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AUTHORS: BLANCO GUERRERO JEANNYCK ZILEY RIVERA VALIENTE MARÍA FERNANDA ADVISOR: MSc. LUCILA SÁNCHEZ GUAYAQUIL, 2018 UNIVERSITY OF GUAYAQUIL FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE OF EDUCATION SCHOOL OF LANGUAGES AND LINGUISTICS EDUCATION SYSTEM: CLASSROOM-BASED (PRESENCIAL) EDUCATIONAL PROJECT PRIOR TO OBTAIN THE DEGREE IN SCIENCES OF EDUCATION MENTION: ENGLISH TOPIC: THE INFLUENCE OF THE PREWRITING STRATEGIES ON THE DEVELOPMENT OF THE WRITTEN PRODUCTION. PROPOSAL: DESIGN A SYSTEM OF ACTIVITIES FOR THE IMPROVEMENT OF THE WRITTEN PRODUCTION.

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Page 1: UNIVERSITY OF GUAYAQUILrepositorio.ug.edu.ec/bitstream/redug/45707/1/BFILO-PLL... · 2020. 6. 17. · To my favorites bands, Kings of Leon, Stereophonics, Bon Jovi and Snow Patrol;

AUTHORS: BLANCO GUERRERO JEANNYCK ZILEY

RIVERA VALIENTE MARÍA FERNANDA

ADVISOR: MSc. LUCILA SÁNCHEZ

GUAYAQUIL, 2018

UNIVERSITY OF GUAYAQUIL

FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE OF EDUCATION

SCHOOL OF LANGUAGES AND LINGUISTICS

EDUCATION SYSTEM: CLASSROOM-BASED (PRESENCIAL)

EDUCATIONAL PROJECT

PRIOR TO OBTAIN THE DEGREE IN SCIENCES OF

EDUCATION MENTION: ENGLISH

TOPIC:

THE INFLUENCE OF THE PREWRITING STRATEGIES

ON THE DEVELOPMENT OF THE WRITTEN PRODUCTION.

PROPOSAL:

DESIGN A SYSTEM OF ACTIVITIES FOR THE IMPROVEMENT

OF THE WRITTEN PRODUCTION.

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____________________________ ____________________________ MSc. Alfonso Sánchez MSc. Sebastián Cadena Alvarado CAREER DIRECTOR GENERAL SECRETARY

UNIVERSITY OF GUAYAQUIL

FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE OF EDUCATION

SCHOOL OF LANGUAGES AND LINGUISTICS

EDUCATION SYSTEM: CLASSROOM-BASED (PRESENCIAL)

____________________________ ____________________________ MSc. Silvia Moy-Sang Castro MSc. Wilson Flores

DEAN SUB-DEAN

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Guayaquil, 6 de Febrero del 2018

MSC. SILVIA MOY-SANG CASTRO, ARQ.

DECANA DE LA FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE

LA EDUCACIÓN

CIUDAD.-

Para los fines legales pertinentes, comunico a usted que los derechos

intelectuales del proyecto educativo con el tema:

La influencia de las estrategias de pre-escritura en el desarrollo de la

producción escrita. Diseño de un sistema de actividades para el

mejoramiento de la producción escrita.

English topic:

The influence of the prewriting strategies on the development of written

production. Design a system of activities for the improvement of the written

production.

Pertenecen a la Facultad de Filosofía, Letras y Ciencias de la Educación.

Atentamente

_________________________ _________________________

Blanco Guerrero Jeannyck Ziley Rivera Valiente María Fernanda

C.I 0951801125 C.I 0914210596

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APPROVED

…………………………

Tribunal N° 1

………………………… …………………………

Tribunal N° 2 Tribunal N° 3

_________________________ _________________________

Blanco Guerrero Jeannyck Ziley Rivera Valiente María Fernanda

C.I 0951801125 C.I 0914210596

UNIVERSITY OF GUAYAQUIL

FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE OF EDUCATION

SCHOOL OF LANGUAGES AND LINGUISTICS

EDUCATION SYSTEM: CLASSROOM-BASED (PRESENCIAL)

TOPIC:

THE INFLUENCE OF THE PREWRITING STRATEGIES

ON THE DEVELOPMENT OF THE WRITTEN PRODUCTION.

PROPOSAL:

DESIGN A SYSTEM OF ACTIVITIES FOR THE IMPROVEMENT

OF THE WRITTEN PRODUCTION.

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EL TRIBUNAL EXAMINADOR OTORGA AL

PRESENTE TRABAJO

LA CALIFICACIÓN DE : __________________________

EQUIVALENTE A : __________________________

TRIBUNAL :

____________________

____________________

____________________

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Dedication

This thesis is dedicated to:

God, for giving me wisdom and strength day by day to become a

professional.

My Mother, she is by far the strongest woman I have ever known; words

can never express the deepest gratitude I have for her. She has been

there for me, supporting me since the very first moment I was born. I

admire and love her.

My grandfather Juan Jara for taking care of me, for having been like a

second father, for making me very happy.

Blanco Guerrero Jeannyck Ziley

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Dedication

This thesis is dedicated to:

My mother and my sister and who have supported me from the distance.

To my grandmother who from heaven gives me the strength and courage

to never give up and to pursuit my dreams. To all of them that encourage

me to achieve the goals that life has posed me.

Rivera Valiente María Fernanda

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Acknowledgements

I want to thank:

In first place, to God. For all of the countless gifts he has offered me

throughout my life

I would also like to sincerely thank my advisor Lucila Sanchez, for her

valuable guidance and advice.

Then for the most special person in my life, Oscar, thank you for your

endless love, support and encouragement.

My classmates, Bianca and Daniel, my research partner Marita and my

best friend Miguel, who have always encouraged me to go ahead and

chase my dreams

Blanco Guerrero Jeannyck Ziley

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Acknowledgements

I want to give thanks:

To God, because he gave me the strength and patience to face all the

challenges that he put for me. “Blessed is the man who has his strength in

you, in whose heart are your ways”.

To Ziley, because she could understand me, not only as partner but as a

friend and because she was patience with me.

To my favorites bands, Kings of Leon, Stereophonics, Bon Jovi and Snow

Patrol; they were the source of inspiration when I did not feel motivated to

write.

Finally, but not least, to my advisor miss Lucila, for enlighten the path with

wisdom to do things right.

Rivera Valiente María Fernanda

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Table of contents

Front

page……………………………………………………………….…

I

Authorities…………………………………………………………………. Ii

Consultor’s report………………………………………………………… Iii

Copyright declaration…………………………………………………….. Iv

Approval

declaration………………………………………………………

V

Quantitative and qualitative grade declaration………………………… Vi

Dedication…………………………………………………………………. Vii

Acknowledgements………………………………………………………. Ix

Table of contents…………………………………………………………. Xi

Index of tables…………………………………………………………..… Xiv

Index of graphics…………………………………………………………. Xv

Ficha de registro de

tesis…………………………………………………

Vi

Thesis Registration

Form…………………………………………………

Vii

Abstract……………………………………………………………………. Xviii

Introduction………………………………………………………………... Xix

Chapter I

The Problem

1.1. Context of the research…………………………………………….. 1

1.2. Research Problem………………………………………………….. 2

1.2.1. Conflict situation………………………………………………….. 2

1.2.2. Scientific

fact……………………………………………………….

3

1.3. Causes……………………………………………………………….. 4

1.4. Problem formulation……………………………………………….... 4

1.5. Objectives…………...……………………………………………….. 4

1.5.1. General objective…………………………………………………. 4

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1.5.2. Specific objectives………………………………………………... 4

1.6. Research Questions………………………………………………… 5

1.7. Justification…………………………………………………………... 5

Chapter II

Theoretical framework

2.1. Background………………………………………………………….. 8

2.2. Theoretical foundations. …………………………………………… 10

2.2.1. Linguistic foundation……………………………………………… 10

2.2.2. Psychological Foundation……………………………………….. 14

2.2.3 Pedagogical foundation………………………………………….. 19

2.2.4. Sociological foundation…………………………………………... 25

2.2.5. Philosophical foundation…………………………………………. 26

2.2.6. Legal foundation………………………………………………….. 27

Chapter III

Methodology, process, analysis and discussion of results

3.1. Methodological

design……………………………………………….

30

3.2. Types of research…………………………………………………… 30

3.3. Population and

sample………………………………………………

32

3.4. Operationalization of variables…………………………………….. 33

3.5. Research Methods………………………………………………….. 34

3.6. Techniques and instruments of investigation…………………….. 35

3.7. Analysis and interpretation of results……………………………… 36

3.7.1. Observation analysis……………………………………………… 36

3.7.2. Interview analysis…………………………………………………. 37

3.7.3. Survey to the students analysis…………………………………. 38

3.8. Chi-square test of variable

correlation……………………………..

53

3.9. Triangulation of results……………………………………………… 55

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3.10. Conclusions and

recommendations………………………………

55

Chapter IV

The proposal

4.1.

Title…………………………………………………………………….

57

4.2. Justification…………………………………………………………... 57

4.3. Objectives……………………………………………………………. 58

4.3.1. General objective………………………………………………… 58

4.3.2. Specific objectives………………………………………………… 58

4.4. Theoretical aspects…………………………………………………. 58

4.5. Feasibility…………………………………………………………….. 60

4.5.1. Technical…………………………………………………………… 60

4.5.2. Financial……………………………………………………………. 60

4.5.3. Legal………………………………………………………………... 60

4.5.4. Human……………………………………………………………… 60

4.5.5. Political……………………………………………………………... 61

4.6. Description…………………………………………………………… 61

4.7. Conclusions………………………………………………………….. 63

Bibliographical References……………………………………………… 64

Appendixes ……………………………………………………………….. 69

Appendix 1………………………………………………………………… 70

Appendix 2………………………………………………………………… 74

Appendix 3………………………………………………………………… 76

Appendix 4………………………………………………………………… 79

Appendix 5: System of prewriting activities (proposal)……………….. 85

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Index of tables

Table 1 Types of strategies according to cognitive process………. 15

Table 2 Distribution of population and sample……………………… 32

Table 3 Operationalization of variables chart……………………….. 33

Table 4 Frequency and percentage in the survey: Item N°1……… 38

Table 5 Frequency and percentage in the survey: Item N°2……… 39

Table 6 Frequency and percentage in the survey: Item N°3……… 40

Table 7 Frequency and percentage in the survey: Item N°4……… 41

Table 8 Frequency and percentage in the survey: Item N°5……… 42

Table 9 Frequency and percentage in the survey: Item N°6……… 43

Table 10 Frequency and percentage in the survey: Item N°7……… 44

Table 11 Frequency and percentage in the survey: Item N°8……… 45

Table 12 Frequency and percentage in the survey: Item N°9……… 46

Table 13 Frequency and percentage in the survey: Item N°10…….. 47

Table 14 Frequency and percentage in the survey: Item N°11…….. 48

Table 15 Frequency and percentage in the survey: Item N°12…….. 49

Table 16 Frequency and percentage in the survey: Item N°13…….. 50

Table 17 Frequency and percentage in the survey: Item N°14…….. 51

Table 18 Frequency and percentage in the survey: Item N°15…….. 52

Table 19 The influence of the prewriting strategies in the written production……..……..……..……..……..……..……..………

53

Table 20 Chi-square results…..……..……..……..……..……..……… 54

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Index of graphics

Graphic 1 Frequency and percentage in the survey: Item N°1….…… 38

Graphic 2 Frequency and percentage in the survey: Item N°2….…… 39

Graphic 3 Frequency and percentage in the survey: Item N°3…….… 40

Graphic 4 Frequency and percentage in the survey: Item N°4…….… 41

Graphic 5 Frequency and percentage in the survey: Item N°5….…… 42

Graphic 6 Frequency and percentage in the survey: Item N°6….…… 43

Graphic 7 Frequency and percentage in the survey: Item N°7…….… 44

Graphic 8 Frequency and percentage in the survey: Item N°8…….… 45

Graphic 9 Frequency and percentage in the survey: Item N°9….…… 46

Graphic 10 Frequency and percentage in the survey: Item N°10…….. 47

Graphic 11 Frequency and percentage in the survey: Item N°11…….. 48

Graphic 12 Frequency and percentage in the survey: Item N°12…….. 49

Graphic 13 Frequency and percentage in the survey: Item N°13…….. 50

Graphic 14 Frequency and percentage in the survey: Item N°14…….. 51

Graphic 15 Frequency and percentage in the survey: Item N°15…….. 52

Graphic 16 Influence of the prewriting strategies in written production 54

.

