Приложение 1

ОСНОВНАЯ ПРОФЕССИОНАЛЬНАЯ ОБРАЗОВАТЕЛЬНАЯ ПРОГРАММА

ПОДГОТОВКИ МАГИСТРА
по направлению
38.04.03 Управление персоналом
Направленность (профиль) «Управление персоналом»
М. 1.2.2 Модуль "Профессиональная коммуникация". Иностранный язык в научно-
профессиональных коммуникациях

Типовые задания для проведения процедур оценивания результатов освоения

дисциплины в ходе текущего контроля, шкалы и критерии оценивания

Содержание

1. Типовые задания для инвариантной самостоятельной работы по темам

2. Типовые задания для вариативной самостоятельной работы по темам
3. Шкалы и критерии оценивания

*Мониторинг успешности достижения планируемых результатов обучения по дисциплине

осуществляется на каждом занятии в форме проверки и обсуждения результатов выполнения заданий
из инвариантной части самостоятельной работы. Формы организации занятий варьируются в
зависимости от содержания раздела дисциплины и темы занятия.

Содержание инвариантной части самостоятельной работы включает:

• комплекс тематических упражнений и тренировочных заданий, направленных на развитие
языковых навыков (лексических, грамматических, фонетических, орфографических) и
коммуникативных умений (чтения, аудирования, говорения, письма) и расширение
лингвистических и социокультурных знаний;
• комплексные задания по работе с аутентичным текстом, направленные на обучение когнитивным
стратегиям чтения и техникам аналитико-синтетической переработки содержания и языка
оригинала (аннотирование и реферирование);
• индивидуальные задания, направленные на освоение лексических и фразеологических явлений,
типичных для текстов научного содержания в предметной области, актуализацию лингвистических
знаний и систематизацию иноязычного коммуникативно-речевого опыта.

1. Типовые задания для инвариантной самостоятельной работы по темам

№ темы Содержание типовых заданий для организации самостоятельной работы

обучающихся
Модуль 1. Введение в "Иностранный язык в научно-профессиональных коммуникациях"
Тема 1.
Homo sapiens – это Вводные видео-лекции: выполнение заданий по содержанию лекций.
Homо loquens: 1. Use data from COCA to get detailed information on the words and phrases in
Понятие языка, the text.
языка для 1) Пройдите по ссылке в Corpus of Contemporary American English /COCA/:
специальных https://www.english-corpora.org/coca/
целей, 2) В серии вкладок в верхней части окна выберите ANALYZE TEXT
профессиональной 3) Введите в окно поиска научный или технический АЯ-текст по вашей
специальности объемом 300-400 слов
коммуникации. 4) Дайте характеристику вашего специального текста: каков процент
Понятие этикета, узкоспециальной лексики (выделенной желтым цветом) / средне-
имиджа, деловой специальной (зеленым)
репутации. 5) Дайте список узкоспециальных слов, указывая для каждого
Особенности доминантную область применения (для этого необходимо кликнуть по
вербального слову и найти искомую информацию в диаграмме) (NB: поскольку COCA -
делового этикета. общий справочный корпус, некоторые узкоспециальные слова могут
оказаться слишком редкими для статистической обработки, отметьте такие
случаи)
2. What is professionalism? What does professionalism mean to you?
1) Прочитайте описание 15 составляющих профессионализма
15 professional characteristics for the workplace
Here are 15 professional characteristics that can help you earn the respect of
others and position you for promotions:
1. Professional appearance
Professionals should always strive for a professional appearance, including
appropriate attire and proper hygiene and grooming. Clothing should always be
clean and ironed properly. Pants, dresses, formal skirts, crisp white shirts and
leather shoes are all appropriate for a professional's wardrobe.
2. Reliable
Professionals are dependable and keep their commitments. They do what they say
they will do and don't overpromise. Professionals respond to colleagues and
customers promptly and follow through on their commitments in a timely manner.
Punctuality is a key aspect of this professional characteristic. It's always important
to clarify any areas of uncertainty when dealing with customers or members of
your team to ensure there are no mistaken assumptions or surprises.
3. Ethical behavior
Embodying professionalism also means to be committed to doing the right thing.
Honesty, open disclosure and sincerity are all characteristics of ethical behavior.
Many organizations include a commitment to ethical behavior in their code of
conduct. Professionals can adopt a personal code of conduct and make the same
commitment on an individual basis.
4. Organized
A professional keeps their workspace neat and organized so that they can easily
find items when they need them. All files and paperwork should be in place and,
if they have to deliver a presentation, all materials should be ready well in advance
so there are no unexpected delays.
5. Accountable
Just as a professional accepts credit for having completed a task or achieved a goal,
they also are accountable for their actions when they fail. They take responsibility
for any mistakes that they make and take whatever steps necessary to resolve any
consequences from mistakes. They are accountable and expect accountability from
others.
6. Professional language
People who behave with professionalism monitor every area of their behavior,
including how they talk. They minimize the use of slang and avoid using
inappropriate language in the workplace. They even are conscientious of the
language they use in informal settings.
7. Separates personal and professional
Professionals understand the importance of separating their personal lives from
their professional lives. While professionals may experience the same challenges
in their personal lives as others, they maintain a clear separation between their
professional lives and workplace demeanor.
8. Positive attitude
Part of being a professional means maintaining a positive, can-do attitude while
working. A positive attitude will improve a professional's overall performance and
increase the likelihood of a positive outcome. It will also impact the behavior and
 performance of others, improving employee morale in the office.
9. Emotional control
Emotional control is another key characteristic of professionalism. Professionals
understand the importance of maintaining their composure and staying calm in all
situations. By remaining calm, even during challenging moments, others can rely
on them to be rational and of sound judgment.
10. Effective time management
An employee who knows how to manage their time well is viewed by their peers
as a professional. Some characteristics of time management abilities include
showing up at the office on time in the morning, being on time for meetings and
letting someone in the office know if they suspect that they might be late.
11. Focused
A professional is clear about their goals and understands what they need to
accomplish to achieve them. They know how to stay focused on their work to
maintain their productivity. Professionals recognize the importance of maintaining
focus to improve the quality of their work and be as efficient as possible.
12. Poised
Professionals should demonstrate poise, a calm and confident state of being. Being
poised means maintaining a straight posture, making eye contact when
communicating and helping establish a friendly and professional presence. Being
poised means also staying calm during times of heightened pressure.
13. Respectful of others
Professionals always treat others with respect. They understand that though humor
is appropriate in the workplace, they should always use it with respect to others.
The only time that professionals engage in conversations about other people is if
they are evaluating their performance and looking for constructive ways to
improve their performance in the workplace.
14. Strong communicator
A professional must have strong communication skills. This means that they not
only can effectively and efficiently convey messages to others but also that they
can actively listen to and understand what others are telling them. By engaging in
open and constructive communication with others, professionals can collaborate
more effectively and accomplish a lot.
15. Possesses soft skills
Soft skills are personal attributes that allow someone to interact effectively with
others. Soft skills include things like leadership, critical thinking, teamwork and
people skills. Soft skills help professionals to behave courteously when addressing
colleagues and managers, use the right language when communicating and respect
the opinions of others.
(source: https://www.indeed.com/career-advice/career development/professional-
characteristics)

2) Добавьте слагаемые, которых, на ваш взгляд, не достаёт в

данном списке. Обоснуйте своё мнение.
3) Сформулируйте на их основе 10 комплиментов, приемлемых в
профессиональной коммуникации.
Тема 2.
Профессиональный 1. What is the role of language in opening up research?
язык – ключ к 1) Обратившись к словарю или глоссарию английских терминов своей отрасли
профессиональным знаний, приведите примеры:
знаниям: • термина, основанного на корнях латинского или греческого языка;
Особенности и • термина, основанного на исконных английских корнях / словах;
виды специальной • прозрачного термина, форма которого передает его содержание;
лексики. Языковые • многозначного термина, имеющего даже в узкой отрасли знаний
особенности несколько значений;
специального • ненейтрального термина, содержащего элемент образности или
текста. оценочности;
Тема 3.
Чтение 1. Academic writing: genres in academic writings
специальной 1) Проведите эксперимент:
литературы: Выбрав научную статью на английском языке по своей отрасли знаний, (1)
Смысловая прочитайте ее "наискосок" (т.н. "просмотровое чтение"); затем (2) прочитайте ее
обработка основательно: вдумчиво, переводя неизвестные слова.
специальных Критически оцените полученные результаты, отразите в отчете об
текстов разных эксперименте:
жанров. • полноту понимания текста при чтении 1 и чтении 2 в %
• время, затраченное на чтение 1 и чтение 2
• для каких задач применим вариант 1, а для каких - только вариант 2

