Rhetorical, Metacognitive, and Cognitive Strategies in Teacher Candidates’ Essay Writing
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 for...
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| Format: | Article |
| Language: | English |
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Universidad Nacional de Colombia
2017-07-01
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| Series: | Profile: Issues in Teachers' Professional Development |
| Subjects: | |
| Online Access: | http://revistas.unal.edu.co/index.php/profile/article/view/60231 |
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| _version_ | 1850249572615454720 |
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| author | Claudio Díaz Larenas Lucía Ramos Leiva Mabel Ortiz Navarrete |
| author_facet | Claudio Díaz Larenas Lucía Ramos Leiva Mabel Ortiz Navarrete |
| author_sort | Claudio Díaz Larenas |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-913058d1990d4debbf8921c199e3176d |
| institution | OA Journals |
| issn | 1657-0790 |
| language | English |
| publishDate | 2017-07-01 |
| publisher | Universidad Nacional de Colombia |
| record_format | Article |
| series | Profile: Issues in Teachers' Professional Development |
| spelling | doaj-art-913058d1990d4debbf8921c199e3176d2025-08-20T01:58:28ZengUniversidad Nacional de ColombiaProfile: Issues in Teachers' Professional Development1657-07902017-07-011928710010.15446/profile.v19n2.60231Rhetorical, Metacognitive, and Cognitive Strategies in Teacher Candidates’ Essay WritingClaudio Díaz Larenas0Lucía Ramos Leiva1Mabel Ortiz Navarrete2Universidad de ConcepciónUniversidad Católica del NorteUniversidad Católica de la Santísima ConcepciónThis 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.http://revistas.unal.edu.co/index.php/profile/article/view/60231Argumentative essaypre-service teachersthink-aloud protocolwriting strategies |
| spellingShingle | Claudio Díaz Larenas Lucía Ramos Leiva Mabel Ortiz Navarrete Rhetorical, Metacognitive, and Cognitive Strategies in Teacher Candidates’ Essay Writing Profile: Issues in Teachers' Professional Development Argumentative essay pre-service teachers think-aloud protocol writing strategies |
| title | Rhetorical, Metacognitive, and Cognitive Strategies in Teacher Candidates’ Essay Writing |
| title_full | Rhetorical, Metacognitive, and Cognitive Strategies in Teacher Candidates’ Essay Writing |
| title_fullStr | Rhetorical, Metacognitive, and Cognitive Strategies in Teacher Candidates’ Essay Writing |
| title_full_unstemmed | Rhetorical, Metacognitive, and Cognitive Strategies in Teacher Candidates’ Essay Writing |
| title_short | Rhetorical, Metacognitive, and Cognitive Strategies in Teacher Candidates’ Essay Writing |
| title_sort | rhetorical metacognitive and cognitive strategies in teacher candidates essay writing |
| topic | Argumentative essay pre-service teachers think-aloud protocol writing strategies |
| url | http://revistas.unal.edu.co/index.php/profile/article/view/60231 |
| work_keys_str_mv | AT claudiodiazlarenas rhetoricalmetacognitiveandcognitivestrategiesinteachercandidatesessaywriting AT luciaramosleiva rhetoricalmetacognitiveandcognitivestrategiesinteachercandidatesessaywriting AT mabelortiznavarrete rhetoricalmetacognitiveandcognitivestrategiesinteachercandidatesessaywriting |