Estrategias didácticas para la redacción de textos descriptivos literarios en los estudiantes de 7º Año de Educación General Básica de la Unidad Educativa “Juan de Velasco”
The research focused on proposing and implementing innovative didactic strategies to improve literary descriptive writing in Seventh Year students of Basic General Education at the "Juan de Velasco" Educational Unit. This study emerged from the need to strengthen creative writing skills in...
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| Formato: | masterThesis |
| Idioma: | spa |
| Publicado: |
2024
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| Subjects: | |
| Acceso en liña: | http://dspace.unach.edu.ec/handle/51000/14336 |
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Engadir etiqueta | Summary: | The research focused on proposing and implementing innovative didactic strategies to improve literary descriptive writing in Seventh Year students of Basic General Education at the "Juan de Velasco" Educational Unit. This study emerged from the need to strengthen creative writing skills in the educational field, acknowledging the importance of literary description as a fundamental competency in students' linguistic and cognitive development. The methodology followed a field research approach, beginning with a diagnostic assessment through a pre-test, an instrument that allowed precise identification of students' specific difficulties in descriptive writing. Based on the results, adapted didactic strategies were designed, including sensory exploration workshops, textual structuring exercises, and model text analysis, and implemented in the classroom over a determined period, culminating with a post-test application. The comparative study between the pre-test and post-test revealed significant improvements in students' ability to write literary descriptive texts, with notable advances observed in conceptual understanding, use of literary resources, and coherent text structuring. The implemented strategies fostered a cooperative learning environment and increased their confidence in their writing abilities, thus contributing to the holistic development of their linguistic competencies. The methodology used was quantitative pre-experimental with a cross-sectional design, employing a validated observation form to evaluate descriptive writing skills in seventh-year students. The data obtained confirmed the positive impact of the intervention on the development of descriptive competencies, according to comparative assessments. |
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