2. Read about IMRAD - a common organizational structure of a scientific journal

article of the original research type.
(https://stanford.edu/class/ee267/WIM/writing_report_structure.pdf)
1) What are the components of IMRaD?
2) What is the advantage of IMRaD format in a research paper?
Модуль 2. Практикум по иностранному языку научно-профессиональной коммуникации
Тема 3.
Чтение 1. Reading assignment 1: Science news article
специальной 1) Read the article
литературы: 2) Prepare a mind-map (key concepts presented as a plan or diagram)
Смысловая 3) Give 5 questions the answers to which would cover the general contents of the text
обработка
Low-income preschoolers exposed to nurturing care have with higher IQ scores
специальных
later on
текстов разных
жанров. Summary:
Preschoolers living in impoverished communities who have access to a nurturing home
environment have significantly higher intelligence quotient (IQ) scores in adolescence
compared to those raised without nurturing care. That is the finding of a new
international study conducted by University of Maryland School of Medicine
(UMSOM) researchers, which examined data from more than 1600 children from
Brazil and South Africa who were followed from birth through their teenage years.
Results were published this week in The Lancet Child & Adolescent Health journal.
Full text:
The researchers analyzed data from long-running studies conducted in Brazil and
South Africa to assess whether children exposed to early adversities (such as extreme
poverty, low birth weight, or pre-term birth) could reach their full learning potential
by experiencing responsive caregiving and opportunities to learn in their home. They
found that prenatal and early life adversities matter throughout life. Adolescents who
had been exposed to multiple adversities early in life had lower IQ scores, were more
likely to have difficulties adjusting socially and psychologically, and achieved a lower
physical height compared to adolescents exposed to fewer adversities. They also found
that being raised in a nurturing environment could significantly counteract the
detrimental effect of early adversities on IQ and help children achieve their full
intellectual potential.
"We found that adolescents who were raised in nurturing environments had IQ scores
that were on average 6 points higher than those who were not. This is a striking
difference that has profound implications by increasing the intelligence of entire
communities," said study corresponding author Maureen Black, PhD, the John A
Scholl and Mary Louise Scholl Endowed Professor of Pediatrics at UMSOM. "A
nurturing environment also led to better growth and fewer psycho-social difficulties in
adolescence, but it did not mitigate the effects of early adversities on growth and
psycho-social difficulties."
Globally, more than 250 million children younger than 5 years are at risk of not
reaching their developmental potential because of adversities that co-occur early in life
and accumulate with age. In the U.S, almost one in five children are raised in poverty
and 15 percent do not complete high school, with higher rates for children in Black
and Hispanic families. Exposing these children to a nurturing environment, whether at
home or in daycare or pre-school settings, can lead to cognitive benefits that last into
adolescence and beyond.
"I think our findings could apply to communities here in the U.S. where children are
hungry, living in poverty or lacking in access to medical care," Dr. Black said.
Added study lead author Angela Trude, PhD, a post-doctoral fellow in the UMSOM
Department of Pediatrics, "Parents want to provide nurturing environments and we
need to help them." She said this includes interacting with young children in a positive
way such as reading children's books from the library, singing songs together, and
playing games with numbers and letters. Children who engage in age-appropriate
chores with adult supervision like picking up toys and clearing the table gain skills and
feel good about helping.
"Get children involved in friendly activities as much as possible rather than parking
them in front of a screen," Dr. Black said. "Children love to learn and in a nurturing
environment they can grow into adolescents and adults with the abilities to care for
themselves, their families, and their communities."
The research was funded by the Bill & Melinda Gates Foundation.
"As the world continues to suffer through a global pandemic, we must not let our
youngest children fall through the cracks," said E. Albert Reece, MD, PhD, MBA,
Executive Vice President for Medical Affairs, UM Baltimore, and the John Z. and
Akiko K. Bowers Distinguished Professor and Dean, University of Maryland School
of Medicine. "This research highlights the importance of nurturing caregivers, both at
home and at school to help children lead more productive lives as adults."
Journal Reference:
1. Angela C B Trude, Linda M Richter, Jere R Behrman, Aryeh D Stein, Ana M B
Menezes, Maureen M Black. Effects of responsive caregiving and learning
opportunities during pre-school ages on the association of early adversities and
adolescent human capital: an analysis of birth cohorts in two middle-income
countries. The Lancet Child & Adolescent Health, 2021; 5 (1): 37
DOI: 10.1016/S2352-4642(20)30309-6
Source: https://www.sciencedaily.com/

1.1 Focus on grammar - THAT/ THOSE as a prop-word

In the text you might have noticed the peculiar use of the pronoun THOSE in the
sentence:
"Preschoolers living in impoverished communities who have access to a nurturing
home environment have significantly higher intelligence quotient (IQ) scores in
adolescence compared to those raised without nurturing care".
THOSE is used here as a prop-word (слово-заместитель) in order to avoid repetition
(повтор).
In this sentence THOSE is used instead of the noun PRESCHOOLERS.

NB:
If the noun we want to replace is in singular (в ед.ч.), it is replaced by THAT
If the noun we want to replace is in plural (в мн.ч.), it is replaced by THOSE
1) Which noun (существительное) or noun phrase (словосочетание) is replaced by
THOSE?
The Ainus* live in conditions somewhat similar to those of the Indians of the United
States in certain areas of the Japanese islands, and are evidently the remnant of the
people who inhabited the island empire before the Japanese came.

2) Which noun or noun phrase is replaced by THAT?

Hebrew has apparently successfully revived in Israel though Israeli Hebrew is
something quite different from that spoken in ancient times.

3) Which noun or noun phrase is replaced by THAT?

Like that of Aztec, the bibliography of Quecchua is very large both early and recent.
The best grammar seems to be that of Middendorf.

4) Which noun or noun phrase is replaced by THOSE?

Amber finds from North-Russian neolithic sites, in addition to those already
mentioned in literature, are known at any rate from the dwelling places on the lake of
Rostov.

5) Which noun or noun phrase is replaced by THOSE?

I have pointed out that the language used by the child is determined far more by that
of its playfellows than by that of its parents.

1.2 Focus on vocabulary -

1) Fill the gaps with missing parts of the definitions:

The main contributor to the paper, responsible for the research methodology, who is
usually listed the first among the named authors of a publication and is indicated in
citations is called a … author.
a) lead
b)corresponding
c) co-author

A member of the research team, who carries out communication with the journal
during the manuscript submission, peer review, and publication process is called a
…author.
a) lead
b) corresponding
c) co-author

A member of the research team, who has made an important contribution to the
publication and is listed among its authors, in case there are more than one, is called a
…
a) lead
b) corresponding
c) co-author

2. Reading assignment 2: Research article

1) Read the research article "Responding to Global Learning Needs during a

Pandemic" (repository: https://www.mdpi.com/2227-7102/10/11/345/htm)
2) Prepare the mind-map or detailed plan to describe its contents
3) Give 5 questions, the answers to which would cover the general contents of the
article

Abstract
On 11 March 2020, the World Health Organization (WHO) declared the outbreak of
coronavirus disease (COVID-19) to be a pandemic. As a result, the OpenWHO.org
online platform, which serves as WHO’s learning hub for emergencies, was tested for
the first time on its core purpose of scaling up trusted public health information in a
global emergency. This descriptive study examines and documents the WHO learning
response in the early months of the pandemic by comparing epidemiological
information and OpenWHO.org use in the countries with the highest COVID-19 cases.
Statistical datasets from OpenWHO.org and WHO’s COVID-19 dashboard were
overlaid for the period 11 March–22 May 2020. During this period, for most of the 24
countries with the highest COVID-19 cases, platform use showed a corresponding
trend. Courses published in the official languages spoken in these countries were well
utilized, indicating a need to produce materials in languages spoken by affected
communities. Of the countries with the highest number of users on OpenWHO, only
half were top users of the platform before the pandemic. The existence of an
established online platform for health emergencies assisted WHO in massively and
quickly scaling up the dissemination of essential learning materials for COVID-19.
Keywords: COVID-19; pandemic; online learning; OpenWHO; WHO

