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

dc.contributorMontaño Moreno, Johanna
dc.creatorYepes Huertas, Ricardo Andrés
dc.date.accessioned2021-12-14T17:03:09Z
dc.date.accessioned2022-09-23T16:13:32Z
dc.date.available2021-12-14T17:03:09Z
dc.date.available2022-09-23T16:13:32Z
dc.date.created2021-12-14T17:03:09Z
dc.date.issued2021
dc.identifierhttp://hdl.handle.net/20.500.12209/16654
dc.identifierinstname:Universidad Pedagógica Nacional
dc.identifierreponame: Repositorio Institucional UPN
dc.identifierrepourl: http://repositorio.pedagogica.edu.co/
dc.identifier.urihttp://repositorioslatinoamericanos.uchile.cl/handle/2250/3492007
dc.description.abstractThe 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.
dc.languageeng
dc.publisherUniversidad Pedagógica Nacional
dc.publisherLicenciatura en Español e Inglés
dc.publisherFacultad de Humanidades
dc.relationAnderson, 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.
dc.relationArevalo, 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
dc.relationAusubel, D. (2002). Acquisition and retention of knowledge. A cognitive perspective. Barcelona. Ed. Paidós.
dc.relationBarton, 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.
dc.relationBéchard, J-P. (2000). Learning to teach at a higher level: the example of educational innovators. Research notebook. pp. 3.
dc.relationBell (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
dc.relationBrewer, J. (2007). Introduction to early childhood education. Ch. 10: Developing literacy. pp. 312-334.
dc.relationBrooks, J. & Brooks, M. (1999). In search of understanding: the case for constructivist classrooms. Alexandria, VA: American Society for Curriculum Development.
dc.relationCarrillo, 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
dc.relationCorbett, P. (2008). Good writers. The National Strategies-Primary.
dc.relationCros, F. (2002-2). Does innovation in education have a future? In certainties and paradoxes of innovation. Paris.
dc.relationDouglas J., Dunlosky, J., Graesser, A. (2009). Handbook of Metacognition in Education. Ch. 9 Writing is applied metacognition. University of Utah.
dc.relationFriday, M. (2016, August 3rd). The Power of the Postcard. https://www.edutopia.org/blog/the-power-of-the-postcard-matthew-friday
dc.relationGalindo, 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
dc.relationGuerrero, 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.
dc.relationGirish, 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.
dc.relationGrundy, S. (1998). Product or praxis of curriculum. 3rd Edition. Ed. Morata. pp. 160-162, 172-5.
dc.relationHafrizon, T. (2009). Introduction to genre-based approach. Center of development and empowerment of language teachers and education personnel.
dc.relationHall, 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
dc.relationHaryanti, 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.
dc.relationIndira Gandhi National Open University & Odisha State Open University (n.d.). Certificate in communication skill (CCS). Basic writing skills. Ignou The people’s university.
dc.relationKassotaki, A. (n.d.). Building Descriptive Skills Step-by-Step. Upbility.net. https://upbility.net/blogs/news/129760071-building-descriptive-skills-step-by-step
dc.relationKristeva, J. (1988). The language, that stranger. Introduction to linguistics. Ed. Fundamentos. pp. 3-5.
dc.relationLandau, L. (2009). According to the School Psychologist: 5th Grade. Education.com. https://www.education.com/magazine/article/fifthgrade/
dc.relationLillis, T. (2001). Student Writing: Access, Regulation, Desire. New York.
dc.relationLuu, T. (2011). Teaching writing through genre-based approach. BELT Journal. v.2, n.1.
dc.relationMcLeod, S. (2019). Constructivism as a theory for teaching and learning. Simply Psychology. https://www.simplypsychology.org/constructivism.html
dc.relationMinisterio de Educación Nacional. (2006). Estándares básicos de competencias en lenguas extranjeras: inglés. https://www.mineducacion.gov.co/1759/articles-115174_archivo_pdf.pdf
dc.relationMinisterio de Educación Nacional. (2016). Derechos básicos de aprendizaje. Grados transición a quinto de primaria. www.colombiaaprende.edu.co/colombiabilingue
dc.relationMontero, S. (2019). Effects of Genre Based Approach (GBA) In EFL Reading Comprehension and Writing. Gist Education and Learning Research Journal. No.19.
dc.relationMorante, 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
dc.relationMorera, 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
dc.relationNatalielanguages. (2019). The Importance of Learning English From Infancy. Natalie Language Experiences. https://nathalielanguages.com/importance-learning-english-infancy/
dc.relationOchs, 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.
dc.relationOliver, 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
dc.relationO’flaherty, R. (2019). 3plearning.com. The importance of spelling. https://www.3plearning.com/blog/blog-importance-spelling/
dc.relationOrtega, 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
dc.relationOshima, A. & Hogue, A. (2006). Writing Academic English. The Longman Academic Writing Series. 4th edition.
dc.relationPatiño, E. (2020). Making picture books to promote creative writing. Universidad Pedagógica Nacional de Colombia. http://hdl.handle.net/20.500.12209/12716.
dc.relationPellissier, K. (2016). Inside the 5th grader’s brain. Greatschools.org. https://www.greatschools.org/gk/articles/fifth-grader-brain-development/
dc.relationPerez, F. & Vargas, C. (2019). Shaping Narrative Writing Skills Through Creating Picture Books. Universidad Pedagógica Nacional, Colombia. Gist Education and Learning Research Journal.
dc.relationPerrenoud, P. (2004). Ten new competences to learn, Barcelona: Graó
dc.relationQuedevo, P. (2008). Children’s Narratives: A Mirror of Their Social Sensitivity. Universidad Distrital Francisco José de Caldas. HOW. pp. 135-136.
dc.relationRogers, E. (1983). Diffusion of innovations. The Free Press. Third Edition. New York. pp. 11, 12, 15, 134-144.
dc.relationRodriguez, R. (n.d.). Curricular approaches for 21st century. National Pedagogical University. National Ministry of Education.
dc.relationSagar, A. (2015). Modern letter writing course. Ed. Kindle. Section 1-Begore beginning to write.
dc.relationSalamanca, 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.
dc.relationSC Gupta. (2016). A Handbook for Letter Writing. Chapter 1-An introduction to letter writing. pp. 1-13, 31.
dc.relationScholastics 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
dc.relationSchoenberg, J. (n.d.). JournalBuddies.com. Five Basic Writing Skills Students Should Learn Early On. https://www.journalbuddies.com/writing-2/basic-writing-skills/
dc.relationTam, M. (2000). Constructivism, Instructional Design, and Technology: Implications for Transforming Distance Learning.
dc.relationTassoni, P. (2016). BTEC National Children's Play, Learning and Development Student Book. London: Pearson Education. pp. 15-20.
dc.relationTudor, I. (2001). Visions of learning in the dynamics of the language classroom. Cambridge University Press. pp. 65.
dc.relationUniversity of Kent. (n.d.).Grammar, Spelling and Pronunciation. Student Learning Advisory Service. UELT.
dc.relationWalder, 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
dc.relationVargas, 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.
dc.relationVygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Process. Cambridge, Mass: Havard University Press.
dc.rightshttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rightshttp://purl.org/coar/access_right/c_abf2
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.subjectCartas informales
dc.subjectEnfoque basado en género
dc.subjectEscritura como proceso
dc.subjectEscritura narrativa situada
dc.subjectTécnicas de preescritura
dc.titleEnhancing situated written narratives through prewriting techniques: a genre-based approach.


Este ítem pertenece a la siguiente institución