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Resumen: The purpose of this work is to promote ESP reading comprehension among intermediate/advanced students, to focus on top-down processing and to develop successful strategies and activities to integrate reading with writing skills. Among the most interesting chapters in this book are the ones that describe cross-disciplinary variations of the English language, namely legal, technical, business and journalistic registers together with the one entitled "Graphic Text Representations" aimed at the exploitation of visuals to aid the understanding of textual information. The author gives sufficient proof that this is achieved by incorporating graphic organizers to either introduce new data, summarize facts or even complete details not provided in the main text. The characteristics of "Time" and "Newsweek" in the chapter of "The Written Press" (Part II), are also tackled and developed in detail by the author to highlight key elements in journalese. On the whole, thanks to its modular structure, the different units of this research can also be used as optional modules in the training of translators, interpreters, curriculum designers and ESP writers since they are planned as self-contained and independent learning sequences with their own objectives. Author Graciela Bulleraich holds the degrees of PhD in Modern Languages (USAL), Sworn Translator and English Teacher (UCA). She currently teaches Language IV at the Univ. of Buenos Aires. This book is based on the research conducted for her doctoral thesis and her experience in the field of applied linguistics.

Resumen: Teachers have frequently experienced and expressed the fact that students lack proficiency in Reading Comprehension, even in their native linguaculture, when they take up foreign language learning or even Teacher/Translator Training Courses at an intermediate or advanced level. Therefore, the purpose of this Thesis is to show that textual skills should be developed in the first phase to ensure that students achieve proficiency in the target language. At a later stage, the acquired knowledge by the practice of productive/communicative language activities.