Guided use of writing prompts to improve academic writing in college students
The paper presents empirical data supporting the hypothesis that the systematic and guided use of academic writing prompts is a successful instructional strategy to improve the academic writing in Spanish of college students, mainly during their first semesters. A combined methodology, with pre- and...
- Autores:
-
Trigos Carrillo, Lina Marcela
Lopera Moreno, Jenniffer
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2011
- Institución:
- Universidad Nacional de Colombia
- Repositorio:
- Universidad Nacional de Colombia
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.unal.edu.co:unal/72594
- Acceso en línea:
- https://repositorio.unal.edu.co/handle/unal/72594
http://bdigital.unal.edu.co/37068/
http://bdigital.unal.edu.co/37068/2/
- Palabra clave:
- communicative competence
blended learning
meaningful contexts
writing prompts
cognitive processes
autonomous learning
- Rights
- openAccess
- License
- Atribución-NoComercial 4.0 Internacional
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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_abf2Trigos Carrillo, Lina Marcelaadd91bc8-7021-4bd8-a711-ab85bcd6e075300Lopera Moreno, Jennifferbea06bde-a20b-4ecc-8479-bccbb5965c103002019-07-03T15:20:57Z2019-07-03T15:20:57Z2011https://repositorio.unal.edu.co/handle/unal/72594http://bdigital.unal.edu.co/37068/http://bdigital.unal.edu.co/37068/2/The paper presents empirical data supporting the hypothesis that the systematic and guided use of academic writing prompts is a successful instructional strategy to improve the academic writing in Spanish of college students, mainly during their first semesters. A combined methodology, with pre- and post-tests, was used in this research project conducted from July 2009 to June 2010. The participants were freshmen students of different disciplines of the Human Sciences in a private university in Bogota, Colombia. The aim of this research project was twofold. First, it sought to identify the difficulties students faced in the writing process of academic texts when they are related to real communicative contexts. Second, it involved the design and application of the guided and systematic use of writing prompts for academic writing in a sequence called "The Cognitive Pedagogical Model of Writing for Higher Education". The results show empirical evidence supporting the use of writing prompts designed with specific academic purposes to improve the academic writing level of college students in their first stages of study. However, further research is needed to consolidate the results presented here.application/pdfspaForma y Funciónhttp://revistas.unal.edu.co/index.php/formayfuncion/article/view/38472Universidad Nacional de Colombia Revistas electrónicas UN Forma y FunciónForma y FunciónForma y Función; Vol. 24, núm. 2 (2011); 103-125 2256-5469 0120-338XTrigos Carrillo, Lina Marcela and Lopera Moreno, Jenniffer (2011) Guided use of writing prompts to improve academic writing in college students. Forma y Función; Vol. 24, núm. 2 (2011); 103-125 2256-5469 0120-338X .Guided use of writing prompts to improve academic writing in college studentsArtículo 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/ARTcommunicative competenceblended learningmeaningful contextswriting promptscognitive processesautonomous learningORIGINAL38472-171209-1-PB.pdfapplication/pdf368255https://repositorio.unal.edu.co/bitstream/unal/72594/1/38472-171209-1-PB.pdf78e4b52359e7536d169432564e3b1112MD51THUMBNAIL38472-171209-1-PB.pdf.jpg38472-171209-1-PB.pdf.jpgGenerated Thumbnailimage/jpeg4686https://repositorio.unal.edu.co/bitstream/unal/72594/2/38472-171209-1-PB.pdf.jpg05635c8f395b4b67a46d6004dcf45fddMD52unal/72594oai:repositorio.unal.edu.co:unal/725942023-06-24 23:04:57.953Repositorio Institucional Universidad Nacional de Colombiarepositorio_nal@unal.edu.co |
dc.title.spa.fl_str_mv |
Guided use of writing prompts to improve academic writing in college students |
title |
Guided use of writing prompts to improve academic writing in college students |
spellingShingle |
Guided use of writing prompts to improve academic writing in college students communicative competence blended learning meaningful contexts writing prompts cognitive processes autonomous learning |
title_short |
Guided use of writing prompts to improve academic writing in college students |
title_full |
Guided use of writing prompts to improve academic writing in college students |
title_fullStr |
Guided use of writing prompts to improve academic writing in college students |
title_full_unstemmed |
