución-NoComercial 4.0 Internacional
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Rhetorical, Metacognitive, and Cognitive Strategies in Teacher Candidates’ Essay Writing |
| title |
Rhetorical, Metacognitive, and Cognitive Strategies in Teacher Candidates’ Essay Writing |
| spellingShingle |
Rhetorical, Metacognitive, and Cognitive Strategies in Teacher Candidates’ Essay Writing 37 Educación / Education 8 Literatura y retórica / Literature Argumentative essay pre-service teachers think-aloud protocol writing strategies ensayo argumentativo estrategias de escritura estudiantes de un programa de formación de profesores de inglés protocolo de pensamiento en voz alta |
| title_short |
Rhetorical, Metacognitive, and Cognitive Strategies in Teacher Candidates’ Essay Writing |
| title_full |
Rhetorical, Metacognitive, and Cognitive Strategies in Teacher Candidates’ Essay Writing |
| title_fullStr |
Rhetorical, Metacognitive, and Cognitive Strategies in Teacher Candidates’ Essay Writing |
| title_full_unstemmed |
Rhetorical, Metacognitive, and Cognitive Strategies in Teacher Candidates’ Essay Writing |
| title_sort |
Rhetorical, Metacognitive, and Cognitive Strategies in Teacher Candidates’ Essay Writing |
| dc.creator.fl_str_mv |
Díaz Larenas, Claudio Ramos Leiva, Lucía Ortiz Navarrete, Mabel |
| dc.contributor.author.spa.fl_str_mv |
Díaz Larenas, Claudio Ramos Leiva, Lucía Ortiz Navarrete, Mabel |
| dc.subject.ddc.spa.fl_str_mv |
37 Educación / Education 8 Literatura y retórica / Literature |
| topic |
37 Educación / Education 8 Literatura y retórica / Literature Argumentative essay pre-service teachers think-aloud protocol writing strategies ensayo argumentativo estrategias de escritura estudiantes de un programa de formación de profesores de inglés protocolo de pensamiento en voz alta |
| dc.subject.proposal.spa.fl_str_mv |
Argumentative essay pre-service teachers think-aloud protocol writing strategies ensayo argumentativo estrategias de escritura estudiantes de un programa de formación de profesores de inglés protocolo de pensamiento en voz alta |
| description |
This paper reports on a study about the rhetoric, metacognitive, and cognitive strategies pre-service teachers use before and after a process-based writing intervention when completing an argumentative essay. The data were collected through two think-aloud protocols while 21 Chilean English as a foreign language pre-service teachers completed an essay task. The findings show that strategies such as summarizing, reaffirming, and selecting ideas were only evidenced during the post intervention essay, without the use of communication and socio-affective strategies in either of the two essays. All in all, a process-based writing intervention does not only influence the number of times a strategy is used, but also the number of students who employs strategies when writing an essay—two key considerations for the devising of any writing program. |
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2017 |
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2017-07-01 |
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2019-07-03T03:05:16Z |
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2019-07-03T03:05:16Z |
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Artículo de revista |
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http://purl.org/coar/resource_type/c_2df8fbb1 |
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info:eu-repo/semantics/article |
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http://purl.org/coar/resource_type/c_6501 |
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http://purl.org/coar/version/c_970fb48d4fbd8a85 |
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ISSN: 2256-5760 |
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https://repositorio.unal.edu.co/handle/unal/66898 |
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http://bdigital.unal.edu.co/67926/ |
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ISSN: 2256-5760 |
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https://revistas.unal.edu.co/index.php/profile/article/view/60231 |
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Universidad Nacional de Colombia Revistas electrónicas UN PROFILE Issues in Teachers' Professional Development PROFILE Issues in Teachers' Professional Development |
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Díaz Larenas, Claudio and Ramos Leiva, Lucía and Ortiz Navarrete, Mabel (2017) Rhetorical, Metacognitive, and Cognitive Strategies in Teacher Candidates’ Essay Writing. Profile: Issues in Teachers´ Professional Development, 19 (2). pp. 87-100. ISSN 2256-5760 |
