La medición de la subjetividad como vía para la mejora de los informes académicos
Fecha
2019-06
Autores
Miñoso Machado, Humberto
Pérez Morales, Juana Idania
Machado Armas, Tania Bárbara
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Resumen
La redacción de informes académicos no solo se limita a la aplicación de un plan o una plantilla preconcebida, sino también a la forma en que las relaciones entre las características objetivas y subjetivas se incluyen en el texto. Se ha observado que no todos los trabajos académicos cumplen con estos requisitos. Por lo tanto, este trabajo es un intento sucinto de aplicar la metodología de lingüística de corpus a la intervención pedagógica práctica dirigida a mejorar la calidad de los informes académicos. Este trabajo también refiere las principales tendencias en la redacción de informes al medir la subjetividad desde tres ámbitos diferentes: documento, oración y cláusula. La metodología de la lingüística del corpus se ha seguido desde una doble dimensión: cuantitativa y cualitativa. El conjunto de datos se ha organizado en tres paneles diferentes sobre la base de los cursos en los que se redactaron los informes. Todos los metadatos se han personalizado utilizando un esquema de definición de tipo de documento (DTD) para
que solo se procesen los elementos de información deseados y, al mismo tiempo, se organicen los metadatos para un análisis cualitativo. Los resultados demuestran que la aplicación sistemática de las herramientas lingüísticas de corpus para medir la subjetividad en la redacción académica, puede mejorar la redacción de los informes académicos, ya que los profesores pueden prevenir y, al mismo tiempo, sugerir estrategias apropiadas para escribir no solo informes, sino diferentes géneros académicos en la redacción sobre la base de índices de referencia.
Writing an academic report is not only limited to the application of a preconceived plan or template but also the way the relationship of objective and subjective features are included in the text. It has been observed that not all academic works meet these requirements. Thus, this work is a succinct attempt to apply Corpus Linguistics methodology to practical pedagogical intervention aimed at the improvement of the quality of academic reports. This work also refers to the main tendencies in writing reports by measuring subjectivity from three different scopes: document, sentence, and clause. Corpus Linguistics Methodology has been followed from a twofold dimension: quantitatively and qualitatively. The dataset has been organized in three different panels based on the courses in which the reports were written. All the metadata have been customized by using a Document Type Definition (DTD) schema so that only the intended items of information would be processed, and at the same time to organize the metadata for a qualitative analysis. The results prove that the systematic application of corpus linguistic tools to measure subjectivity in academic writing can improve the writing of academic reports since teachers can prevent, and at the same time, suggest appropriate strategies for writing not only reports, but also different academic genres based on benchmarked indexes.
Writing an academic report is not only limited to the application of a preconceived plan or template but also the way the relationship of objective and subjective features are included in the text. It has been observed that not all academic works meet these requirements. Thus, this work is a succinct attempt to apply Corpus Linguistics methodology to practical pedagogical intervention aimed at the improvement of the quality of academic reports. This work also refers to the main tendencies in writing reports by measuring subjectivity from three different scopes: document, sentence, and clause. Corpus Linguistics Methodology has been followed from a twofold dimension: quantitatively and qualitatively. The dataset has been organized in three different panels based on the courses in which the reports were written. All the metadata have been customized by using a Document Type Definition (DTD) schema so that only the intended items of information would be processed, and at the same time to organize the metadata for a qualitative analysis. The results prove that the systematic application of corpus linguistic tools to measure subjectivity in academic writing can improve the writing of academic reports since teachers can prevent, and at the same time, suggest appropriate strategies for writing not only reports, but also different academic genres based on benchmarked indexes.
Descripción
Palabras clave
Corpus, Codificación, Escritura, Subjetividad, Sentimiento, Encoding, Writing, Subjectivity, Sentiment