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REPOSITARIO NACIONAL EN CIENCIA Y TECNOLOGÍA FICHA DE REGISTRO DE TESIS

TITULO Y SUBTITULO: La influencia de las estrategias de pre-escritura en el desarrollo de la producción escrita. Diseño de un sistema de actividades para el mejoramiento de la producción escrita. AUTOR/ES:

Blanco Guerrero Jeannyck Ziley Rivera Valiente María Fernanda

TUTOR:

Lucila Sánchez REVISORES:

INSTITUCIÓN: Universidad de Guayaquil

FACULTAD: Filosofía, Letras y Ciencias de la Educación

CARRERA: Lenguas y lingüística

FECHA DE PUBLICACIÓN: N. DE PAGS:

TÍTULO OBTENIDO: Licenciatura en Ciencias de la Educación, Mención en Lengua Inglesa y Lingüística

ÁREAS TEMÁTICAS: Lengua Inglesa

PALABRAS CLAVE: Estrategias, pre-escritura, producción escrita, Inglés como

idioma extranjero

RESUMEN: Este proyecto fue llevado a cabo con la finalidad de buscar los factores que causan un bajo nivel en la producción escrita de los estudiantes del 2° grado de BGU (bachillerado general unificado) curso “A” de la Unidad Educativa Fiscal “Dr. José Vicente Trujillo” de la ciudad de Guayaquil. El objetivo primordial de esta investigación es analizar la influencia de las estrategias de pre-escritura en el desarrollo de la producción escrita, ya que, el inadecuado uso de estas, en la clase de inglés, es una causa importante dentro del bajo rendimiento en los estudiantes. Para establecer las bases teóricas de este trabajo de investigación, se llevó a cabo una búsqueda bibliográfica enfocada en las dos variables: las estrategias de pre-escritura y la producción escrita. Diferentes métodos fueron usados para realizar esta investigación, análisis-síntesis, inductivo-deductivo, lógico-histórico- sistémico-estructural-funcional así como métodos estadísticos; además de técnicas empíricas como lo son, las observaciones, entrevistas y encuestas. Estas técnicas se convirtieron en instrumentos; los mismos que fueron aplicados a la población estudiada. El estudio a través de estos instrumentos sirvió para determinar que las estrategias de pre-escritura influyen de manera positiva en el desarrollo la producción escrita de los estudiantes. Es por esto que los autores de esta investigación recomiendan, a manera de material de apoyo y de complemento, la utilización de un folleto con un sistema de actividades de pre-escritura enfocados en el mejoramiento y fortalecimiento de la producción escrita. N. DE REGISTRO (en base de datos): N. DE CLASIFICACIÓN:

DIRECCIÓN URL (tesis en la web):

ADJUNTO URL (tesis en la web):

ADJUNTO PDF: SI NO

CONTACTO CON AUTORES/ES:

Teléfono: 0969333715

E-mail: [email protected]

CONTACTO EN LA INSTITUCION:

Nombre: Secretaría de la Escuela de Lenguas y Lingüística

Teléfono: (04)2294888 Ext. 123

E-mail: [email protected]

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NATIONAL REPOSITORY IN SCIENCE AND TECHNOLOGY THESIS REGISTRATION FORM

TITLE: the influence of the prewriting strategies on the development of the written production. Design a system of activities for the improvement of the written production. AUTHORS:

Blanco Guerrero Jeannyck Ziley Rivera Valiente María Fernanda

ADVISOR:

MSc. Lucila Sánchez

REVISERS:

INSTITUTION: University of Guayaquil

FACULTY: Philosophy, Letters and Sciences of Education

CAREER: Languages and linguistic

PUBLICATION DATE: N. OF PAGES:

DEGREE OBTAINED: Licenciado(s) Degree in Sciences of Education, Mention English Language and Linguistics

THEME AREAS: English Language

KEYWORDS: Prewriting, strategies, written production, EFL, English as a foreign language.

ABSTRACT: This project was carried out with the purpose of searching for the factors that cause a low level of written production in the students of the 2nd grade of BGU (unified general baccalaureate) course "A" from the Public Educational Unit "Dr. José Vicente Trujillo” from the city of Guayaquil. The main objective of this research was to analyze the influence of prewriting strategies on the development of written production, since the inadequate use of these, in the English class, is an important cause in the low academic performance in the students. In order to establish the theoretical bases of this research work, was carried out a bibliographical search focused on the two variables: pre-writing strategies and written production. Different methods were used to perform this research, analysis-synthesis, inductive-deductive, logical-historical-systemic-structural-functional as well as statistical methods; Empirical techniques such as observation, interview and survey were used to gather information. These techniques became instruments; the same ones that were applied to the population studied. The study through these instruments helped to determine that pre-writing strategies have a positive influence on the development of student’s written production. This is why the authors of this research recommend, as a support material and complement, the use of a booklet with a system of prewriting activities focused on the improvement and strengthening of written production.

REGISTRATION NUMBER: CLASSIFICATION NUMBER:

URL ADDRESS:

ATTACHED PDF: YES NO

TO CONTACT THE AUTHORS:

Telephone: 0969333715

E-mail: [email protected]

TO CONTACT THE INSTITUTION:

Name: Secretaría de la Escuela de Lenguas y Lingüística

Telephone: (04)2294888 Ext. 123

E-mail: [email protected]

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Abstract

This project was carried out with the purpose of searching for the factors

that cause a low level of written production in the students of the 2nd

grade of BGU (unified general baccalaureate) course "A" from the Public

Educational Unit "Dr. José Vicente Trujillo” from the city of Guayaquil.

The main objective of this research was to analyze the influence of

prewriting strategies on the development of written production, since the

inadequate use of these, in the English class, is an important cause in the

low academic performance in the students. In order to establish the

theoretical bases of this research work, was carried out a bibliographical

search focused on the two variables: pre-writing strategies and written

production. Different methods were used to perform this research,

analysis-synthesis, inductive-deductive, logical-historical-systemic-

structural-functional as well as statistical methods; Empirical techniques

such as observation, interview and survey were used to gather

information. These techniques became instruments; the same ones that

were applied to the population studied. The study through these

instruments helped to determine that pre-writing strategies have a positive

influence on the development of student’s written production. This is why

the authors of this research recommend, as a support material and

complement, the use of a booklet with a system of prewriting activities

focused on the improvement and strengthening of written production.

KEYWORDS: Prewriting, strategies, written production, EFL, English as a foreign language.

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Introduction

The authors of this research decided to analyze the influence of prewriting

strategies, because it was noticeable that there was an issue with the

written production performance in the students of the 2nd grade of BGU

course "A" from the Public Educational Unit "Dr. José Vicente Trujillo”.

One of the issues when doing this research was that written production is

not practiced and, therefore, prewriting strategies are not used properly. A

bibliographical search was carried out. The instruments and techniques,

supported the theories in order to reach conclusions and find a solution to

mitigate the problem found.

Chapter I contains the problem of the investigation, its context and

possible causes. In this part of the research, general and specific

objectives are established as well its justification.

Chapter II presents the background of the research and the different

theoretical bases on which this thesis is established: Linguistic, Didactic-

Pedagogical, Sociological, Psychological, Philosophical and Legal

foundations are included in this work.

Chapter III explains the methodological design, which includes the types of

investigation, techniques and instruments executed in this work in order to

obtain reliable data. The interpretation of the gathered data is displayed in

easy way to be understood. Conclusions and recommendations are also

provided at the end of this chapter.

Chapter IV is focused on the proposal, including the objectives, the

theoretical bases as well as the description of the proposal. In addition, a

list of conclusions is presented at the closure of this chapte

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CHAPTER I

THE PROBLEM

1.1. Research Context

The current research was carried out in the Public Educational Unit

“Dr. Jose Vicente Trujillo”.

The institution is located at Pío Jaramillo Av., Cdla. Pradera 2, in

the south of the city of Guayaquil of the Republic of Ecuador, it belongs to

the zone 8, District Ximena 09D01. It is considered a strategically

geographical position for students of limited economic resources. It has

470 students divided into: 220 in the morning shift and 250 in the

afternoon shift, with courses from 8th grade to 3rd BGU and A-D parallels.

The school was founded on May 27th, 1980, under the name of Dr.

Jose Vicente Trujillo in the downtown of the city, due to political problems

since 1990 it changed its location to the south of the city.

The establishment has the support of the Ecuadorian State whose

vision is: To aspire to an integrated center in the social reality of the city

and to be recognized as an important educational reference. To contribute

with an innovative and high-quality education to form students with a high

competitive level, this level will be reflected in the continuous evaluation.

In order to reach this vision a high commitment of the families and

teachers involved in the educational project it is required.

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It also has the following mission:

The integral formation of students, in a space that fosters the

relationship between equals; developing attitudes of respect for people,

cultural diversity and the environment by promoting dialogue as a

primary instrument for overcoming conflicts.

Develop the skills and competences that allow them to safely continue

their further training, paying special attention to basic skills and abilities

as: reading comprehension, logical-mathematical reasoning, oral and

written expression, as well as communication in English.

Encourage work habits to favor the acquisition of basic instrumental

skills and study techniques in order to develop their autonomy and to

enable them to continue their further training.

Collaborate with families and their socio-cultural environment by

facilitating equal opportunities.

1.2. Research Problem

1.2.1. Conflict situation

Over the years, research has been carried out in which writing is

defined as the least mode of communication used, but knowing how to

communicate in written form goes beyond knowing how to represent

sounds in writing, it is the competence to express the thought with the goal

of creating a communicative space.

Writing has a primordial place in communication; sometimes it is

more feasible to use writing than oral expression, so this ability has a

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specific importance within the teaching-learning process of the language

since it serves as an instrument for conveying message.

From direct observation was found that there is an insufficiency in

written production in the students of 2nd grade BGU of the Public

Educational Unit "Dr. José Vicente Trujillo" in the 2017-2018 academic

year.

According to the Common European Framework of Reference for

Languages (CEFRL), of 2nd BGU achieve the level B1 belong which

means they are independent users. Therefore they must be able to

understand and produce the main points of simple and coherent texts on

familiar or self-interest topics, as well as describing experiences, events,

desires and aspirations.

1.2.2. Scientific fact

A study performed by Education First (EF), an international

company specialized in the English teaching, in 2014 in which over 52.000

students were evaluated in grammar and listening, it was concluded that

Ecuador has one of the lowest levels in English, placing it in the 47th

position out of 60 countries, so as Peru, Brazil, Chile, Colombia, among

others.

This study also showed that young people are not interested in

learning English as a foreign language (EFL), even though, it is known that

mastering English opens the door to a whole world of possibilities.

After a study carried out by researchers, it was found that there is

deficiency in the written production of students from 2º grade of BGU,

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parallel “A”, afternoon shift, from the Public Educational Unit "Dr. José

Vicente Trujillo" in the 2017-2018 Academic Year.

1.3. Causes

Inadequate prewriting strategies.

Difficulty creating coherent texts.

Lack of cohesion in written production.

Little practice of written production.

Unsuitable writing habits.

1.4. Problem formulation

How does the prewriting strategies influence on the development of

written production in students of the 2º year of BGU, course ¨A¨, from the

Public Educational Unit ¨Dr. José Vicente Trujillo¨, corresponding to Zone

8, District Ximena 1, Province Guayas, City Guayaquil, in the 2017 – 2018

Academic Year?

1.5. Objectives

1.5.1. General objective

To analyze the influence of prewriting strategies on the

development of written production, through the application of empirical

techniques and statistical methods in order to design a system of activities

for the improvement of the written production.

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1.5.2. Specific objectives

To evaluate the prewriting strategies through a field, bibliographical and

statistical research.

To value the written production through a field, bibliographical and

statistical research.

To design a system of activities for the improvement of the prewriting

strategies in the written production, through the interpretation of the

obtained data and contrasting with the existing ones.

1.6. Research questions

What is the current situation from the 2nd

grade of BGU of the Public

Educational Unit "Dr. José Vicente Trujillo" in the development of

written production of the English language?

What are the theoretical foundations that support the development of

written production?

What are the causes that may be affecting the development of written

English language?

Will the design of a system of activities help students to improve the

written production?

What are the strategies of prewriting that should be used to improve

written production?

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1.7. Justification

Nowadays, we find that the English as a foreign language, is one of

the main languages used for international communication due to economic

and cultural influence, and is becoming increasingly important in the

current world; hence the importance of the formation of the foreign

language in the educational system.

This is one of the main reasons why the students from University of

Guayaquil have decided to carry out this project about the influence of the

prewriting strategies. It must be emphasized that this work fulfills one of

the objectives of the Good Living National Plan: "To strengthen the

capacities and potentials of the citizenship"; since it is pretended to

establish a precedent that allows the evaluation of written production,

through the use or development of prewriting strategies, in the same way

to guide the students to get involve in improvement activities and be aware

of the progress of their learning.

It is also considered important to mention the English National

Curriculum Guidelines (ENCG). Because it indicates the learners’

language skills, specifically in writing expresses, and gives options of

activities to teachers to develop the creativity, memory and imagination of

the students according to the level; and teachers should respond not only

to the form (grammar) but also the content of students’ writing (by pointing

out whether or not meaning is clear, cohesive, etc.) (p.16)

Through the Common European Framework of Reference for

Languages(CEFR) will define the skills that students must acquire in each

of the linguistic competences: listening comprehension, reading

comprehension, oral interaction, oral expression, written expression, and

in this way the teacher will evaluate and measure the level of

understanding and production will therefore teach according to the level

provided by the CEFR, thus fulfilling one of the objectives it has: “That the

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rich heritage of the different languages and cultures of Europe constitutes

a resource very valuable to be protected and developed, and that it

becomes necessary to an important educational effort in order that this

diversity ceases to be an obstacle for communication and to become a

source of enrichment and understanding mutual funds”.

