Since the 1960s, with the influx of a great number of students, both native and non-native, with little experience in formal academic discourse, universities in the English-speaking world have become increasingly aware of the need to offer specific instruction in writing skills. This situation required a clearer definition of what the characteristics of this particular type of writing might be (Grabe & Kaplan 1996) and it became apparent that many of the existing teaching materials concentrated overly on normative, grammatical considerations and not on a broader perspective based on discursive competence. Therefore, since the 1990s, there has been more emphasis on the analysis of the rhetorical conventions of various genres, including cross-linguistic comparisons (Connor 1995; Flowerdew 2000; Hyland 2002; Neff et al. 2004; Neff and Dafouz 2008).Because of the utilization of English as a “lingua franca” in the global community (Gnutzman and Intemann 2005) and the growth of student exchange programs within Europe, it has become progressively evident that both students and teachers require a clear set of guidelines, such as those provided by the EU framework descriptors for various areas of linguistic competency. But, as the difficulties experienced by non-native writers of academic English are very genre specific and appear to be largely independent of purely linguistic competency (many native novice writers also find academic writing problematic), the EU descriptors for academic work are too broad for the type of writing that our students must carry out in tertiary institutions.While much work is clearly being done within universities and colleges to address the prototypical academic writing skills in English, it would be helpful for all concerned if more specific guidelines could be shared. Thus, one major aim of this study is to draw up a series of structural and rhetorical descriptors and evaluate our students’ written production before and after using them in order to test their relevance for our syllabus and perhaps for use by a wider audience in the future.

The contest "Touched by Advertising", organized by the Publicity Department of Nebrija University, gives awards in three general categories: Great Touched, Young Touched and Touched to Career Development. Alongside these general categories, there are technical awards for the best slogan, the best performance, the best score and the best creative idea.As a result of the collaboration between the Publicity Department and the Applied Languages Department, in the year 2010 the contest had a special award given by the Department of Applied Languages to the best story, which involved several steps. Firstly, viewing and selecting the best ad campaigns of the year, with the participation of all university students. The second phase involved only students of second year of Applied Languages, who analyzed the top 10 selected campaigns. The third and final phase entailed the evaluation and selection of the best story.The methodology included the collection of the ads and the text transcript, the analysis of the texts, a discussion group and the final vote. The criteria used to evaluate and analyse the ads were based on different aspects related to the content, the narrative structure and the style of the text.This educational experience in LSP was prepared with the aim of involving students in a meaningful and semi-professional context, very motivating. Another complementary but not least important objective, was to make them see the usefulness of text analysis in their structural, typological and stylistic dimensions, as a final task in the subject Intercultural Communication for Professional Purposes.In our paper the methodology and the criteria used are explained in depth together with the results obtained and problems faced along this new educational experience.Resumen: El concurso "Tocados por la publicidad", organizado por el Departamento de Publicidad de la Universidad Nebrija, otorga varios premios en tres categorías generales: Gran Tocado, Joven Tocado y Tocado a la Trayectoria Profesional. Junto a estas categorías generales existen premios de tipo técnico al mejor slogan, la mejor realización, la mejor música y la mejor idea creativa. Brought to you by | Carleton University OCUL Authenticated Download Date | 6/15/15 9:40 AM 468 Marta Genís et al.Fruto de la colaboración entre el departamento de Publicidad y el departamento de Lenguas Aplicadas, en el año 2010 el concurso incorporó un premio especial del Departamento de Lenguas Aplicadas a la historia mejor contada, que tuvo varias fases. En una primera fase, se efectuó un visionado y selección de las mejores campañas de publicidad del año, en la que participaron todos los alumnos de la universidad. En la segunda fase solamente participaron los alumnos de segundo de Lenguas Aplicadas, quienes analizaron las 10 mejores campañas seleccionadas. La tercera y última fase consistió en la evaluación y la selección de la historia mejor contada.La metodología incluía la recogida de anuncios y transcripción de textos, el análisis de los textos, un grupo de discusión y la vot...

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