2.1 Focus on text building –

1) Fill in the gaps to make the passages coherent:

… the COVID-19 epidemic grew, the need for learning materials surged accordingly.
a) following
b) with
c) also
d) collectively
e) although
f) while
g) despite
h) as
i) though
g) nor

… most of the countries in this list experienced similar levels of COVID-19 cases and
OpenWHO platform use, Russia and China exhibited the lowest platform use … their
COVID-19 cases. Users from these countries have not historically been active users
on OpenWHO,… have there been materials in their languages on the platform before
the pandemic, with the exception of one course in Russian.
a) following
b) with
c) also
d) collectively
e) although
f) while
g) despite
h) as
i) though
g) nor

… , the three most commonly used language versions in each country account for
more than 90% of the total course use from that country
a) following
b) with
c) also
d) collectively
e) although
f) while
g) despite
h) as
i) though
g) nor

… use of the platform is in general more modest in China and Russia, Chinese and
Russian are the second most popular language version in each country respectively.
a) following
b) with
c) also
d) collectively
e) although
f) while
g) despite
h) as
i) though
g) nor

… the outbreak of COVID-19, the OpenWHO platform experienced a significant

increase in use from individuals aged 70+
a) following
b) with
c) also
d) collectively
e) although
f) while
g) despite
h) as
i) though
g) nor

MOOCs generally refer to online classes or lectures that offer unlimited registration
for anyone who wants to participate, … the open nature differentiating MOOCs from
online courses offered for academic credit. … they have been found to have low
retention rates and appear to be more popular among participants in North America
and Europe, MOOCs … have the potential to make quality educational resources
available across geographical and social boundaries.
a) following
b) with
c) also
d) collectively
e) although
f) while
g) despite
h) as
i) though
g) nor

2.2 Focus on vocabulary

1) Match the Russian and English terms naming parts of a research paper:
Limitations –
Диаграмма
a) Таблица
b) Введение
c) Аннотация
d) Заключительные замечания
e) Факторы, ограничивающие возможности проведенного исследования
Figure –
a) Диаграмма
b) Таблица
c) Введение
d) Аннотация
e) Заключительные замечания
f) Факторы, ограничивающие возможности проведенного исследования
Introduction –
a) Диаграмма
b) Таблица
c) Введение
d) Аннотация
e) Заключительные замечания
f) Факторы, ограничивающие возможности проведенного исследования
Conclusions –
a) Диаграмма
b) Таблица
c) Введение
d) Аннотация
e) Заключительные замечания
f) Факторы, ограничивающие возможности проведенного исследования
Abstract –
a) Диаграмма
b) Таблица
c) Введение
d) Аннотация
e) Заключительные замечания
f) Факторы, ограничивающие возможности проведенного исследования
Table –
a) Диаграмма
b) Таблица
c) Введение
d) Аннотация
e) Заключительные замечания
f) Факторы, ограничивающие возможности проведенного исследования

3. Reading assignment 3: Legal document

1) Read Chapter XI section A. (Right to Education) of General Comment No. 25

(2021) on children’s rights in relation to the digital environment, produced by the UN
Committee on the Rights of the Child
(https://www.ohchr.org/EN/HRBodies/CRC/Pages/GCChildrensRightsRelationDigit
alEnvironment.aspx)
2) Study the terminology glossary
(https://www.ohchr.org/EN/HRBodies/CRC/Pages/GCChildrensRightsRelationDigit
alEnvironment.aspx) and explain the meanings of any 5 terms you choose
 3) Give 7 questions, the answers to which would cover the general contents of this
section
Тема 4. What (Who) makes a good education?
Работа с аудио-
визуальным 1. Listening assignment 1: Bill Gates on Feedback for Teachers
текстом: 1) Listen to the talk, delivered by Bill Gates: https://www.ted.com.
Смысловая and be ready to answer questions on the talk's contents and language
обработка аудио-
визуальных What is it that teachers lack globally and in the US in particular to help them
специальных improve?
текстов.
Which country tops the list of those, whose students are most successful in reading?
a) Shanghai (China)
b) Poland
c) Russia
d) the USA

The US students are more successful in mastering reading, than math

a) indeed, they are
b) no, they are not

2) Write a 150-word summary of the talk

2. Listening assignment 2: Flipped vs. blended classroom

1) Watch the lecture on Flipped and Blended Classroom:
https://moodle.herzen.spb.ru/mod/lesson/view.php?id=622142&pageid=56691&startl
astseen=no and be ready for questions and assignments on its contents and language

Flipped classroom is a subtype of blended classroom

a) yes, it is
b) no, it isn’t

Blended learning is about taking parts of a traditional lesson out and bringing in
____________ to replace them.

The synonym for FLIPPED CLASSROOM is ______________ CLASSROOM.

The concept of flipped classroom is based on:

a) Bloom's taxonomy
b) Maslow's hierarchy of needs

2) Write a 150-word essay on applying blended / flipped principle in teaching your

subject of choice.

3. Listening assignment 3: Online learning could change academia

1) Listen to the talk, delivered by Tyler Dewitt
https://www.ted.com/talks/tyler_dewitt_online_learning_could_change_academia_fo
r_good#t-369864
2) Explain the concept of “tailored learning”
3) Write a 150-word summary of the talk

4. Listening assignment 4: Doing the right thing

1) Watch the introductory video of the Harvard course “Justice”
(https://learning.edx.org/course/course-v1:HarvardX+ER22.1x+1T2021/home)
and be ready for questions and assignments on its contents and language:
 A consequentialist is likely to approach the trolley car case by focusing on:
a) The number of lives that would be saved by diverting the trolley car.
b) The rights of the people who would be killed if the trolley car is diverted.
c) A moral rule, telling us not to kill under any circumstances.
d) Whether the people on the tracks consented to be there, and consented to being put
at risk.
e) The inherent evil in killing one person in order to save a greater number of people.

One who engages in categorical moral thinking is likely to approach the trolley car case by
focusing on:
a) Whether the trolley car driver can maximize the number of lives saved by diverting the
trolley.
b) Whether the trolley car driver can minimize the amount of suffering by diverting the
trolley.
c) Whether diverting the trolley car leads to the best consequences.
d) Whether more people are made happy if the trolley car is diverted.
e) Whether diverting the trolley car would violate people’s rights.

Someone who argues that the trolley car driver should divert the trolley because more lives
would be saved by doing so would be engaging in:
a) Categorical moral reasoning.
b) Consequentialist moral reasoning.
c) Both categorical moral reasoning and consequentialist moral reasoning.
d) Neither categorical moral reasoning nor consequentialist moral reasoning.
e) Immoral reasoning.

2) Join the discussion board of lecture #1 “The trolley car” and look through the posts. You
can add a new post if you feel like it and/or contribute to some.
3) Further reading: Read the excerpt from JUSTICE: WHAT'S THE RIGHT THING TO
DO? by Michael J. Sandel and summarize the main points in 4 to 5 paragraphs (130-150
words)
Тема 5.
Практикум устной 1. Speaking assignment 1: Describing charts and graphs
речи: 1) Study the picture:
Описание
диаграмм,
графиков, таблиц.
Описание
результатов
исследования /
эксперимента.
Самопрезентация.
Особенности
коммуникации в
режиме
теле/видеоконфере 2) Find the Russian equivalent of the chart types names
нции. • Bar chart
a) Круговая диаграмма
b) График
c) Точечная диаграмма
d) Гистограмма
e) Лепестковая диаграмма
• Pie chart
a) Круговая диаграмма
b) График
c) Точечная диаграмма
 d) Гистограмма
e) Лепестковая диаграмма
• Line chart
a) Круговая диаграмма
b) График
c) Точечная диаграмма
d) Гистограмма
e) Лепестковая диаграмма
• Scatter chart
a) Круговая диаграмма
b) График
c) Точечная диаграмма
d) Гистограмма
e) Лепестковая диаграмма
• Spider/radar diagram
a) Круговая диаграмма
b) График
c) Точечная диаграмма
d) Гистограмма
e) Лепестковая диаграмма
3) How do you describe diagrams?
Step 1: Introduce the visual support
• I'd like you to look at this graph...
• Let me show you this pie chart...
• Let's have a look at this model...
• Let's turn to this map...
• To illustrate my point let’s look at some diagrams...
• As you can see from these figures...
• If you look at these photographs you'll see...
• If you look at this bar chart you'll notice...
• If you look at this histogram you'll appreciate...
• If you look at this flow chart you'll understand ...
• If you look at this matrix...
Step 2: Introduce the parts and elements of the diagram
• The vertical axis represents __.
• The horizontal axis shows __.
(The curve, The solid line, The dotted line, The broken line, The shaded area, The
unshaded section, The dotted column, The coloured segment, The red bar…)
Step 3: Identify the trend.
Group the following words into 3 categories:
(1) words for growth,
(2) words for decrease
(3) words for stability
be constant /climb /collapse /cut /expansion /extension /fall /go down /growth
/improvement /level off /push down /reduction /rise /shoot up /soar /stability
/stagnation /stand at /stay at/ increase / decrease / maintain / drop / keep going up/
reach a peak /step up / grow / decline / remain stable /expand /go down /fall /
improve