This is the reason why it is proposed as an idea the creation of a

system of activities, so that written production can be improved while using

the appropriate strategy for writing.

According to Berzahy Terán the written production is important

because it serves to model our thinking, and it is a “key” to “learn and

refine” our ideas and every single knowledge, not only in our mother

tongue but in another foreign language.

In our society, learning the English language, represents for many

students important difficulties, especially in written production, from our

own experience as speakers of a language, we know that writing is a

difficult and complex activity, problems arise for psychological reasons,

linguistic and cognitive, since writing is an activity in which the interlocutor

is not present, and interaction and feedback are not possible.

Through different studies it has been shown that the constant

practice writing exercises as an essential tool, during a certain time,

facilitate the teacher to explain and stimulate students to develop writing

skills. In this context, the design of a system of activities not only functions

as a requirement for methodological teaching processes, but rather

becomes the instrument for improving written production.

This project will have as a direct beneficiaries to the main actors of

educational process: the students from Public Educational Unit "Dr. José

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Vicente Trujillo", where this research will take place, the English teachers,

that worried about their work and knowing the influence of the prewriting

strategies in the development of texts and its intervention in the academic

performance of students, can direct their efforts. In the same way the

indirect beneficiaries will be the parents and the community because they

are the principal axe that students will need to have a brighter future.

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CHAPTER II

THEORETICAL FRAMEWORK

2.1. Background

The worldwide statistics from the United Nations Educational,

Scientific, and Cultural Organization (UNESCO, 2010) point the English

as the second language most practiced; thus, becoming an international

and academic language of commerce as a basic skill required for

students as it gives opportunities, and in addition, determines the ability

to employ to extends the horizons.

In recent years this issue has been considered as the main aim

among different educational authorities worldwide, since, according to an

annual report of the English Proficiency Index (EF EPI) published, at the

end of 2014, by the global education company, Education First, indicates

that, Argentina was the only country in the region to be placed on the list

of countries with "high proficiency" in English language, and only the

Dominican Republic reached the column of "moderate ability"; while

Ecuador has a low level of English.

In Ecuador, the government did not have as a priority the teaching

of English as a foreign language (EFL) in primary school, as indicated by

the Ecuadorian-British Bilateral Technical Cooperation Project for English

Curricular Reform (CRADLE), which has been valid since 1992, focused

specifically on secondary school. Prior to this Government, learning this

language from the first to the seventh year was optional, according to

Agreement 582, March 2000. For the academic year 2016-2017 the

educational curriculum was reformed; with this new regulation, the

teaching of English as a foreign language becomes mandatory since 2nd

EBG in the public educational units.

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This project includes the textbooks for teaching and learning

English, as well as the strategic methodology to develop the four

communicative skills of language: listening, writing, speaking and

reading, through the use of Curriculum Guidelines, which is positive for

the improvement of the skills and abilities in students from the public

educational system.

Furthermore, for the English teaching strengthening are currently

carrying out activities aimed at different objectives, specifically: to design,

to implement and to monitor an English language curriculum framed in

international quality standards to promote effective and meaningful

classroom learning.

The educational scenario is even more difficult if we note the

variable of written production as the main deficit.

In this line, in the national context with the thesis titled “El portafolio

como herramienta didáctica y su influencia en el desarrollo de la destreza

de escritura del idioma inglés en los estudiantes de sexto y séptimo año

de educación básica del colegio Cebi de la ciudad de Ambato, Ecuador¨

(Freire , 2014) in which proposes the design of a portfolio as a didactic tool

for the development of writing; concludes also that it does not need a lot of

didactic material to improve this ability, and at the same time, the activities

carried out in classes are well preserved and organized.

The reviewed background is fundamental, as it displays positives

results based on the implementation of activities as a learning system and

guides to the present research to have a wide perspective of important

elements to design a system of activities with strategies of prewriting and

in this manner to develop the written production.

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2.2. Theoretical foundations.

2.2.1. Linguistic foundation

Tello, (2006) indicates that in today’s world is indispensable

learning other language besides the mother tongue, even more to master

each of the skills that entail their learning; written production, has, at some

point, been stigmatized as one of the most difficult of four skills, since it

involves not only the grammatical aspect, but also the functional use of

language and the cultural phenomena linked to the practice, as remarked

in Byram & Morgan (1994), Cortazzi & Jin (1999), Fantini (1997), and

Kramsch (1998).

Also remarks Kramsch’s, (1998) point of view, in which it is pointed

that social interactions are “inherent” in people’s way of being and this are

“consequently susceptible to contextual factors” whether they were part of

a socio-cultural phenomenon or relative power (Tello, 2006, p.171).

According to National Curriculum Guidelines for EFL, (2015) writing

is considered as a tool for the development of the communications use for

transmitting information ideas and knowledge. In the communicative

process, the elements of communication are the ones that determine the

characteristic features of the different messages, its purpose is to

convince, to inform, to express a feeling, to command, a concrete

communicative situation. This is the maximum unit of communication.

(Consejería de Cultura, Educacion y Ordenacion Universitaria of Galicia,

2014).

Following those statements, the same author says that, texts can

be defined as a linguistic unit with a define purpose which is intended to

communicate speaker’s message, this could be understood as an

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ensemble of statements of varying extension from an interjection to a

novel (p.1).

It is important to give the right value to texts, since for developing a

proper written production there are some aspects or qualities that texts

must have, such as meaning, objective, organization, coherence,

cohesion, and adequacy.

2.2.1.1. Textual characteristic.

To be a text its nature must be complete, it means that should have

a meaning by itself; has to possess a fundamental informative nucleus or

topic, this topic must have a sense, which is the meaning by the content

and respond to the general subject. (p.3)

2.2.1.2. Levels of textual organization

Text, being a unit of communication and not to fall into the

construction of unconnected statements must possess certain properties

that reflect their degree of organization, these are adequacy, coherence

and cohesion.

From the communicative point of view, texts should have an

adequacy which, according to the Consejería de Cultura, Educacion y

Ordenacion Universitaria of Galicia (2014) is the result of a series of

choices that the issuer must carry out taking into account the specific

characteristics of the elements involved in that communication: who is the

issuer, what is its intention, who is the receiver, what is the relationship

between both, which channel is going to be used. Given all this takes a

series of decisions on the text. (p.3)

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The text has a communicative structure based on the

communication elements as well, which determines its linguistic function,

its form and its meaning.

Other of the fundamental aspects is coherence, inherent property in

every text that makes its perception as a communicative unit and not as a

succession of incoherent statements, (semantics) coherence is given by

the interrelations of all the information contained in a text. It is the ability to

demonstrate continuity in the sense of what is written. (p.4)

Finally, when a text is built it is necessary to blend all its units

through the different nexus that language offers, this is known as

cohesion, which is “the linguistic manifestation of coherence: a text is well

cohesive if there are linguistic mechanisms that reveal the coherent

relation of its parts” (p.5), in order to understand a text, the linguistic

elements that reveal the relations between its parts must be analyzed:

chapters, paragraphs and sentences.

2.2.3.1.1. Text typology

In the communicative process, texts are the messages, and

following what have been said before, the elements in communication,

(transmitter, receiver, channel, code and referent) are the determinants

traits in all written messages. There is, therefore, a great variety as far as

textual classification is concerned, attending to different points of view,

which are often interspersed to textual linguistic. (Simón, 2006, p.148)

Bernandéz, as cited in Simon (2006), affirms that Werlich’s textual

typological model is the first attempt to classify text, “on the basis of two

fundamental criteria: the information and / or data of the extra-linguistic

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context and the sentence structures that form the so-called textual basis.”

(p.153)

Grosse states that text can be classified according to the

intentionality given by the text, so the following is argued:

Textual function represents the intention of the sender, manifested

linguistically in the text and addressed to the receiver. This

predominant function would inform the receiver about the

understanding model desired by the sender. In this sense, all the

texts in which a function stands out form a textual class, referred to

here as text types. (Simón, 2006, p.155)

This proposal opened new perspectives in the field of textual

linguistics by selecting strictly functional criteria for the texts typologization.

It constitutes, therefore, the most representative typology of the

classifications that rest on the textual function.

From the point of view of Consejería de Cultura, Educación y

Ordenación Universitaria of Galicia (2014), a text can be organized by the

following aspects:

By the intention of transmitter, which corresponds to the language

function, these could be: informative, expressive, factual, metalinguistic

or poetic (p.1).

By the language variety; constitutes a variety of language or the

linguistic code that each one of the sets of peculiar features that

characterize the use that the speakers make of the common code or

standard language based on various factors (p.2).

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2.2.2. Psychological foundation

Throughout the years several (studies or researches) have used

psychology as a referent to explain human behavior in teaching learning

process. It is said that, in this discipline learning theories have been

developed (the ones that explain teaching learning process) and also

instructional theories (the ones that indicate how teaching and learning

process is carried out) However, one of the most used theories for

learning a foreign language is constructivism. Constructivism is actively

constructed with previous knowledge bases (Díaz, 2003).

Yilmaz, (2011) defines this learning as a "process through which

new information is related to some aspect already existing in the cognitive

structure of an individual and that is relevant to the material that is

intended to be learned." Therefore it must be established that preliminary

knowledge helps teachers and students in two directions: to know the

knowledge that students already have, and to use the same knowledge as

a base for new knowledge. Thus the researchers of this study suggest that

teachers should use appropriate strategies to develop writing skills in

students, especially in the pre-writing stages.

According to Armstrong, Wilson & Forlini, (2001) prewriting refers to

all of the work you do before you actually sit down to write. It includes

generating ideas, collecting information, and organizing your material, that

helps a writer think about a topic, determine a purpose an audience and

prepare to write. (p.4)

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From this definition, to make a text should consider the types of

strategies such as: brainstorming, clustering, free-writing, and the

journalist questions, which are used to create new concepts. Then it will

be shown a table that presents the different types of pre writing strategies

and how they complement the cognitive processes to achieve the creation

of new knowledge.

This implies the assimilation of new information for a specific

structure of the prior knowledge existing in the individual (cognitive

structure). Méndez, (2000) defines these as psychological entities that

make up the cognitive structure as inclusive concepts (p.92).

2.2.2.1. Types of strategies according to cognitive process

Table Nº 1: Types of strategies according to cognitive process

Types of strategies Cognitive process

Brainstorming Activation of prior (preliminary)

knowledge

Clustering Generates the expectations of the

topic.

Free writing

Enhances the connection between

previous knowledge and the

information to be learned.

The journalist questions Active, directs and maintains the

attention. Source: Estrategias docente para un aprendizaje significativo.

Researchers: Blanco, Rivera. (2017)

2.2.2.1.1 Brainstorming

This strategy can be worked individually or in pairs by students.

First the teacher elicits ideas that the students have about a specific topic,

then, ask learners to share the ideas aloud. The teacher writes the ideas

down on the board and then invites students to discuss. To the extent that

students listen to their classmates’ ideas, they remember additional

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information or acquire new knowledge (Armstrong, Wilson & Forlini, 2001

p.7). Brainstorming should be used when students have prior knowledge

about the topic to be studied.

According to According to Condemarin, (2000) there are several

steps to work brainstorming as prewriting strategy:

To provide students with cards to record their information.

To ask them to write all the words, ideas or phrases they have in their

mind about the topic.

To discuss previous information, highlighting ideas that are directly

related to the selected topic.

To write ideas generated by the students about the main ideas of the

subject to conclude the activity helping the students to clarify their

purposes at the beginning of the writing.

2.2.2.1.2 Clustering

This strategy has a great value and potential within the scope of

teaching. Muñoz, Vega, & Hinojosa, (2016) define it as “The development

of classification capacity, categorization, and decision...to integrate a lot of

complex data… see greater understanding of the content and stimulate

reflection”. It is important to highlight the definition of these authors, who

conceive the maps as an organization chart or structure graph where the

points are reflected or central ideas of a theme, establishing relationships

between them and that uses, for this, the combination of shapes, colors

and drawings.

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All these definitions show the importance of the visual component in

the process of understanding, organizing and memorization of information

or, rather, of the conversion of this into knowledge. Therefore, mental

maps can constitute a facilitator element in the methodologies of

cooperative learning to develop the ideas of the contents worked (p.137).

Once considered the relevance of mind maps as a learning

strategy, it is necessary to describe their characteristics, the elaboration

process, as well as their relationship in the cognitive process. In this

regard:

Rectangles are used to describe the most relevant concepts of a text.

Lines symbolize the relationships between concepts.

Words written on lines connect concepts that express relationships

between them.

