<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582020000300537</article-id>
<article-id pub-id-type="doi">10.15359/ree.24-3.26</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Quantifying Sentence Variety in English Learners]]></article-title>
<article-title xml:lang="es"><![CDATA[Cuantificación de la variedad de oraciones en aprendientes del inglés]]></article-title>
<article-title xml:lang="pt"><![CDATA[Quantificando a variedade de frases em estudantes de inglês]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Charpentier-Jiménez]]></surname>
<given-names><![CDATA[William]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Costa Rica  ]]></institution>
<addr-line><![CDATA[San José ]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>24</volume>
<numero>3</numero>
<fpage>537</fpage>
<lpage>551</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582020000300537&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582020000300537&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582020000300537&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article studies students&#8217; use of sentence variety in an ESL writing course. The study includes three sentence features: (a) sentence types, (b) sentence combining, and (c) sentence patterns. Although sentence variety is part of the curriculum, the actual use of sentence structures has not been measured so far. By understanding students&#8217; use of sentence structures, it is possible to propose valid curricular changes in the language program. This quantitative project has been carried out by analyzing 36 paragraphs written by students in the first writing course of a B.A. in English. The study included 433 sentences. Each sentence was examined individually. Data shows that 14.54% of the sentences presented a type of error. The types of errors included were the following: 12 fragments (2.77%), 29 fused sentences (6.69%), and 22 comma splices (5.08%). The remaining number of traditional sentences studied was 370 (85.45%). Results demonstrate that students favor certain types of structures and ignore others. Therefore, the demands of the curriculum and the written production of students lack coherence. Consequently, curricular changes must be incorporated to improve students&#8217; written production.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo estudia el uso de diferentes tipos de oraciones por parte de estudiantes de inglés como segunda lengua en un curso de escritura. El estudio incluye tres subdivisiones de las oraciones: (a) tipos de oración, (b) combinación de oraciones, y (c) patrones de oración. Aunque la variedad de oraciones es parte del currículo, el uso real de las estructuras no ha sido medido hasta el momento. Al comprender el uso de las estructuras por parte del estudianteado, es posible proponer cambios curriculares válidos en el programa de idiomas. Este proyecto cualitativo ha sido llevado a cabo al analizar 36 párrafos escritos por estudiantes que cursan su primer curso oral en un bachillerato en inglés. Cada oración ha sido examinada individualmente. Los resultados demuestran que 14.54% de las oraciones presenta algún tipo de error. Los tipos de error incluyen: 12 fragments (2.77%), 29 fusedsentences (6.69%), y 22 commasplices (5.08%). El resto de las oraciones tradicionales analizadas fue de 370 (85.45%). Se demuestra que los estudiantes favorecen ciertos tipos de estructuras mientras ignoran otras. Por lo tanto, las demandas del currículo y la producción escrita del estudiantado carece de coherencia. Consecuentemente, se deben incorporar cambios curriculares para mejorar la producción escrita del estudiantado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Resumo: Este artigo estuda o uso da variedade de frases utilizadas por parte dos estudantes de inglês como segundo idioma, num curso de redação. O estudo inclui três subdivisões de uma frase: (a) tipos de frase, (b) combinação de frase e (c) padrões de frases. Apesar da variedade de frases ser parte do currículo, o uso real de estruturas de frases nunca foi medido até o momento. Ao entender o uso das estruturas de frases por parte dos estudantes, é possível propor alterações curriculares válidas no programa do idioma. Este projeto qualitativo foi realizado ao serem analisados 36 parágrafos escritos por estudantes que cursam pela primeira vez um curso oral num bacharelado em inglês. Cada frase foi examinada individualmente. Os resultados encontrados indicam que 14,54% das frases apresentaram um tipo de erro. Os tipos de erros incluídos foram: 12 fragmentos (2,77%), 29 sentenças condensadas (6,69%) e 22 vírgulas seguidas (5,08%). O número restante de frases tradicionais estudadas foi de 370 (85,45%). Estes resultados demonstram que os estudantes preferem certos tipos de estruturas e ignoram outras. Portanto, as demandas do currículo e a produção escrita dos estudantes carecem de coerência. Consequentemente, as mudanças curriculares devem ser incorporadas para melhorar a produção escrita dos estudantes.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Written language]]></kwd>
<kwd lng="en"><![CDATA[second language instruction]]></kwd>
<kwd lng="en"><![CDATA[sentence variety]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="es"><![CDATA[Lenguaje escrito]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de una lengua extranjera]]></kwd>
<kwd lng="es"><![CDATA[variedad de oraciones]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="pt"><![CDATA[Idioma escrito]]></kwd>
<kwd lng="pt"><![CDATA[ensino de um segundo idioma]]></kwd>
<kwd lng="pt"><![CDATA[variedade de frases]]></kwd>
<kwd lng="pt"><![CDATA[educação superior]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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