Language Value
June 2020, Volume 12, Number 1 pp. 112-147
ISSN 1989-7103
Maps of student genres in engineering: a didactic model for
teaching academic and professional Spanish language
Enrique Sologuren Insúa
Universidad de Chile, Chile
ABSTRACT
Textual genres written by university students have become the focus of attention due to their importance
within disciplinary learning (Parodi 2010). This paper has been developed in the field of study called
student genres (Navarro 2018) and it uses the analysis of situated genre (Swales 2018, Pérez-Llantada
2015) as its methodological platform. This study has two main objectives: a) to create a map of student
genres from a learner corpus of the engineering field and b) to propose a didactic model for teaching
academic and professional Spanish language using this map. Hence, linguistic research and description
are linked to students‟ pedagogical needs (Breeze and Sancho Guinda 2017ab) and take into account the
actual practice in the communities as well as the writers in these disciplines (Curry and Hanauer 2014).
Finally, implications for configuring specific didactics in LSP are discussed.
Keywords: Discourse genres, writing in STEM, academic and professional Spanish language, genre
pedagogy, genre maps, analysis of situated genre
I. INTRODUCTION
I.1. Student genres in engineering field
This research addresses the field of academic writing in university education,
specifically, the genres found in undergraduate academic training, through the
description and analysis of a text corpus and of the thinking expressed by academics
and students in the context of different stages and trajectories of disciplinary and
professional learning. Textual genres written by university students have become the
focus of attention due to their importance, and the recognition that they have a wide
range of functions within disciplinary learning (Parodi 2010). This paper is concerned
with the emergent field of study around “student genres” (Navarro 2018) and seeks to
provide more information about teaching languages for specific purposes at the rhetoric-
discursive level, reporting innovative practices in teaching Spanish for academic and
professional purposes.
Another motivation is to obtain deeper understanding of the dynamics, complexity and
nature of the relations between discursive communities and the genres involved. By
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probing this area, it will be possible to understand the interconnections and tensions
between academia and the profession through the study of the communication patterns
in the disciplinary knowledge in specific learning communities. Hence, the study of
academic cultures and genres can contribute to our knowledge of the trajectories of
learners or new students when learning engineering related genres, and facilitate
interdisciplinary collaboration between teachers of Language for Specific Purposes
(LSP) and the disciplinary communities in engineering and sciences.
In this context, this research seeks to answer the following question: How can teachers
and researchers in Languages for Specific Purposes take full advantage of
contemporary trends in higher education (in this case engagement with professional
communities) to develop innovative pedagogies and practices? In this respect, mapping
student genres
(Navarro
2014) is proposed using the analysis of situated genres
(Dressen-Hammouda 2014, Pérez-Llantada
2015) informed by Swales‟ notion of
textography (1998, 2018). Swales developed this idea from his research from the
university herbarium located on the second floor in the biology building: “something
more than a disembodied textual or discoursal analysis, but something less than a full
ethnographic account” (Swales 1998: 1).
In this way, the analysis of the corpus (identification and definition) is complemented
with ethnographic information collected from interviews with teachers and students
who are part of the community of practice, as well as curricular documents related to the
plan of studies or learning community that is being studied. The purpose of this analysis
is to propose a way for this map of student genres to be valuable to develop innovative
methodologies as well as collaborative and interdisciplinary practices between teachers
of Language for Specific Purpose (LSP) and teachers of the different disciplines of
engineering. Viewed from this perspective, the present article is organized as follows:
firstly, theoretical statements that support the research are presented. Secondly, the
theoretical-methodological platform used is detailed. Thirdly, results are introduced and
discussed in the light of the research question above proposed. Finally, a didactic model
for teaching academic Spanish in the engineering area is designed and conclusions and
pedagogical implications for LSP are provided.
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I.2. Classification of student genres
Research carried out in the past decades has revealed that some discursive genres may
show a significant intra and interdisciplinary variation (Bhatia 1993, 2004, Parodi 2007,
2008, 2015a, 2015b, Kanoksilapatham 2015, Venegas, Núñez, Zamora and Santana
2015), while other genres may remain very stable and are homogeneous across different
scientific fields (Venegas 2006, 2007). In this respect, notions of genre sets and systems
(Bazerman 1994), genre colonies (Bhatia 2004), genre families or macro-genres (Martin
and Rose 2008) are highly productive. They specify the relations and overlap between
genres, circulation field and comprehension and production from different disciplines:
“any text is best understood within the context of other texts‟‟ (Devitt 1991: 336).