Arrows are used carefully, only when they are necessary to give

direction to certain relationships. The accentuated use of arrows in the

conceptual maps leaves them very similar to flow diagrams and, thus,

the distorts.

Finally, the acquisition of the mind maps domain as strategy of

learning is of great value to work on the contents of texts in class. From a

personal and unique point of view, they contribute in writing to reflect ideas

from an academic perspective.

2.2.2.1.3 Free-writing.

English language as a discipline of general education, must develop

in students an integral personality that involves the ability to think, reason,

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deduce and act creative in the use of the foreign language. For this,

students need to develop linguistic and communicative skills integrated in

written form.

Free writing is an additional prewriting strategy. It is applied before

making an argument or before a written respond. Students usually do not

apply this strategy outside the classroom, for that reason it is important for

teachers to work with writing activities, considering the needs of each

student and balancing the class time and make writing activities

meaningful for the students. Therefore, learners will recognize that written

expression is as important as oral expression.

In this sense, the free writing guides students to write their ideas

and thoughts without concerns about grammar, spelling and other aspects

of the language. To work with free writing, it is suggested to give a time in

the class and let the students to write on a topic of their interest, without

interruptions. The main characteristic of free writing is that few mistakes

are corrected by the teacher, which allows the student not to feel

pressured when writing freely. The focus of this type of writing is in the

process, not in the product.

2.2.2.1.4 The journalist questions

Dewey, (1971) was the first who proposed the inquiry into the

teaching of languages, and warned that its use would allow the teacher to

apply in the classroom the pedagogical procedures for written activities;

such as: discover surprising situations, explain the questions that arise

and express assumptions test them, evaluate them and proceed with the

conclusion. The student has an active and committed role with his learning

and the teacher monitors the process.

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The questions should have the following characteristics:

The theme must be presented with several approaches

Students must know the subject in advance and must analyze it in all

its aspects.

The students must ask questions in logical order and answers must be

correctly argued.

It must come to a conclusion.

2.2.3 Pedagogical foundation

Unfortunately, 758 million people in the world do not know how to

read or write (UNESCO, 2016), in the same manner, there is another

numerous amount like the previous one that, even though they can read

and write, they implement this process with difficulty and deficiency.

Cassany, (1999) supposes that:

Writing is a socio-historical inheritance that, the human being

acquires and develops in society, and in the same way, written

composition is defined as a highly complex task, which has as

consequence that "it cannot be spoken as spontaneous writing " as

well (p.112).

To describe the writing process, it must be established that this

consist in three stages. According to Roca de Larios, Murphy & Manchón,

(2007) if the three stages of writing process; the prewriting (ideas), writing

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(production) and revision (elaboration of the text) are followed, a

reasonable written task would be produced. The application and execution

of this model was a central topic for researchers since it implies the

improvement of the writing capacity through certain strategies.

On the other hand, in later investigations, positions contrary to the

one proposed by previous authors appeared. Flower & Hayes, (1981)

indicates that:

The writing process is open; which means that it does not have a

fixed end point. Text can be always considered. It is the author who

sets the threshold on which he is satisfied. The revision is a

consideration in this threshold.

Therefore, the writing text is not entirely linear but rather the text

maintains a constant treatment, and the writer has the freedom and

comfort to rethink the ideas, in which it is rewritten, corrected and revised.

Analyzing the two ideas outlined above, it is recognized the existence of

differences between the ways that the writing process is developed, but

both lead to improve the ability of the individual.

According to Armstrong, Wilson & Forlini, (2001)

Prewriting refers to all of the work you do before you actually sit

down to write. It includes generating ideas, collecting information,

and organizing your material. You may find it helpful to devote

much of your time to prewriting. Doing so may make it a lot easier

to sit down and assemble a piece of writing (p.14).

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To the advance of this, it should be included a series of operations;

however, it is important to clarify that they do not happen in the strict or

fixed order in which they are described below.

2.2.3.1. Steps of pre writing

2.2.3.1.1. Drafting

Some writers find it most effective to write an entire first draft in one

sitting. They write in a single burst, without making revisions as they go

along. Other writers break up the production of a first draft into stages,

pausing every now and then to read over what they’ve written and make

revisions.

According with an academic essay by Bryson, (2014) about writing

the first draft. To write a first draft, some characteristics should be taken

into account: anticipated impulse, clear organization, coherence and

cohesion, and finally grammar usage.

Forward momentum, the main objective is to produce a complete

draft, not perfect. Editing little while you write is fine, the important thing is

to write the ideas now and perfect them later. If you consider that a

sentence or argument is not right, point it out and then raise it again later.

Clear organization, to make a first draft, the logical order of the

paragraphs and sentences, the writer should in an outline to avoid

organizational problems when writing the first draft. However, the

organization does not have to be perfect, it should be simply logical. When

you start your second draft you can decide to organize it better.

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Coherence and cohesion, Express your ideas clearly and

coherently, for example, creating smooth transitions and direct sentences,

with a clear expression but without forgetting that sentences can be edited

in your second draft.

Grammar, The writing of the first draft must be understandable,

using the correct grammatical structure although for some writers, forming

sentences requires a lot of time and consideration.

2.2.3.1.2. Revising

Revising is perhaps the most important part of the process of

writing. However, there are many different manners of revising. You might,

for example, want to approach the revision process in stages, focusing on

individual aspects of your writing one at a time.

Here are some things that the teacher and students should keep in

mind about how to review, according to Harwick, (2011).

The first step is to verify that the content has a logical sequence.

During the prewriting phase, it is normal and important to combine the

order of your ideas and see which sequence makes the most sense,

before continuing you should review the main idea or theme, to maintain

the previous thought about the order of the ideas.

The second step is to consider that changes should not be made in

a central idea since it can affect the other ideas; therefore it is always

important to follow the ideas to the end logically way and remember that if

one thing changes, all the content or idea could change.

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In the book “writing and grammar” of Armstrong, Wilson & Forlini,

(2001) give us key points to review the first draft:

Circling Contradictory Information: If you notice words,

sentences or phrases that distract from your main idea, circle those

elements. When you have reviewed each paragraph, evaluate the circled

information and consider these revision options:

If the circled items are important to your essay, write a new

paragraph to address the information or eliminate items you cannot link to

your paragraph’s main idea.

Identify Sentence Beginnings: List the first word of each sentence

in your draft, to improve your draft, insert phrases or clauses that break

the pattern.

Generating a synonym back: When you write about a specific

topic, you may find that you use the same words to name it each time, you

need to identify the general topic and create a list of key words or

synonym bank to write so that the same words are not repeated.

2.2.3.1.3. Editing

The process of reviewing and restructuring can be repeated on

several occasions, until obtain satisfaction with the work’s content. The

following step is editing, it consists in checking out the fluency of speech,

the meaning, and the sentence structure, managed as complete ideas that

tacks article’s parts and paragraph’s writing. It is highly important to check

over the orthography, punctuation, and grammar.

Finally, revise the relation between references and quotes and their

consistency, review the headings to see if they correspond to the content

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and meet the specifications of the topic, edit tables and figures. Repeat

these processes as many times as necessary.

2.2.3.2 Elements

Actors: The audience or the public to which you want to convey

ideas or written information

Acts: The character or affectie quality of the text which aspires to

produce a claim, a plea, a protest, a condemnation, a reconciliation, an

expression of submission, ostentation, openness, pride, firmness or a

neutral or objective position , etc.

Scenes: The specific medium in which you try to present what is

going to be written.

Purposes: Is the aim that is intended to be satisfied; the need,

concern or dissatisfaction, in other words, what the author aspires to reach

with the piece of writing.

2.2.3.4. Resources

It is essential to have more current resources in the act of

performing a written production, such as:

Dictionaries

Magazines

Books

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There are important tools for anyone who is learning a new language; with

a dictionary you search for the meaning of a word, translation of a word in

any language and how to pronounce those words; find out other

grammatical information about a word and also you can find synonyms

and antonyms.

When you use magazines, you can obtain examples of the use of a word

in natural language or colloquial expressions. Finally, books are relevant,

because you can read different types of genres: academic, bibliographic,

legends, histories and autobiography, and improve your vocabulary.

2.2.4. Sociological foundation

The practice of the written production becomes more important,

because is considered as one of the most difficult skills to be developed

and less taken into account. The concept of writing has changed over time

and it has not escaped from social changes. Writing is affected by the

development of new technologies, new cultural paradigms and advances

in the scientific field. Teaching and learning, on the other hand, have

transformed the perceptions of the writing competence and the needs to

be faced. Reading and writing are one of the main tools of learning since

the progressive acquisition of the read and written code implies the

development of cognitive abilities: reflection, criticism, and awareness of

students own thoughts and those of others. Hence the importance that

these two competences have in teaching (Rodríguez , 2015).

Being literate not only involves learning to read and to write

correctly, it also involves social and cultural factors as well as the personal

practice that students must follow in order to achieve individual

development and interactions with other individuals since "it is not possible

to fully understand or approach literacy in isolation" (Chala & Chapetón,

2012). Hence its importance, since the context in which the educational

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process takes place must be taken into account for its own development

(p.24)

The importance in the development of the written skill lies in the

fact that it should be taken from the context of the writer as well as in the

place and time; Gee (as cited in Chala & Chapeton, 2012) argues that

“text or a simple sentence acquire its meaning only within the social

configuration it forms at a specific moment” (p.24). Following the same

line, it is said, that social interaction in a working group "contributes to the

construction of meaning and, thus to learning" (Chala, and Chapetón,

2012 p.25) as well as the construction of an identity, since interaction

supports not only writing development but also gives a bonus in the way

the individual is seen in their surrounding environment.

2.2.5. Philosophical foundation

According to Penny Ur (2012), (as cited in EFL National Curriculum

Guidelines) the purpose of writing is the expression of ideas, but it is

necessary to emphasize that, in order to convey an idea, apart from

developing the student's cognitive and linguistic aspects, learners should

be “aware” of their own culture (Paige, Jorstad, Siaya, Klein & Colby,

1999; Bennett, 1993; Kramsch, 1993, p.24).

Barletta (2009), cited a study of intercultural communicative

approach developed by Byram (2002) in which he mentions that there are

five competences to be developed to reach one of the aims of education,

which is learn –how– to be or “savoir être” aimed to developing of values

or norms of behavior in our context such as in the interculturality as well

(p.144). From interculturality, it is understood that contextual processes

are essential for the development of processes of collective reflection and

capture of a common axiological terrain, which allows the equitable and

sustainable progress of global knowledge societies. Therefore, the

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sociocultural processes of written composition can be a perfect pretext for

reflection and shared axiological construction (p.145).

It is worth mentioning that, from this point of view, it is sought the

enhancement of the relationship of our being with the other, in an integral,

harmonious and respectful manner not only with the beliefs and concepts

but with their cultural context. Thus, the area for the development of the

educational process will be suitable for the potentialization of the written

skill.

2.2.6. Legal foundation

The Constitution from the Republic of Ecuador

Education is a training designed to develop the intellectual, moral

and affective capacity of people in accordance with the culture and norms

of social harmony of the society to which they belong. This is why there

are laws that protect and promote education.

This research is supported by the Constitution of the Republic of

Ecuador (2008) Section One. Education. Article 343. The education

national system will have as its development of individual and collective

capacities and potential of the learning, and the generation and use of

knowledge, techniques, arts and culture. The system will center to the

subject that learns, and will function in a flexible and dynamic way,

Inclusive, effective and efficient.

The constitution declares that the education is directed to the

society in general with the right and responsibility of each participant in the

educational system.

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Article 26, Section Five, states: Education is a right of people

throughout their lives and an inescapable and obligatory duty of the State.

As well as to guarantee equality and social inclusion and the

indispensable condition for a good way of life, where people have the right

and responsibility to participate in education.

The Good Living National Plan

The learning of other languages is important at national and

international level; therefore the Republic of Ecuador has considered as

primary the learning of a foreign language among its policies. The Good

Living National Plan, (2013) states in its Fourth Objective, to promote the

learning of a foreign language under international parameters from the

early childhood education through college.

This document also contemplates laws that encourage the use of

different methodologies, as in the same objective, spread and promotes

the different methodologies and intercultural epistemologies of knowledge

and research of the people and nationalities in the educational systems

and in the areas of research, science and innovation, as a space that

strengthens the knowledge.

Ecuadorian Intercultural Education Organic Law

This project contributes to the necessity of applying different

strategies for English learning process, through the application of

prewriting strategies to enhance writing production.

The LOEI (2011) fosters the learning of language. The article 247,

Chapter II Propose policies to ensure the cultural and linguistic relevance

of the services of the Intercultural Bilingual Education System at all levels

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and modalities In order to apply these laws The Ministry of Education

makes available to the different institutions the English Curriculum

Guidelines

English National Curricular Guide

The English Curriculum Guidelines, (2012) given by the Ministry of

Education, has an obligatory nature that requires every single educational

institution to meet the aspects established, under international parameters,

the importance of the English language as a tool which equips individuals

to understand people and cultures.

