An exploration of the resources for constructing a critical voice by students: functional stages and voice roles in scientific reviews

Detalhes bibliográficos
Autor(a) principal: Ramírez, Laura Aurora Hernández
Data de Publicação: 2015
Tipo de documento: Artigo
Idioma: por
Título da fonte: Letras (Santa Maria. Online)
Texto Completo: https://periodicos.ufsm.br/letras/article/view/20217
Resumo: It is commonly considered that the ideal way to evaluate knowledge in the school context is by means of written coherent opinions about specific topics. However, teachers seldom explain with precision what it is to express an opinion, or the process through which discourse configures the expected disciplinary views. As an introduction to the discourse analysis of these disciplinary forms of opinion, which represents a new line of research, in this article I will show the types of authorial stance resources used in a series of scientific reviews published in the ¿Cómo Ves? magazine, edited by the National Autonomous University of Mexico. Concretely, I will describe the voice roles (HOOD, 2004; MARTIN; WHITE, 2005; OTEÍZA, 2009) and the expansion/contraction of dialogic space with the participant voices, which are defined in each of the stages of the schematic structure or sequence by which the function of recommending a science book is fulfilled. For the description of these resources, I use the system of categories proposed by Appraisal Theory, a development of the interpersonal component that has attracted great interest in discourse analysts and researchers from Systemic-Functional Linguistics because of its great explanatory power of the way in which social experience is evaluated with language (OTEÍZA, 2009). I believe that with this kinds of description it will be possible to provide more precise answers to the recurrent questions posed on writing conventions of the different disciplinary communities and to build up pedagogical projects about specialized argumentation.
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spelling An exploration of the resources for constructing a critical voice by students: functional stages and voice roles in scientific reviewsHacia la construcción de la voz crítica de los estudiantes: etapas funcionales y roles de voz en la reseña de divulgación científicaPara a construção da voz crítica dos estudantes: estágios funcionais e funções de voz na revisão de divulgação científicaAnswer genresReviewOpinionDiscourseAuthorial voiceGéneros de respuestaReseñaOpiniónDiscursivizaciónVoz autorialGêneros de respostaRevisãoOpiniãoDiscursivizaçãoVoz autoralIt is commonly considered that the ideal way to evaluate knowledge in the school context is by means of written coherent opinions about specific topics. However, teachers seldom explain with precision what it is to express an opinion, or the process through which discourse configures the expected disciplinary views. As an introduction to the discourse analysis of these disciplinary forms of opinion, which represents a new line of research, in this article I will show the types of authorial stance resources used in a series of scientific reviews published in the ¿Cómo Ves? magazine, edited by the National Autonomous University of Mexico. Concretely, I will describe the voice roles (HOOD, 2004; MARTIN; WHITE, 2005; OTEÍZA, 2009) and the expansion/contraction of dialogic space with the participant voices, which are defined in each of the stages of the schematic structure or sequence by which the function of recommending a science book is fulfilled. For the description of these resources, I use the system of categories proposed by Appraisal Theory, a development of the interpersonal component that has attracted great interest in discourse analysts and researchers from Systemic-Functional Linguistics because of its great explanatory power of the way in which social experience is evaluated with language (OTEÍZA, 2009). I believe that with this kinds of description it will be possible to provide more precise answers to the recurrent questions posed on writing conventions of the different disciplinary communities and to build up pedagogical projects about specialized argumentation.Comúnmente se considera que la evaluación ideal del conocimiento en el ámbito escolar es mediante la escritura de una opinión coherente sobre un tema revisado específico. Sin embargo, casi nunca se explica con precisión qué es opinar, ni el proceso por medio del cual el discurso configura las opiniones disciplinares