The concept of set of genres was introduced in research conducted by Devitt (1991,
2004) on the work of tax accountants. She focuses on a limited group of genres, twelve
in total, that interact with each other to develop the activities in the tax department
where each genre “is aimed at carrying out particular work with specific audiences, such
as clients or the tax system” (Andersen, Bazerman and Schneider 2015: 306). Thus, a
set is conceived as a group of genres used by a person in his/her role within a
community, for example, an undergraduate student. Bazerman (1994) broadened the
notion from group to genre system, linking it to the concept of activity system proposed
by Russell (1997). This idea is intended to emphasize that the relation between genres is
part of a circulation system “where documents were produced in orderly sequences,
responsive to each other” (Andersen et al. 2015: 306).
Since Text Linguistics was born, the interest in classifying and organizing text reality
has been a recurrent concern for researchers, analysts, and language professionals.
Classification of texts written by students during their academic training has become a
main research task for a number of research studies recently (Parodi 2010, Gardner and
Nesi 2013). In the specific field of Civil engineering, Callut (1990) identifies seven
genres particular to this field, described as scientific-technical genres, as seen in Table
1.
Table 1. Discursive genres in engineering.
Scientific-technical genres in engineering
1) Technical brochure
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2) Technical memoranda
3) Contact
4) Technical manual
5) Product specification
6) Report
7) Tender basis
Conrad (2017), in research on the Civil Engineering Writing Project Corpus based at
Portland State University, identified at least ten discursive genres written by students
and practitioners of civil engineering. Genres selected in this project applied to the
teaching of the disciplinary writing are listed in Figure 1:
Figure 1. Identified genres in the Civil Engineering Writing Project Corpus (Conrad 2017)
As observed, some of the genres identified by Callut (1990) such as proposals, technical
memoranda and reports are found in the map drawn by Conrad (2017). In addition, four
report types are highlighted in the list: reports, cover letter with reports, lab reports and
site visit reports. This demonstrates the importance of the „Report‟ in the field of
engineering.
Genre instances linked to the work and professional world of engineering are also
underlined: tender basis, projects, e-mails, plan sheet notes and regulations. Finally, the
„essay about engineering topics‟ emerges as an exclusive academic genre that can have
a wide circulation. It is written by engineering students only, showing the continuity of
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its high educational value in education in USA, even after high school years and
freshman level in university (Harvey 2009).
All the reviewed research studies point to the importance of making reading and writing
maps in university education. By doing this, it is possible to access the preferred
discursive genres in different areas and the ones used for transmitting, producing and
spreading specialized knowledge and tools for learning in the different fields. This
research seeks to better understand the discursive genres of academic training in
Spanish, specifically in a sub discipline of civil engineering. In this respect, the aim is to
deepen the findings stated above in the links established with the practice of writing,
organization of the curriculum, challenges and obstacles in the process of academic and
disciplinary literacy. Consequently, these results will provide empirical data sustained
in linguistic corpora to guide and provide feedback on teaching efforts in academic
reading and writing in the institutions studied, and with projections to promote
pedagogical devices in other contexts, either within Chile or in Latin America as a
whole.
II. METHODOLOGY
II.1. Analysis of situated genre
Research is based on a qualitative multi-stage approach that considers a concurrent
triangulation (Creswell & Creswell, 2018) of the methodological strategies that will be
conducted in order to accomplish the objectives. These are: Stage 1: interview analysis,
Stage 2: corpus analysis and Stage 3: data integration and didactic proposal. This study
has a descriptive exploratory scope, a non-experimental and cross-sectional design
(Pagano 2012), that is to say, ex post facto single-time design: research developed in a
determined time frame (2016-2019). It will be a basic-applied approach (Perry 2010),
focused on exploration and description. Qualitative techniques (Creswell, 2014) and
methods of ethnographic nature are used to cover the complexity of the teaching-
learning process in academic writing. The situational variables chosen are the discursive
genre, as a relevant written communicative activity for acquiring and confirming
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knowledge, curriculum as a key academic and social organizer, and computer science
civil engineering as a subdiscipline.
The qualitative element of this research will provide perspectives from the participants
in the discourse community in detail (academics and students) in order to enrich the
genre studies field. A qualitative phase helps to listen to the participants, that is, to
incorporate an emic perspective
(Creese
2010) or obtain insights from inside the
communities. It provides valuable contextual information that allows for understanding
the phenomenon studied in a comprehensive way, related to the practice in the
university classroom in Computer Science Civil Engineering in three Chilean
universities: Pontificia Universidad Católica de Valparaíso, Universidad Técnica
Federico Santa María and Universidad de Chile.
This last factor helps us to give meaning to the wider production of academic genres in
the practice of the writing and production of knowledge, as well as pedagogical
interaction in the micro and in the macrocurricular level focusing on the singularity
(Stake 2008) of the subject of study. This study, given the above, considers three
approaches to genre studies, focusing on academics, students and texts, that is, the
product. An informed ethnographic approach (Gardner 2008) is assumed, using some
ethnographic research tools (Sheridan 2012). In the following Table 2, techniques and
instruments for collecting information and participant selection criteria are specified:
Table 2. Tools and selection criteria for interviews and focus groups.