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Derechos reservados - Universidad Nacional de Colombia |
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http://purl.org/coar/access_right/c_abf2 |
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Atribución-NoComercial 4.0 Internacional |
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Atribución-NoComercial 4.0 Internacional Derechos reservados - Universidad Nacional de Colombia http://creativecommons.org/licenses/by-nc/4.0/ http://purl.org/coar/access_right/c_abf2 |
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Universidad Nacional de Colombia - Sede Bogotá - Facultad de Ciencias Humanas - Departamento de Lenguas Extranjeras - Grupo de Investigación PROFILE |
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Atribución-NoComercial 4.0 InternacionalDerechos reservados - Universidad Nacional de Colombiahttp://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Díaz Larenas, Claudio0ad06b33-5e8d-49b5-9e4b-a41f17a79ad3300Ramos Leiva, Lucíab79eee7c-2965-40c4-b6c1-ef9e84ae5217300Ortiz Navarrete, Mabel406c6af4-1d0b-4dcb-8686-1130e71cb4c03002019-07-03T03:05:16Z2019-07-03T03:05:16Z2017-07-01ISSN: 2256-5760https://repositorio.unal.edu.co/handle/unal/66898http://bdigital.unal.edu.co/67926/This paper reports on a study about the rhetoric, metacognitive, and cognitive strategies pre-service teachers use before and after a process-based writing intervention when completing an argumentative essay. The data were collected through two think-aloud protocols while 21 Chilean English as a foreign language pre-service teachers completed an essay task. The findings show that strategies such as summarizing, reaffirming, and selecting ideas were only evidenced during the post intervention essay, without the use of communication and socio-affective strategies in either of the two essays. All in all, a process-based writing intervention does not only influence the number of times a strategy is used, but also the number of students who employs strategies when writing an essay—two key considerations for the devising of any writing program.Este artículo informa sobre un estudio relacionado con la identificación de estrategias retóricas, metacognitivas y cognitivas utilizadas por profesores en formación antes y después de una intervención centrada en la escritura en proceso de realizar un ensayo argumentativo. Los datos se recolectaron mediante dos protocolos en voz alta, mientras veintiún futuros profesores de inglés chilenos escribían un ensayo. Los resultados muestran que estrategias como resumen, reafirmación y selección de ideas se evidenciaron solo durante el segundo ensayo, sin ejemplos de estrategias de comunicación y socio-afectivas en ninguno de los dos escritos. En suma, una intervención de escritura en proceso no solo influye en la cantidad de estrategias empleadas, sino también en el número de estudiantes que las usan cuando escriben un ensayo argumentativo; dos consideraciones clave para la creación de cualquier programa de escritura.application/pdfspaUniversidad Nacional de Colombia - Sede Bogotá - Facultad de Ciencias Humanas - Departamento de Lenguas Extranjeras - Grupo de Investigación PROFILEhttps://revistas.unal.edu.co/index.php/profile/article/view/60231Universidad Nacional de Colombia Revistas electrónicas UN PROFILE Issues in Teachers' Professional DevelopmentPROFILE Issues in Teachers' Professional DevelopmentDíaz Larenas, Claudio and Ramos Leiva, Lucía and Ortiz Navarrete, Mabel (2017) Rhetorical, Metacognitive, and Cognitive Strategies in Teacher Candidates’ Essay Writing. Profile: Issues in Teachers´ Professional Development, 19 (2). pp. 87-100. ISSN 2256-576037 Educación / Education8 Literatura y retórica / LiteratureArgumentative essaypre-service teachersthink-aloud protocolwriting strategiesensayo argumentativoestrategias de escrituraestudiantes de un programa de formación de profesores de inglésprotocolo de pensamiento en voz altaRhetorical, Metacognitive, and Cognitive Strategies in Teacher Candidates’ Essay WritingArtículo de revistainfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85Texthttp://purl.org/redcol/resource_type/ARTORIGINAL60231-338125-1-PB.pdfapplication/pdf227722https://repositorio.unal.edu.co/bitstream/unal/66898/1/60231-338125-1-PB.pdfbbb9e1f3a9b55b4e593b38e7ec1c03d3MD51THUMBNAIL60231-338125-1-PB.pdf.jpg60231-338125-1-PB.pdf.jpgGenerated Thumbnailimage/jpeg7417https://repositorio.unal.edu.co/bitstream/unal/66898/2/60231-338125-1-PB.pdf.jpg6986b190d535dd5427ac0fde32d30c26MD52unal/66898oai:repositorio.unal.edu.co:unal/668982024-05-18 23:08:50.147Repositorio Institucional Universidad Nacional de Colombiarepositorio_nal@unal.edu.co |