Análisis retórico de resúmenes de revistas de educación publicadas en Venezuela y en Colombia
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Date
Authors
Subject
Scientific Discourse
Information Transfer
Academic Communication
Venezuela
Technical Writing
Discurso científico
transferencia de información
comunicación académica
Venezuela
redacción técnica
Information Transfer
Academic Communication
Venezuela
Technical Writing
Discurso científico
transferencia de información
comunicación académica
Venezuela
redacción técnica
Language:
Journal Title
Journal ISSN
Volume Title
Publisher
Instituto Tecnológico de Santo Domingo (INTEC)
Este estudio inicia una caracterización de la investigación científica publicada en el área de Educación en Colombia y Venezuela, sobre la base de que los resúmenes son géneros discursivos que representan a los artículos publicados. Tuvo como objetivo analizar la estructuración de 171 resúmenes de dieciocho revistas de educación, su provisión de resultados y su posible relación con los trabajos publicados. Las unidades de análisis fueron los resúmenes. Las categorías, las movidas retóricas que se hallan en ellos. Los resultados evidenciaron que los resúmenes más frecuentes fueron los que mostraban solamente una introducción y suelen relacionarse con trabajos ensayísticos. Los resúmenes bien estructurados (con tres o cuatro estructuras retóricas) y que expresaban resultados fueron minoritarios. Predominaron los resúmenes con menos de tres estructuras. Los resultados obtenidos sugieren preferencia por textos ensayísticos, lo cual se relaciona con disciplinas históricas y filosóficas. Se recomienda incluir mayor cantidad de estructuras en los resúmenes.
This study initiates a characterization of scientific research published in Education in Colombia and Venezuela based on the theory that abstracts are discourse genres that tend to represent published articles. The main objective of the study was to analyze the structure of 171 abstracts from 18 education journals, their provision of results and their possible relation with published articles. The units of analysis were the abstracts and the categories the rhetorical moves evidenced in them. Results of the study indicate that abstracts with only an introduction were the most frequent. This type of abstract relates to essay articles. Well- structured abstracts (with three or four rhetorical structures) and those with results were minority. Abstracts with less than three structures were the predominant type. These results suggest preference for essayist texts. This preference relates to historical and philosophical disciplines. A recommendation would be to include more rhetorical structures in the abstracts.
This study initiates a characterization of scientific research published in Education in Colombia and Venezuela based on the theory that abstracts are discourse genres that tend to represent published articles. The main objective of the study was to analyze the structure of 171 abstracts from 18 education journals, their provision of results and their possible relation with published articles. The units of analysis were the abstracts and the categories the rhetorical moves evidenced in them. Results of the study indicate that abstracts with only an introduction were the most frequent. This type of abstract relates to essay articles. Well- structured abstracts (with three or four rhetorical structures) and those with results were minority. Abstracts with less than three structures were the predominant type. These results suggest preference for essayist texts. This preference relates to historical and philosophical disciplines. A recommendation would be to include more rhetorical structures in the abstracts.
Description
Type
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Artículo evaluador por pares
info:eu-repo/semantics/publishedVersion
Artículo evaluador por pares
Source
Science and Education; Vol. 3 No. 1 (2019): Science and Education; 37-53
Ciencia y Educación; Vol. 3 Núm. 1 (2019): Ciencia y Educación; 37-53
2613-8808
2613-8794
10.22206/cyed.2019.v3i1
Ciencia y Educación; Vol. 3 Núm. 1 (2019): Ciencia y Educación; 37-53
2613-8808
2613-8794
10.22206/cyed.2019.v3i1