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dc.contributor.authorPérez Marulanda, David
dc.date.accessioned2016-10-04T21:56:30Z
dc.date.available2016-10-04T21:56:30Z
dc.date.issued2016-10-04
dc.identifier.urihttp://hdl.handle.net/10893/9796
dc.description.abstractThis research explores the improvement of L2 academic writing through two tools that, used jointly, can contribute in great extent, not only to the improvement of writing in formal aspects, like coherence or grammar, but also in the sesnse of ownership and authority students have towards their texts These tools were: the blog, which provided a flexible and easy-to-access platform for creating a real audience for the texts of the students; and the peer-review, which helped to reinforce the sense of authorship and audience in texts. The research goes through a case study of the writing processes in the students from the course "Composición escrita en inglés VII", course at the "Licenciatura en lenguas Extranjeras Inglés- Francés" program at Universidad del Valle in the period July - December 2010. The results how students get to improve their sense of authorship as well as that of audience,while they feel the immerse themselves in the construction of a discurse community.spa
dc.language.isoengspa
dc.subjectEscritura (Educación superior)spa
dc.subjectAprendizaje de lenguas extranjerasspa
dc.subjectInglésspa
dc.subjectBlogsspa
dc.subjectLenguas extranjerasspa
dc.titlePeer review in the context of a blog for the course "Tipologías discursivas escritas en inglés VII" in the program licenciatura en lenguas extranjeras at Universidad del Valle [recurso electrónico]spa
dc.typeThesisspa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa


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