Data collection tool
Selection criteria
Number
1) In-depth interviews
Academics/faculty members of each
-
4 academics per studies
study program where teaching is
program
developed in the capstone cycle.
-
1 head teacher or director
-
3 academics of the cycle
Total participants: 14 academics
2) Focus group
Students in the capstone cycle (seven to
-
5 to 8 students per program
twelve semester accordingly).
study, from each university
Total participants: 37 students.
Total participants in interviews and focus group
51 participants
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Guideline questions for the in-depth semi-structured interview are shown in Table 3:
Table 3. Protocol with main questions and probes for interview and focus group.
In-depth and semi-structured interview questions
Main question
What do students write in the capstone cycle in Computer Science civil Engineering?
Probes
What texts are requested to be written?
How are they called?
What is the structure of these texts?
Who are the recipients?
What are the differences with other texts?
What topics do they cover?
What are the most difficult texts to write? Why?
What are the difficulties of these texts?
II.2. Learner corpus HÉLICE 2017
In order to describe student genres written by students of the capstone cycle of computer
science civil engineering as part of the requirements of the specialization courses, a
learner corpus was developed, called HÉLICE 2017. This multigenre corpus includes
467 texts from three study programs in civil engineering from the three afore-mentioned
prestigious Chilean universities (Quacquarelli Symonds 2019), written from 2015 to
2019. It contains
1,413,437 words, exceeding the minimum of one million
recommended for specialized corpora (Pearson 1998, Rea Rizzo 2010).
This description will contribute to understanding the formative role of these genres in
the teaching-learning context in the classroom of computer science civil engineering.
Thus, through an ascending-descending approach, as a starting frame the proposal of
Parodi et al. (2008, 2010, 2015a) will be used. These genres were identified in a corpus
of 467 texts from 2016 to 2019, and later characterized and defined under criteria such
as communicative purpose, discursive organization, semiotic mode, circulation context,
relation between participants and learning objective. For this an Identification of
Discursive Genres Matrix (MIGD in Spanish) was developed using Parodi et al. (2008).
A non-probabilistic purposive sample (Pagano 2012) by convenience (Corbetta 2006,
Pagano 2012) was obtained for the corpus. Given they are occluded genres (Swales
1996), and difficult to gather, a collection strategy was followed consisting of asking the
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students of the capstone cycle for the largest possible number of pass-grade written
assignments (>=5.5)i. Therefore, the corpus was formed by the students‟ selection of
their own work in these courses; effectively, this presents some characteristics of self-
compiled corpora
(Lee and Swales
2006). Additionally, a small portion of the
assignments were collected in the academic office or requested by e-mail to each
academic. In this sense, it is a learner corpus (university capstone students). The courses
of this cycle in each study program is detailed in Appendix 1. A total of 103 students
provided texts for the student text corpus, and each student contributed an average of 5
texts.
III. RESULTS AND DISCUSSION
III.1. Genres in the disciplinary discourse: genre system in the capstone cycle in
Computer Science Civil Engineering (ICI)
III.1.1. Description by the teacher and student discourse
Each of the academic and disciplinary cultures possesses a potential genre group or
genre system (Martin and Rose 2008) recognizable by their own members. In this
section, a summary of discursive genres selected by academics and students from the
practice communities of ICI will be presented. As genre analysts have outlined (Parodi
et al.
2019), in order to tag genres written by student engineers, it is necessary to
reconcile a wide range of terminology used to describe the texts, as in the case of the
paper and the article or report, among others.
Genres identified in the capstone cycle of ICI that students must write as part of the
disciplinary training and integration are included. Through the interviews and focus
groups, 32 genres emerged, ascribed to the training stage as observed in Table 4.
Table 4. Student genres described by academics and students with code and number.
Nº
Code
Genre
Nº
Code
Genre
1
AIC
Research article
18
ICA
Case report
2
CAS
Case of use
19
INF
Technical report
3
CER
Exam
20
LIC
Tender basis
4
COD
Code
21
MAI
Implementation manual
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5
COM
Commentary
22
MAP
Procedure manual
6
CU
Questionnaire
23
MET
Methodology
7
DEFO
Oral defense graduate project
24
MOD
Model
8
DT
Technical description
25
PW
Webpage
9
ESC
Scenario of use
26
PN
Business plan
10
EA
State of the art
27
POS
Poster
11
FOR
Forum
28
REQ
Requirement
12
TFG-a
Progress report of graduate project
29
ERP
Problem solving
13
ILAB
Lab report
30
RES
Abstract
14
IPP
Internship report
31
TAIC
Paper translation
15
IPRO
Project report
32
TFG
Undergraduate Project report
16
INV
Research report
17
IAL
Algorithm report
As seen in the Venn diagram in Figure 2, academics identified a greater number of
genres (30 in total) whilst students identified 18 genres. From these 18 genres, 15 of
them were identified by academics and only three were exclusively named by students:
Code (COD), algorithm report (IAL) and research report (INV). This conforms to the
extensive discussion in the literature about the low degree of transparency when
teaching genres to students (Shaver 2007, Graves, Hyland and Samuels 2010, Navarro
2013, Navarro et al. 2019).
