La resolución de problema como género académico evaluativo: Organización retórica y uso de artefactos multimodales

Abstract

The evaluation academic genre Problem Solving is often used in training programs related to the field of science as a learning resource to assess the disciplinary domain and progress in investigation techniques used by students in their learning process. This is precisely why a first part of the framework was the concept of the 'academic evaluative macrogenre' (Bazerman, 1994; Berkenkotter, 2002; Grabe, 2002; Martin, 2002), as this allows associating and characterize a set of genres that circulate in graduate learning communities. The principal objective of this research is to describe the rhetorical organization from move analysis perspective (Swales, 2004) and with variables mainly derived from predefined genre studies (Swales, 1990, 2004; Bazerman 1994; Bazerman & Prior, 2003; Bhatia, 2002, 2004 variables; Parodi, 2008). The methodology includes the analsis of textual segments by inductive and deductive methods, combining theoretical predefined categories and traits that emerged from the corpus (Biber, Connor & Upton, 2007; Parodi, 2008). The results show the identification of five moves: Posing Problem, Problem Definition, Problem Modeling, Resolution Modelling and Results. Some of these moves are specifically operationalized in certain steps that account for particular communicative purposes. Furthermore, it is possible to identify some moves that employ semiotic artifacts that contribute to the communicative purpose of the move itself.