Academic writing in the field of education: rhetorical moves in introductions and conclusions in scientific paper
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Cadernos de Estudos Linguísticos |
Texto Completo: | https://periodicos.sbu.unicamp.br/ojs/index.php/cel/article/view/8668219 |
Resumo: | At a time of deepening neoliberalism, with its overriding commitment to the speed of production, the scientific research paper has become one of the most prevalent forms of communication in the academic-scientific field. It is one of the factors used to compose institutional rankings and is itself a recurring theme in studies related to literacy, the teaching of writing, and discourse studies. Swales (1990) offers some proposals that draw on knowledge from different theoretical fields to contribute to the teaching of academic writing. In this area, the main objective of this study is to understand how the rhetorical moves in the introductions and conclusions of scientific papers in the area of education are expressed in the composition, style and thematic development of this genre. The study corpus is composed of 16 papers from the field of education published in journals classified as A1 in the Brazilian Qualis system for the four years from 2013 to 2016. The results reveal the presence of the rhetorical moves identified 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 moves are mandatory. It was also found that the configurations of systematic language choices must be understood within a disciplinary field and that the text reflects the choices and limitations acting on the authors. |
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Academic writing in the field of education: rhetorical moves in introductions and conclusions in scientific paperEscritura académica en el campo de la educación: orientação retórica em introduções e conclusões de artigos científicosEscrita acadêmica no campo da educação: orientação retórica em introduções e conclusões de artigos científicosEscrita acadêmicaMovimentos retóricosCampo disciplinarDidática da escritaAcademic writingRethorical movesDisciplinary fields Teaching of writingMovimientos retóricosCampo disciplinarioEscritura académicaDidáctica de la escrituraAt a time of deepening neoliberalism, with its overriding commitment to the speed of production, the scientific research paper has become one of the most prevalent forms of communication in the academic-scientific field. It is one of the factors used to compose institutional rankings and is itself a recurring theme in studies related to literacy, the teaching of writing, and discourse studies. Swales (1990) offers some proposals that draw on knowledge from different theoretical fields to contribute to the teaching of academic writing. In this area, the main objective of this study is to understand how the rhetorical moves in the introductions and conclusions of scientific papers in the area of education are expressed in the composition, style and thematic development of this genre. The study corpus is composed of 16 papers from the field of education published in journals classified as A1 in the Brazilian Qualis system for the four years from 2013 to 2016. The results reveal the presence of the rhetorical moves identified 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 moves are mandatory. It was also found that the configurations of systematic language choices must be understood within a disciplinary field and that the text reflects the choices and limitations acting 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 ámbito académico-científico, objeto sobre el que recaen muchos de los índices de ranking institucional y que es en sí mismo un tema recurrente de estudios vinculados a los estudios de alfabetización, la didáctica de la escritura y los estudios del discurso. Encontramos en Swales (1990) propuestas que buscan articular conocimientos de diferentes campos teóricos que puedan contribuir a la didáctica de la escritura académica. En este campo, el objetivo principal de este estudio es comprender cómo la orientación retórica de las introducciones y conclusiones de los artículos científicos en el 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 en el área de Educación, y las revistas fueron evaluadas como Qualis A1, en el cuatrienio Capes 2013-2016. Los resultados revelan la presencia de movimientos retóricos señalados por Swales, a través de estrategias discursivas de compromiso y posicionamiento (HYLAND, 2015), y contribuyen a la composición de género. Sin embargo, no es posible afirmar, como lo describe Swales, que tales movimientos sean de orden obligatorio. También se verificó que las configuraciones de las elecciones sistemáticas de lenguaje deben entenderse dentro de un campo disciplinario 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.Universidade Estadual de Campinas2022-06-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresTextoTextoinfo:eu-repo/semantics/otherapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/cel/article/view/866821910.20396/cel.v64i00.8668219Cadernos de Estudos Linguísticos; v. 64 (2022): Publicação Contínua; e022015Cadernos de Estudos Linguísticos; Vol. 64 (2022): Continous Publication; e022015Cadernos de Estudos Linguísticos; Vol. 64 (2022): Publicación continua; e0220152447-0686reponame:Cadernos de Estudos Linguísticosinstname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/cel/article/view/8668219/29234Brazil; 2013-2016Brasil; 2013-2016Brasil; 2013-2016Copyright (c) 2022 Cadernos de Estudos Linguísticoshttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessBrasileiro, Ada Magaly Matias Oliveira , Adilson Ribeiro de Souza , Kariny CristinaPimenta , Viviane Raposo 2023-11-21T12:59:59Zoai:ojs.periodicos.sbu.unicamp.br:article/8668219Revistahttp://revistas.iel.unicamp.br/index.php/cel/PUBhttp://revistas.iel.unicamp.br/index.php/cel/oaispublic@iel.unicamp.br||revistacel@iel.unicamp.br2447-06860102-5767opendoar:2023-11-21T12:59:59Cadernos de Estudos Linguísticos - Universidade Estadual de Campinas (UNICAMP)false |
