Background/Objectives: Regular consumption of dietary fiber (DF) has been associated with non-communicable disease prevention and health benefits. As a result, having the ability to quickly and correctly estimate DF intake would allow the identification of at-risk groups and the development of public programs aimed at improving their intake. In this study, the authors translate and cross-culturally adapt a validated short food frequency questionnaire for the assessment of DF intake, thus adapting it to the Italian population. Methods: The process followed a six-step standardized protocol, and the pre-final version was tested among 40 volunteers. Six experts in nutrition performed the content validity study: Scale-level Content Validity Indexes based on Average (S-CVI/Ave) and Universal Agreement (S-CVI/UA) were calculated (cut-off = 0.83). Results: Both S-CVI/Ave and S-CVI/UA were 1.00 ± 0.0, higher than the cut-off value. The preliminary qualitative analysis showed an average DF intake of 21.5 ± 7.2 g/day, which is below the suggested national and international dietary targets, and mainly derives from fruits, vegetables, bread, and cereals. Based on their DF intake, subjects were classified as low (40%), moderate (37.5%), and high (22.5%) consumers. Conclusions: The translation and cross-cultural adaptation of a validated short food frequency questionnaire to assess DF intake provided us with a tool suitable for the Italian population. Its application in a real case has enabled the identification of three consumption classes, which can support the design of future studies and interventions.

Research in English for Academic Purposes (EAP) has increased in in terms of teaching and learning forms, methods and materials over the past decades. The globalisation of knowledge sharing and communication within the academic community, and the inclusion of marginalised higher education and research institutions, has resulted in an ongoing evolution of many terms related to EAP. Nevertheless, underexplored areas of EAP research and practice remain, including that of “academic style”, a necessary integration of EAP and academic writing teaching and practice. The study then presents a pilot study consisting in the detailed qualitative analysis of a collection of abstracts from a PhD seminar on academic style (self)proofreading. By employing a methodological framework uniting stylistics, error analysis, and the categorisation of specific areas of interest, the pilot study highlights relevant stylistic errors in academic writing and draws conclusions on the requirements and implications of introducing academic style to EAP.