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Regardless area or academic degree, students communicate discipline knowledge through two sources in their Thesis. On one side, students demonstrate their capability to contribute in the construction of disciplinary knowledge (One’s Knowledge). On the other side, students recognize others author ́s contribution in the discipline (Knowledge of Others). In the context of a qualitative study, we determined the discourse resources used in the communication of One’s Knowledge in the Theoretical Framework section of Bachelors, Masters and PhD Thesis within the discipline of Linguistic. We analyzed a corpus of 36 Thesis using our own categories, validated through expert judgment. Results show a series of differences between degrees considering frequency and variety of discourse sources; PhD students use the widest variety of One ́s Knowledge discourse resources in their Thesis. This phenomenon could be explained by a higher level of knowledge, insertion and consolidation among doctorate students. In conclusion, the present research is a valuable input of empirical evidence for an overlooked section in Thesis genre analysis, and for the discipline of Linguistic. Moreover, the generation of granular level and high specialized evidence furthers the understanding of the discursive construction of disciplinary knowledge, and could assist facilitators and students while writing their Thesis.

LA COMUNICACIÓN DEL CONOCIMIENTO PROPIO EN TESIS: VARIACIÓN ENTRE GRADOS ACADÉMICOS EN LA SECCIÓN DESARROLLO TEÓRICO