Bibliographic citations
Farias, J., Adrianzen, M. (2024). Aplicación del módulo CWS (Creative Writing for Starters) como mecanismo de innovación para el desarrollo de la escritura en inglés en niños de segundo grado de una escuela privada en Lima Metropolitana [Trabajo de Suficiencia Profesional, Universidad Peruana de Ciencias Aplicadas (UPC)]. http://hdl.handle.net/10757/683621
Farias, J., Adrianzen, M. Aplicación del módulo CWS (Creative Writing for Starters) como mecanismo de innovación para el desarrollo de la escritura en inglés en niños de segundo grado de una escuela privada en Lima Metropolitana [Trabajo de Suficiencia Profesional]. PE: Universidad Peruana de Ciencias Aplicadas (UPC); 2024. http://hdl.handle.net/10757/683621
@misc{renati/1300636,
title = "Aplicación del módulo CWS (Creative Writing for Starters) como mecanismo de innovación para el desarrollo de la escritura en inglés en niños de segundo grado de una escuela privada en Lima Metropolitana",
author = "Adrianzen Maguiña, Manuela Carla",
publisher = "Universidad Peruana de Ciencias Aplicadas (UPC)",
year = "2024"
}
Written communication is a skill that develops from childhood and perfected over the years through daily practice and verbal stimulation. Although it corresponds to one of the four main language skills (listening, speaking, reading, and writing), written communication has proven to be a more difficult acquisition process, particularly when it is developed in a second language. The problem addressed focuses on second grade elementary school students who present problems in written communication in English, in an urban, Hispanic context, in a private bilingual school. The innovation proposal developed seeks to promote writing skills and evaluate them with the Cambridge 'Pre-A1 Starters' test. To this end, the Creative Writing for Starters (CWS) module was created, which adapts and contextualizes preparation materials, complemented with context lexis and creative writing activities. This module was implemented in six bi-weekly sessions, prior diagnostic test, and culminated with a summative session and an exit test to evaluate progress. This exit test, also used as a diagnostic test, consisted of the application of the Reading & Writing section of a “Pre-A1 Starters” test used in previous years. The results obtained showed an improvement of 18.18% on average in the students' performance after the application of the module, indicating a significant improvement in their writing skills
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