| Sumario: | The variety of guidelines used in education has sparked our interest to analyze them, in particular those developed for co-educational contexts. To begin with, we will define the textual genre to be analyzed. Then, we will examine the content of two guidelines and their linguistic approach, or, in other words, the linguistic forms through which content is expressed: the discourse types covered in the guidelines and the voices and modalization shown. The guideline content is written from a neutral writer perspective, typical of academic texts, with a clear presence of the female writers' voices. There is use of grammatical forms marked for feminine gender case in contrast with the common use of the male gender case in our society. In the guidelines, the theoretical discursive type is predominant, combined with segments of the interactive discourse. We believe that the latter enables the social purpose of this type of documents, that is, setting in motion and involving the target readers.
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