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“What is the effect of the Writing Workshop Instructional Model-WWIM on the academic writing skills of tenth graders in a private secondary school in Villamaría.”
dc.contributor.advisor | Gallego Castaño, Liliana del Pilar | |
dc.contributor.author | Jaramillo Buitrago, John Jairo | |
dc.date.accessioned | 2022-01-14T16:44:53Z | |
dc.date.available | 2022-01-14T16:44:53Z | |
dc.date.issued | 2022-01-13 | |
dc.identifier.uri | https://repositorio.ucaldas.edu.co/handle/ucaldas/17348 | |
dc.description | Ilustraciones | spa |
dc.description.abstract | spa:Esta investigación es un intento de determinar el efecto del Modelo Instruccional del Taller de Escritura (WWIM) en las habilidades académicas de escritura de 26 alumnos del grado 10 de una escuela privada en Villamaría, Caldas, Colombia. Para lograr ese objetivo, se implementaron seis talleres siguiendo el modelo -mini-lección, escritura independiente y compartir-, y se evaluaron a través de 5 instrumentos. Un pre y post test, el pre y post Turniting report, el diario del docente, la encuesta del estudiante, formulario de observación no participante, herramientas de estadística descriptiva y un formulario de rúbricas de evaluación. Los resultados revelaron que las técnicas de escritura propuestas en ese modelo mejoraron la escritura académica de los alumnos y también su confianza en esta exigente habilidad. | spa |
dc.description.abstract | eng:This Action research is an attempt to determine the effect of the Writing Workshop Instructional Model (WWIM) on the academic writing skills of 26 pupils 10th graders at a private school in Villamaría, Caldas, Colombia. To achieve that goal, six workshops following the model - mini-lesson, independent writing, and sharing-, were implemented and they were evaluated through 5 instruments. A pre and a post-test, The pre and post Turniting report, the teacher´s journal, student’s survey, non-participant observation form, descriptive statistics tools, and an evaluation rubrics form. Results revealed that the writing techniques proposed in that model improved learners’ academic writing and also their confidence in this demanding skill. | eng |
dc.description.tableofcontents | Abstract / Introduction / Rationale / 1. Description of the Context and Setting / 1.1 Description of the problem / 1.2 Research question and objectives / 1.2.1 Research question / 1.2.2 Objectives / 2. Theoretical Framework / Writing Theory: The cognitive writing process / The Cognitive Theory of Writing / Writing as a developmental and flexible process / Academic Writing: sorting, organizing, and categorizing ideas / Writing Workshop Instructional Model – WWIM / Writing Assessment-Rubrics and Portfolios / 2.2 Previous related studies / WWIM in English speaking countries / WWIM in non-native speaking context / National Context / 3. Research Methodology / 3.1 Type of study / 3.2 Participants / 3.3 Data Collection Instruments / 4. Research stages / 4.1 Diagnostic stage / 4.1.1. Findings Diagnostic Stage / 4.2. Action stage / 4.2.1. Cycle One / 4.2.2. Cycle Two / 4.3 Evaluation stage / 4.3.1. Results / Workshop #1. Writing a paragraph / 3 Workshop #2. Writing an Introduction / Workshop #3. Writing a conclusión / Workshop #4. Quotation and Plagiarism / Workshop #5. Cause and effects essays / Workshop #6. Advantages and disadvantages essays / 4.5. Assessing writing skills. Quantitative data instruments and analysis / 4.5.1. The Scoring Rubrics and Writing Evaluation Forms / 4.5.2. TURNITIN Platform’s results 2021. A comparable standard / 4.5.3. Pre-test / 4.5.4. Post-test / 4.5.5. Descriptive Statistics from Workshops 1 to 6. Realiability and Validity / 4.5.6. Measures of the Quantitative Instruments and Data / 4.6. Digital Portfolios-Alternative writing assessment tool / Findings and discussion / Conclusions, Pedagogical Implications, Limitations, and Questions for Further research / References | eng |
dc.format.mimetype | application/pdf | spa |
dc.language.iso | eng | spa |
dc.language.iso | spa | spa |
dc.title | “What is the effect of the Writing Workshop Instructional Model-WWIM on the academic writing skills of tenth graders in a private secondary school in Villamaría.” | eng |
dc.type | Trabajo de grado - Maestría | spa |
dc.contributor.researchgroup | REDI: Researchers in English Didactics (Categoría C) | spa |
dc.description.degreelevel | Maestría | spa |
dc.identifier.instname | Universidad de Caldas | spa |
dc.identifier.reponame | Repositorio Institucional Universidad de Caldas | spa |
dc.identifier.repourl | https://repositorio.ucaldas.edu.co/ | spa |
dc.publisher.faculty | Facultad de Artes y Humanidades | spa |
dc.publisher.place | Manizales | spa |
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dc.rights.accessrights | info:eu-repo/semantics/openAccess | spa |
dc.rights.accessrights | info:eu-repo/semantics/openAccess | spa |
dc.rights.accessrights | info:eu-repo/semantics/openAccess | spa |
dc.rights.accessrights | info:eu-repo/semantics/openAccess | spa |
dc.subject.proposal | Academic writing | eng |
dc.subject.proposal | Writing Workshop Instructional Model | eng |
dc.subject.proposal | Writing confidence | eng |
dc.subject.proposal | Escritura académica | spa |
dc.subject.proposal | Modelo de instrucción del taller de escritura | spa |
dc.subject.proposal | Confianza al escribir | spa |
dc.subject.unesco | Didáctica | |
dc.subject.unesco | Redacción técnica | |
dc.type.coar | http://purl.org/coar/resource_type/c_bdcc | spa |
dc.type.content | Text | spa |
dc.type.driver | info:eu-repo/semantics/masterThesis | spa |
dc.type.version | info:eu-repo/semantics/publishedVersion | spa |
oaire.version | http://purl.org/coar/version/c_ab4af688f83e57aa | spa |
oaire.accessrights | http://purl.org/coar/access_right/c_abf2 | spa |
dc.description.degreename | Magister en Didáctica del Inglés - Manizales | spa |
dc.publisher.program | Maestría en Didáctica del Inglés - Manizales | spa |
dc.description.researchgroup | English Didactics | spa |
dc.rights.coar | http://purl.org/coar/access_right/c_abf2 | spa |