esperadas. Como una introducción al análisis discursivo de estas formas disciplinares de la opinión, que representa una nueva veta de investigación dentro del análisis del discurso, en este artículo mostraré el tipo de recursos de posicionamiento autoral utilizados una serie de reseñas de divulgación científica (review) publicadas en la revista ¿cómoves?, editada por la UNAM. Concretamente, describiré los roles de voz (HOOD, 2004; MARTIN; WHITE, 2005; OTEÍZA, 2009) y sus estrategias de apertura y contracción del espacio dialógico con las voces participantes, que se definen en cada una de las etapas de estructura esquemática o secuencias a través de las cuales se cumple la función de recomendar la lectura de un libro relacionado con la ciencia. Para la descripción de estos recursos, empleo el sistema de categorías propuestas por la Teoría de la Valoración, un desarrollo del componente interpersonal que ha despertado gran interés en los investigadores y analistas discursivos de la Lingüística Sistémico Funcional, debido a su gran poder explicativo de la manera en que con el lenguaje se valora la experiencia social (OTEÍZA, 2009). Considero que a partir de este tipo de descripciones será posible proporcionar respuestas más precisas para las recurrentes interrogantes planteadas acerca de las convenciones de escritura de las diversas comunidades disciplinares y dará pie para la construcción de proyectos de intervención pedagógica de la argumentación especializada.Considera-se comumente que a avaliação ideal do conhecimento no ambiente escolar é escrevendo um parecer coerente sobre um tema revisado específico. No entanto, quase nunca é explicado com precisão o que dizer, nem o processo por meio do qual o discurso configura as opiniões disciplinares esperadas. Como uma introdução à análise discursiva dessas formas disciplinares de opinião, que representa uma nova veia de pesquisa dentro da análise do discurso, neste artigo mostrará o tipo de recursos de posicionamento de autoria usado um número de Revisões de divulgação científica (resenha) publicadas na revista ¿quéves ?, publicadas pela a UNAM. Especificamente, descreverei os papéis da voz (HOOD, 2004; MARTIN; WHITE, 2005; OTEÍZA, 2009) e suas estratégias de abertura e contração do espaço dialógico com o vozes participantes, que são definidas em cada uma das etapas da estrutura esquemática ou seqüências através das quais a função de recomendar a leitura de um livro relacionado à ciência. Para a descrição desses recursos, eu uso o sistema de categorias propostas pela Teoria da Avaliação, um desenvolvimento do componente interpessoal que despertou grande interesse em pesquisadores e analistas discursivos da Linguística Sistêmica Funcional, devido ao seu grande poder explicativo no modo de em que a linguagem é uma experiência social valorizada (OTEÍZA, 2009). Acredito que a partir deste tipo de descrição será possível fornecer respostas mais precisas para as questões recorrentes levantadas sobre as convenções de escrita de comunidades disciplinares diversas e dará origem à construção de projetos de intervenção pedagógica de argumentação especializada.Universidade Federal de Santa Maria2015-10-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsm.br/letras/article/view/2021710.5902/2176148520217Letras; n. 50 (Jun. 2015) - Estudos sistêmico-funcionais: desdobramentos e interfaces; 383-4062176-14851519-3985reponame:Letras (Santa Maria. Online)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttps://periodicos.ufsm.br/letras/article/view/20217/pdfCopyright (c) 2015 Letrasinfo:eu-repo/semantics/openAccessRamírez, Laura Aurora Hernández2022-11-08T18:02:47Zoai:ojs.pkp.sfu.ca:article/20217Revistahttps://periodicos.ufsm.br/letrasPUBhttps://periodicos.ufsm.br/letras/oai||gil.negreiros@ufsm.br|| periodicoletras.ufsm@gmail.com2176-14851519-3985opendoar:2023-01-09T16:16:18.419486Letras (Santa Maria. Online) - Universidade Federal de Santa Maria (UFSM)true
dc.title.none.fl_str_mv An exploration of the resources for constructing a critical voice by students: functional stages and voice roles in scientific reviews
Hacia la construcción de la voz crítica de los estudiantes: etapas funcionales y roles de voz en la reseña de divulgación científica
Para a construção da voz crítica dos estudantes: estágios funcionais e funções de voz na revisão de divulgação científica
title An exploration of the resources for constructing a critical voice by students: functional stages and voice roles in scientific reviews
