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| Format: | Artículo científico |
| Language: | en |
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Universidad Nacional de Colombia
2017
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| Online Access: | https://www.redalyc.org/articulo.oa?id=169251589007 https://www.redalyc.org/journal/1692/169251589007/ https://www.redalyc.org/journal/1692/169251589007/html/ https://www.redalyc.org/journal/1692/169251589007/169251589007.epub https://www.redalyc.org/journal/1692/169251589007/movil http://dx.doi.org/10.15446/profile.v19n2.60231 |
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Table of Contents:
- Rhetorical, Metacognitive, and Cognitive Strategies in Teacher Candidates’ Essay Writing Claudio DíazLarenas Lucía Ramos Leiva Mabel Ortiz Navarrete Educación pre think aloud protocol service teachers writing strategies 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. 2017 artículo científico 1657-0790 https://www.redalyc.org/articulo.oa?id=169251589007 https://www.redalyc.org/journal/1692/169251589007/ https://www.redalyc.org/journal/1692/169251589007/html/ https://www.redalyc.org/journal/1692/169251589007/169251589007.epub https://www.redalyc.org/journal/1692/169251589007/movil http://dx.doi.org/10.15446/profile.v19n2.60231 en http://www.redalyc.org/revista.oa?id=1692 Profile: Issues in Teachers' Professional Development application/pdf Universidad Nacional de Colombia Profile: Issues in Teachers' Professional Development (Colombia) Num.2 Vol.19