YouTube tutorials guiding production of the TCC introduction section: an academic metagenre

Abstract

The digital age has promoted important changes in the process of research and data search by subjects. One of these changes has even reached the academic world: the search for materials that contain content about the textual production of academic genres. An important meta-genre, as well as scientific methodology manuals, is becoming increasingly popular, YouTube video tutorials. This study aims to analyze the orientations about the creation of the monography's (TCC) introduction sections. From the perspective of YouTube tutorials. The theoretical framework is  constructed based on the reflections of Miller (2009), Bazerman (2006) and Swales (1990) in which refers to the concept of genre as social action and also the reflections of Giltrow (2002), Nunes (2017) and Nunes; Silveira (2018) about meta-genres. This research analyzed, descriptive and interpretative, a corpus composed by 3 YouTube tutorials that teaches how to produce the introduction’s section of monographys. Among the inclusion criteria of these tutorials, those that directly addressed guidance on the CBT Introduction section and whose approach to guidance was directly linked to tips on how to compose it were selected. The analyzed videos was transcribed by a program offered by the YouTube platform. It was observed that the YouTube tutorials used a succint approach to guide the section and it does not develop deeply on the  subject  taught,  giving  attention  to  structural  informations  in  relation  to the  introduction’s  section. Moreover, considering the approach of the theory related to the meta-genres, it was found that these tutorials present a prescriptive and injunctive way of teaching, considering their metageneric nature, as stated by Giltrow (2002) by pointing out that this is a peculiar characteristic of the genres that tend to teach other genres.