Step 4: Here you answer the question: what change is being visualized
Describe the axes, answer the question what is changing
E.g.
• The diagram shows the rapid growth of the number of literate people in the
developing countries in the first half of the 20th century.
 • The diagram shows that the number of schools in the region has soared over
the indicated period.
Step 5: Elaborate on the dynamics:
• what is the minimum level?
• what is the maximum level?
• how do the low and high points relate to each other? (use dramatic / sharp /
steep / substantial / considerable / marked / moderate / slight / small / minimal)
• how even is the dynamics?
• how quick is the change? (rapid / quick / swift / sudden / steady / gradual /
slow)
Step 6: If you can't see or don't want to give precise figures, use approximations:
just under /just over /well under /well over /roughly /nearly /approximately /around
/about

4) Study the diagram. Complete its description by filling out the gaps with the words
given below.

a low point from rising sharply declined increased slightly sudden

doubled recovered to drop remained were

In January, gold sales _____________ about 200 million dirhams per month. In
February they _____________ to Dhs 220 million, _____________ to a peak of 350
million dirhams in March. Over the next four months, sales _____________ steadily,
reaching _____________ of 120 million dirhams in July. In August, there was a
_____________ increase. Sales almost _____________, rising _____________ Dhs
120 million in July to Dhs 210 million in August. This was followed by a [?] in
September to Dhs 120 million. From September to October, sales _____________
from Dhs 120 million to Dhs 180 million. In October and November, sales
_____________steady, and there was a small increase in December _____________
190 million dirhams.

5) How do you describe bar charts?

Bar charts are used to compare the figures / amounts among different participants or
at different times.

1. Name the type of the chart.

2. State what is the parameter for comparison.
E.g. The bar chart shows the percentage of students who passed their high school
competency exams, by subject and gender, during the period 2010-2011.
3. Elaborate on the particular bars, starting with the largest.
4. Speak about the spectrum of values and what it implies.

6) Study the bar chart. Complete its description by filling out the gaps with the words
given below.

at over (x2) fell had risen rose from doubled by (x2)

The chart shows changes in the share of international students who graduated from
universities in different Canadian provinces over a period of 5 years.

In 2001, this share had a relatively narrow range, ______ 3% in Ontario to 7.0% in
New Brunswick. Nova Scotia had the second highest proportion ________ 6.5%. Five
years later, the figures for most provinces _____________, with the exception of
Alberta. There, the figures _______ ______ 1% to just _______4%.

______ 2006, some parts of Canada experienced a considerable increase in their share
of international graduates. Growth in this share was especially strong in the case of
New Brunswick, where the figures ________ from 7% to 12%. The largest growth
occurred in British Columbia, where it more than _________to 11%.

_______this five-year period, changes in the proportion of international graduates have

been very uneven across the provinces of Canada. However, New Brunswick remained
the province with the highest percentage overall.

7) How do you describe (pie) charts?

Describe what sort of chart it is and what it is about.

The present pie chart illustrates to proportions / shares / components ...
Describe the sections of the graph starting with the biggest and working your way
down.
• the largest sector represents ...
• X contributed the least to ...
• X is followed by Y, which accounts for a quarter / two thirds of the total
amount
• X comprises 3% of ...
• X and Y were at 12% and 17% respectively
Provide a short conclusion giving an overall view of what the chart is about.

8) Describe the pie chart:

2. Speaking assignment 2. Presenting your own research

Presenting your research results:

• Introduce the topic / theme. Explain why it is a really important one. The goal
here is to either intrigue your audience of impress them with the daunting task
you have set.
• Suggest your hypothesis: the expected answer or solution with which you
approach the problem.
• Briefly describe your predecessors, who have contributed to the field you are
studying.
• Talk about the methods, materials and equipment you have been using, and the
limitations of the research (what you can do/ and what you cannot possibly
achieve, what you can be sure or / what leaves space for doubt)
• Basing on diagrams, tables and figures, outline the results - your findings. Do
not only state the figures - make sure you discuss what they signify. From there
you can proceed to conclusions.

Useful vocabulary by categories:

1. Findings:
From the short review above, key findings emerge: __
We describe the results of __, which show __
This suggests that __
We showed that __
Our findings on __ at least hint that __
This is an important finding in the understanding of the __
The present study confirmed the findings about __
Another promising finding was that __
Our results demonstrated that __
This result highlights that little is known about the __
A further novel finding is that __
Together, the present findings confirm __
The implications of these findings are discussed in __
The results demonstrate two things. First, __. Second, __
The results of the experiment found clear support for the __
This analysis found evidence for __
Planned comparisons revealed that __
Our results casts a new light on __
This section summarises the findings and contributions made.
It performs well, giving good results.
This gives clearly better results than __
The results confirm that this a good choice for __
From the results, it is clear that __
In this section, we will illustrate some experimental results.
This delivers significantly better results due to __
The result now provides evidence to __
It leads to good results, even if the improvement is negligible.
This yields increasingly good results on data.
The result of this analysis is then compared with the __
The applicability of these new results are then tested on __
This is important to correctly interpret the results.
The results are substantially better than __
The results lead to similar conclusion where __
Superior results are seen for __
From these results it is clear that __
Extensive results carried out show that this method improves __
We obtain good results with this simple method.
However, even better results are achieved when using our algorithm.
It is worth discussing these interesting facts revealed by the results of __
Overall, our method was the one that obtained the most robust results.
Slightly superior results are achieved with our algorithm.
The result is equal to or better than a result that is currently accepted.
2. Comparison with prior studies:
The results demonstrated in this chapter match state of the art methods.
Here we compare the results of the proposed method with those of the traditional
methods.
These results go beyond previous reports, showing that __
In line with previous studies __
This result ties well with previous studies wherein __
Contrary to the findings of __ we did not find __
They have demonstrated that __
Others have shown that __ improves __
By comparing the results from __, we hope to determine __
However, in line with the ideas of __, it can be concluded that __
When comparing our results to those of older studies, it must be pointed out that __
We have verified that using __ produces similar results
Overall these findings are in accordance with findings reported by __
Even though we did not replicate the previously reported __, our results suggest that
__
A similar conclusion was reached by __
However, when comparing our results to those of older studies, it must be pointed
out __
This is consistent with what has been found in previous __
A similar pattern of results was obtained in __
The findings are directly in line with previous findings
These basic findings are consistent with research showing that __
Other results were broadly in line with __
3. Limitations of your work:
Because of the lack of __ we decided to not investigate __
One concern about the findings of __ was that __
Because of this potential limitation, we treat __
The limitations of the present studies naturally include __
Regarding the limitations of __, it could be argued that __
Another limitation of this __
This limitation is apparent in many __
Another limitation in __ involves the issue of __
The main limitation is the lack of __
One limitation is found in this case.
One limitation of these methods however is that they __
It presents some limitations such as __
Although widely accepted, it suffers from some limitations due to __
An apparent limitation of the method is __
There are several limitations to this approach.
One limitation of our implementation is that it is __
A major source of limitation is due to __
The approach utilised suffers from the limitation that __
The limitations are becoming clear __
It suffers from the same limitations associated with a __
4. Casual arguments:
A popular explanation of __ is that __
It is by now generally accepted that __
A popular explanation is that __
As it is not generally agreed that __
These are very small and difficult to observe.
It is important to highlight the fact that __
It is notable that __
An important question associated with __ is __
This did not impair the __
This is important because there is __
This implies that __ is associated with __
This is indicative for lack of __
This will not be biased by __
There were also some important differences in __
It is interesting to note that, __
It is unlikely that __
This may alter or improve aspects of __
In contrast, this makes it possible to __
This is particularly important when investigating __
This has been used to successfully account for __
This introduces a possible confound in __
This was included to verify that __
5. Speculations:
However, we acknowledge that there are considerable discussions among
researchers as to __
We speculate that this might be due to __
There are reasons to doubt this explanation of __
It remains unclear to which degree __ are attributed to __
However, __ does seem to improve __
This does seem to depend on __
It is important to note, that the present evidence relies on __
The results show that __ does not seem to impact the __
However, the extent to which it is possible to __ is unknown
Alternatively, it could simply mean that __
It is difficult to explain such results within the context of __
It is unclear whether this is a suitable for __
This appears to be a case of __
From this standpoint, __ can be considered as __
To date, __remain unknown
Under certain assumptions, this can be construed as __
Because of this potential limitation, we treat __
In addition, several questions remain unanswered.
At this stage of understanding, we believe__
Therefore, it remains unclear whether __
This may explain why __
6. Deductive Arguments:
A difference between these __ can only be attributable to __
Nonetheless, we believe that it is well justified to __
This may raise concerns about __ which can be addressed by __
As discussed, this is due to the fact that __
Results demonstrate that this is not necessarily true.
These findings support the notion that __ is not influenced by __
This may be the reason why we did not find __
In order to test whether this is equivalent across __, we __
Therefore, __ can be considered to be equivalent for __