dc.title.none.fl_str_mv |
Academic writing in the field of education: rhetorical moves in introductions and conclusions in scientific paper Escritura académica en el campo de la educación: orientação retórica em introduções e conclusões de artigos científicos Escrita acadêmica no campo da educação: orientação retórica em introduções e conclusões de artigos científicos |
title |
Academic writing in the field of education: rhetorical moves in introductions and conclusions in scientific paper |
spellingShingle |
Academic writing in the field of education: rhetorical moves in introductions and conclusions in scientific paper Brasileiro, Ada Magaly Matias Escrita acadêmica Movimentos retóricos Campo disciplinar Didática da escrita Academic writing Rethorical moves Disciplinary fields Teaching of writing Movimientos retóricos Campo disciplinario Escritura académica Didáctica de la escritura |
title_short |
Academic writing in the field of education: rhetorical moves in introductions and conclusions in scientific paper |
title_full |
Academic writing in the field of education: rhetorical moves in introductions and conclusions in scientific paper |
title_fullStr |
Academic writing in the field of education: rhetorical moves in introductions and conclusions in scientific paper |
title_full_unstemmed |
Academic writing in the field of education: rhetorical moves in introductions and conclusions in scientific paper |
title_sort |
Academic writing in the field of education: rhetorical moves in introductions and conclusions in scientific paper |
author |
Brasileiro, Ada Magaly Matias |
author_facet |
Brasileiro, Ada Magaly Matias Oliveira , Adilson Ribeiro de Souza , Kariny Cristina Pimenta , Viviane Raposo |
author_role |
author |
author2 |
Oliveira , Adilson Ribeiro de Souza , Kariny Cristina Pimenta , Viviane Raposo |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Brasileiro, Ada Magaly Matias Oliveira , Adilson Ribeiro de Souza , Kariny Cristina Pimenta , Viviane Raposo |
dc.subject.por.fl_str_mv |
Escrita acadêmica Movimentos retóricos Campo disciplinar Didática da escrita Academic writing Rethorical moves Disciplinary fields Teaching of writing Movimientos retóricos Campo disciplinario Escritura académica Didáctica de la escritura |
topic |
Escrita acadêmica Movimentos retóricos Campo disciplinar Didática da escrita Academic writing Rethorical moves Disciplinary fields Teaching of writing Movimientos retóricos Campo disciplinario Escritura académica Didáctica de la escritura |
description |
At a time of deepening neoliberalism, with its overriding commitment to the speed of production, the scientific research paper has become one of the most prevalent forms of communication in the academic-scientific field. It is one of the factors used to compose institutional rankings and is itself a recurring theme in studies related to literacy, the teaching of writing, and discourse studies. Swales (1990) offers some proposals that draw on knowledge from different theoretical fields to contribute to the teaching of academic writing. In this area, the main objective of this study is to understand how the rhetorical moves in the introductions and conclusions of scientific papers in the area of education are expressed in the composition, style and thematic development of this genre. The study corpus is composed of 16 papers from the field of education published in journals classified as A1 in the Brazilian Qualis system for the four years from 2013 to 2016. The results reveal the presence of the rhetorical moves identified 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 moves are mandatory. It was also found that the configurations of systematic language choices must be understood within a disciplinary field and that the text reflects the choices and limitations acting on the authors. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-06-09 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Avaliado pelos pares Texto Texto info:eu-repo/semantics/other |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.sbu.unicamp.br/ojs/index.php/cel/article/view/8668219 10.20396/cel.v64i00.8668219 |
url |
https://periodicos.sbu.unicamp.br/ojs/index.php/cel/article/view/8668219 |
identifier_str_mv |
10.20396/cel.v64i00.8668219 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.sbu.unicamp.br/ojs/index.php/cel/article/view/8668219/29234 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Cadernos de Estudos Linguísticos https://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Cadernos de Estudos Linguísticos https://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.coverage.none.fl_str_mv |
Brazil; 2013-2016 Brasil; 2013-2016 Brasil; 2013-2016 |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Campinas |
publisher.none.fl_str_mv |
Universidade Estadual de Campinas |
dc.source.none.fl_str_mv |
Cadernos de Estudos Linguísticos; v. 64 (2022): Publicação Contínua; e022015 Cadernos de Estudos Linguísticos; Vol. 64 (2022): Continous Publication; e022015 Cadernos de Estudos Linguísticos; Vol. 64 (2022): Publicación continua; e022015 2447-0686 reponame:Cadernos de Estudos Linguísticos instname:Universidade Estadual de Campinas (UNICAMP) instacron:UNICAMP |
instname_str |
Universidade Estadual de Campinas (UNICAMP) |
instacron_str |
UNICAMP |
institution |
UNICAMP |
reponame_str |
Cadernos de Estudos Linguísticos |
collection |
Cadernos de Estudos Linguísticos |
repository.name.fl_str_mv |
Cadernos de Estudos Linguísticos - Universidade Estadual de Campinas (UNICAMP) |
repository.mail.fl_str_mv |
spublic@iel.unicamp.br||revistacel@iel.unicamp.br |
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1800216492600459264 |