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Figure 2. Genres identified by teachers and students of Computer Science Civil Engineering program
studies.
Within the genres shared by both groups, the research article (AIC) is outlined as it
behaves as a macrogenre and can eventually subsume training genres such as state of
the art (EA) and methodology (MET), given their relation with prototypical sections of
an AIC (Venegas 2006, Sabaj 2012). Thus, different specific varieties of reports are
described: technical report (INF), internship report (IPP), project report (IPRO), lab
report (ILAB), including the oral report as part of a genre chain (Swales 2004). In
effect, the report is articulated as a macrogenre (Parodi et al. 2018) or family of genres
that gathers specific genres together. In the economics and business field, descriptions
of these genre forms for Spanish language are found, such as the Monetary Policy
Report (Parodi et al. 2015, Vásquez-Rocca and Parodi 2015, Vásquez-Rocca 2016) and
the Financial Stability Report for Spanish and German (González and Burdiles 2018),
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while research on the civil engineering field is more scarce (Marinkovich, Sologuren
and Sahwy 2018, Sologuren 2019; Sologuren and Castillo 2019).
Another of the student genres mentioned by students and teachers is the dissertation,
bachelor‟s degree thesis or thesis, according to the name assigned by the academic unit,
or Undergraduate Graduation Project (TFG or “Trabajo fin de grado”). A member of the
faculty commented:
“I usually ask my students not to be satisfied with what they wrote, but I ask them to think about
other work that can result from what they already did. I, at least, demand that they write”
(P06_DCC_05-1)
Thus, research writing emerges in the curriculum as a key component for developing
complex thought. Therefore, the TFG becomes a macrogenre (Venegas 2010) inside
which it is possible to find subgenres or genre resources that can be parts of a genre or
can act independently such as EA and MET. From there it is possible to see the
necessity of describing student genres on their own, because “there is no systematic
engagement between a potential genre expert and his/her own training „version‟” (Ávila
and Cortés 2017: 165-166). In effect, student genres mutate dynamically depending on
the perceived pedagogical necessities and according to social teaching motivations and
knowledge credentials (Dias et al. 1999, Ávila and Cortés 2017, Bazerman 2017).
In Figure 1 it can be observed that teachers and students recognize two curricular genres
(Anson 2008): exam (CER) and abstract (RES). In relation to the first genre, one of the
interviewed academics who identified it quickly commented:
“That‟s what they read, but they write very few documents, in general, as far as I know they
answer exam questions and it‟s not uncommon when asked something they answer something
completely different because they didn‟t understand the question, and that‟s a problem because
they sometimes know the answer” (P02_INF_06-3)
From the perspective of the teacher, this genre would be one of the most frequent, and
one where students show comprehension and approach production problems. It seems to
be a projection of general school genres (Parodi et al. 2015). In the same way, the
abstract genre (Parodi, Ibañez and Venegas 2014) emerges as a genre resource that is
highly valued from the textual production field. It is considered for the development of
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the ability to synthesize and for its enabling function when it is a supporting genre
oriented to the realization of other genres guided by academic purposes of knowledge
acquisition, such as the poster (POS):
“That‟s different, the ability to synthesize is not well developed, like writing and speaking, and if
you give the task of producing a poster they will write everything that comes to their minds,
that‟s why they need to be given the format” (P07_ICI_009-10).
The interrelation of the written and the oral mode and the importance given to orality is
also manifested in the Poster genre
(POS). It is defined as
“a multimodal
communicative genre, with text, graphics, colour, speech, and even gesture used to
convey meaning” (Kress and van Leeuwen 2001). It is often labelled as a less
prestigious genre among the constellation of academic genres (Swales 2004) and it is
perceived as second-class (MacIntosh-Murray 2007) compared to oral presentations
(Swales and Feak 2000). However, the situation is changing nowadays because posters
“are an increasingly important part of scientific conferences and constitute a valid and
interesting alternative to paper presentations at conferences” (D‟Angelo 2010). Now,
the relevance of the sociodiscursive practice of innovation (Sabaj 2017, 2019) is added,
as well as entrepreneurship, especially in engineering, that has promoted new genres
and the revaluing of discursive practices that help the display and development of an
idea from conception until completion.
Finally, among genres recognized by both groups, there is a set of student genres
colonized (Bhatia 2002) by the professional discourse (Bolívar and Parodi 2015) or
defined in another way, namely as genres belonging to non-academic professional
discourse (Navarro 2012), of an instructional or educational nature. They are the genre
forms named here as tender basis (LIC), webpage (PW), requirement (REQ) and
commentary (COM). Meanwhile, LIC can be classified as an imported genre (Parodi
2014, Bolívar and Parodi 2015) widely shared within the engineering discipline (Callut
1990 for an early classification of the types of texts in engineering, REQ and COM).