3. Speaking assignment 3. Elevator speech

1) How do you prepare an elevator speech?

An elevator speech is a clear, brief message or “commercial” about you. It

communicates who you are, what you’re looking for and how you can benefit a
company or organization. It’s typically about 30 seconds, the time it takes people to
ride from the top to the bottom of a building in an elevator. (The idea behind having
an elevator speech is that you are prepared to share this information with anyone, at
anytime, even in an elevator.) At a career fair, you can use your speech to introduce
yourself to employers. It is important to have your speech memorized and practiced.
Rehearse your 30 second elevator speech with a friend or in front of a mirror. The
important thing is to practice it OUT LOUD. You want it to sound natural. Get
comfortable with what you have to say so you can breeze through it when the time
comes.

Elevator speech is:

! absolutely not longer than 25 to 30 seconds
or - in words - approximately 80 to 90 words
or - in sentences - 8 tot 10 sentences

A SAMPLE ELEVATOR SPEECH OUTLINE

These 10 speech topics will help to write a carefully planned and prepared
presentation that grabs attention and says a lot in a few words.

ABOUT YOU
1. Smile to your counterpart, and open with a statement or question that grabs attention:
a hook that prompt your listener to ask questions.
2. Tell who you are: describe you and your company.
3. Tell what you do and show enthusiasm.
WHAT DO YOU OFFER
4. Tell what problems have solved or contributions you have made.
5. Offer a vivid example.
6. Tell why you are interested in your listener.
WHAT ARE THE BENEFITS
7. Tell what very special service, product or solutions you can offer him or her.
8. What are the advantages of working with you? In what do you differ from
competitive companies?

HOW DO YOU DO IT
9. Give a concrete example or tell a short story, show your uniqueness and provide
illustrations on how you work.
CALL FOR ACTION
10. What is the most wanted response after your elevator speech? Do you want a
business card, a referral or an appointment for a presentation after your elevator
speech?
CHECKLIST FOR FINE TUNING
STEP 1: First write down all what comes up in your mind.
STEP 2: Then cut the jargon and details. Make strong short and powerful sentences.
Eliminate unnecessary words.
STEP 3: Connect the phrases to each other. Your elevator address has to flow natural
and smoothly. Don't rush.
STEP 4: Memorize key points and practice.
STEP 5: Have you really answered the key question of your listener: What's In It For
Me?
STEP 6: Create different versions for different business situations of your elevator
speech. Note them on professional business cards.
What information might you include in your elevator speech for a career fair?
Consider sharing your name, year in school, major skills and career goals. Include
personal information only if it is relevant to the work for which you are applying.

EXAMPLES
Here are some examples to help you get started developing your 30 second elevator
speech:

1. Hi, my name is Samantha Atcheson, and I am a senior Environmental Sciences

major. I’m looking for a position that will allow me to use my research and analysis
skills. Over the past few years, I’ve been strengthening these skills through my work
with a local watershed council on conservation strategies to support water quality and
habitats. Eventually, I’d like develop education programs on water conservation
awareness. I read that your organization is involved in water quality projects. Can you
tell me how someone with my experience may fit into your organization?

2. Nice to meet you, I’m Alex Biondo. I’m currently a senior and am studying Computer
and Information Science. I hope to become a computer programmer when I graduate.
I’ve had a couple of internships where I worked on several program applications with
a project team. I enjoy developing computer applications for simple business solutions.
The position you have listed in UO-JobLink seems like it would be a perfect fit for
someone with my skills. I’d like to hear more about the type of project teams in your
organ.

3. Hi, my name is Brad. I am currently a sophomore student attending XYZ University

in Wallapallooza, Maparaza. In college I plan on majoring in business, specifically in
the area of finance. This summer I did an internship with the Groundhog Hedge Fund
Group and I hope to work in my college’s credit union when I return to school this
fall. Ever since I can remember I have always had an interest in numbers and I feel
certain that this is something I want to do in my future career. Next summer I’m hoping
to get another internship learning more about how the international financial market
operates. I also want a career working with people since I enjoy assisting others with
their finances and I had a blast this year preparing a presentation as a team with a
group of other students for my business management introductory course.”

2) Prepare an elevator speech to present in class.