spellingShingle An exploration of the resources for constructing a critical voice by students: functional stages and voice roles in scientific reviews
Ramírez, Laura Aurora Hernández
Answer genres
Review
Opinion
Discourse
Authorial voice
Géneros de respuesta
Reseña
Opinión
Discursivización
Voz autorial
Gêneros de resposta
Revisão
Opinião
Discursivização
Voz autoral
title_short An exploration of the resources for constructing a critical voice by students: functional stages and voice roles in scientific reviews
title_full An exploration of the resources for constructing a critical voice by students: functional stages and voice roles in scientific reviews
title_fullStr An exploration of the resources for constructing a critical voice by students: functional stages and voice roles in scientific reviews
title_full_unstemmed An exploration of the resources for constructing a critical voice by students: functional stages and voice roles in scientific reviews
title_sort An exploration of the resources for constructing a critical voice by students: functional stages and voice roles in scientific reviews
author Ramírez, Laura Aurora Hernández
author_facet Ramírez, Laura Aurora Hernández
author_role author
dc.contributor.author.fl_str_mv Ramírez, Laura Aurora Hernández
dc.subject.por.fl_str_mv Answer genres
Review
Opinion
Discourse
Authorial voice
Géneros de respuesta
Reseña
Opinión
Discursivización
Voz autorial
Gêneros de resposta
Revisão
Opinião
Discursivização
Voz autoral
topic Answer genres
Review
Opinion
Discourse
Authorial voice
Géneros de respuesta
Reseña
Opinión
Discursivización
Voz autorial
Gêneros de resposta
Revisão
Opinião
Discursivização
Voz autoral
description It is commonly considered that the ideal way to evaluate knowledge in the school context is by means of written coherent opinions about specific topics. However, teachers seldom explain with precision what it is to express an opinion, or the process through which discourse configures the expected disciplinary views. As an introduction to the discourse analysis of these disciplinary forms of opinion, which represents a new line of research, in this article I will show the types of authorial stance resources used in a series of scientific reviews published in the ¿Cómo Ves? magazine, edited by the National Autonomous University of Mexico. Concretely, I will describe the voice roles (HOOD, 2004; MARTIN; WHITE, 2005; OTEÍZA, 2009) and the expansion/contraction of dialogic space with the participant voices, which are defined in each of the stages of the schematic structure or sequence by which the function of recommending a science book is fulfilled. For the description of these resources, I use the system of categories proposed by Appraisal Theory, a development of the interpersonal component that has attracted great interest in discourse analysts and researchers from Systemic-Functional Linguistics because of its great explanatory power of the way in which social experience is evaluated with language (OTEÍZA, 2009). I believe that with this kinds of description it will be possible to provide more precise answers to the recurrent questions posed on writing conventions of the different disciplinary communities and to build up pedagogical projects about specialized argumentation.
publishDate 2015
dc.date.none.fl_str_mv 2015-10-28
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufsm.br/letras/article/view/20217
10.5902/2176148520217
url https://periodicos.ufsm.br/letras/article/view/20217
identifier_str_mv 10.5902/2176148520217
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufsm.br/letras/article/view/20217/pdf
dc.rights.driver.fl_str_mv Copyright (c) 2015 Letras
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2015 Letras
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Santa Maria
publisher.none.fl_str_mv Universidade Federal de Santa Maria
dc.source.none.fl_str_mv Letras; n. 50 (Jun. 2015) - Estudos sistêmico-funcionais: desdobramentos e interfaces; 383-406
2176-1485
1519-3985
reponame:Letras (Santa Maria. Online)
instname:Universidade Federal de Santa Maria (UFSM)
instacron:UFSM
instname_str Universidade Federal de Santa Maria (UFSM)
instacron_str UFSM
institution UFSM
reponame_str Letras (Santa Maria. Online)
collection Letras (Santa Maria. Online)
repository.name.fl_str_mv Letras (Santa Maria. Online) - Universidade Federal de Santa Maria (UFSM)
repository.mail.fl_str_mv ||gil.negreiros@ufsm.br|| periodicoletras.ufsm@gmail.com
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