They are genres that future computer science civil engineer will have to produce when
working.
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Table 5. Genres, requirements and comments emerged by academics and students of ICI.
REQ
Selection criteria
“Yes, I think we know how to identify
“It is ironic because in programming we are taught alt
the requirements the best and,
command to comment a code and we write a commentary and
therefore, to know how to express
the commentary doesn‟t affect you what the program has to do
them better and write them in a
or the person reading it, it helps us, but when we write it down
document” (E11_DCC_21-24).
in the test, I say this because I didn‟t think about it or because I
did it so, we are not given point, not because we are
“Reports titled under a required
commenting if I want the code, then why do they teach us that
specification and a required design.
if they don‟t want that”
They have a narrative portion and
(E10_ICI_22-6).
many graphics of nomenclature
portions that we use to identify
“For example, in a code we write a commentary about the
systems” (P09_INF_004-1)
function it receives, stays there and what it does and everything
explained in few lines so later one week reading codes”
“Our program studies work with too
(E09_ICI_23-8).
many
softwares,
they
have
requirements we need to meet and we
“For example in computer science, in programing there is a
are experts reading a document, to take
topic that… commentaries, I don‟t know, I have a program and
the requirements of the software asked
I should have commentaries, then what commentary level
and then write it in a report under a
should I have, to be understood, because if no one will use this
requirement
1, requirement
2 and
program why I am commenting, but maybe in the future
explain and explain it again in detail”
somebody will have to change something here or they will use
(E12_DCC_21-25).
it as a base for another one, then I should leave commentaries”
(P07_INF_004-5).
For REQ, teachers and students agreed to point out the disciplinary relevance of this
resource as part of the typical work in computer science civil engineering, emphasizing
a narrative, explanatory and descriptive element in the explanation. For its part, COM is
also a typical genre in computer science. Students E09 and E10 in Table 4 explain the
utility of this genre form in programming, but they express a mismatch in the teaching
and evaluation of this genre. For teachers, commenting involves considering the
development of future programming experts, as observed in Table 2,the idea being that
their programming notes can be used, improved and adapted by other professionals of
the field.
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III.1.2. Student genres in the HÉLICE-2017 learner corpus
For Bhatia (2004, 2016) genre theories can be defined in different ways, since they have
an ongoing life in “the real world of discourse”. In this sense, we face a challenge in the
process of analysing the interrelations and connections between different genres. In fact,
relations and connections between genre forms is for Swales (2016) one of the most
important current topics for LSP. In this context, it is necessary to consider the notions
of macrogenre and microgenre as relevant analytic categories to understand the complex
relations between genres. A macrogenre is defined as “a genre unit of higher hierarchy
formed by genres” (Venegas, Zamora and Galdames 2016: 252) where varied genres
can be included. Additionally, a microgenre can work as an element of a macrogenre, as
„embedded‟ in terms of Martin and Rose (2012), as part of a genre (Breeze 2016) or as
functional rhetoric segments (Cotos and Chung 2019).
Based on these ideas, my results from the identification, delimitation and
characterization of student genres from a double perspective
(typological and
topological) will be expounded and discussed in the following sections.
The analysis results in the identification of 33 GEFICs, as seen in Table 3, meaning that
there is great diversity in this subdiscipline of civil engineering. Figure 3 shows the
genres identified and the percentages of texts that belong to each genre.
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Figure 3. Configuration of HÉLICE-2017 multigenre corpus.
Table 6 contains the 33 student genres in Computer Science Engineering with the access
number to the text corpus and the identification code:
Table 6. List of the 33 discursive genres identified from the text learner corpus HÉLICE-2017.
Nº
Code
Genre
Nº
Code
Genre
1
IPRO
Project report
18
IEV
Evaluation report
2
PN
Business plan
19
EA
State of the art
3
GLO
Glossary
20
IAN
Business analysis report
4
LIC
Tender basis
21
TFG-a
Progress report of TFG
5
ERP
Problem solving
22
TFG-p
Exam proposal report
6
TFG
Undergraduate Project report
23
MET
Methodology
7
ISOFT
Software report
24
EN
Essay
8
ILAB
Lab report
25
ESC
Scenario of use
9
IPP
Internship report
26
FI
Card of state
10
ICAS
Case report
27
IDIAG
Knowledge evaluation
11
CU
Questionaire
28
PENT
Protocol of interview
12
CAS
Use of case
29
EF
Financial statement
13
MOD
Model
30
ICON
Consultancy report
14
IAL
Algorithm report
31
IRREFLEX
Reflexive report
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15
DT
Technical description
32
ITERR
Field report
16
RES
Abstract
33
IEV
Evaluation report
17
INV
Research report
18
IEM
Market research report
The overview of the genre composition of this corpus shows the appearance of the
report macrogenre with an appreciable variety of genre instances (15), the emergence of
professional oriented genres, and other mostly didactic ones. In addition, genre
resources linked to processes of scientific research and to genres of discourse on
economics are noted. In this respect, the genre conformation of this corpus is similar, as
expected, to that for the academic discourse in civil engineering and industrial
chemistry engineering (Parodi 2008), physics and chemistry (Parodi 2012, 2014) and
economics (Parodi et al. 2015). Other genres linked to social sciences, information
sciences and other disciplinary specific genres from the computer science field have
also emerged.