4. Speaking assignment 4. Video Conferencing Apps: A comparative analysis

1) Compare three of the most popular video conferencing apps in business use (e.g.
Google Meet, Microsoft Teams and Zoom) according to the features below and
comment on the advantages and drawbacks of each.
 • number of participants
• time limit (free account)
• chat feature
• breakout rooms
• a screen sharing option
• data security
• unique features etc.
2) Present your findings in class.
3) Roleplay a videoconference using the phrases from the active vocabulary below
NB:
• Form groups of 4-5
• Select the chairperson
• Decide on the topic and roles
• Make sure you include all the situations listed in the vocabulary
VOCABULARY
Talking about documents
• “…the one with the heading Personnel in bold.”
• “Do you all have it (on the screen) in front of you now?”
• “Can you all have a look at the beginning/ middle/ end of the document/ page/
table?”
• “…the first/ second/ next/ next to last/ last bullet point/ sentence/ graph.”
• “The top/ bottom row/ paragraph/ sentence”
• “The second row/ figure/ word/ column from the bottom/ top/ left/ right.”
• “It’s about halfway down the page. Can you all see it?”
• “That’s the one. There are seven bullet points. Look at the second to last one.”
• “I’ve used italics for the bits I want to check with you all.”
• “If you open up (the document called) Appendix Two…”
Try to interrupt someone
• “Sorry. Alex. I’d like to come in here if I may.”
• “Sorry, could I just jump in for a second?”
• “This is Alex. Can I say something?”
• “Alex speaking. Can I mention something here?”
• “Sorry, it’s Alex. May I add something here?”
• “Sorry to interrupt you. It’s Alex.”
• “Alex. Can I just say something here?”
• “Sorry to interrupt but could I just ask a quick question?”
• “This is Alex again”
Check who said something
• “Who was it who said…?”
• “Was that you, John?”
• “Sorry. Who was that just speaking?”
• “Sorry, can you say your name before you speak?”
• “Would I be right in thinking that was… (speaking)?”
Make sure everyone has a chance to speak
• “Any reactions?”
• “I think maybe Dan has something to add.”
• “Anything else, anyone?”
• “Alex?”
• “Shall we go round the group and get everyone’s opinion before opening up
the discussion?”
• “Perhaps you could start, Egbert.”
• “Thanks Egbert. Harry?”
• “Charlie, do you have anything that you’d like to add?”
• “I’d also like to hear Steven’s opinion on this.”
• “Thank you Dan. Takeshi, you wanted to say something, I think.
 • “Ideas, anyone?”
• “Mr Schmidt, would you like to say something?”
Check what someone means
• “Sorry, could I just confirm something?”
• “Sorry, I didn’t catch the last / first part.”
• “Sorry, could you say that again, please?”
• “Sorry, could you repeat the part about the sales figures?”
• “Do you mean…?”
Talking about the sound
• “There’s a bit of a delay/ echo.”
• “Can you move the microphone?”
• “I can’t hear you very well”
• “Really? I can hear you fine”
• “I’ll check the microphone”
• “Sorry about that. I’ll speak a little louder.”
• “Have you checked the speaker and microphone settings?”
• “Can you hear me?”
Talking about the image
• “You’re out of focus”
• “You’re quite jerky”
• “Your image has frozen”
• “We’ll just have to continue without the video”
• “We’ll get the camera fixed and then reschedule”
• “I’ll try and continue without the video while my colleague tries to sort it out”
• “The screen is (still) blank.”
• “There’s a delay on the video”
• “Is the picture okay?”
• “I can’t see the people at the sides of the table.”
Take a break
• “Let’s take five, shall we?”
• “Shall we take a comfort break?”
• “Can I suggest that we take a five minute break here?”
• “How about a short break at this point, so that we can stretch our legs?”
• “I think a few people are finding it difficult to concentrate.”
Dealing with names
• “Let’s first check who is with us.”
• “I’ll just go round the table so you know who’s here.”
• “This is my colleague…”
• “Shall we (all) introduce ourselves first?”
• “I’ll call out your names (one by one)”
• “Could you acknowledge when you hear your name?”
• “Perhaps we should start by saying who is here.”
• “First of all, should we use first or last names?”
• “Can everyone say how they’d like to be addressed?”
Тема 6. 1.Writing assignment 1: Writing a research essay / talk
Практикум
письменной речи: 1) How to write a good opening for your essay?
Написание When writing an essay, an introduction paragraph is one which is used to introduce the
научного эссе, topic of the essay as well and will give the reader a clear idea of what the author’s
доклада, opinion on the topic is. A good introduction paragraph will entice the reader and get
исследовательской them engaged in what is being written about. There are three key elements to the
статьи, аннотации, introduction paragraph, as follows:
реферата, • An introduction to the point of the essay
презентации к • A hook to engage the reader
докладу. • A thesis statement
How To Write An Introduction Paragraph
Now that we fully understand what an introduction paragraph is used for, we are ready
to begin writing one of our own. As with all aspects of an essay, it is very important
that you take your time when writing your introduction paragraph and ensure that you
have researched and understood the topic fully.
Write A Hook
A hook is a way of grabbing the attention of the reader and drawing them in, making
them want to read more. This sentence will set the tone for the entire essay and so
should be well thought out. It should not include long, wordy sentences but should be
clear and fun. That being said, it should be relevant to the essay topic. You might
consider using one of the following for your hook:
• A question
• An anecdote
• A statistic
• A quote
You should avoid things that might come across as clichéd or overly general such as a
dictionary definition or claims which use words such as ‘always’ or ‘everyone.’
Lay Out The Topic
You are now ready to detail any information that the audience needs to know in order
to understand the argument you are about to present. The topic of your essay will
highly depend on what information you give but you might include one or any of the
following:
• Geographical, social or historical context
• A definition of an unusual phrase or term
• A brief summary of studies or research on the topic
It is important not to go into too much detail at this stage as this will be done later on
in the body of the essay. For now, you are simply introducing your reader to the topic.
Thesis Statement
A thesis statement is used for three purposes: to inform the reader of your stance on
the topic, to detail what the essay is going to be about and to show the main point of
the essay. It should be made up of one or two sentences and be written in a clear and
concise manner.
Examples Of Introduction Paragraphs
Let’s now take a look at two examples of well written introduction paragraphs as a
way of gaining a further understanding of what they should look like. The first example
is taken from Mary Ziegler’s How to catch a river crab.
…As someone who has always been a crabber (meaning someone who catches crabs,
not someone who complains a lot), I can say with confidence that any person with
patience as well as a huge love for the river automatically qualifies to become a
crabber. That being said, if you wish you 1st crabbing experience to be successful, you
have to come prepared…

Our next example is a passage taken from My Trans-oceanic midlife crisis written
by Roz Savage.
…In the March of 2006 I found myself at the age of 38 being divorced with no children,
no home and completely alone on a small rowing boat on the Atlantic ocean. I had not
had a hot dinner in 2 months. I hadn’t had any contact with humans for weeks due to
the fact the satellite phone wasn’t working. All of the oars had broken, and had been
patched with duct tape and splints. I had got tendinitis of the shoulder as well as sores
on my backside. I could not have been any more happy…
Conclusion
A good introduction paragraph will set the tone for an essay and deliver information
on what the essay will be about. It will also engage the reader and encourage them to
keep reading. There are certain steps that you need to follow in order to write your
introductory paragraph and it should be made up of three things: a hook, information
on the essay topic and a thesis statement.

2) Pick three topics and write openers, using different techniques for each of them:

Society needs law and order to survive, without laws there will be chaos
We should have more holidays and longer vacations
Students should (not) have complete freedom to choose their own courses
Importance of tertiary education
Everyone would go wild if the law did not stop them
Homeschooling
Effects of illiteracy
Bilingual education
We are too dependent on technology
English should (not) replace all the languages in the world

3) How To Write A Conclusion Paragraph?

What Is A Conclusion Paragraph?
In essay terms, a conclusion paragraph is one which is used to sum up and bring to a
conclusion, all of the ideas that have been discussed during the body of the essay.
The conclusion paragraph can be used to demonstrate to the audience that the goal
you set out to achieve has been accomplished. It can also show the reader that you
have proven your thesis statement.
There are certain things that you should keep in mind when writing a conclusion
paragraph. Let’s move on and take a look at these in some more detail.

