Linguistic-discursive resources of the author's voice in pregraduate reports: learning and assessment from different academic disciplines
Abstract
In Discourse Studies and Text Linguistics, the report is investigated in different genre families depending on the context of production: for example, in peer evaluative genres (Bosio, 2005; Sabaj et al., 2018), informative school genres (Rose and Martin, 2012/2018) or academic expository genres in undergraduate studies, with blurred boundaries with other genres (cf. monograph, Moris and Pérez, 2014; Sologuren, 2020). We analysed in a corpus of 30 undergraduate student reports (10 from Applied Languages, 10 from Translation and 10 from Biomedicine students) the linguistic-discursive resources used to discursively engage (Hyland and Sancho Guinda, 2012), evaluate the information presented (Martin and White, 2005) and dialogue with the academic community (Gil-Salom and Soler-Monreal, 2014). The results show that the authorial voice manifests itself with tentative resources that need to be self- and co-assessed by the learners in each particular discipline.
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