Furthermore, genre forms in the professional world surface, displaying a diverse
intertwine (Flowerdew 2003, Bolívar and Parodi 2015) between academic discourse and
professional discourse. In this perspective, we find overlaps with innovation (Sabaj
2017) and entrepreneurship (Varas 2017) discourses. This wide diversity of identified
genres shows the interdisciplinary nature and considerable hybridization in this
subdiscipline of civil engineering.
The results of my characterization of student genres in computer science civil
engineering make it possible to group genres into seven macrogenres or genre families
as defined in Table 7.
Table 7. Macrogenres identified from text corpus and the definition.
Nº
Macrogenre or genre family
Code
Genre
1
Technical report
MGITEC
Genres that belong to this category share the
macropurpose of writing the state of a procedure, an
experiment work, a development or a project.
Genres that belong in this category are the following
15 student genres: IPRO, ISOFT, ILAB, IPP, ICAS,
IAL, INV, IEM, IEVAL, IAN, IDIAG, ICON, ITERR
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and IRREFLEX. In addition, this family takes into
account the microgenre: EF
2
Plan
MGPLA
The genre resources that belong to this genre family
N
share as a communicative macropurpose persuading a
professional audience about a determined proposal in a
work context.
Genres that belong to this category are: PN and LIC.
3
Requirement
MGREQ
This macrogenre integrates genres that share the
U
communicative macropurpose of guiding a specialized
audience about the criteria to start or to hold a process.
Macrogenres that belong to this category are: CAS,
ESC and FI.
4
Model
MGMO
Genres that belong to this collection share the
D
communicative macropurpose of representing a
procedure, a phenomenon or an entity to emerge the
meaning within a determined process.
Macrogenres that belong to this category are: MOD
and DT.
5
Methodology
MGMET
This genre family is formed by discursive genres
which communicative macropurpose is to describe the
procedures developed by the academic writer in a
determined research or innovation project.
The represented microgenres in this category are: MET
and PENT.
6
Didactic Exercise
MGEJE
The macrogenre is formed by genres that share the
D
communicative macropurpose of instructing about a
specific disciplinary topic. They are genres that
“display didactic resources with a clear emphasis on
teaching/learning processes” (Parodi et. al 2015: 183).
This intends to favor an autonomous learning of the
students and to strengthen the knowledge of
disciplinary key concepts.
Discursive genres that belong to this genre family are:
CU, GLO and RES.
7
Undergraduate Project Report
MGTFG
Genres in this category answer to a “Research written
report of evaluative accreditative nature, submitted by
university students as the dissertation, a requirement to
obtain a such as a Bachelor degree, a Master‟s degree
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Maps of student genres in engineering: a didactic model for teaching academic and professional Spanish
language
or a Ph.D., and it must be presented and orally
defended before a commission of experts to be
approved” (Venegas 2010: 13).
The shared communicative macropurpose is
persuading about a particular research or development.
Genres that belong to this genre family are: TFG-p and
TFG-a.
Moreover, it is possible to understand from this text analysis how each macrogenre is
situated on a continuum from a prominently professional academic nature to a
professional non-academic nature that connects training with work areas (Figure 4).
Figure 4. Continuum of macrogenre conforming disciplinary discourse in undergraduate studies for
Computer Science Civil Engineering Program.
It can be observed on this continuum that the predominance is given by intertwining and
overlapping (Flowerdew 2003, Bolívar and Parodi 2015) between what is known as
„academic‟ discourse
(+academic) and
„professional‟ discourse
(+NO academic)
showing hybridization as a characteristic phenomenon of the genres produced by
students of computer science civil engineering. In effect, three out of the seven genre
families are located in the middle of the continuum: MGITEC, MGMET and MGMOD.
This occurs because the genre resources do not correspond exclusively to either of the
poles, but the genres conforming them are either related to a strictly academic field, a
strictly professional field or they are hybrid genre instances that facilitate the
disciplinary learning.
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Enrique Sologuren Insúa
MGTFG is situated at one end of the continuum, representing the final episode of the
program studies in which the author submits a text that evaluates his/her knowledge of
the field (Montemayor-Borsinger 2014: 268). On the other end, the MGREQU family
gathers those defining genres of the work sphere of any computer science civil engineer
and that characterize their daily duties.
