The voice of university faculty in teaching guides: An analysis of positioning strategies in the area of Language and Literature Didactics.
Abstract
The teaching guide covers the planning and orientation of the learning process of a subject. In spite of being established in the university environment more than two decades ago and being a technical genre of reference in the academic space, it has not received special attention in comparison with the colony of genres that circulate in the university. Thus, from a linguistic-discursive approach, this study analyzes the positioning strategies of the faculty in these guides, as well as the rhetorical structure, the communicative purposes and the communicative function of this genre. For this purpose, 118 teaching guides in the area of Didactics of Language and Literature from 67 Spanish universities are analyzed through an inductive-deductive analysis. The results show a genre where the informative-persuasive discourse prevails and with a preponderance of the hierarchical dimension. Likewise, the genre presents a stable rhetorical structure although with a diverse labeling in its entitulation
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