In the past one hundred years, two approaches to the study of the Book of Psalms have tended to dominate, namely form criticism and shape and shaping (canonical criticism). Other studies such as the theology of psalms, the poetics of psalms, the redaction of psalms, as well as psalms and intertextuality have also been done. These approaches to the Psalter will continue to be points of focus for studies - the recurrent trends. In the late 20th and early 21st centuries, other approaches to the Psalter emerged such as, among others, rhetorical criticism, liberation theology, feminist criticism, the psalms and spirituality, and so forth - the current trends. This article offers a summary of the current state of the form critical and the shape and shaping studies of the Psalter - the recurrent trends - and then moves on to examine a number of the 21st-century approaches to the book of Psalms - the current trends. The article concludes with some tentative thoughts about the future of psalm studies in the 21st century.

ABSTRACT: The case report is a widely used genre in academic training processes in civil computer engineering. Students produce this genre in the university classroom guided by diverse academic and professional purposes. Despite its relevance, empirical rhetorical-discursive descriptions of the value of student writing are still scarce in Spanish. Thus, to advance in the knowledge of written production at the rhetorical level, we propose to describe the rhetorical-discursive organisation of the case report genre in this subdiscipline. The methodological proposal follows a design anchored in Swalesian Genre Analysis and uses a corpus of 100 texts. The application of this method allowed us to determine the macromoves, moves and rhetorical steps of the genre, its communicative functions, and textual features. The resulting rhetorical model is made up of five macro-moves, 13 moves and 19 steps. This model shows the hybridisation of the genre, its mesogenic nature, the role of multimodal artefacts and its epicentral character within the Informe Técnico family. This allowed us to obtain teachers' and students' views on the process of training professional writers in the field of engineering. Finally, implications for genre theory, Spanish language description and genre pedagogy emerge from the results.

RESUMEN: El Informe de Caso es un género ampliamente utilizado en los procesos de formación académica en ingeniería civil informática. Los estudiantes producen este género en el aula universitaria guiados por diversos propósitos tanto académicos como profesionales. No obstante, su relevancia manifiesta, aún son escasas las descripciones retórico-discursivas empíricas en español, que releven el valor de la escritura estudiantil. De este modo, para avanzar en el conocimiento de la producción escrita a nivel retórico, nos proponemos describir la organización retórica discursiva del género Informe de Caso en esta subdisciplina. La propuesta metodológica sigue un diseño anclado en el Análisis del Género de raigambre Swalesiana y utiliza un corpus de 100 textos. La aplicación de este método nos permitió determinar las macromovidas, movidas y pasos retóricos del género, sus funciones comunicativas y rasgos textuales. El modelo retórico resultante quedó configurado por cinco macromovidas, 13 movidas y 19 pasos. En este modelo se constata la hibridación del género, su naturaleza mesogenérica, el rol de los artefactos multimodales y su carácter epicentral al interior de la familia Informe Técnico. Esto nos permitió obtener la visión de los profesores y de los estudiantes sobre el proceso de formación de escritores profesionales en el área de ingeniería. Finalmente, de los resultados emergen implicancias para la teoría del género, para la descripción de la lengua española y para la pedagogía del género.

Abstract In the science field, the use of Problem-Based Learning (PBL) methodology is becoming increasingly common, and the learning outcome is often captured in a written report. In our study, we consider the problem-solving report a formative-evaluative genre that has a dual purpose: to be a learning activity and to be an evaluation product. From the genre theory (Swales, 1990, 2004), we describe the rhetorical organization of this genre by means of a corpus of written texts in the area of biology and, subsequently, we analyze the first move in depth, considering, on the one hand, the levels of reading comprehension (Cassany, 2006; Gordillo & Flórez, 2009; Guevara, Cárdenas & Reyes, 2015) and, on the other, the taxonomies of learning (Bloom et al. (1956) reformulated by Anderson & Krathwohl, 2001; Biggs & Collis, 1982, 1989). The results indicate that there are four rhetorical moves that possess different communicative purposes. In the case of the first move, problematization, there are three types of questions that account for the level of abstraction of acquired knowledge and the problematization that the students carry out based on the case presented in the PBL. In this move, transactional interrogative statements predominate (Escandell, 2013), using simple discursive resources such as definition, description, classification, or enumeration. Since the genre has not been described before, it is necessary to deconstruct it and model it in order to understand its scope in disciplinary training in the field of science.