“The need to align the English curriculum to standards like the

Common European Framework of Reference. That the Communicative

Approach is currently the most recognized, accepted norm in the field of

language teaching and learning worldwide because it comprises a

theoretically well-informed set of principle about the nature of a particular

language” (p.5)

Each one of these aspects, named in this chapter, endorses the

variables of this research, and they are important, as they are the source

of study prior to the application of the proposal and the achievement of the

objectives established.

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CHAPTER III

METHODOLOGY, PROCESS, ANALYSIS AND DISCUSSION OF

RESULTS

3.1. Methodological design

This research was carried out based on methods and techniques as

well as statistical procedures. This project analyzes the influence of the

prewriting strategies on the development of written production of students

from 2º year of BGU, course “A”, from the Public Educational Unit "Dr.

José Vicente Trujillo" 2017-2018 Academic Year.

3.2. Types of research

3.2.1 Qualitative - Quantitative:

According to Reichardt & Cook, (1986) cited by Krause, (1995)

research using insight and inference from a search of subjectivities; "from

inside" and assuming a dynamic reality, oriented to discovery, exploratory,

expansionary, descriptive and inductive, can be used and valued in

qualitative inquiry.

This is why this project applied qualitative methods, because, it

contemplated the analysis of thoughts, qualities, attributes, characteristics

and peculiarities related to the phenomenon studied.

The quantitative methods it is also applied in searching the, paying

little attention to the subjective states of individuals and more oriented to

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the verification and confirmation assuming a countable reality.

Excerpt from the Reichardt & Cook, (1986).

Thus, through this method, it is possible to do the counting and

classification of characteristics in the construction of statistical models and

figures to explain what was observed throughout the project.

3.2.2. Descriptive

Grajales, (2000) states that a descriptive research works on

realities of fact and its fundamental characteristic is that of correct

interpretation, this may include the following types of studies: surveys,

cases, explanatories, causal, developmental, predictive, set and

correlation.

The description was used to be able to identify the processes that

allow explaining the events, based on facts and data collection, in order to

analyze and systematize all the information generated and to achieve the

objectives that are problematized.

3.2.3 Explanatory

It intends to establish the causes of the events, events or

phenomena that are studied (Hernandez, Fernández & Baptista, 2010).

It was considered the causal relations and explanatory processes to

determine what are the causes of deficiency in the development of written

production of the students. As a result it was concretized that there are

inadequate prewriting strategies, difficulty for creating coherent text,

shortage of cohesion in written production, little practice of written

production, unsuitable writing habits.

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3.2.1. Purposeful

The end of the present study was to propose solutions to a specific

situation based on a process of inquiry that involves exploring, describing,

explaining and displaying alternatives for overcome the issue presented,

but not necessarily executing the proposal of a system of activities for the

improvement of written production.

3.3. Population and sample

3.3.1. Population

The population of this research consists of 25 students who belong

to 2º year of BGU, course “A”, from the "Dr. José Vicente Trujillo" Public

Educational Unit 2017-2018 Academic Year and their English teacher. In

total, 26 people. The distribution of the population is detailed in the

following table.

Table Nº 2: Distribution of the population

Population Sample

Students

25 25

Teachers

1 1

Total

26

26

Source: Data gathered at “Dr. Jose Vicente Trujillo Public Educational” Unit.

Researchers: Blanco, Rivera (2017)

3.3.2. Sample

It was not necessary to obtain a sample by a probabilistic or non-

probabilistic selection due to the fact that the population is not above of

100 people.

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3.4. Operationalization of variables

Table Nº 3: Operationalization of variables

Variables Dimensions Indicators

Types of strategies

Brainstorming

Clustering

Free writing

The journalist questions

Prewriting Steps of prewriting Drafting

Revising

Editing

Resources

Dictionaries

Magazines

Books

Prewriting elements

Actors

Acts

Scenes

Purposes

Concept Definition

Characteristics

Written Production

Types of texts By the intention of

transmitter

By the language variety

Levels of text organization

Coherence

Cohesion

Adequacy

Stages of writing

Prepare-select a topic

Draft

Select the audience

Revise

Edit Source: Methodology, process, analysis and discussion of results

Researchers: Blanco, Rivera (2017)

3.5. Research methods

The methods applied on this research are:

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3.5.1. Analysis – Synthesis

This method is used to divide a whole in the parts and thus allowing

a deeply study of each element, the connection that each of the elements

have between each other and with the object of study. This method was

used in this research at the moment of making a correlation between the

variables, to find the issue and the facts, the causes and each particularity

that were involved in this.

3.5.2. Inductive-Deductive

The inductive method was used since the researchers direct the

investigation through the observation of the particular in general facts, a

deficiency in written production. By the other hand, the deductive method

tries to explain the phenomenon from particular facts to reach a global

picture of the subject of study, the need to implement strategies to make

writing tasks.

3.5.3. Logical-Historical

According to Moran, (2011) the Logical-Historical research is the

"Analysis and investigation of the historical processes of the framework

from society" (p.71). After have made the historical assessment, where it

was determined that in the Educational Unit "Dr. José Vicente Trujillo".

There have been no previous researches on the influence of pre-writing

strategies on the development of written production. However, it was

found that some researches have been carried out with the same

variables in a national and international context. It was then determined to

assess the background, to obtain a clear reference and thus, to advance

in the investigation of this problem with a different proposal.

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3.5.4. Systemic-Structural-Functional

It is applied based on the elaboration of the proposal: Design of a

system of activities for the improvement of written production, since the

students have an inadequate use of the strategies of prewriting, difficulty

to create texts with coherence and cohesion, which aims to evaluate,

value and improve written production using the data obtained.

3.6. Techniques and instruments of investigation

As it was stated before, the authors of this research did not apply

empirical methods, but they did apply empirical techniques, "It is the use of

the senses and instruments specialized to know directly or indirectly, when

studying a fact of a problem raised"

This project use observations, interviews, and surveys.

3.6.1. Observation guide

Moran, (2011) declared that observation is the correct application of

the senses, knowing and understanding certain phenomena of a problem.

(p.24)

It was important to evaluate the problem situation in English

learning process with this technique. The observation that researcher did,

was a field-observation because it was done in a real social context in the

¨Dr. José Vicente Trujillo¨ Public Educational Unit. The observation was

done by using an instrument of investigation and the researchers

evaluated an English class to analyze the influence of prewriting strategies

on the development of written production.

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3.6.2. Interview.

The purpose of interviewing the English teacher was to have a

direct contact with her, to ask about her students’ insufficiencies, and

strategies to teach English and to develop the written production in order

to have first-handed information about the problems and difficulties that

students bring to English class.

3.6.3. Survey

It was composed a survey of fifteen items; the statements were

based on the variables, and also were focused on the proposal. The

survey was designed by using Likert scale of quality.

3.7. Analysis and interpretation of results

3.7.1. Observation analysis

This observation was carried out in order to analyze and give a

detailed diagnose to the research problem.

As long as we could observe during the class, the teacher did not

use the English text book provided by the Ministry of Education, but even

when they do not have this support material the teacher tries to follow the

order of content in the texts units.

The students understood the instructions given by the teacher. She

encouraged students to do a writing activity, which consisted in telling

what they would be doing during their quimester’s vacations. In spite the

teacher’s efforts the learners seemed not been interested. It is also worth

to mention that the educator did not use any prewriting strategy to guide

students through this production.

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For this assignment, students did not use any resource, no

dictionary, no magazines and no images to clear the path to do the task.

But on the contrary, some students were eager doing this class work,

whether they had or not implements to do it, some of them made little

compositions a as a narrative text, with only few lines of writing.

3.7.2. Interview analysis

The answers given by the teacher, showed that one of the main

problems is not having a proper support material to do class work and this

deficiency, eventually, brings difficulties to carry out written tasks. Due to

these issues, students are left behind in the level they must have, the

learning process is developed in lessons that are repetitive and in many

cases boring.

Because of the issues mentioned above and the fact that writing, is,

the skill the less performed in class difficult the teacher agrees to

implement a system of activities to enhance the student’s level in written

production.

3.7.3. Survey to the students analysis

Table 4: Frequency and percentage in the Survey: Item Nº 1

I know the prewriting stages that guide written production.

Code Category Students Percentage

Item Nº 1

Strongly agree 5 20%

Agree 1 4%

Neither agree or disagree 2 8%

Disagree 6 24%

Strongly disagree 11 44%

Total 25 100% Source: Survey to students of 2

nd year BGU at Dr. Jose Vicente Trujillo public educational Unit

Authors: Blanco, Rivera (2017)

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Graphic 1: Survey item Nº 1

Source: Survey to students of 2

nd year BGU at Dr. Jose Vicente Trujillo public educational Unit

Authors: Blanco, Rivera (2017)

Comment:

According to the result that the survey displayed, it indicates that

the most of students do not know the stages that guide the development of

a written production, thus, showing that there is a problem when planning

what they are going to write.

Table 5: Frequency and percentage in the Survey: Item Nº 2

It is difficult for me to do writing exercises in class.

Code Category Students Percentage

Item Nº 2

Strongly agree 10 40%

Agree 6 24%

Neither agree or disagree 5 20%

Disagree 2 8%

Strongly disagree 2 8%

Total 25 100% Source: Survey to students of 2

nd year BGU at Dr. Jose Vicente Trujillo public educational Unit

Authors: Blanco, Rivera (2017)

20%

4%

8%

24%

44%

Item Nº 1: I know the prewriting stages that guide written production.

Strongly agree

Agree

Neither agree or disagree

Disagree

Strongly disagree

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Graphic 2: Survey item Nº 2

Source: Survey to students of 2

nd year BGU at Dr. Jose Vicente Trujillo public educational Unit

Authors: Blanco, Rivera (2017)

Comment:

The result demonstrated that, for most of the students, exists a

higher degree of difficulty when doing tasks or activities that involve writing

during the English class which indicates that this skill is not strengthened

enough in this.

Table 6: Frequency and percentage in the Survey: Item Nº 3

It is easy for me to convey ideas or thoughts in writing.

Code Category Students Percentage

Item Nº 3

Strongly agree 1 4%

Agree 2 8%

Neither agree or disagree 3 12%

Disagree 6 24%

Strongly disagree 13 52%

Total 25 100% Source: Survey to students of 2

nd year BGU at Dr. Jose Vicente Trujillo public educational Unit

Authors: Blanco, Rivera (2017)

40%

24%

20%

8%

8%

Item Nº 2: It is difficult for me to do writing exercises in class.

Strongly agree

Agree

Neither agree or disagree

Disagree

Strongly disagree

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Graphic 3: Survey item Nº 3

Source: Survey to students of 2

nd year BGU at Dr. Jose Vicente Trujillo public educational Unit

Authors: Blanco, Rivera (2017)

Comment:

Most of the surveyed students answer that, for them it is difficult to

convey ideas or thoughts in writing, this means that almost half of them do

not feel capable to express by writing what they are thinking. This is an

important fact since this is writing’s aim.

Table 7: Frequency and percentage in the Survey: Item Nº 4

I feel motivated to do writing activities in the English class.

Code Category Students Percentage

Item Nº 4

Strongly agree 3 12%

Agree 4 16%

Neither agree or disagree 1 4%

Disagree 6 24%

Strongly disagree 11 44%

Total 25 100% Source: Survey to students of 2

nd year BGU at Dr. Jose Vicente Trujillo public educational Unit

Authors: Blanco, Rivera (2017)

4%

8%

12%

24%

52%

Item Nº 3: It is easy for me to convey ideas or thoughs in writing.

Strongly agree

Agree

Neither agree or disagree

Disagree

Strongly disagree

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Graphic 4: Frequency and percentage in the Survey: Item Nº 4

Source: Survey to students of 2

nd year BGU at Dr. Jose Vicente Trujillo public educational Unit

Authors: Blanco, Rivera (2017)

Comment:

The result showed that most of the students do not feel motivated to

do written activities in the English class. It is a point to take into account

since, it indicates that it is not given the necessary value to this major skill

to be developed in English as a foreign language and to be unable to do

writing in certain cases could be frustrating for students.

Table 8: Frequency and percentage in the Survey: Item Nº 5

My English teacher applies a variety of written activities for the development of written production.

Code Category Students Percentage

Item Nº 5

Strongly agree 9 36%

Agree 6 24%

Neither agree or disagree 5 20%

Disagree 3 12%

Strongly disagree 2 8%

Total 25 100% Source: Survey to students of 2

nd year BGU at Dr. Jose Vicente Trujillo public educational Unit

Authors: Blanco, Rivera (2017)

12%

16%

4%

24%

44%

Item Nº 4: I feel motivated to do writing activities in the English class.

Strongly agree

Agree

Neither agree or disagree

Disagree

Strongly disagree

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Graphic 5: Frequency and percentage in the Survey: Item Nº 5

Source: Survey to students of 2

nd year BGU at Dr. Jose Vicente Trujillo public educational Unit

Authors: Blanco, Rivera (2017)

Comment:

The result from this item, evidenced that the teacher makes a

variety of activities for the development of written competence, but

counterpoising it with the previous point, the students, do not feel

motivated and consequently fail in this task.