As seen in Figure 3, the MGPLAN family is situated slightly further away from the NO
academic end. Although it contains strongly professionally oriented genres, its focus on
academic training has assisted in surfacing situated variations of the genre, which:
“plays a key role in entrepreneurship and is used in educational settings” (Navarro
2015b: 150). Additionally, closer to the academic end, the MGEJD family appears in
the university undergraduate training of this discipline gathering curricular genres
(Christie 2002), genres that for this author are realized in a regulatory register related to
instructions and educational objectives to be covered, and an instructional register
connected to curricular content and cognitive abilities to be developed. In this sense,
they respond to the sociosemiotic process (Mathiessen 2007, 2015) of enabling, which,
in a secondary degree of delicacy, established in the register cartography (Mathiessen
2007), considers instruction and regulation.
III.3. Didactic model for teaching academic and professional Spanish in civil
engineering
A group of phases and criteria is proposed from this mapping, thus facilitating the
articulation of a model to teach academic Spanish language and to develop a didactic
proposal based on textual genres which are important for training and for professional
performance, including genres which are actually used in the scientific, academic and
professional fields of civil engineering.
Phase 1: Diagnostic knowledge evaluation of requirements and difficulty in writing
different genres in the capstone cycle of civil engineering study programs.
This phase aims to understand the characteristics that academics and students identify in
genres that must be written as part of the different courses in order to efficiently achieve
the informative-evaluative function of academic discourse. Moreover, it is intended to
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Maps of student genres in engineering: a didactic model for teaching academic and professional Spanish
language
evaluate the main difficulties experienced by academics and students during the
academic writing process of each genre.
Phase 2: Description of discursive genres in the civil engineering field
The focus of this phase is to describe genres based on lexical grammar, semantic-
discursive, rhetoric and stylistic features (Manrique, Zapata and Venegas 2019), and at
the same time, to relate the student genre map to the communicative purposes of the
genres, the key courses in the curriculum and the functions for which the genres are
used.
Phase 3: Collaborative and interdisciplinary work with teachers in the engineering field
(Bauerle, Hatfull and Hanauer 2014).
This phase is based on a group of steps that may help the curricular insertion of
discursive abilities in Spanish in courses on computer science civil engineering.
1)
Validation of the genre description together with academics of the
engineering field in order to develop a verification process with the
specialist (Bhatia 2002) and to enrich the possible use of the genre.
2)
Presentation and analysis of genres organized in macrogenres, genre
families or colonies
(Bhatia
2004, Luzón
2005) considering the
communicative macropurpose and the disciplinary learning unit where it is
inserted. At this stage it is also important to consider more or less
specialized possible contexts in which each genre is used. From the results
obtained, an explicit teaching of the seven identified and defined
macrogenres is proposed, so that the students will strengthen their genre
knowledge, and they will be ready to approach emerging genres that enter
the system or genre colony.
3)
Design of writing tasks with the collaboration of LSP teachers and
professors of engineering that help students to display their genre skills,
paying attention to the communicative purposes in the diverse discursive
communities where these genres are used and analysis of lexicogrammar
and rhetoric-discursive features.
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Enrique Sologuren Insúa
4)
Specification of the relations between discursive genres, and, in particular,
pedagogical activities promoting analysis and development of genre chains
that involve the development of discursive trajectories not only displaying
writing skills, but also oral and reading skills, such as the business plan
(PN), tender basis (LIC) or internship report (IPP).
5)
Comparison of different genres with similar communicative purposes, for
example, knowledge evaluation (IDIAG) and evaluation report (IEVAL),
in order to observe the communicative and linguistic differences produced
in terms of communicative function, writing objective and target audience.
In addition, it is relevant to observe how they are integrated, and how
different genres and microgenres from the corpus can be used, e.g., the
abstract (RES), state of the art (EA), problem solving (ERP), the case of
use (CAS), scenario of use (ESC), model (MOD), financial statement
(EF). These can behave as embedded genres or parts of a genre (Breeze
2016).
IV. CLOSING COMMENTS
Progressive analysis of genres that are situated in and connected to the community of
practice and the learning community allows for a gradual development of more
comprehensive rhetoric knowledge. This knowledge will be fundamental to successfully
address multiple communicative contexts and problems that engineering students will
face throughout their undergraduate years, as well as in their future work, either in the
industry or in other organizations.
Additionally, the use of a sound theoretical background and the incorporation of
research resources
(such as the learner corpus HÉLICE-2017) are likely to assist
students in discovering the academic and specialized Spanish language used in
computer science civil engineering, so they can become language „detectives‟ (since
“every student [is] a Sherlock Holmes” (Johns 1997: 101)). This learning process will
equip them with a more nuanced metadiscursive awareness and strategies of text
metaproduction. Their heightened level of awareness of texts and textuality is bound to
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Maps of student genres in engineering: a didactic model for teaching academic and professional Spanish
language
enhance writing quality in a given subdiscipline, being an element of great importance
for transmitting and proving knowledge.