Resumen En el área de las ciencias es cada vez más recurrente la utilización de la metodología del Aprendizaje Basado en Problemas (ABP), cuyo resultado de aprendizaje se recoge frecuentemente en un informe escrito. En nuestro estudio, denominamos informe de resolución de problemas al género formativo-evaluativo que cumple una doble finalidad: ser una actividad de aprendizaje y ser un producto de evaluación. Desde la teoría del género (Swales, 1990, 2004), se describe la organización retórica de este género por medio de un corpus de textos escritos del área biología y, posteriormente, se profundiza en el análisis de la primera movida, considerando, por una parte, los niveles de comprensión lectora (Cassany, 2006; Gordillo & Flórez, 2009; Guevara, Cárdenas & Reyes, 2015) y, por otra, las taxonomías de aprendizaje (Bloom et al. (1956) reformulada por Anderson & Krathwohl, 2001; Biggs & Collis, 1982, 1989). Los resultados indican que existen cuatro movidas retóricas que poseen diferentes propósitos comunicativos. En el caso de la primera movida, problematización, existen tres tipos de preguntas que dan cuenta del nivel de abstracción de conocimiento adquirido y de la problematización que realizan los estudiantes a partir del caso expuesto en el ABP. En esta movida, predominan los enunciados interrogativos transaccionales (Escandell, 2013), utilizando recursos discursivos sencillos como la definición, descripción, clasificación o enumeración. Debido a que el género no ha sido descrito con anterioridad, es necesario deconstruirlo y modelarlo para poder comprender su alcance en la formación disciplinar del ámbito de las ciencias.

Abstract Legal research paper is a genre widely used by experts in the legal community. However, empiric rhetoric-discursive descriptions of the features in legal writing for the Spanish speaking community and, especially, the Chilean community are scarce, despite its relevance. Therefore, the objective is to describe the rhetoric-discursive organization of this genre inserted in the academic discourse in the legal science field to expand the knowledge of the written production at a rhetoric level. A Swalesian Genre Analysis was carried out to fulfill the objective, and a microcorpus of 25 texts was collected from a larger ecological corpus that gathered academic productions of domestic teaching related to the principle of equality. The analysis identified macromoves, moves and rhetorical steps, communicative functions, and text features. The resulting rhetorical model was formed by 3 macromoves, 8 moves and 15 steps. The argumentation core is that macromove is crucial to understand how dogmatic people build their discourse about the principle of equality, mainly using authority, concept, and pragmatic arguments based on knowledge and logos. Some rhetoric patterns are described as preferred by the discursive community. Finally, the results provide useful information for genre theory, description of the Spanish language in specialized fields, and discourse studies of the legal community.

Resumen El artículo de investigación en derecho es un género ampliamente utilizado por los expertos de la comunidad jurídica. Sin embargo, pese a su relevancia, en la lengua española aún son escasas las descripciones retórico-discursivas empíricas que dan cuenta de los rasgos de la escritura jurídica en el ámbito hispánico en general y en la comunidad chilena en particular. Así, para avanzar en el conocimiento de la producción escrita a nivel retórico, el objetivo de este trabajo es describir la organización retórica discursiva de este género propio del discurso académico en el ámbito de las ciencias jurídicas. Para abordar este objetivo se utilizó el ‘análisis del género’ de corte Swalesiano y se configuró un microcorpus de 25 textos que derivan de una recolección ecológica mayor, la que aglutina producciones académicas de la doctrina nacional en torno al principio de igualdad. El análisis efectuado permitió determinar las macromovidas, movidas y pasos retóricos, sus funciones comunicativas y rasgos textuales. El modelo retórico resultante quedó configurado por 3 macromovidas, 8 movidas y 15 pasos. La macromovida nuclear de argumentación resulta crucial para entender la forma en que los dogmáticos construyen su discurso sobre el principio de igualdad, utilizando fundamentalmente argumentos de autoridad, conceptuales y pragmáticos basados en el conocimiento y en el logos. De allí se relevan algunos patrones retóricos preferidos por la comunidad discursiva. Finalmente, de los resultados emergen implicancias para la teoría del género, la descripción de la lengua española en ámbitos especializados y los estudios del discurso de la comunidad jurídica.

RESUMEN Objetivo: Se plantea como objetivo fundamentar una propuesta didáctica que haga énfasis en la construcción de tipos de géneros de investigación, a partir de la integración de las competencias comunicativa e investigativa en todo el proceso de formación inicial en la carrera Educación Lengua Extranjera (Inglés). Métodos: La sistematización teórica sobre la perspectiva del género discursivo en la formación académica fue utilizada como método principal. Se asume una base metodológica sustentada en la teoría del género aplicada a la enseñanza de lenguas extranjeras, la cual ofrece los principales fundamentos para una competencia comunicativa-investigativa en el ciclo de formación académica de los estudiantes de la carrera. Resultado: Los principales resultados sintetizan como categoría teórico-metodológica la noción de unidades semántico-discursivas o movidas retóricas que, organizadas en determinadas secuencias, orientan la escritura de géneros de investigación en la carrera Licenciatura en Educación Lengua Extranjera (Inglés). Sobre esta base se fundamenta una propuesta didáctica para la carrera, que asume una formación en y para la investigación, a partir de la diferenciación de tres etapas en las que se integran las competencias comunicativa e investigativa y las principales acciones discursivas de los tipos de géneros de investigación. Conclusión: La escritura de géneros de investigación en la carrera constituye un proceso complejo y prolongado, el cual exige una planificación y organización coherente desde etapas iniciales en la universidad. Con este fin se fundamentó una propuesta didáctica que, centrada en el género de investigación como práctica lingüístico-discursiva, contribuye de manera significativa a los procesos de comprensión, producción y socialización discursiva, así como al desarrollo de la competencia comunicativa-investigativa de los estudiantes.