How To Write A Conclusion Paragraph

Tips for Writing a Conclusion Paragraph
When writing your conclusion paragraph there are certain rules you should follow. For
example, there are certain things that should be included in a conclusion paragraph.
The idea is to sum up what has been talked about in the essay. You might follow these
tips to help you along.
• Refer back to your introduction paragraph to guide you in writing your
conclusion. For example, if in your introduction you stated ‘Australia is the
best country for a holiday as there are so many things to do’, you might begin
your conclusion with similar information such as ‘There are a lot of things to
do in Australia and this is what makes it the best country for a holiday.’
• You should also recall information from each of your body paragraphs and
summarise this in the conclusion. If you detailed three things to do in Australia
this should be reflected in your conclusion, perhaps by using a sentence such
as ‘The Great Barrier Reef, Ayers Rock and Bondi beach are all major
attractions for anyone travelling to Australia.’
• It is also important to give the reader something to consider once they have
finished the essay. You might write something along the lines of the
following: ‘Have you ever thought about what you would like to see in
Australia?’
• The conclusion paragraph should flow and bring the piece of writing to a close
smoothly and concisely.
• You can think of the conclusion as being the polar opposite of the introduction,
an introduction will begin general and move into being specific whereas the
conclusion starts off with a specific point and goes into a more general ending.
• The closing sentence of your conclusion should give your readers a sense that
the essay has achieved what it set out to accomplish and that they are glad they
have read the essay or have come away with some additional knowledge.
• Your conclusion should refer back to the thesis statement which you included
in your introduction, however, if you want to write a truly catchy essay, you
 should not repeat it word for word in your conclusion. A better way to refer
back to it would be to reword it slightly.
• In order to bring the audience full circle, it is important to refer back to the
themes that were mentioned in your introduction.
Things To Avoid In A Conclusion
There are certain things that should be avoided when writing a conclusion paragraph.
Let’s take a look at these now.
• You should never bring up new information in the conclusion paragraph. This
is a place for exclusively summing up the ideas that have been talked about. If
a new idea comes to mind when writing the conclusion, you should create a
body paragraph for this information.
• Data and statistics should not be included in the conclusion, these should be
kept to the body.
• Never use the thesis statement for the first time during the conclusion
paragraph.
• Do not write a conclusion that does not follow the tone or theme of the rest of
the essay. It should tie in with what has already been said and how it has been
said.
How To Start A Conclusion
There are specific terms which should be used when starting your conclusion
paragraph. These transition words and phrases, known as conclusion transition
words can help you to bring together all of your ideas and thoughts in one neat and
concise sentence. Some of these phrases might be as follows:
• In summary
• To sum up
• In conclusion
• By and Large
• In short
• Finally
• In brief
• To summarise
• On the whole
• In the final analysis
Examples Of A Conclusion Paragraph
Now that we are aware of how to write a good conclusion paragraph, we are going to
take a look at some examples as a way of gaining a further understanding of what
should be included. The first example is taken from an argumentative essay.
…To conclude, the writers had said that the vegetarian diet led to the less small all
cause type of mortality, and a couple of declines in cause specific mortality. Coupled
with the Eshel paper, the study should have proven that the vegetarian diet is a lot
more safe for everyone…
The next example is one taken from an essay based on the subject of why Ross did not
deserve Rachael on Friends.
...Even though viewers had always expected that Ross and Rachael would reunite at
the end of the Friends series, the fact is that Ross did not deserve her as a girlfriend.
As we seen at the beginning of the series, he was unfaithful to her after they had been
together for more than a year, and he did not wish to admit his wrongdoings once they
attempted to get back together after breaking up the first time. On top of this, Ross was
extremely demanding and jealous as a partner, shouting at Rachael in the presence of
their friends on many occasions.
Finally, and most importantly, he had an awful reaction when she told him that she
was pregnant after the wedding of Monica and Chandler, which made him undesirable
as a partner for either her or any other character within the show. This conclusion is
even more apparent when we view the show years after it ended, now that we have a
better understanding of the rights of women and of domestic abuse in romantic
relationships…
Conclusion
Your conclusion paragraph should include three main points: a reference back to the
thesis statement, a summary of the information discussed and something to get the
reader to think. There are certain ways you can write a conclusion paragraph and a
variety of conclusion transition words that can help link your ideas to one another.

4) Write a conclusion paragraph on any of the topics, for which you wrote opening
paragraphs (see previous assignment)

2. Writing assignment 2: Writing a research paper

1) What Is A Thesis Statement?
Before we begin looking at how to write a thesis statement, it is important to fully
understand what one is. In short, a thesis statement is a short statement which offers
the reader information on what the essay is about, stating its main point or argument.
A thesis statement should appear in both the introduction paragraph as well as the
conclusion paragraph of the essay.
Now that we are fully aware as to what a thesis statement is and what it is used for, we
can begin to look at how to write one.
For Assigned Subjects
If you have been asked to write an essay on a specific subject or topic, you can model your
thesis statement around this. For example, if you have been given the essay question of ‘How
does unemployment affect homelessness?’ you could write a thesis statement in direct reply
to this, it might look something like the following…
Unemployment affects homelessness in two ways, it causes a rise in how many
homeless people there are which in turn has an effect on how much money is being
spent on charities such as food banks and homeless shelters.
This statement neatly sums up the main point of the essay and gives a brief look into
what is going to be discussed in more depth throughout the piece of writing.
For Non-Assigned Subjects
If you have free reign over the essay topic, you must first select what you are going
to write about. Once you have decided on this, you can begin crafting your thesis
statement. You should remember to ensure that the thesis statement takes care of the
following points:
• Show one main argument or idea
• Gives space for people to disagree.
• Shows your personal conclusion on the topic.
Now let’s presume that you have chosen the topic of whether homework is
conducive to learning, you need to take into consideration the following points:
• What is the main point of the essay?
• What are your views on the topic?
• Can you find any research to back your opinion or even change it?
When you have answered these questions, you are then more easily able to come up
with a good thesis statement. As with the assigned essay, it is important to answer a
question with your thesis statement. So, considering we are writing an essay on the
subject of homework, you could then turn that subject into a question ‘Is homework
conducive to learning?’ Your thesis statement might look something like this:
More and more parents are refusing to allow their children to do homework, saying
that it eats into their free time and provides no benefit to learning. It has been shown
that this is not true, in a study conducted in Germany, 90% of children who completed
homework passed their exams with a higher grade.
The above thesis statement is strong because it:
• Shows the author’s stance on the topic.
• Provides a clear insight to the essay purpose.
• Uses clear and concise language and does not waffle.
• Expresses one main argument.
When writing your thesis statement it is important to ensure that it actively meets the
above criteria in order for it to be strong and effective.
Additional Tips For A Good Thesis Statement
We are now going to look at some final hints to ensure that you write the best thesis
statement possible.
• Ensure that your thesis statement appears in your introduction and conclusion
and does not get burying deep within the body of the essay.
• Make sure that the thesis statement does not exceed two sentences.
• Avoid making obvious statements such as ‘this is an essay about….’ or ‘the
point of this paper is….’ The thesis statement should be able to convey this
without using such up-front language.
• Write clearly and articulately.
SOURCE https://7esl.com/how-to-write-a-thesis-statement/

2) Choose the strong thesis statement:

*A strong thesis statement is a development of the topic, highlighting a specific point
of view the author intends to promote. A strong thesis statement should not be too
general, vague or neutral.

a) Darwin’s concern with survival of the fittest in The Origin of Species leads him to
neglect a potentially conflicting aspect of his theory of evolution— survival as a matter
of interdependence.
b) I’m going to write about Darwin’s concerns with evolution in The Origin of Species.

a) Although an important part of one’s college education is learning to better

understand others’ points of view, a persistent danger is that students will be required
simply to substitute the teacher’s answers for the ones they grew up uncritically
believing.
b) An important part of one’s college education is learning to better understand others’
points of view.

3) Write thesis statements on the following topics:

Society needs law and order to survive, without laws there will be chaos
We should have more holidays and longer vacations
Students should (not) have complete freedom to choose their own courses
Importance of tertiary education
Everyone would go wild if the law did not stop them
Homeschooling
Effects of illiteracy
Bilingual education
We are too dependent on technology
English should (not) replace all the languages in the world
4) Write a thesis statement for your research / paper

3. Writing assignment 3: Writing a paper abstract / summary

1) How to write an abstract / summary
What is an abstract?
An abstract is an important (perhaps, even the most important) part of your paper, since
it is shown in various databases and serves to attract the academic audience to your
research. It is also the part that immediately precedes the full text of your paper, and
helps the journal reader understand if they are interested in the material presented in
it. So abstract is a tool to promote your paper and your research in general, attract
readership and, potentially, establish useful connections.
Writing an abstract involves summarizing, which is also an important skill for
literature review, an integral part of any research.
Writing the abstract / summary
Before writing the abstract / summary
Read, mark, and annotate the original
• highlight the topic sentence
• highlight key points/key words/phrases
• highlight the concluding sentence
• outline each paragraph in the margin
Wring the abstract / summary step by step
2) Write an introductory paragraph that begins with a frame, including an in-text
citation of the source and the author as well as a reporting verb to introduce the main
idea. The reporting verb is generally in present tense.
E.g. In the article, ____________(author's last name) (year) argues
(claims/reports/contends/maintains/states) that ___________________________
(main idea/argument; S + V + C).
Example: In his article, Serwer (1997) describes how Michael Dell founded Dell
Computers and claims that Dell’s low-cost, direct-sales strategy and high quality
standards accounted for Dell’s enormous success.
Other examples of frames:
• According to ___________________ (author's last name) (year),
__________ (main idea; S + V + C).
• _______________ (author's last name) (year) argues that __________ (main
idea; S + V + C).
• _________________ (topic/NP) has had a major impact on
the_________________ (NP) of _________________ (main idea; NP)
(author's last name, year).
• ________________'s (author's last name) article on __________________
(topic/NP) (year) discusses the _____________ (main idea; NP)
of _____________ (NP).
3) Support your topic sentence with the necessary reasons or arguments raised by the
author, but omit all references to details, such as dates or statistics. Use the notes you've
taken while reading the paper, but take care to paraphrase the original thoroughly.
NB: Use discourse markers that reflect the organization and controlling idea of the
original, for example cause-effect, comparison-contrast, classification, process,
chronological order, persuasive argument, etc.
NB: In a longer summary, keep reminding your reader that you are paraphrasing by
using "reminder phrases":
• The author goes on to say that ...
• The article (author) further states that ...
• (Author's last name) also states/maintains/argues that ...
• (Author's last name) also believes that ...
• (Author's last name) concludes that

4) Restate the article’s conclusion in one sentence.