In this sense, and trying to answer the research question: How can teachers and
researchers in Languages for Specific Purposes take full advantage of contemporary
trends in higher education (in this case engagement with professional communities) to
develop innovative pedagogies and practices? LSP teachers may use reading and
writing maps as a valuable input to negotiate processes with academics, to increase
students‟ rhetorical sensitivity (Guerra 2016), and to help them build knowledge about
professional discourse and its diverse forms since: “They also build bridges between
higher education and the real world, by motivating learners with authentic documents
from their fields of expertise and improving their information literacy and
communicative abilities” (Breeze and Sancho-Guinda 2017: 215).
Finally, and as a projection, one of the future challenges lies in organizing the transition
from the discursive genres produced during the formative stage in the Faculty of
Engineering, to incorporate specificities about all the subdisciplines such as geology,
and produce didactic resources for the curricular insertion of genres in the reports
written in each key course of the engineering field. This process will contribute to
developing a situated and contextualised support system, as well as providing more
informed feedback on academic and professional writing. This will also lead to an
update of the curricular tools in engineering education. Owing to the above initiatives, a
refined model of text production will emerge that considers all the stages and strategies
necessary for genre-based didactics in the STEM field.
Notes
i According to the university grading system of Chile.
ACKNOWLEDGEMENTS
I would like to thank the three departments of Computer Science Civil Engineering that
participated in this research: Escuela de Ingeniería Informática (PUCV), Departamento
de Ingeniería Informática (USM) y Departamento de Ciencias de la Computación
133
Enrique Sologuren Insúa
(UCHILE). Also, the projects of consorcios Ingeniería y Ciencias para el
2030
(CORFO): DOC-INNOVA-Proyecto 14ENI2-26905 (Pontificia Universidad Católica de
Valparaíso, Chile) y Proyecto
14 INNOVA 14ENI2-26863 (Universidad de Chile,
Chile). Special thanks to the English Language Consultants Rosa Catalán and Jorge
Carroza.
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APPENDIX 1
Table 8. Courses in applied engineering.
Nº
Code
University 1
Code
University 2
Code
University 3
1
ICI5240
Artificial
ILI225
Software Engineering
CC5401
Software
Sem 9
intelligence
Sem 7
Sem 9
Engineering II
2
ICI5440
Human factors in
ILI255
Introduction
to
CC5402
Software Project
Sem 9
software projects
Sem 7
computer theory
Sem 10
3
ICI5540
Database workshop
ILI256
Computing networks
CC4102
Algorithm design
Sem 9
Sem 7
Sem 8
and analysis
4
ICI5341
Distributed systems
ILI264
Systems
and
CC4302
Operating systems
Sem 10
Sem 8
organizations
Sem 8
5
ICI5544
Business
ILI285
Scientific computing
CC4303
Networks
Sem 10
engineering
Sem 7
I
Sem 8
6
ICI6440
New technologies
INF293
Operation research
IN3301
Project evaluation
Sem 11
in organization
Sem 7
Sem 9
7
ICI6441
Administration of
INF322
Interface design
CC5901
Professional
Sem 11
computing projects
Sem 8
Sem 9
internship
8
ICI6442
Business
INF295
Artificial intelligence
CC5601
Preparation
and
Sem 11
intelligence
Sem 8
Sem 10
evaluation
of
projects TI
9
ICI6540
Bachelor‟s degree
INF343
Distributed systems
CC6908
Introduction
to
Sem 11
seminar
Sem 8
Sem 10
Thesis project
10
ICI6541
Thesis project
INF266
Administrative
CC6909
Thesis project
Sem 12
Sem 8
systems
Sem 11
11
ICIPRAC
Internship 2
INF228
Workshop
of
CC5206
Elective class
Sem 10
Sem 10
computing
Project
Sem 10
development
12
ICI5542
Computer Project
INF309
Thesis project 1
Sem 9
design
Sem 10
13
ICI6003
Elective class
INF310
Thesis project 2
Sem 12
Sem 11
146
Maps of student genres in engineering: a didactic model for teaching academic and professional Spanish
language
14
ICI5142
Research
of
ICN270
Information
and
Sem 10
advanced
Sem 7
financial
operations
mathematics
Received: 06 November 2019
Accepted: 30 May 2020
Cite this article as:
Sologuren Insúa, Enrique. 2020. “Maps of student genres in engineering: a didactic model for
teaching academic and professional Spanish language”. Language Value, 12 (1), 112-147. Jaume
I University ePress: Castelló, Spain. http://www.languagevalue.uji.es.
ISSN 1989-7103
147
