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dc.contributor.advisorAcero Ríos, Claudia Lucía
dc.contributor.authorRodriguez Espinosa, Maria Camila
dc.date.accessioned2014-05-23T16:10:57Z
dc.date.available2014-05-23T16:10:57Z
dc.date.created2014
dc.date.issued2014-05-23
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dc.identifier.urihttp://hdl.handle.net/10818/10753
dc.description90 Páginas.
dc.description.abstractThis qualitative study reports the findings of an action research project, which analyzed the impact of collaborative writing on grammatical cohesion in descriptive paragraph writing in a group of young learners at a bilingual school. The research design was guided by the principles of collaborative writing, grammatical cohesion, and writing as a process. Data, in the implementation stage, was gathered through artifacts, teacher’s journal, and a survey. Findings reported that collaborative writing raised students’ grammatical awareness, as their paragraphs were cohesively accessible by the end of the intervention. Additionally, students realized that grammatical cohesion plays a crucial role in a text to make it truly comprehensible.es_CO
dc.language.isoenges_CO
dc.publisherUniversidad de La Sabana
dc.sourceUniversidad de La Sabana
dc.sourceIntellectum Repositorio Universidad de La Sabana
dc.subjectInglés -- Enseñanza -- Colombia
dc.subjectInglés básico
dc.subjectInglés técnico
dc.titleThe impact of collaborative writing on grammatical cohesion in descriptive paragraph writing in a group of A2 Efl seventh grade learnerses_CO
dc.typemasterThesis
dc.publisher.programMaestría en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo
dc.publisher.departmentDepartamento de Lenguas y Culturas Extranjeras
dc.identifier.local259364
dc.identifier.localTE06497
dc.type.localTesis de maestría
dc.type.hasVersionpublishedVersion
dc.rights.accessRightsopenAccess
dc.creator.degreeMagíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo


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