Table 9: Frequency and percentage in the Survey: Item Nº 6

I know the different writing strategies.

Code Category Students Percentage

Item Nº 6

Strongly agree 0 0%

Agree 1 4%

Neither agree or disagree 6 24%

Disagree 5 20%

Strongly disagree 13 52%

Total 25 100% Source: Survey to students of 2

nd year BGU at Dr. Jose Vicente Trujillo public educational Unit

Authors: Blanco, Rivera (2017)

36%

24%

20%

12%

8%

Item Nº 5: My English teacher applies various written activities for the development of writen production.

Strongly agree

Agree

Neither agree or disagree

Disagree

Strongly disagree

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Graphic 6: Frequency and percentage in the Survey: Item Nº 6

Source: Survey to students of 2

nd year BGU at Dr. Jose Vicente Trujillo public educational Unit

Authors: Blanco, Rivera (2017)

Comment:

As we can appreciate in this item, most of the students do not know

writing strategies, at this point it is important to remark its significance

since these are the ones that will help us to shape and develop a good

writing, trough ideas.

Table 10: Frequency and percentage in the Survey: Item Nº 7

I apply prewriting strategies prior to the development of an essay.

Code Category Students Percentage

Item Nº 7

Strongly agree 1 4%

Agree 4 16%

Neither agree or disagree 5 20%

Disagree 4 16%

Strongly disagree 11 44%

Total 25 100% Source: Survey to students of 2

nd year BGU at Dr. Jose Vicente Trujillo public educational Unit

Authors: Blanco, Rivera (2017)

0%

4%

24%

20%

52%

Item Nº 6: I know different writing strategies.

Strongly agree

Agree

Neither agree or disagree

Disagree

Strongly disagree

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Graphic 7: Frequency and percentage in the Survey: Item Nº 7

Source: Survey to students of 2

nd year BGU at Dr. Jose Vicente Trujillo public educational Unit

Authors: Blanco, Rivera (2017)

Comment:

The results from this item reflected that, prior to development of an

essay, the students do not apply prewriting strategies which implies that

the process to arrive to the main point which is written production is not

being properly carried out.

Table 11: Frequency and percentage in the Survey: Item Nº 8

I consider the application of prewriting strategies to improve my

written production useful.

Code Category Students Percentage

Item Nº 8

Strongly agree 11 44%

Agree 6 24%

Neither agree or disagree 3 12%

Disagree 2 8%

Strongly disagree 3 12%

Total 25 100% Source: Survey to students of 2

nd year BGU at Dr. Jose Vicente Trujillo Public Educational Unit

Authors: Blanco, Rivera (2017)

4%

16%

20%

16%

44%

Item Nº 7: I apply prewriting strategies prior to the development of an essay.

Strongly agree

Agree

Neither agree or disagree

Disagree

Strongly disagree

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Graphic 8: Frequency and percentage in the Survey: Item Nº 8

Source: Survey to students of 2

nd year BGU at Dr. Jose Vicente Trujillo Public Educational Unit

Authors: Blanco, Rivera (2017)

Comments

The result from this item showed, that mostly, the students are

conscious that the application of prewriting strategies, while writing, is

useful to improve written production since on the final paper there won't be

any missing point.

Table 12: Frequency and percentage in the Survey: Item Nº 9

Prewriting strategies help me to communicate my ideas in a coherent

and structured way.

Code Category Students Percentage

Item Nº 9

Strongly agree 12 48%

Agree 6 24%

Neither agree or disagree 3 12%

Disagree 2 8%

Strongly disagree 2 8%

Total 25 100% Source: Survey to students of 2

nd year BGU at Dr. Jose Vicente Trujillo Public Educational Unit

Authors: Blanco, Rivera (2017)

44%

24%

12%

8%

12%

Item Nº 8: I consider the application of prewriting strategies to improve my written production useful.

Strongly agree

Agree

Neither agree or disagree

Disagree

Strongly disagree

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Graphic 9: Frequency and percentage in the Survey: Item Nº 9

Source: Survey to students of 2

nd year BGU at Dr. Jose Vicente Trujillo Public Educational Unit

Authors: Blanco, Rivera (2017)

Comments:

The results obtained by this item, evidenced that students are

strongly agree that prewriting strategies helps to transmit their ideas with

coherence, this means that the message will be issued with clearness.

Table 13: Frequency and percentage in the Survey: Item Nº 10

I use various prewriting strategies during English class.

Code Category Students Percentage

Item Nº 10

Strongly agree 2 8%

Agree 3 12%

Neither agree or disagree 3 12%

Disagree 7 28%

Strongly disagree 10 40%

Total 25 100% Source: Survey to students of 2

nd year BGU at Dr. Jose Vicente Trujillo Public Educational Unit

Authors: Blanco, Rivera (2017)

48%

24%

12%

8%

8%

Item Nº 9: Prewriting strategies help me to communicate my ideas in a coherent and structured way.

Strongly agree

Agree

Neither agree or disagree

Disagree

Strongly disagree

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Graphic 10: Frequency and percentage in the Survey: Item Nº 10

Source: Survey to students of 2

nd year BGU at Dr. Jose Vicente Trujillo Public Educational Unit

Authors: Blanco, Rivera (2017)

Comments

The results in this survey showed that students do not use

prewriting strategies in English class, prewriting should be taken as a

routine that fits the students’ needs and leads them to a well-made writing.

Table 14: Frequency and percentage in the Survey: Item Nº 11

I believe that a system of activities helps to improve written

production.

Code Category Students Percentage

Item Nº 11

Strongly agree 9 36%

Agree 8 32%

Neither agree or disagree 5 20%

Disagree 2 8%

Strongly disagree 1 4%

Total 25 100% Source: Survey to students of 2

nd year BGU at Dr. Jose Vicente Trujillo Public Educational Unit

Authors: Blanco, Rivera (2017)

8%

12%

12%

28%

40%

Item Nº 10: I use various prewriting strategies during English class.

Strongly agree

Agree

Neither agree or disagree

Disagree

Strongly disagree

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Graphic 11: Frequency and percentage in the Survey: Item Nº 11

Source: Survey to students of 2

nd year BGU at Dr. Jose Vicente Trujillo Public Educational Unit

Authors: Blanco, Rivera (2017)

Comments

The results obtained through this item demonstrated that students

believe that a system of activities will be helpful to improve written skill,

this carve the path through which the problems in written production will be

undermined.

Table 15: Frequency and percentage in the Survey: Item Nº 12

I consider important to include exercises such as brainstorming, graphic organizers and mind maps as a prewriting strategy in the activity system of activity

Code Category Students Percentage

Item Nº 12

Strongly agree 10 40%

Agree 9 36%

Neither agree or disagree 3 12%

Disagree 1 4%

Strongly disagree 2 8%

Total 25 100% Source: Survey to students of 2

nd year BGU at Dr. Jose Vicente Trujillo Public Educational Unit

Authors: Blanco, Rivera (2017)

36%

32%

20%

8% 4%

Item Nº 11: I believe that a system of activities helps to improve written production.

Strongly agree

Agree

Neither agree or disagree

Disagree

Strongly disagree

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Graphic 12: Frequency and percentage in the Survey: Item Nº 12

Source: Survey to students of 2

nd year BGU at Dr. Jose Vicente Trujillo Public Educational Unit

Authors: Blanco, Rivera (2017)

Comments:

Most students are fully agree that is important to include elements

such as brainstorming, graphic organizers, mind maps in the system of

activities as exercises to the development of writing skill, since these are

tools to organize ideas and put into paper.

Table 16: Frequency and percentage in the Survey: Item Nº 13

I use free-writing as a strategy to improve written production.

Code Category Students Percentage

Item Nº 13

Strongly agree 3 12%

Agree 2 8%

Neither agree or disagree 3 12%

Disagree 9 36%

Strongly disagree 8 32%

Total 25 100% Source: Survey to students of 2

nd year BGU at Dr. Jose Vicente Trujillo Public Educational Unit

Authors: Blanco, Rivera (2017)

40%

36%

12%

4% 8%

Item Nº 12: I consider important to include exercises such as brainstorming, graphic organizers and mind maps as a

prewriting strategy in the activity system of activity

Strongly agree

Agree

Neither agree or disagree

Disagree

Strongly disagree

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Graphic 13: Frequency and percentage in the Survey: Item Nº 13

Source: Survey to students of 2

nd year BGU at Dr. Jose Vicente Trujillo Public Educational Unit

Authors: Blanco, Rivera (2017)

Comments:

The result from this item proved that students do not use free-

writing which from the point of view of its usefulness, it is encouraged to

do non-stop writing since, through this, it is possible to select the main

idea about a specific topic or subject to be written.

Table 17: Frequency and percentage in the Survey: Item Nº 14I

use support resources such as: dictionaries and magazines when I

am doing writing exercises in the English class.

Code Category Students Percentage

Item Nº 14

Strongly agree 1 4%

Agree 2 8%

Neither agree or disagree 1 4%

Disagree 6 24%

Strongly disagree 15 60%

Total 25 100% Source: Survey to students of 2

nd year BGU at Dr. Jose Vicente Trujillo Public Educational Unit

Authors: Blanco, Rivera (2017)

12%

8%

12%

36%

32%

Item Nº 13: I use free-writing as a strategy to improve written production.

Strongly agree

Agree

Neither agree or disagree

Disagree

Strongly disagree

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Graphic 14: Frequency and percentage in the Survey: Item Nº 14

Source: Survey to students of 2

nd year BGU at Dr. Jose Vicente Trujillo Public Educational Unit

Authors: Blanco, Rivera (2017)

Comments:

The result of this item showed that, almost the majority of students

do not use magazines and dictionaries as supporting resources. Its

usefulness is very important as materials of support and research when

comes to the writing process.

Table 18: Frequency and percentage in the Survey: Item Nº 15

The description of images or situations helps to develop the written

production.

Code Category Students Percentage

Item Nº15

Strongly agree 9 36%

Agree 7 28%

Neither agree or disagree 5 20%

Disagree 2 8%

Strongly disagree 2 8%

Total 25 100% Source: Survey to students of 2

nd year BGU at Dr. Jose Vicente Trujillo Public Educational Unit

Authors: Blanco, Rivera (2017)

4% 8% 4%

24% 60%

Item Nº 14: I use support resources such as: dictionaries and magazines when I am doing writing exercises in the English

class.

Strongly agree

Agree

Neither agree or disagree

Disagree

Strongly disagree

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Graphic 15: Frequency and percentage in the Survey: Item Nº 15

Source: Survey to students of 2

nd year BGU at Dr. Jose Vicente Trujillo Public Educational Unit

Authors: Blanco, Rivera (2017)

Comments

This result showed that for students it is easier to use a strategy

that includes the description of images or situations in order to develop in

written production. These activities facilitate the visual perception of the

message in order to trigger the writer previous knowledge to give sense to

his writing.

3.8. Chi-square test of variable correlation

The chi-square it is considered a non-parametric test that measures

the discrepancy between an observed and a theoretical distribution. It is

also used to test the independence of two variables- independent and

depended- from each other, by presenting the data in contingency tables.

36%

28%

20%

8%

8%

Item Nº 15: The description of images or situations helps to develop the written production.

Strongly agree

Agree

Neither agree or disagree

Disagree

Strongly disagree

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This data was obtained through de IBM SPSS statistics software, to

confirm that the two variables, Written Production/Prewriting Strategies,

are related.

Table 19: the influence of the prewriting strategies in the written production

Case Processing Summary

Cases

Valid Missing Total

N Percent N Percent N Percent

Prewriting

Strategies*

Written

Production

25 100,0% 0 0,0% 25 100,0%

Crossed Table Written Production*Prewriting Strategies

Prewriting Strategies

Total Strongly

disagree Disagree

Neither agree or

disagree Agree

Strongly

Agree

Written

Production

Strongly disagree 2 0 0 0 0 2

Disagree 1 2 0 0 0 3

Neither agree or

disagree

0 0 3 2 0 5

Agree 0 0 0 4 2 6

Strongly Agree 0 0 0 0 9 9

Total 3 2 3 6 11 25

Source: Results taken from the IBM SPSS software Authors: Blanco, Rivera (2017)

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Table 20: Chi-square results

Chi-square Test

Value df

Asymptotic

significance

(2-sided

Pearson Chi-square 62,525a 16 ,000

Likelihood Ratio 52,546 16 ,000

Linear-by-Linear Association 21,691 1 ,000

N of valid cases 25 a. 25 cells (100,0%) have expected count less than 5. The minimum expected count is 16

Source: Results taken from the IBM SPSS software Authors: Blanco, Rivera (2017)

Graphic 17: Influence of the prewriting strategies in written

production

Source: Results taken from the IBM SPSS software Authors: Blanco, Rivera (2017)

Bar Chart Prewriting

Strategies

Co

un

t

Written Production

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3.9. Triangulation of results

The results obtained through the use of the different instruments

and techniques, applied to learners and the educator, in this research

demonstrated that, writing activities are less practiced in class and

students have no interest when performing written production.

