What Makes an Effective Abstract in Sport Science?

Writing an efficient abstract is always a difficult and significant work in academic writing. What kinds of abstracts are well reputed in sport science? To answer this question, 20 abstracts from top journals of sport science were analyzed in the current research. The number of words and rhetorical moves were studied to assess the structures of the abstracts. Meanwhile, the key clauses, citations, the use of first person pronoun, the adoption of abbreviations and acronyms, hedging and the main tense were included in the analysis of the writing skills. Results have show: (1) Almost all of the abstracts were non-structured, and the length varied a lot, but the average word count was about 210-220; (2) the use of writing skills, such as key clauses, citations and hedging differed depending on the preference of the journal where the abstract appeared, and the main tense was selected based on the context of the abstract. In most cases, abbreviations and acronyms were allowed to be used, while the first person pronoun was always avoided

Estrategias metacognitivas y metalingüísticas empleadas en la redacción de los informes técnicos

Este trabajo presenta un análisis de las estrategias cognitivas, metacognitivas y metalingüísticas implicadas en la elaboración de los informes técnicos en las asignaturas de IPA, para alumnos de ciencias e ingenierías. Las aplicaciones didácticas se formulan en relación con los niveles comunicativos del Marco de Referencia Europeo para las lenguas, teniendo en cuenta uno de los géneros lingüísticos más frecuentes dentro de los ámbitos de la ciencia y la técnica.. ABSTRACT. This paper presents an analysis of cognitive, metacognitive and metalinguistic strategies implied in the written production of technical reports, as they may be considered in academic writing courses for science and engineering students. Methodological applications are made bearing in mind the European Framework of Reference for Languages in relation to one of the most frequent genres produced by scientists and engineers..

Teaching writing through reading: a text-centred approach

Se comparan y contrastan las destrezas requeridas para la comprensión lectora con aquellas que se necesitan para la producción de escritos correctos, en inglés, coherentes y bien cohesionados. Se comentan las actividades didácticas relacionadas con ello.The aim of this article is to establish the relevance of teaching reading and writing skills to students at Madrid Polytechnic University, and to show the relationship and interdependence of these activities in EAP courses. The skills involved in reading and writing processes for academic purposes for L2 students are compared and commented on from a rhetorical point of view. Learning tasks based on text-type analysis are recommended as adequate activities to build schemata for writing and represent a synthesis of the teaching objectives proposed for reading and writing English courses.