Cognitive Processes Essays

Cognitive Processes Essays-19
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.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.

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.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.

Tags: Dna Rna And Protein Synthesis EssayGibbs Reflection EssayI Learnt My Lesson EssayEssays On MixedWrite An Expository EssayComponents Of Thesis AbstractResearch Paper On PalestrinaTypes Of Writing Styles For EssaysScarlet Letter Essays PearlHow To Write A News Paper Article

A strategy is any tool, specific action, or behavior someone uses to solve a problem (Coffin et al., 2003; Shapira & Hertz-Lazarowitz, 2005); in other words, when writers write we assume they use strategies to accomplish their task. This is a qualitative and descriptive research study that focuses on eliciting participants’ writing strategies at two specific moments: before and after a process-based writing intervention.

For Mu (2005) effective writers use rhetorical, metacognitive, cognitive, communicative, and social-affective strategies when they write: (a) Rhetorical strategies deal with types of texts and their structures; (b) metacognitive strategies are related to writers’ self-regulation concerning cognitive procedures when producing a text; (c) cognitive strategies allow users to process, store, and transform different types of knowledge; (d) communicative strategies focus on conveying a message effectively; and (e) social/affective strategies are those which writers employ when interacting with other people. The focus of this study relies on identifying what strategies teacher candidates use when they are actually writing the essay through the think-aloud protocol.

The research focus of this paper is essay writing because over our years of teaching experience as teacher educators, we have seen, read, and heard that essay writing is one of the skills on which English as a foreign language (EFL) pre-service teachers score the lowest.

It is the skill they very often complain about not knowing how to approach.

Claudio Díaz Larenas*Universidad de Concepción, Concepción, Chile Lucía Ramos Leiva**Universidad Católica del Norte, Antofagasta, Chile Mabel Ortiz Navarrete***Universidad Católica de la Santísima Concepción, Concepción, Chile *[email protected]**[email protected]***[email protected] article was received on September 21, 2016, and accepted on March 20, 2017.

How to cite this article (APA, 6th ed.): Díaz Larenas, C., Ramos Leiva, L., & Ortiz Navarrete, M. Rhetorical, metacognitive, and cognitive strategies in teacher candidates’ essay writing.

PROFILE Issues in Teachers’ Professional Development, 19(2), 87-100. This is an Open Access article distributed under the terms of the Creative Commons license Attribution-Non Commercial-No Derivatives 4.0 International License. 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.

Learning to write means making the appropriate choices to convey meaning, responding to a communicative purpose and considering the audience who will read the written piece.

Writing involves a different kind of mental process: thinking, reflecting, preparing, rehearsing, making mistakes, and finding alternative solutions.

SHOW COMMENTS

Comments Cognitive Processes Essays

The Latest from vintage-expo.ru ©