El tema esta centrado en descubrir las configuraciones discursivas en textos historicos del Nivel Medio en Argentina. Se trata de interpretar nociones que propongan determinadas explicaciones desde el interior mismo de los manuales. Frente a ello se nos plantea un interrogante como encarar el analisis del discurso historico? Para que el material historico presente un interes real se debe producir un desplazamiento del modelo gramatical que impone un corpus cerrado a un nuevo modelo cuyo eje de analisis lo constituye la lectura de las fuentes, se trataria del estudio de configuraciones discursivas en toda la extension de su historicidad. Para ello se abordan categorias descriptivas de series discursivas en una seleccion de documentos y manuales escolares. Este estudio abre otra vertiente de analisis vinculante a la diagramacion textual, se analiza la propuesta editorial teniendo en cuenta si la relacion entre conocimiento historico y valoraciones subjetivas presentadas muchas veces como verdades cientificas coincide con el archivo. Se comprueba que, muchas veces el formato del texto facilita la comprension sintactica y semantica de los contenidos en detrimento del saber historico."

This collection provides a research-based guide to instructional practices for writing in the health professions, promoting faculty development and bringing together perspectives from writing studies, technical communication, and health humanities. With employment in health-care sectors booming, writing instruction tailored for the health professions is in high demand. Writing instruction is critical in the health professions because health professionals, current and aspiring, need to communicate persuasively with patients, peers, mentors, and others. Writing instruction can also help cultivate professional identity, reflective practice, empathy, critical thinking, confidence, and organization, as well as research skills. This collection prepares faculty and administrators to meet this demand. It combines conceptual development of writing for the health professions as an emergent interdiscipline with evidence-based practices for instructors in academic, clinical, and community settings. Teaching Writing in the Health Professions is an essential resource for instructors, scholars, and program administrators in health disciplines, professional and technical communication, health humanities, and interdisciplinary writing studies. It informs the teaching of writing in programs in medicine, nursing, pharmacy and allied health, public health, and other related professions.

This book offers a model of classroom discourse analysis that uses systemic functional linguistic theory and associated genre theory to develop a view of classroom episodes as 'curriculum genres', some of which operate in turn as part of larger unities of work called 'curriculum macrogenres'. Drawing on Bernstein's work, Christie argues that two registers operate in pedagogic discourse: a regulative register, to do with the goals and directions of the discourse; and an instructional register, to do with the particular 'content' or knowledge at issue. Each can be shown to be realized in distinctive clusters of choices in the grammar. The operation of the regulative register determines the initiation, pacing, sequencing and evaluation of the overall pedagogic activity. The book sets out the its methodology in detail by reference to a number of classroom texts, and a range of school subjects. Overall, schools emerge as sites of symbolic control in a culture.