ASSESSMENT OF A GENRE-BASED APPROACH TO SCIENTIFIC WRITING THROUGH THE ANALYSIS OF STUDENT-PRODUCED ABSTRACTS

A course aimed at writing Scientific Research Articles (SRA) in English was offered to Spanish-speaking researchers a public university Argentina. It deployed activities described by the Reading Learn Pedagogy (R2L) (MARTIN; ROSE, 2012). This article assesses effectiveness of this pedagogy analyzing students’ productions. We compared abstracts SRA written before and after implementation R2L’s practices, considering presence or absence rhetorical sections use evaluative language under light System Appraisal WHITE, 2005). Texts include larger number ones before, they also exhibit amount Attitude Graduation elements. The higher complexity texts suggests that teaching scientific genres as Foreign Language students through an R2L-informed approach is effective.