Abstract

Research The elaboration of written texts has a key role in the preparation of future professionals in different disciplinary areas of university-level education. In these processes, teachers offer feedback the students ' drafts, although they have scarce notion on how to do it. Despite the fact that it is a frequent activity, there is little evidence in Spanish as a first language that characterizes how feedback is offered in academic teaching contexts. Likewise, studies that indicate whether feedback presents variations according to the areas of knowledge and professional contexts for which it is trained in universities are less frequent. Various studies (Boud & Molloy, 2013; Hattie & Clarke, 2020; Winstone & Carles, 2021) reveal that attention is required in the way the teacher offers feedback. The aim of this research is to charactherize comments oriented to genre discourse (COG) offered by 9 teachers of 3 different disciplinary areas. These comments were provided to text produced by their students in a real-life learning context. The writing tasks were requested and evaluated within university training subjects. These teachers participated in training sessions de 10 hours each which oriented them on how to offer feedback. We collected 1976 written comments provided in the process of writing their task. We analyze them according to the mode ((order, question, suggestion, negative judgment, positive evaluation, indirect request and reflection) offered and disciplinary areas. Most of the writing products that teachers requested in their courses were for career preparation, followed by the development of research skills, one intended to demonstrate knowledge and one for writers' self-expression. Such pedagogical objectives were expressed in seven specific genres. Of these, the proposal, dedicated to formulating a plan to solve a typical situation of professional performance and solving a problem field, is the most transversal genre of all, since it is presented in the three disciplinary fields studied. Results of this research contribute to the characterization of how gender-adjustment written comments that university teachers from different disciplinary areas offer during their students' papers writing process in real teaching contexts. How the comment is expressed accounts for the dialogical relationship characteristics that are established between teachers and students through the feedback processes and the roles that are configured in the relationship. This could vary between disciplines, but may also be subject to the characteristics of the task and the individuals involved. The results indicate that teachers focused their comments to generic discursive aspects of the writing and the comment mode (order, question and suggestion) varies according the disciplinary areas.