El discurso pedagógico en las tutorías de escritura: Develando elementos de una práctica educativa

Tutoring is a form of accompanying an individual in developing his academic writing at a writing center. Although different from class instruction, it shares the characteristics of pedagogical discourse. This article seeks to reveal the way that tutoring sessions become a type of pedagogical discourse. For this reason, an analysis is made of fragments of tutoring sessions between peers, according to the guidelines of discourse analysis and the theoretical framework of Mackiewicz and Thompson. The results not only corroborate the categories of the theoretical framework, but also reveal the construction of identity, authority, and institutional personality through tutoring. A presentation is made of the role discourse analysis can play in training tutors, in order to study and research tutoring.