Also, it was possible to confirm that there was not an appropriate

development of prewriting strategies, teacher and learners minimize the

importance of written skill either for a lack of English text book, time or, a

paucity of knowledge to apply these strategies.

3.10. Conclusions and recommendations

Conclusions

After having collected and compared the data obtained through the

different instruments applied, we reached to the following conclusions:

The writing level that learners should have, according to the CEFR, is

not the expected one.

There is a lack of interest to writing, they do not make other type of

written text than stories about their experiences.

The teacher only applies one prewriting strategy to the improvement of

written production.

There are not appropriate materials to be used for each of the written

tasks in the English class.

It is highly important to design a system of activities to reinforce written

production.

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Recommendations

The researchers have come to give the following recommendations

in order to the give a solution to the difficulties displayed above:

In order to reach the desired writing level in English, it is important

to find proper activities and content to give a dynamic English class.

Students should be motivated by the teacher to make written tasks,

they should explore the kind of written text that learners feel

comfortable with but giving the same importance to the others.

The teacher should use other prewriting strategies than brain

storming, so students can get used to vary from one to another as

they need.

It is important the use of supporting material different from the

students text book, since it will make a pleasant and more

productive class.

The proposal of this research is based on a system of activities,

thus the implementation of this tool would be helpful to the

students.

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CHAPTER IV

THE PROPOSAL

4.1. Title

Design a system of activities for the improvement the written

production.

4.2. Justification

The authors of this project have made a diagnosis by applying

empirical techniques as class observations, surveys, and an interview with

English´s teacher, that has served to identify the inadequate prewriting

strategies as a cause of deficiency in the written production in students

from 2º year of BGU, course “A”, from the Public Educational Unit "Dr.

José Vicente Trujillo" 2017-2018 Academic Year.

It was found that English classes can be repetitive. Reading and

oral skills appear to be more important when learning a foreign language,

leaving writing aside. Providing different strategies of prewriting to the

students would facilitate their writing skill and as a consequence, to

improve the written production and the effectiveness of these strategies

has been proved by many pedagogical tendencies.

The proposal of this project is a system of activities that will be

direct to the students, who will have some exercises to develop the

knowledge and practice the written production through the prewriting

strategies with specific topics, according to the level of study. As well as

not only students will be benefited, also the educational community,

parents, society in general and at last the teachers will be the indirect

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59

beneficiaries, because they will have a tool to teach, explain and motivate

their students to develop the written production.

4.3. Objectives

4.3.1. General objective

To improve the written production of the students of the 2º year of

BGU, course “A”, from the Public Educational Unit "Dr. José Vicente

Trujillo" 2017-2018 Academic Year, through a system of activities based

on different prewriting strategies.

4.3.2. Specific objectives

Identify and relate prior knowledge to the content proposed.

Organize ideas according to specific categories.

Describe and put into words the ideas with the creativity of each

person.

Recognize the essential elements to develop a text.

Evaluate the writing skill through the use of the strategies in the

development of the written production.

4.4. Theoretical aspects

It is important to point out, from the linguistics aspect, the study

from Consejería de Cultura, Educacion y Ordenacion Universitaria of

Galicia (2014) levels of textual organization since the proposal is designed

in this basis, the textual function represents the intention of the transmitter,

manifested linguistically in the text and addressed to the receiver. This

predominant function would inform the receiver about the understanding

model desired by the sender.

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This proposal also uses Méndez, (2000) meaningful learning

theory, which remarks the importance between the relationship teacher-

student, to discover which strategy is the most essential to aim for a

proper development of the written skill especially in prewriting stage.

From the pedagogical aspects have been considered the writing

stages models described by Flower & Hayes, (1981). Since the present

proposal is conceived to help students to improve their writing capacities,

it is important to distinguish a plan to write essential ideas highlighting the

prewriting stages’ value.

Since, it is a requisite from the National Curriculum Guidelines to

educate students with a 21st century profile, philosophical aspects of this

proposal are to breed tolerance and interculturality through the use of

language. Also, one of the main aspects of this proposal is to reinforce the

values since its aim is that students must be carry through the way of the

self-respect and in turn with their environment.

Because it is not only important to know how to write, this proposal

considers from the Chala & Chapeton’s (2012) sociological point of view.

Which makes reference to the development of the written skill by the

context of the writer since it should be meaningful for learners to construct

an identity through writing.

This proposal has its basis in the of the Good Living National Plan,

objective four since one of the main aspects of this proposal is to ensure

access to educational resources necessary for good performance and to

design and implement tools and instruments that allow the cognitive-

holistic development of the student population.

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4.5. Feasibility

4.5.1. Technical

It is not required any technical support for the application of the

proposal. So even if the educational institution does not possess

technological or technical resources, the proposal is still feasible.

4.5.2. Financial

The proposal’s cost are minimal, the researchers will afford and

provide the institution with the proper booklet print edition and the copies

for the students as well.

4.5.3. Legal

From the legal point of view, this research is based on The

Constitution from the Republic of Ecuador, specifically in the article 27

which remarks that today's education is framed in good living, that

everyone is properly related to their peers and other members of their

community, and that learners develop all their skills which are directly

involved in their education.

4.5.4. Human

It is feasible since, the authors of this project are able and involve in

the daily development of this proposal. The teacher will integrate this

guide in their daily classes and will implement it to facilitate the knowledge

and teaching in the learners, will use tools and resources easy for the

execution of this.

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4.5.5. Political

This proposal is politically feasible because uses The Constitution

from the Republic of Ecuador, the Good Living National Plan, Ley

Orgánica de Educación Intercultural and The English National Curricular

Guide, since in each of these documents, it is pointed its importance to

guarantee the individual and group development of students.

4.6. Description

Introduction

This proposal was designed with the aim of developing written

production. It may be a complementary tool to learn and also to reinforce

the English vocabulary and grammar in the writing texts, level B1.1 This

proposal was named ¨This is my book¨ write better to learn better. Where

the students can write the ideas before making a written production,

proposing examples with real situations and fun and dynamic exercises.

This system of activities starts with an introduction to welcome

students and establish the goal to be achieved through the use of this tool.

It is divided in four units: brainstorming, clustering, journalists questions

and free writing; these are the names of the prewriting strategies that will

be used to improve written production. Each strategy will be integrated by

three lessons, developed according to the topics selected from the

different units of the official textbook provided by the Ministry of Education.

Finally after each unit an evaluation will be taken to verify the

achievement of the objectives set. The contents learned by the students

will be assessed through differences activities by applying specific rubrics

as follow:

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In the unit of brainstorming and clustering evaluation, will be

applied a thematic test, which will consists on asking the student to

develop a topic proposed. The students will have to follow certain

guidelines about the exercise. Its main purpose is to measure the degree

of information that the student has about the subject.

In free writing and journalist question unit, an essay evaluation will

be applied. The student will be questioned for explanations about a topic

or problem from his point of view. The student will not only expose his

theoretical knowledge, but he will organize ideas, explain consequences,

and select the most appropriate solution.

The teacher will be provided by a rubric which aims is to evaluate

the pre writing performance of students from 2 year of BGU, course “A”,

from the Public Educational Unit “Dr. José Vicente Trujillo” 2017-2018

Academic Year, and including parameters as: ideas, vocabulary, and

creativity related to students pre writing skills.

The following table provides details of rubric to evaluate the pre writing

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performance of students:

The following scope and sequence table provides details of each Unit

Unit Strategy Topic Evaluation

0 Introduction -

1 Brainstorming -School world -Earth resources -Outdoors activities

Thematic Test

2 Clustering -Character and personality -Old times and the modern world

Thematic Test

3 Journalist Question

-Healthy habits -Real teem problematic situation -The teenage brain

Essay Test

4 Free writing -Landscapes -News writing and reporting -Feelings and emotions.

Essay Test

4.7. Conclusions

The authors of the proposal conclude that:

Through the development of activities using prewriting strategies,

students could improve their English language writing skills.

Students from private and/or public educational institutions can be

benefit of this proposal.

This proposal is feasible, taking into account the financial, technical

and human aspects implicated in its application.

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Bibliographical References

Barletta, N. (2009). Intercultural Competence: Another Challenge. Profile

Issues in Teachers' Professional Development(11), 143-158.

Retrieved from

http://www.redalyc.org/articulo.oa?id=169214144010

Bryson, S. (2014, november 25th). scribbr. Retrieved En from scribbr:

https://www.scribbr.com/academic-essay/the-writing-process-

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Survey applied to the students of 2nd grade BGU

course ¨A¨ of the Public Educational Unit "Dr. José

Vicente Trujillo"

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Interview to the English teacher of 2nd grade BGU course

¨A¨ of the Public Educational Unit "Dr. José Vicente

Trujillo"

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Instruments of the investigation

Observation guide

Interview questionnaire

Survey questionnaire

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OBSERVATION GUIDE

Teacher’s name___________________________________________

Number of students in class: Males: _____ Females: _____

Course: _____________ Date: ____________________

Start time: ___________ End time: ________________

Objective: To observe the English teaching learning process in order to analyze

the influence of the prewriting strategies on the development of written

production.

Behavior Criteria

Yes

No

Observations

1. The teacher uses different types of text during the class.

2. Students clearly understand what the teachers explain instructions for writing activities.

3. The teacher varies its strategies according to the written skill.

4. Teacher motivates students to write in English during the class.

5. The teacher uses prewriting strategies in class.

6. Students use other resources as: dictionaries, magazines as supporting writing material.

7. Students practice different types of written production in class.

8. The teacher uses appropriate resources to improve the student’s written production.

9. The teacher uses other resources different from the English textbook.

10. Students correctly discriminate the words in writing exercises, in order to convey messages.

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INTERVIEW QUESTIONNAIRE TO THE TEACHER

Teacher’s name_____________________________________________

Date: _____________________

Objective: To determine the influence of the prewriting strategies on the

development of written production.

Questions:

1. What do you think are the main difficulties for students when

developing written production?

2. Do you think your students started this academic year with the correct

English level stipulated by the curriculum guidelines? If you say no,

Why?

3. What kind of pre writing strategies do you apply in class?

4. How do you think your students learn better?

5. Do you think that a system of activities will improve your students

writing production, what kind of activities would you include?

6. How often do you work with written production in the week?

7. What kind of extra resources do you apply to fostering your students in

written production?

8. Which of the following pre writing strategies do you consider de most

effective and why? Brainstorming, clustering, free writing, the journalist

questions.

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Interview transcription

Question: What do you think are the main difficulties for students

when developing written production?

Answer: Well, the main difficulty is maybe the material, sometimes we

have some material here that the government gave us, the book, but

this this time we don’t have a book. I have to bring the material, it’s a

little complicated, a little expensive for me to take photocopies, I think

here, in the institution, the difficulty is the material.

Q: Do you think your students started this academic year with the

correct English level stipulated by the curriculum guidelines? If

you say no, why?

A: Okay, they have to get the level B1, in the book B1.1, but they are

working, they’re still working in this, level it’ a little hard, because we

don’t speak English in Ecuador, it’s very complicated, they only started

for the moment, next quimester maybe they don’t remember anything,

we must repeat again, we must give the class again. Next year will be

worst because they have vacation and they don’t review anything, so

it’s a little complicated, we have to review, review and review again.

Q: What kind of pre writing strategies do you apply in class?

A: Well, mind maps, brainstorming, vocabulary and some strategies from

the book, I don’t remember at this moment, but we are starting

something from the text.

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Q: How do you think your students learn better?

A: They learn better when I play with them, maybe in groups. When I

select the students, the best help the other, one leader per group, but

sometimes I think with the question and answer with oral exposition is

the way.

Q: Do you think that a system of activities will improve your students

written production, what kind of activities would you include?

A: Honestly, written production is the hardest of the skill for the students,

maybe they can speak, maybe they can listen all the time, maybe they

can do the grammar, but the writing no, because I can’t send a lot of

homework, I can send the minimum of homework. We do it in class but

they are delayed, they have many difficulties in class, I say they want to

do it and they need to do it, and yes I am agree this will be a great idea

to the improve writing.

Q: How often do you work with written production in the week?

A: At least twice a week.

Q: What kind of extra resources do you apply to fostering your

students in written production?

A: Magazine from the internet.

Q: Which of the following pre writing strategies do you consider de

most effective and why? Brainstorming, clustering, free writing,

the journalist questions.

A: I think brainstorming, because it activates the background.

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Survey directed to the students in 2º year of BGU, course “A”, from the Public

Educational Unit "Dr. José Vicente Trujillo" 2017-2018 Academic Year.

Objective: To determine the current situation related to the influence of the

prewriting strategies on the development of written production.