ABSTRACT Objective: This article aims at devising a didactic proposal that emphasizes the production of types of research genres from the interrelation of communicative and research competencies in the teachers’ education process. Methods: The theoretical framework takes the genre perspective in academic education as the guiding principle. The methodological foundations follow the Genre Theory applied to foreign languages teaching. It offers the fundamentals for integrating communicative and research competencies in the academic formative cycle. Results: The main findings configure the theoretical/methodological category of notion of semantic-discursive units or rhetorical moves that organize textual sequences, guiding the writing of research genres in the English Teacher Education Course. On that basis, a didactic proposal, that takes research as the path and goal of teacher education, is organized into three stages integrating communicative and research competencies and discursive features to research genres. Conclusion: Writing research genres in the career constitutes a complex and long process that requires coherent planning from the initial stages of university studies. To this end, a didactic proposal focused on research genres as linguistic/discursive practice was designed. This proposal may contribute to the students’ comprehension, production, and socialization processes, and the development of communicative and research competence.

Abstract One of the difficulties generated in the context of confinement due to the SARS-CoV-2 pandemic was the feedback process for written production at the graduate level. This has an essential role in learning, not only regarding the perception of feedback, i.e., giving feedback once the student's work is concluded; but also in the feedforward process that involves accompanying the development of writing by detecting and correcting mistakes (Canabal and Margalef, 2017; Navarro, 2020). As Ahshan (2021) points out, the pandemic forced active teaching and learning strategies to become remote, both synchronous and asynchronous, mediated by educational technologies and platforms for learning management. During the pandemic, the learning of the academic writing process was affected as well. This is a process that already involves different challenges to mediate its elaboration (Carlino, 2013), whether with undergraduate or graduate students (Sabaj et al., 2011). Regarding this obstacle, literature suggests the application of rhetorical moves (Swales, 1990) and genres pedagogy (Venegas et al., 2015; Venegas et al., 2016) as a contribution that facilitates the development of final thesis works. Based on the aforementioned, the question arises: How did the group of graduate students perceive remote feedback from teachers, regarding writing practices, during the elaboration process of the qualitative research project? Therefore, the aim of the study was to understand the perception of remote feedback on writing practices that graduate students received from teachers during the elaboration of the qualitative research project. In order to provide a methodological response, a qualitative, descriptive-phenomenological research was proposed through a case study. The participants were students from the 2018 and 2019 cohorts who took the qualitative analysis elective course of a doctoral education program from a Chilean public university. The classes included group and individual feedback of the writing practices of the qualitative research project, through synchronous educational technologies such as the Zoom platform and Google meet; and also, asynchronous ones such as Ucampus, Youtube and email. Two focus groups were conducted, whose corpus was analyzed under the inspiration of grounded theory (Strauss and Corbin, 2002) with the assistance of Atlas Ti software. Informed consents were applied as ethical criteria for the research. The findings indicate a positive valuation by the students of both the feedback provided through different virtual resources and the modeling of the writing process of the project from video capsules. Furthermore, the asynchronous interactions allowed the prompt communication of the rubrics, before and after the evaluation process. The thematic relevance stands out, having collected the needs of the participants themselves, and the in-depth application of a critical analysis contributed by the group work of a community of researchers in training, which contrasts with the traditional academic training of postgraduate students.

Resumen El objetivo de este artículo es describir la eficacia de las prácticas de retroalimentación digital en la producción del género informe de proyecto. La muestra está constituida por 353 participantes en un contexto de Aprendizaje Basado en Proyectos. La investigación contempla tres instancias evaluativas que son parte de una cadena genérica: 1) Avance de informe de proyecto 2) Pitch oral de presentación de proyecto y 3) Informe final de proyecto. A través de un análisis cuantitativo, los estadísticos descriptivos demuestran que los promedios de las evaluaciones son superiores a medida que se va desarrollando la cadena genérica. Por su parte, los datos cualitativos evidencian criterios de éxito y los hitos difíciles de producción de este género discursivo. Finalmente, se perfilan los dispositivos didácticos que posibilitaron una retroalimentación digital efectiva de la escritura colaborativa y del trabajo por proyecto. Es así que las implicancias para una pedagogía del género son discutidas.

