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This paper discusses distortions of scientific practices, generated from evaluation policies, from validation of scientific relevance or papers' production. The document suggests that over dimension of publications as a research final goal ignores other alternatives for evaluation of scientific relevance and research dissemination. In addition, as a balance of the distortion, this document proposes the progression Issues, Programs, Policies, Research (PPPI for his acronyms in Spanish). This strategy promotes research's use in educational practices and policies, and recovers user engagement in social and educational research. [ABSTRACT FROM AUTHOR]

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Copyright of Íkala: Revista de Lenguaje y Cultura is the property of Universidad de Antioquia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Immaterial is the property of BAU, Centro Universitario de Diseno de Barcelona and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Several studies on metadiscourse zero in on how genres show nuances of linguistic features that reside in various structures depending upon the linguistic exigencies of language for specific purposes. Inquisitive on how these nuances are demonstrated through a repertoire of metadiscoursal features in a highly contextualized discourse, this paper explores how metadiscourse resources are utilized in aeronautics and aerospace engineering and how these facilitate the development of a well-composed text in the field of aviation. Using Hyland and Tse's (2004) and Hyland's (2005, 2010) analytical frameworks for interactive and interactional resources, a corpus of thirty research articles comprising 125,298 words published in the Journal of Aeronautics and Aerospace Engineering was scrutinized. As revealed in the study, the investigated metadiscourse markers resembled Hyland and Tse's (2004) and Hyland's (2005, 2010) findings in terms of interactive and interactional markers, which contain similar features of academic writing such as formality and objectivity; however, in the use of interactional resources, it yielded a finding that supports informality through the use of self-mentions. The quantitative analysis yielded a higher frequency of interactive markers than interactional markers across the thirty articles. This argues that writers in aeronautics and aerospace engineering articles essentially employ more interactive resources than interactional resources, suggesting that these writers are primarily concerned with making their text more cohesive while being responsible for establishing an interpersonal stance toward both the propositional contents and the audience of the text. The findings of the present study provide pedagogical implications as to how writers in the field of aeronautics and aerospace engineering can effectively compose their articles through the strategic use of metadiscoursal markers. [ABSTRACT FROM AUTHOR]

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Copyright of CIRCULO de Linguistica Aplicada a la Comunicacion is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

On this I paper I provide 14 tips to improve academic writing. I argue that problems to write academically stem firstly from a weak training and secondly from an attempt by authors to sustain a pose that ties academic writing to grandiloquence and obscurity. Given that those problems are socially determined, they are open to be formalized, tackled and overcome. I take an epistemologically antirealist standpoint, therefore academic writing takes a central role. My proposal is to write simply and it does not intend to be superior in any way to those other aesthetical stances that academic writing embodies. Every tip consists of a wide treatment of the problem at hand, some examples and a series of practical guidelines. [ABSTRACT FROM AUTHOR]

The aim of this article is to reflect on linguistic sexism, a kind of discrimination that has women as an object and language as an instrument. Sexist language either ignores women, or treats them as men, or represents them as an exception; such a use of language, which excludes or minimizes some social subjects, linguistically represents their self-denial and contributes to the permanence of common prejudices. The article analyzes two aspects of linguistic sexism: some asymmetries between masculine gender and feminine gender in the Spanish language; as well as some discriminatory linguistic expressions found in academic documents in the Autonomous University of the State of Mexico that hide or diminish the professional or student image of woman. [ABSTRACT FROM AUTHOR]

Copyright of @tic.revista d'innovació educativa is the property of @Tic. Revista D'Innovacio Educativa i Tics and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Íkala: Revista de Lenguaje y Cultura is the property of Universidad de Antioquia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Íkala: Revista de Lenguaje y Cultura is the property of Universidad de Antioquia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Páginas de la Educación is the property of Universidad Catolica del Uruguay Damaso Antonio Larranaga and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Miscelanea Comillas is the property of Universidad Pontificia Comillas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Universidad de Oriente, since its foundation in 1947 in the East of Cuba, with particular characteristics that were due to the historical context in which an educational process began that was distinguished from the one that already existed in Havana, printed and has represented a model of education that gathers a founding history and a set of figures that represent it. 75 years after its foundation, this paper has the fundamental objective of analyzing the particularities of the foundation process and development of the Department of Marxism-Leninism of the Universidad de Oriente (provision of services). A journey is made from the foundation of said department in the 1973- 1974 academic year, to its current conformation, going through some of the debates that are held about Marxism today. For its development, it is based on a bibliographical search and the methods: inductive, deductive and historical-logical. [ABSTRACT FROM AUTHOR]

