¿Idiolectos o tecnolectos? Resquicios de impronta personal en la descripción de procedimientos técnicos

• Sancho Guinda, Carmen ^[1]
  1. [1] Universidad Politécnica de Madrid

     Universidad Politécnica de Madrid

     Madrid, España

     
• Localización: Círculo de lingüística aplicada a la comunicación, ISSN-e 1576-4737, Nº. 93, 2023 (Ejemplar dedicado a: Monográfico: Rasgos discursivos de la voz del autor en textos especializados), págs. 17-37
• Idioma: español
• DOI: 10.5209/clac.85563
• Títulos paralelos:
  • Stance and Dialogicity in Academic and Professional Writing
• Enlaces
  • Texto completo
• Resumen
  • español

    ¿Qué margen queda para la impronta personal en un texto tan constreñido y escueto como es la descripción de un procedimiento estándar en ingeniería? Este artículo examina las estrategias de los estudiantes de cuarto curso de Ingeniería Aeronáutica y del Espacio de la Universidad Politécnica de Madrid para construir su propio ethos académico y comunicar una impresión de credibilidad y confianza. El escrutinio de un corpus electrónico de más de 300 muestras de autoría individual y 76 de escritura colaborativa, todas ellas redactadas en lengua inglesa y en el marco de la asignatura obligatoria English for Professional and Academic Communication, revela que estos escritores inexpertos se posicionan en cuanto al mensaje y a su audiencia trasgrediendo convenciones formales, recurriendo a expresiones de subjetividad (mitigadores, enfatizadores y marcadores de actitud), adoptando un mayor o menor grado de deferencia metadiscursiva hacia el lector y graduando las distancias espaciotemporal y modal.

  • English

    How much leeway is there for ‘authorial voice’ in such a constrained and concise text as the description of a standard engineering procedure? This article examines the strategies deployed by fourth-year aeronautical and aerospace students from the Universidad Politécnica de Madrid for building their own academic ethos and transmitting an impression of credibility and reliability. The scrutiny of an electronic corpus of over 300 samples of individual authorship and 76 of collaborative writing, all of them written in English and for the compulsory subject English for Professional and Academic Communication, reveals that these inexperienced writers position themselves regarding content and audience by transgressing formal conventions, resorting to expressions of subjectivity (hedges, boosters and attitudinal markers of various sorts), adopting a greater or lesser degree of metadiscursive deference to the reader and graduating spatiotemporal and modal distances.

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