Abstract One of the difficulties generated in the context of confinement due to the SARS-CoV-2 pandemic was the feedback process for written production at the graduate level. This has an essential role in learning, not only regarding the perception of feedback, i.e., giving feedback once the student's work is concluded; but also in the feedforward process that involves accompanying the development of writing by detecting and correcting mistakes (Canabal and Margalef, 2017; Navarro, 2020). As Ahshan (2021) points out, the pandemic forced active teaching and learning strategies to become remote, both synchronous and asynchronous, mediated by educational technologies and platforms for learning management. During the pandemic, the learning of the academic writing process was affected as well. This is a process that already involves different challenges to mediate its elaboration (Carlino, 2013), whether with undergraduate or graduate students (Sabaj et al., 2011). Regarding this obstacle, literature suggests the application of rhetorical moves (Swales, 1990) and genres pedagogy (Venegas et al., 2015; Venegas et al., 2016) as a contribution that facilitates the development of final thesis works. Based on the aforementioned, the question arises: How did the group of graduate students perceive remote feedback from teachers, regarding writing practices, during the elaboration process of the qualitative research project? Therefore, the aim of the study was to understand the perception of remote feedback on writing practices that graduate students received from teachers during the elaboration of the qualitative research project. In order to provide a methodological response, a qualitative, descriptive-phenomenological research was proposed through a case study.The participants were students from the 2018 and 2019 cohorts who took the qualitative analysis elective course of a doctoral education program from a Chilean public university. The classes included group and individual feedback of the writing practices of the qualitative research project, through synchronous educational technologies such as the Zoom platform and Google meet; and also, asynchronous ones such as Ucampus, Youtube and email. Two focus groups were conducted, whose corpus was analyzed under the inspiration of grounded theory (Strauss and Corbin, 2002) with the assistance of Atlas Ti software. Informed consents were applied as ethical criteria for the research.The findings indicate a positive valuation by the students of both the feedback provided through different virtual resources and the modeling of the writing process of the project from video capsules. Furthermore, the asynchronous interactions allowed the prompt communication of the rubrics, before and after the evaluation process. The thematic relevance stands out, having collected the needs of the participants themselves, and the in-depth application of a critical analysis contributed by the group work of a community of researchers in training, which contrasts with the traditional academic training of postgraduate students.

Resumen Un desafío para la enseñanza, en el contexto de confinamiento por la pandemia COVID-19, fue la retroalimentación remota para la producción escrita en posgrado. Esto significó, por una parte, no solo enfocarse en la corrección de errores y, por otra, realizar un acompañamiento continuo pese a la distancia. Por ello, se buscó comprender la percepción sobre la retroalimentación remota de prácticas de escritura que recibieron estudiantes de posgrado por parte de los docentes durante el proceso de elaboración del proyecto de investigación cualitativa. Considerando un paradigma cualitativo, se recurrió al estudio de caso. Como recolección de información, se aplicaron grupos focales a estudiantes de un programa doctoral en educación. El análisis se realizó bajo la inspiración de la teoría fundamentada. Los hallazgos señalaron la valoración positiva de la retroalimentación realizada a través de diferentes recursos virtuales y del modelamiento del proceso de escritura a partir de cápsulas en video.

Resumen Este trabajo examina, a la luz del análisis de movidas propuesto por Swales (1990), las estrategias retóricas movilizadas en la sección de consideraciones finales de artículos del área de Lingüística. Para el estudio, de carácter exploratorio, se seleccionaron 10 artículos publicados en periódicos brasileños, cuyas secciones finales fueron sometidas al análisis de movidas y pasos retóricos, a partir del modelo presentado por Cotos, Huffman y Link (2015). Los resultados indican estrategias recurrentes para retomar los objetivos, métodos, resultados, contribuciones e implicaciones de la investigación, además de posibles sugerencias para nuevos estudios. Sin embargo, la retoma de objetivos o métodos como forma de iniciar la sección constituye uno de los puntos más visibles en los que los textos se alejan del modelo de análisis, ratificando la flexibilidad inherente al género, dentro de los límites de las convenciones establecidas por la comunidad académica. examina 1990, 1990 , (1990) Lingüística estudio exploratorio 1 brasileños retóricos Cotos 2015. 2015 . (2015) investigación estudios embargo género académica 199 (1990 201 (2015 19 (199 20 (201 (19 2 (20 (1 (2 (

