Rhetorical, Metacognitive, and Cognitive Strategies in Teacher Candidates' Essay Writing

Autor/inn/en	Diaz Larenas, Claudio; Ramos Leiva, Lucía; Ortiz Navarrete, Mabel
Titel	Rhetorical, Metacognitive, and Cognitive Strategies in Teacher Candidates' Essay Writing
Quelle	In: PROFILE: Issues in Teachers' Professional Development, 19 (2017) 2, S.87-100 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1657-0790
Schlagwörter	Rhetorical Invention; Metacognition; Cognitive Processes; Essays; Writing Strategies; Preservice Teacher Education; Preservice Teachers; Intervention; Process Approach (Writing); Persuasive Discourse; Protocol Analysis; English (Second Language); College Second Language Programs; Qualitative Research; Academic Discourse; Pretests Posttests; Foreign Countries; Chile + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Cognitive process; Kognitiver Prozess; Essay; Aufsatzunterricht; Schreibtechnik; Lehramtsstudiengang; Lehrerausbildung; Prozessorientiertes Schreiben; Persuasion; Persuasive Kommunikation; English as second language; English; Second Language; Englisch als Zweitsprache; Qualitative Forschung; Discourse; Diskurs; Ausland
Abstract	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. (As Provided).
Anmerkungen	Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: http://www.revistas.unal.edu.co/index.php/profile
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01