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Copyright of Revista Lengua y Habla is the property of Universidad de Los Andes, Centro de Investigacion y Atencion Linguistica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Signo y Pensamiento is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The academic discourses of the disciplines are generated in situated contexts, that is to say, the practices of teaching, production, distribution and validation of knowledge go through specific circumstances within each discipline. University spaces are complex, so it is necessary to consider the characteristics, social and pedagogical arrangements at this level of studies. In this article we reflect on the process of composing academic texts. The paper is divided into two parts. The first part addresses a problematization of the field of study of academic literacy and analyzes some factors related to the role of writing as a key element in the formation of students at the university. The second part analyzes the process of composing academic texts and contrasts two typologies useful for classifying university writers. Subsequently, the differences between more and less experienced writers are discussed. It is concluded that academic literacy is a framework for analyzing college writing practices. [ABSTRACT FROM AUTHOR]

Copyright of Cuaderno de Pedagogia Universitaria is the property of Pontificia Universidad Catolica Madre y Maestra and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Entramado is the property of Universidad Libre Seccional Cali and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Supported by the evidence found in documents produced by undergraduate and graduate students, the text is focused on representative samples of language practices, autobiography writing, and metacognitive reflections linked with text production from students at the higher education level, analyzed through Carlino (2005), Brito (2010), Natale (2012), Bidiña and Zerillo (2013), Navarro (2013) and others. In general, as an advance conclusion, it can be said that students complain that the intense monotoring carried out by the teaching staff at the beginning of the lerarning process decreases as the course is in progress, but they also show signs of having difficulties in the framing of the enunciator, and their papers manifest scarce rhetorical and pragmatic abilities, in spite of the two decades elapsed since the functional communicative approach for language teaching was officially prescribed in Argentina. Furthermore, students object the lack of common criteria among the teachers regarding the use of academic text formats, and demand institutional agreements or between the faculty members concerning the criteria for the evaluation of papers. [ABSTRACT FROM AUTHOR]

This paper examines various concepts related to academic texts writing from a functionalist and interactionist perspective of discourse and language, with the aim of reflecting on the purpose of writing centers and to establish a theoretical framework which substantiates the practice of a center aimed at teacher's education. In this work, literacy and academic literacy are circumscribed in the context of initial teachers training. Social and epistemological aspects of common writing practices in higher education are addressed, as well as the linguistic aspects that characterize these types of texts and that can represent challenges for students. It is concluded that the practical reason of the writing center must be grounded on a clear theoretical-pedagogical position, based on the knowledge of the features of discourse and language used in such process of inculturation, which has a social, cognitive and linguistic character. [ABSTRACT FROM AUTHOR]

Copyright of Revista Internacional de Educación para la Justicia Social is the property of Universidad Autonoma de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Colindancias: Revista de la Red Regional de Hispanistas de Hungría, Rumanía y Serbia is the property of Colindancias: Revista de la Red Regional de Hispanistas de Hungria, Rumania y Serbia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article addresses the problem of the place of philosophy in higher education today through the analysis of a single issue: the standardization of academic writing and its effects on the practice of philosophy and teaching. From the formal analysis of the academic "paper", as the unique pattern of production and evaluation of current research, this article evaluates its impact on the relationship between thinking, writing and education. It concludes that standardization of writing in the globally homologated university, leads to a stifling of thought not only in philosophy but in all areas of knowledge. At the same time gives us the key to diagnose and locate, in each of these areas, what are the spaces of the non-negotiable from which we must rethink our relationship with education and thinking inside and outside the university. [ABSTRACT FROM AUTHOR]

Copyright of Signo y Pensamiento is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper we study how the legal subject "homeless" (habitante de la calle) was created in Colombia, and how it allowed certain ways of governance in contemporary cities. Focusing on the Colombian case, we argue that contemporary forms of control were only possible when the subject 'homeless' was distanced from other concepts such as lazy, indigent or mad. Furthermore, we make an analysis of the legal frame and academic discourses that developed the new subject of government, and studied how they legitimized new forms of crime control and new ways of organizing urban spaces. In order to do so, a case study of Bogota has been conducted focusing on national and local regulations on the matter, as well as on the discourses on security, crime control and government of problematic populations in both scales of the state administration. [ABSTRACT FROM AUTHOR]