Abstract This work aims to examine, under the light of the move analysis proposed by Swales (1990), the rhetorical strategies mobilized in the conclusion section of articles in the field of Linguistics. For the study, of an exploratory character, ten articles published in Brazilian journals were selected, whose conclusive sections were submitted to the analysis of rhetorical movements and steps, based on the model presented by Cotos, Huffman and Link (2015). As a result, recurrent strategies for resuming the objectives, methods, results, contributions, and implications of the research were found, along with possible suggestions for new studies. However, the resumption of objectives or methods as a way of starting the section constitutes one of the most visible points at which the texts move away from the analysis model, ratifying the flexibility inherent to the genre, within the limits of the established conventions of the academic community. examine 1990, 1990 , (1990) Linguistics study character selected steps Cotos 2015. 2015 . (2015) result results contributions found studies However genre community 199 (1990 201 (2015 19 (199 20 (201 1 (19 2 (20 (1 (2 (

Resumo Este trabalho examina, à luz da análise de movimentos proposta por Swales (1990), as estratégias retóricas mobilizadas na seção de considerações finais de artigos da área de Linguística. Para este estudo, de natureza exploratória, foram selecionados dez artigos publicados em periódicos brasileiros, cujas seções conclusivas foram submetidas à análise de movimentos e passos retóricos, com base no modelo apresentado por Cotos, Huffman e Link (2015). Os resultados indicam estratégias recorrentes de retomada dos objetivos, métodos, resultados, contribuições e implicações da pesquisa, além de eventuais sugestões de novos estudos. Entretanto, a retomada de objetivos ou métodos como forma de iniciar a seção constitui um dos pontos mais visíveis em que os textos se afastam do modelo de análise, ratificando a flexibilidade inerente ao gênero, nos limites das convenções estabelecidas pela comunidade acadêmica. examina 1990, 1990 , (1990) Linguística estudo exploratória brasileiros retóricos Cotos 2015. 2015 . (2015) pesquisa estudos Entretanto gênero acadêmica 199 (1990 201 (2015 19 (199 20 (201 1 (19 2 (20 (1 (2 (

Resumo Este artigo tem por objetivo fornecer um breve panorama dos escritos historiográficos sobre a tributação Aquemênida, demonstrando como a tese da tributação excessiva influenciou nosso entendimento de Ne. 5 e da Yehud Persa no século V a.C. O trabalho descreve como foi outrora amplamente aceita a tese de que uma tributação excessiva teria conduzido à instabilidade social e econômica em muitas áreas periféricas do Império Aquemênida, incluindo Yehud. De acordo com estudos tradicionais, a narrativa de Ne. 5 contaria como o governador local teria agido para mitigar essa crise ao garantir perdão temporário de tributos e dívidas de pequenos proprietários rurais. Depois, discute como alguns pesquisadores questionaram a visão estabelecida, ressaltando a natureza retórica da fonte bíblica e as inconsistências lógicas das explicações econômicas empregadas para descrever essa presumida crise. Finalmente, este artigo enfrenta a questão de uma suposta calamidade econômica ocorrida na Yehud sob domínio persa e fornece algumas pistas para a reavaliação da narrativa bíblica, particularmente à luz de estudos recentes a respeito da economia e da tributação no Império Persa. Defende-se, em alguma medida, a leitura de Ne. 5 em um contexto histórico Aquemênida. Aquemênida Ne aC C a.C tradicionais rurais Depois estabelecida Finalmente Defendese, Defendese Defende se, se Defende-se medida

Abstract This article aims at providing a brief overview of the historiographic writings on Achaemenid taxation, showing how the thesis of overtaxation influenced our understanding of Neh. 5 and Persian Yehud in the 5th century BCE. It describes how it was once widely accepted that overtaxation led to social and economic instability in many peripheral areas of the Achaemenid Empire, including Yehud. According to traditional scholarship, the narrative of Neh. 5 described how the local governor acted to mitigate this crisis by granting temporary tax and debt relief to small farmers. The author then moves to discuss how recent scholars questioned that long-established view, highlighting the biblical source’s rhetorical nature and the logical inconsistencies of the economic explanations used to describe this putative crisis. Finally, this article faces the question of a supposed economic calamity arising in Yehud under Persian hegemony and provides some clues to reevaluate the biblical narrative, particularly in light of recent studies concerning the Persian Empire’s economy and taxation. It supports to some extent the reading of Neh. 5 in an Achaemenid historical context. taxation Neh th BCE Empire scholarship farmers longestablished long established view sources source s Finally Empires context