Guided use of writing prompts to improve academic writing in college students |
title_sort |
Guided use of writing prompts to improve academic writing in college students |
dc.creator.fl_str_mv |
Trigos Carrillo, Lina Marcela Lopera Moreno, Jenniffer |
dc.contributor.author.spa.fl_str_mv |
Trigos Carrillo, Lina Marcela Lopera Moreno, Jenniffer |
dc.subject.proposal.spa.fl_str_mv |
communicative competence blended learning meaningful contexts writing prompts cognitive processes autonomous learning |
topic |
communicative competence blended learning meaningful contexts writing prompts cognitive processes autonomous learning |
description |
The paper presents empirical data supporting the hypothesis that the systematic and guided use of academic writing prompts is a successful instructional strategy to improve the academic writing in Spanish of college students, mainly during their first semesters. A combined methodology, with pre- and post-tests, was used in this research project conducted from July 2009 to June 2010. The participants were freshmen students of different disciplines of the Human Sciences in a private university in Bogota, Colombia. The aim of this research project was twofold. First, it sought to identify the difficulties students faced in the writing process of academic texts when they are related to real communicative contexts. Second, it involved the design and application of the guided and systematic use of writing prompts for academic writing in a sequence called "The Cognitive Pedagogical Model of Writing for Higher Education". The results show empirical evidence supporting the use of writing prompts designed with specific academic purposes to improve the academic writing level of college students in their first stages of study. However, further research is needed to consolidate the results presented here. |
publishDate |
2011 |
dc.date.issued.spa.fl_str_mv |
2011 |
dc.date.accessioned.spa.fl_str_mv |
2019-07-03T15:20:57Z |
dc.date.available.spa.fl_str_mv |
2019-07-03T15:20:57Z |
dc.type.spa.fl_str_mv |
Artículo de revista |
dc.type.coar.fl_str_mv |
http://purl.org/coar/resource_type/c_2df8fbb1 |
dc.type.driver.spa.fl_str_mv |
info:eu-repo/semantics/article |
dc.type.version.spa.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.coar.spa.fl_str_mv |
http://purl.org/coar/resource_type/c_6501 |
dc.type.coarversion.spa.fl_str_mv |
http://purl.org/coar/version/c_970fb48d4fbd8a85 |
dc.type.content.spa.fl_str_mv |
Text |
dc.type.redcol.spa.fl_str_mv |
http://purl.org/redcol/resource_type/ART |
format |
http://purl.org/coar/resource_type/c_6501 |
status_str |
publishedVersion |
dc.identifier.uri.none.fl_str_mv |
https://repositorio.unal.edu.co/handle/unal/72594 |
dc.identifier.eprints.spa.fl_str_mv |
http://bdigital.unal.edu.co/37068/ http://bdigital.unal.edu.co/37068/2/ |
url |
https://repositorio.unal.edu.co/handle/unal/72594 http://bdigital.unal.edu.co/37068/ http://bdigital.unal.edu.co/37068/2/ |
dc.language.iso.spa.fl_str_mv |
spa |
language |
spa |
dc.relation.spa.fl_str_mv |
http://revistas.unal.edu.co/index.php/formayfuncion/article/view/38472 |
dc.relation.ispartof.spa.fl_str_mv |
Universidad Nacional de Colombia Revistas electrónicas UN Forma y Función Forma y Función |
dc.relation.ispartofseries.none.fl_str_mv |
Forma y Función; Vol. 24, núm. 2 (2011); 103-125 2256-5469 0120-338X |
dc.relation.references.spa.fl_str_mv |
Trigos Carrillo, Lina Marcela and Lopera Moreno, Jenniffer (2011) Guided use of writing prompts to improve academic writing in college students. Forma y Función; Vol. 24, núm. 2 (2011); 103-125 2256-5469 0120-338X . |
dc.rights.spa.fl_str_mv |
Derechos reservados - Universidad Nacional de Colombia |
dc.rights.coar.fl_str_mv |
http://purl.org/coar/access_right/c_abf2 |
dc.rights.license.spa.fl_str_mv |
Atribución-NoComercial 4.0 Internacional |
dc.rights.uri.spa.fl_str_mv |
http://creativecommons.org/licenses/by-nc/4.0/ |
dc.rights.accessrights.spa.fl_str_mv |
info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
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 |
eu_rights_str_mv |
openAccess |
dc.format.mimetype.spa.fl_str_mv |
application/pdf |
dc.publisher.spa.fl_str_mv |
Forma y Función |
institution |
Universidad Nacional de Colombia |
bitstream.url.fl_str_mv |
https://repositorio.unal.edu.co/bitstream/unal/72594/1/38472-171209-1-PB.pdf https://repositorio.unal.edu.co/bitstream/unal/72594/2/38472-171209-1-PB.pdf.jpg |
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Repositorio Institucional Universidad Nacional de Colombia |
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