Please, mark with an X the option that best fits your answer for each item

UNIVERSITY OF GUAYAQUIL FACULTY OF PHILOSOPHY, LETTERS AND SCIENCES

OF EDUCATION SCHOOL OF LANGUAGES AND LINGUISTICS

(1) Strongly

agree

(2) Agree

(3) Neither agree or disagree

(4) Disagree (5)

Strongly disagree.

1 2 3 4 5

1. I know the prewriting stages that guide written production.

2. It is difficult for me to do writing exercises in class.

3. It is easy for me to convey ideas or thoughts in writing.

4. I feel motivated to do writing activities in the English class.

5. My English teacher applies a variety of written activities for the development of written production.

6. I know the different writing strategies.

7. I apply prewriting strategies prior to the development of an essay.

8. I consider the application of prewriting strategies to improve my written production useful.

9. Prewriting strategies help me to communicate my ideas in a coherent and structured way.

10. I use various prewriting strategies during English class.

11. I believe that a system of activities helps to improve written production

12. I consider important to include exercises such as brainstorming, graphic organizers and mind maps as a prewriting strategy in the activity system of activity

13. I use free-writing as a strategy to improve written production.

14. I use support resources such as: dictionaries and magazines when I am doing writing exercises in the English class.

15. The description of images or situations helps to develop the written production.

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System of activities with prewriting exercises

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WRITE BETTER

TO

LEARN BETTER

This book will

teach you

how to write

better

SYSTEM

OF

ACTIVITIES

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INDEX

INTRODUCTION

Unit 1: Brainstorming

1. School world

2. Earth Resources

3. Outdoors activities

Unit 2 : Clustering

1. Character and personality

2. Old times and the modern world

3. Old traditions and customs

Unit 3: Journalist Questions

1. Healthy Habits

2. Real teem problematic situation

3. The teenage brain

Unit 4: Free writing

1. Landscapes

2. News writing and reporting

3. Feelings and emotions

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INTRODUCTION

Nowadays, we find that the English as a foreign language, is one of the

main languages used for international communication due to economic

and cultural influence, and is becoming increasingly important in the

current world; hence the importance of the formation of the foreign

language in the educational system.

Through different studies it has been shown that the constant practice

writing exercises as an essential tool, during a certain time, facilitate the

teacher to explain and stimulate students to develop writing skills. In this

context, the design of a system of activities not only functions as a

requirement for methodological teaching processes, but rather becomes

the instrument for improving written production.

This is the reason why it is proposed as an idea the creation of a system

of activities, it is divided in four units: brainstorming, clustering, journalists

questions and free writing; these are the names of the prewriting

strategies that will be used to improve written production. Each strategy

will be integrated by three lessons, developed according to the topics

selected from the different units of the official textbook provided by the

Ministry of Education.

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UNIT

SCHOOL WORLD EARTH RESOURCES

OUTDOORS ACTIVITIES

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SCHOOL WORLD

BRAINSTORMING 1. - Write all the information that you know about this topic

SCHOOL

2. - What is your favorite subject? Make a creative draw about it.

Tell me why is your favorite subject?

1.-

2.-

3.-

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SCHOOL WORLD

3. - Select one School issue, think about five possible solutions and write

them.

4. - Look at the pictures and tell: How do those activities benefit your

personal and student life? Write your ideas.

Family factors - Bullying - Student Health - Technology - Drugs

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SCHOOL WORLD

5. – Look at the picture, write words that describe each one of them.

v

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EARTH RESOURCES

BRAINSTORMING 1. - Write all information that you know about this topic

EARTH RESOURCES

2. - What is the Earth for you? Make a creative draw about it.

Tell me what is the Earth for you?

1.-

2.-

3.-

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EARTH RESOURCES

3. - Select one School issue, think about five possible solutions and write

them.

4. - Look at the pictures and tell. What elements should be taken out in

each garbage can?

Pollution – Global warming – Overpopulation – Climate change - Deforestation

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EARTH RESOURCES

5. – Look at the picture, write words that describe each one of them

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OUTDOORS ACTIVITIES

BRAINSTORMING 1. - Write all information that you know about this topic

OUTDOORS ACTIVITIES

2. - What is your favorite sport? Make a creative draw about it.

Tell me why is your favorite sport?

1.-

2.-

3.-

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OUTDOORS ACTIVITIES

3. - Select one outdoor activities issue, think about five possible

solutions and write them.

4. - Look at the pictures and tell. What activities could you do in these

places?

To get sick – you lose your luggage – your wallet is stolen – your hotel is a disappointment

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OUTDOORS ACTIVITIES

5. – Look at the picture, write words that describe each one of them

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OUTDOORS ACTIVITIES

0 UNIT

Character and personality

Old times and the modern world

Clustering

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CHARACTER AND PERSONALITY

CLUSTERING 1. - Match each Zodiac Sign with the correct meaning and characteristics.

Choose the adjectives that better describe each one of the Zodiac sign and erite them next to the lines provided.

Pisces - Virgo – Leo – Libra

Zodiac sign:

Zodiac sign:

Zodiac sign:

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CHARACTER AND PERSONALITY

2. - Make a conceptual map about the personal information and features of

you

Zodiac sign

Name:

Age

Profession

Abilities Virtues

Limitations Favorite color

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CHARACTER AND PERSONALITY

3. - Make a draw a mind map about your favorite famous.

Example

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CHARACTER AND PERSONALITY

4. - Characteristics and personality: Make a comparative Venn diagram

about differences and similarities between your best friend and you.

Them, write five sentences composing you friend and you.

Them, write five sentences composing you friend and you.

1.-

2.-

3.-

4.-

5.-

Differences Differences Similarities

Name: __________________ (My Friend)

Name: __________________ (I)

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OLD TIMES AND THE MODERN WORLD

CLUSTERING 1. – Write examples about media was used in the past and media used in

the present

2. - Draw an electronic device used either in the past or today, them make

a mind map around it descriptions.

Past

Now

Example

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OLD TIMES AND THE MODERN WORLD

3. - Complete the chronological organizing map with important facts

happened in your life from childhood to the present.

4. - Make a comparative chart about leisure activities that in the past did

and those that children do now.

Them, write five sentences composing you friend and you.

1.-

2.-

3.-

4.-

5.-

In the past In the present

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OLD TIMES AND THE MODERN WORLD

CLUSTERING 1. – Write examples about customs and traditions about your country

2. - Draw your holiday favorite. Them, make a mind map around it

descriptions.

Customs

Traditions

Example

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OLD TIMES AND THE MODERN WORLD

3. - Complete the chronological organizing map with important traditions

that are celebrated in your country

4. - Make a comparative chart about the traditions and customs between

your country and other.

Them, write five sentences composing you friend and you.

1.-

2.-

3.-

4.-

5.-

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UNIT

HEALTHY HABITS

REAL TEEM PROBLEMATIC SITUATION

THE TEENAGE BRAIN

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HEALTHY HABITS

JOURNALIST QUESTIONS 1. – Make the following test, write, in a few lines, your opinion about the

Health Habits. Create new questions to ask your partner.

Tell me, what is your opinion about health habits?

Create new five questions to ask your partner about health habits.

1.-

2.-

3.-

4.-

5.-

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HEALTHY HABITS

2. – Healthy Habits: Make two scientific questions per each sentence.

IMAGES SENTENCES QUESTIONS

I always wash my hands before eating or after going to the toilet.

Eat less of fruit and vegetables

Wear a hat while playing outside

Get plenty of exercise

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HEALTHY HABITS

3. - Choose a health problem and answer 5 journalist questions

Actors: Who did the action?

Acts: What was done?

Scenes: When or Where was it done?

Purposes: Why was it done?

4. – Imagine you have an interview with your doctor and make five

questions about your health problem.

(Your health problem)

Questions:

1.-

2.-

3.-

4.-

5.-

Metabolic syndrome - depression and anxiety disorders - Stroke or heart attack

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REAL TEEM PROBLEMATIC SITUATION

JOURNALIST QUESTIONS 1. – Look the topics. Write your opinion about the one that describes

you the best. Create questions to ask your partner.

Tell me, what is your opinion about (Solving a love problem)?

Create new five questions to ask to your partner about your best

description

1.-

2.-

3.-

4.-

5.-

Giving life

an extra

squeeze

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REAL TEEM PROBLEMATIC SITUATION

2. – Problematic Situation: Make two scientific questions per each

sentence.

IMAGES SENTENCES QUESTIONS

They’re not dancing, they’re

taking a Pilates class.

My parents give me some money every week.

My parents always put their garbage in the trash can and they always clean up.

The decompositions of plastic grocery bag takes 10-20 years.

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REAL TEEM PROBLEMATIC SITUATION

3. - Choose a problematic situation and answer five journalist questions

Actors: Who did the action?

Acts: What was done?

Scenes: When or Where was it done?

Purposes: Why was it done?

4. – Imagine you have an interview with a journalist and ask five questions

about a problem in your city.

(Problem)

Questions:

1.-

2.-

3.-

4.-

5.-

Poverty – unemployment crime – labor and child abuse - insecurity –

Lack of access to basic services

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THE TEENAGE BRAIN

JOURNALIST QUESTIONS

1. – Make a test, write your opinion about feelings, then create new

questions to ask your partner.

Source

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THE TEENAGE BRAIN

Tell me, what is your opinion about the different feelings in people?

Create new five questions to ask your partner about feelings

1.-

2.-

3.-

4.-

5.

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THE TEENAGE BRAIN

2. – Feelings: Make two scientific questions per each sentence.

IMAGES SENTENCES QUESTIONS

Can’t think clearly and not

sure what’s happening.

Upset by what is happening and uncertain about the future.

You are not happy because something bad has happened to you or someone you know.

I’m feeling surprised but not in good way.

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THE TEENAGE BRAIN

3. - Choose a problematic feeling and answer five journalist questions

Actors: Who did the action?

Acts: What was done?

Scenes: When or Where was it done?

Purposes: Why was it done?

4. – Imagine you have an interview with a teenager, ask him five questions

about his feelings.

(Feelings)

Questions:

1.-

2.-

3.-

4.-

5.-

Confused – Stressed – Mad – Sad – Shocked – Ok – Feelings keep changing

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UNIT

LANDSCAPES NEWS WRITING AND REPORTING

FEELINGS AND EMOTIONS

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LANDSCAPES

FREE WRITING 1. – Look at the pictures. Using numbers from one to five, put the events

in the right sequence, then write a story using them.

Write a story.

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LANDSCAPES

2. – Look at the picture and choose one of the problems displayed.

Complete the table and make a paragraph with a possible solution.

The problem

How do you feel about the problem

Sentences with contrast word or phrase

Your Solution

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LANDSCAPES

3. – Think about a place that you would like to travel then write a guide for

travelers.

Use these ideas to help you:

Choose a specific place like a city, town or a beach. Don´t choose a country because this area is too big.

Choose a place that is popular with tourist. You need a place with enough activities and places to go out.

What kind of accommodation is there? Look up information on the internet using terms like “camping in Orlando” (Do not use the same example)

Find one typical dish in the area to describe.

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LANDSCAPES

4. – Write an e-mail to a friend and tell him/her about the places you would

like to travel.

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NEWS WRITING AND REPORTING

FREE WRITING 1. – Look at the pictures. Using numbers from one to five, put the events

in the right sequence, then write a story using them.

Write a story.

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NEWS WRITING AND REPORTING

2. – Look at the pictures. Choose one of them in order to complete the

table then make a paragraph with a possible solution.

The problem

How do you feel about the problem

Sentences with contrast word or phrase

Your Solution

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NEWS WRITING AND REPORTING

3. – Think about daily news in your country and write a newspaper article.

Use these ideas to help you:

Choose a topic from problem in your community.

Try to give as many details as possible.

Give enough information to answer questions about. (Who, how, What, Why, When, Where.)

Choose an image with a correct caption.

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NEWS WRITING AND REPORTING

4. – An important magazine in your city is making a contest. You should

send an e-mail and write about an actual and a positive event that recently

happened in your community.

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NEWS WRITING AND REPORTING

FEELINGS AND EMOTIONS 1. – Look at the pictures. Using numbers from one to five, put the

events in the right sequence, then write a story using them.

Write a story.

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NEWS WRITING AND REPORTING

2. – Look at the pictures then choose one of the problems. Complete

the table and make a paragraph with a possible solution.

The problem

How do you feel about the problem

Sentences with contrast word or phrase

Your Solution

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NEWS WRITING AND REPORTING

3. –You have a blog to help people with their issues. Someone have

written you to solve an emotional problem. You are giving some

advices to help him/her. (You should write and play the role of the

one who needs help and the blogger who gives the solution).

Use these ideas to help you:

Choose a topic from the problem of your friend or yourself.

Try to give as many details as possible. Give enough information to answer questions about. (Who, how,

What, Why, When, Where.) Choose the best advices

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NEWS WRITING AND REPORTING

4. – Write an e-mail to your best friend about how you feel about your

relationship.

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NEWS WRITING AND REPORTING