In times of fierce neoliberal politics committed to accelerated productivism, scientific research paper is one of the forms of communication that most circulate in the academic-scientific field, an object on which many of the institutional ranking indices fall and is itself a recurring theme of studies related to the literacy studies, writing didactics and discourse studies. We found in Swales (1990) proposals that seek to articulate knowledge from different theoretical fields that can contribute to the didactics of academic writing. In this area, the main objective of this study is to understand how the scientific paper introduction and conclusion rhetorical orientationnbsp; in the area of Education is present in the compositionality, style and thematic development of this genre. This is a documentary research, whose corpus is composed of 16 papers in the Education field, with the journals being evaluated as Qualis A1, in the Capes 2013-2016 quadrennium. The results reveal the presence of the rhetorical movements pointed out by Swales, through the discursive strategies of stance and engagement (HYLAND, 2015), and contribute to the compositionality of the genre. Despite this, it is not possible to state, as described by Swales, that such movements are mandatory. It was also verified that the configurations of systematic language choices must be understood within a disciplinary field and that the text reflects the choices and limitations that act on the authors.

En tiempos de feroz política neoliberal comprometida con el productivismo acelerado, el artículo es una de las formas de comunicación que más circulan en el campo académico-científico, objeto sobre el que recaen muchos de los índices del ranking institucional y es en sí mismo un tema recurrente de estudios vinculados a los estudios de alfabetización, didáctica de la escritura y estudios del discurso. Encontramos en Swales (1990) propuestas que buscan articular saberes de distintos campos teóricos que puedan contribuir a la didáctica de la escritura académica. En ese ámbito, el objetivo principal de este estudio es comprender cómo la orientación retórica de las introducciones y conclusiones de los artículos científicos del área de la Educación está presente en la composicionalidad, el estilo y el desarrollo temático de este género. Se trata de una investigación documental, cuyo corpus está compuesto por 16 artículos del área de Educación, siendo las revistas evaluadas como Qualis A1, en el cuatrienio Capes 2013-2016. Los resultados revelan la presencia de los movimientos retóricos señalados por Swales, a través de las estrategias discursivas de compromiso y posicionamiento (HYLAND, 2015), y contribuyen a la composicionalidad del género. A pesar de esto, no es posible decir, como lo describe Swales, que tales movimientos sean obligatorios. También se verificó que las configuraciones de elecciones sistemáticas del lenguaje deben ser comprendidas dentro de un campo disciplinar y que el texto refleja las elecciones y limitaciones que actúan sobre los autores.

Em tempos de acirrada política neoliberal comprometida com o produtivismo acelerado, o artigo é uma das formas de comunicação que mais circulam no âmbito acadêmico-científico, objeto sobre o qual recaem muitos dos índices de ranqueamento institucionais e é ele próprio tema recorrente de estudos vinculados aos estudos do letramento, à didática da escrita e aos estudos do discurso. Encontramos em Swales (1990) propostas que buscam articular saberes de campos teóricos distintos que podem contribuir para a didática da escrita acadêmica. Nessa seara, o objetivo principal deste estudo é compreender como a orientação retórica de introduções e conclusões dos artigos científicos da área da Educação se faz presente na composicionalidade, no estilo e no desenvolvimento temático desse gênero. Trata-se de uma pesquisa documental, cujo corpus é composto por 16 artigos da área da Educação, tendo sido os periódicos avaliados como Qualis A1, no quadriênio Capes 2013-2016. Os resultados revelam a presença dos movimentos retóricos apontados por Swales, por meio das estratégias discursivas de engajamento e posicionamento (HYLAND, 2015), e contribuem para a composicionalidade do gênero. Apesar disso, não é possível afirmar, como descrito por Swales, que tais movimentos sejam de ordem obrigatória. Verificou-se também que as configurações de escolhas sistemáticas de linguagem devem ser compreendidas no interior de um campo disciplinar e que o texto reflete as escolhas e as limitações que atuam sobre os autores.

RESUMO Este artigo analisa a resenha de livro no âmbito da rede social YouTube, considerando as estratégias de distribuição de informações nas resenhas publicadas nesse ambiente virtual. Teoricamente, apoiamo-nos, principalmente, no que se concerne ao processo de reelaboração de gêneros nas redes sociais (ARAÚJO, 2016). Além disso, partimos do instrumental analítico chamado Create a Research Space (CARS), proposto, inicialmente, por Swales (1984), para o estudo da organização de introduções de artigos científicos, posteriormente utilizado por Motta-Roth (1995) e outros autores para o estudo da resenha acadêmica. Partindo de uma metodologia de cunho etnográfico, reunimos 10 resenhas produzidas por usuários desse ambiente virtual, os chamados booktubers. A análise dos dados nos mostra que, apesar de muitos moves e subfunções que compõem a resenha acadêmica se manterem nessa realização do género, novas unidades retóricas, porém, aparecem nas resenhas, o que demonstrou a necessidade da reelaboração da sua organização retórica para contemplar o ato de resenhar no YouTube.

ABSTRACT In this paper, we examine book reviews that are published on the social media YouTube, considering the strategies used for the distribution of information. The reflection on the process of genre re-elaboration on social medias (ARAÚJO, 2016) is our main theoretical support. In addition, we also use the Create a Research Space (CARS) model, which was initially proposed by Swales (1984) to explain and describe the organizational pattern of writing the introduction to scholarly research studies, and posteriorly used by Motta-Roth (1995) and other researchers to analyze the organizational pattern of writing academic reviews. Using a methodology with ethnographical features, we gathered 10 book reviews elaborated by booktubers, which are the users of this virtual environment. Analysis we made shows that, despite the many moves e sub-functions in the writing of academic reviews also are present in the book reviews published on YouTube, new rhetorical unities appear indicating the necessity of re-elaboration for the organizational pattern of writing that genre in order to complete the act of reviewing a book on YouTube.

Resumen: El género ensayo tiene un importante rol para la formación en producción escrita argumentativa en el nivel universitario. Sin embargo, su descripción en español aún es escasa, por lo que el objetivo de este artículo es describir la organización retórica del género ensayo argumentativo. Para ello, seleccionamos un corpus de 54 ensayos producidos por estudiantes de Ingeniería. Primero, se utilizó el análisis de género en un microcorpus de ensayos bien evaluados. Segundo, se propuso un modelo retórico-discursivo el que fue validado por expertos. Finalmente, el modelo se comprobó empíricamente en nuevos ensayos, con la herramienta HERMES_UNSA. El resultado es la configuración de un modelo compuesto de cinco macromovidas, seis movidas y quince pasos, que dan cuenta de la organización discursiva de este género, el que puede ser utilizado como apoyo didáctico para la producción de este género en Ingeniería.

Abstract: The essay genre plays an important role in the training of argumentative writing at the university level. However, its description in Spanish is still scarce, so the aim of this article is to describe the rhetorical organization of the argumentative essay genre. For this purpose, we selected a corpus of 54 essays produced by UNSA engineering students. First, genre analysis was used in a microcorpus of well evaluated essays. Second, a rhetorical-discursive model was proposed and validated by experts. Finally, the model was empirically tested on new essays with the HERMES_UNSA tool. The result is the configuration of a model composed of five macro-moves, six moves and fifteen steps, which account for the discursive organization of this genre, which can be used as a didactic support for the production of this genre in engineering.

Abstract: Objective: To analyze the rhetorical and discursive features of communication research articles published in Spanish. Methodology: It was a genre analysis that integrated the methodological premises of the New Rhetoric School, the Swalesian Model and the Multiperspective Genre Analysis Model. Results: The predominant structure was Introduction-Methodology-Results-Results-Conclusions (I-M-R-C). Some linguistic realizations of moves and steps are included to illustrate writing practices. Conclusions: The analysis of the movements and steps of these sections showed that there are features that differentiate communication research articles from other discursive communities. There is a need for new studies to know other discursive features of this community and its genres. Those studies will be helpful for novel researchers and writers' training.

Resumen: Objetivo: Analizar los rasgos retóricos y discursivos de artículos de investigación de comunicación publicados en español. Metodología: Se hizo un análisis de género que integró las premisas metodológicas de la Escuela de la Nueva Retórica Estadounidense, el Modelo Swalesiano y el Modelo Multiperspectiva para análisis de género. Se analizaron artículos publicados por una revista latinoamericana de comunicación indexada en Scopus. Resultados: La estructura predominante es Introducción-Metodología-Resultados-Conclusiones (I-M-R-C). Se presentan realizaciones lingüísticas de movimientos y pasos que ilustran las prácticas de escritura. Conclusiones: El análisis de los movimientos y pasos de estas secciones confirmó rasgos propios para el artículo de investigación con diferencias en relación con otras comunidades discursivas.

ABSTRACT The project report is a genre widely used in the processes of academic training in computer science civil engineering. Students write this genre in the university classroom guided by diverse academic and professional purposes. Despite its relevance, empirical rhetorical-discursive descriptions that highlight the value of student writing are still scarce in Spanish. In this way, we describe the rhetorical-discursive organization of the project report genre in this subdiscipline to gain more knowledge about the written production at the rhetorical level. For this purpose, we follow a methodological design anchored in Genre Analysis of Swalesian roots, and we analyze a corpus formed by 58 texts. The use of this method helped us to determine macromoves, moves and steps of the genre, communicative functions and text characteristics. The resulting rhetorical model shows 16 moves and 36 steps. This model proved high stability of this genre, its mesogeneric nature and interconnection role between the academic and the professional discourse. Finally, implications for genre theory, for description of the Spanish language and for genre pedagogy emerge from the results.

RESUMEN El informe de proyecto es un género ampliamente utilizado en los procesos de formación académica en ingeniería civil informática. Los estudiantes producen este género en el aula universitaria guiados por diversos propósitos tanto académicos como profesionales. No obstante, su relevancia, en español aún son escasas las descripciones retórico-discursivas empíricas que releven el valor de la escritura estudiantil. De esto modo, para avanzar en el conocimiento de la producción escrita a nivel retórico nos proponemos describir la organización retórica discursiva del género informe de proyecto en esta subdisciplina. Para cumplir con este propósito seguimos un diseño metodológico anclado en el Análisis del Género de raigambre Swalesiana y utilizamos un corpus de 58 textos. La aplicación de este método nos permitió determinar las macromovidas, movidas y pasos retóricos del género, sus funciones comunicativas y rasgos textuales. El modelo retórico resultante quedó configurado por cinco macromovidas, 16 movidas y 36 pasos. Por medio de este modelo se constata la alta estabilidad del género, su naturaleza mesogenérica y su rol de interconexión entre el discurso académico y el profesional. Finalmente, de los resultados emergen implicancias para la teoría del género, para la descripción de la lengua española y para la pedagogía del género.

Resumen En los noticiarios de América Latina, es frecuente la utilización de recursos melodramáticos: focalización en historias personales, exacerbación de emociones, uso de figuras retóricas y recursos como primeros planos y música dramática, etc. Este fenómeno tiende a ser criticado por expertos, profesionales y miembros de la audiencia que asocian melodrama con sensacionalismo o con la cobertura de hechos de escasa relevancia. Este artículo presenta los resultados de dos investigaciones realizadas en Chile, las cuales, a partir de la aplicación de metodologías cualitativas (grupos focales, en el primer caso, y entrevistas en profundidad, en el segundo), tienen por objetivo explorar las percepciones que la audiencia tiene sobre el uso de recursos melodramáticos en los noticiarios de televisión abierta de Chile, cuáles son las características que valoran y las que rechazan de estos recursos, y distinguir si existen diferencias en tal percepción cuando se trata de la cobertura informativa de noticias de alta carga emocional como los desastres. Los resultados dan cuenta de percepciones mixtas, entre la crítica y el optimismo, pues los participantes de ambos estudios resaltan que, si bien les molesta el exceso de melodrama, su inclusión en los noticiarios incrementa la empatía y mueve a la acción. Durante la cobertura de desastres se advierte, además, que se produce una percepción diferenciada de las historias entre los afectados y no afectados por sus consecuencias.

Abstract In Latin America, news programs frequently leverage melodramatic resources: targeting of personal stories, exacerbation of emotions, use of rhetorical figures, close-ups, dramatic music, among others. This phenomenon tends to be criticized by experts, professionals, and members of the audience who associate melodrama with sensationalism or the coverage of irrelevant events. This article presents the results of two studies carried out in Chile using qualitative methods (focus groups, in the first case, and in-depth interviews, in the second). They aimed to explore the audience’s perceptions of the use of melodramatic resources in the Chilean open television news and the characteristics they value and reject, and find differences in such perception regarding informative coverage of highly emotional news, such as disasters. The results show mixed perceptions, between criticism and optimism, as the participants in both studies highlight that, while excess melodrama bothers them, its inclusion in news programs develops empathy and moves them to action. As to the coverage of disasters, stories are perceived differently between those affected and not affected by their consequences.

Resumo Nos telejornais da América Latina, é frequente a utilização de recursos melodramáticos: focalização em histórias pessoais, exacerbação de emoções, uso de figuras retóricas e recursos como primeiros planos e música dramática, etc. Esse fenômeno tende a ser criticado por especialistas, profissionais e membros do público que associam melodrama ao sensacionalismo ou à cobertura de fatos de pouca relevância. Este artigo apresenta os resultados de duas pesquisas realizadas no Chile, as quais, a partir da aplicação de metodologias qualitativas (grupos focais, no primeiro caso, e entrevistas em profundidade, no segundo), têm por objetivo explorar as percepções que o público tem sobre o uso de recursos melodramáticos nos telejornais de televisão aberta do Chile, quais são as características que valorizam e as que rejeitam desses recursos, e distinguir se existem diferenças em tal percepção quando se trata da cobertura informativa de notícias de alto teor emocional como os desastres. Os resultados apresentam percepções mistas, entre a crítica e o otimismo, pois os participantes de ambos os estudos realçam que, embora o excesso de melodrama os incomode, sua inclusão nos telejornais aumenta a empatia e move à ação. Durante a cobertura de desastres, observa-se também que há uma percepção diferenciada das histórias entre os afetados e não afetados por suas consequências.