Examples:
• In his paper “Global Implications of Patent Law Variation,” Koji Suzuki (1991)
states that lack of consistency in the world’s patent laws is a serious problem.
In most of the world, patent ownership is given to the inventor that is first to
file for a patent. However, the United States maintains a first-to-invent policy.
In view of this, patent ownership can change depending on the country.
Multiple patent ownership can result in economic problems; however, most
striking is the international tension it causes. The fact that the United States
does not recognize patent ownership in other countries, in violation of the Paris
Convention on Industrial Properties, has prompted the World Intellectual
Properties Organization (WIPO) to push the United States to review its existing
 patent law principles.
• Tavernier and Willoughby’s (2014) study explore the relationships between
university students’ sleep and their intrapersonal, interpersonal, and
educational development. While the authors cite many scholars who have
explored these relationships, they point out that most of these studies focused
on unidirectional correlations over a short period of time. In
contrast, Tavernier and Willoughby test whether there was a bidirectional or
unidirectional association between participants’ sleep quality and duration and
several psychosocial factors including intrapersonal adjustment, friendship
quality, and academic achievement. Further they conduct a longitudinal study
over a period of three years in order to determine whether there were changes
in the strength or direction of these associations over time. They predict that
sleep quality would correlate with measures of intrapersonal adjustment,
friendship quality, and academic achievement; they further hypothesized that
this correlation would be bidirectional: sleep quality would predict
psychosocial measures and at the same time, psychosocial measures would
predict sleep quality.
Sources:
• http://academics.smcvt.edu/
• https://depts.washington.edu/

5) Write a summary of your own research or paper, or any other paper of your choice.
6) Preparing a slideshow for a talk / presentation
10/20/30 RULE FOR SLIDESHOWS
This is a tip from Guy Kawasaki of Apple. He suggests that slideshows should:
• Contain no more than 10 slides;
• Last no more than 20 minutes;
• Use a font size of no less than 30 point.
This last is particularly important as it stops you trying to put too much information on
any one slide. This whole approach avoids the dreaded ‘Death by PowerPoint’.
What font to choose?
• Choose standard fonts that would work on any computer
• Choose readable fronts, e.g. Verdana or Tahoma – fonts that were designed
specifically for use on computer screens. They are wide-spaced, formal
looking, extremely readable and almost ubiquitous.
For code demonstration:
Recommended Lucida Console, 14 to 18pt, Bold - the most readable, mono-spaced
font out there.
Not recommended: Courier of any flavor or Arial (or any other proportionally spaced
font)
7) Prepare 2 versions (popular / strictly academic) of a slideshow for your research
presentation.
Requirements:
• slideshow + speaker notes (this option allows to include the part you voice
while showing the slide)
• apprx. 1 slide / minute of presentation
• observe the recommendations regarding the technical aspect and the contents

4. Writing assignment 4: Resumes, CVs, Cover Letters

1) What is a resume?
A resume is a brief, informative document summarizing your abilities, education, and
experience. It should highlight your strongest assets and differentiate you from other
candidates.
2) What is a CV?
Used most frequently in academic settings, a CV (curriculum vitae) is also a
summary of your experience and abilities, but a CV will include more credentials
relevant to academia and research, such as publications, presentations, and
references.
3) What is a cover letter?
Your cover letter is a way to introduce yourself to organizations in a narrative form
that will accompany your resume. Use your cover letter to describe your
qualifications as well as your interest in both the job and organization so the
employer will want to interview you. Since the primary purpose of a resume and
cover letter is to “market” you, always keep the organization’s hiring needs in mind.

Resume tips:
RESUME LANGUAGE SHOULD BE:
• Specific rather than general
• Active rather than passive
• Written to express not impress
• Articulate rather than “flowery”
• Fact-based (quantify and qualify)
• Written for people who scan quickly
DO:
• Be consistent in format and content
• Make it easy to read and follow, balancing white
space
• Use consistent spacing, underlining, italics, bold,
and capitalization for emphasis
• List headings (such as Experience) in order of
importance
• Within headings, list information in reverse chronological order (most recent first)
• Avoid information gaps such as a missing summer
• Be sure that your formatting will translate properly
if converted to a .pdf
DON’T:
• Use personal pronouns (such as I)
• Abbreviate
• Use a narrative style
• Use slang or colloquialisms
• Include a picture
• Include age or gender
• List references
• Start each line with a date
TOP 6 RESUME MISTAKES:
1. Spelling and grammar errors
2. Missing email and phone information
3. Using passive language instead of “action” words
4. Not well organized, concise, or easy to skim
5. Not demonstrating results
6. Too long
Here are some action verbs for your resume:
LEADERSHIP
Accomplished Achieved Administered Analyzed Assigned Attained Chaired
Consolidated
Contracted Coordinated Delegated Developed Directed Earned Evaluated Executed
Handled Headed Impacted Improved Increased Led Mastered Orchestrated
Organized Oversaw Planned Predicted Prioritized Produced Proved Recommended
Regulated Reorganized Reviewed Scheduled Spearheaded Strengthened Supervised
Surpassed
COMMUNICATION
Addressed Arbitrated Arranged Authored Collaborated Convinced Corresponded
Delivered Developed Directed Documented Drafted Edited Energized Enlisted
Formulated Influenced Interpreted Lectured Liaised Mediated Moderated Negotiated
Persuaded Presented Promoted Publicized Reconciled Recruited Reported Rewrote
Spoke Suggested Synthesized Translated Verbalized Wrote
RESEARCH
Clarified Collected Concluded Conducted Constructed Critiqued Derived Determined
Diagnosed Discovered Evaluated Examined Extracted Formed Identified Inspected
Interpreted Interviewed Investigated Modeled Organized Resolved Reviewed
Summarized Surveyed Systematized Tested
TECHNICAL
Assembled Built Calculated Computed Designed Devised Engineered Fabricated
Installed Maintained Operated Optimized Overhauled Programmed Remodeled
Repaired Solved Standardized Streamlined Upgraded
TEACHING
Adapted Advised Clarified Coached Communicated Coordinated Demystified
Developed
Enabled Encouraged Evaluated Explained Facilitated Guided Informed Instructed
Persuaded Set Goals Stimulated Studied Taught Trained
QUANTITATIVE
Administered Allocated Analyzed Appraised Audited Balanced Budgeted Calculated
Computed Developed Forecasted Managed Marketed Maximized Minimized Planned
Projected Researched
CREATIVE
Acted Composed Conceived Conceptualized Created Customized Designed Developed
Directed Established Fashioned Founded Illustrated Initiated Instituted Integrated
Introduced Invented Originated Performed Planned Published Redesigned Revised
Revitalized Shaped Visualized
HELPING
Assessed Assisted Clarified Coached Counseled Demonstrated Diagnosed Educated
Enhanced Expedited Facilitated Familiarized Guided Motivated Participated
Proposed Provided Referred Rehabilitated Represented Served Supported
ORGANIZATIONAL
Approved Accelerated Added Arranged Broadened Cataloged Centralized Changed
Classified Collected Compiled Completed Controlled Defined Dispatched Executed
Expanded Gained Gathered Generated Implemented Inspected Launched Monitored
Operated Organized Prepared Processed Purchased Recorded Reduced Reinforced
Retrieved Screened Selected Simplified Sold Specified Steered Structured Systematized
Tabulated Unified Updated Utilized Validated Verified

4) Study the following resume sample:

5) Now pick one of the formatted resume templates and try to design a draft of your
own resume:

• Resume Template 1 (with bullet points)

 • Resume Template 2 (paragraph format)
https://ocs.fas.harvard.edu/files/ocs/files/undergrad_resumes_and_cover_letters.pdf?m=1598
037165

6) Writing an effective cover letter

Some general rules about letters:
• Address your letters to a specific person if you can.
• Tailor your letters to specific situations or organizations by doing research before
writing your letters.
• Keep letters concise and factual, no more than a single page. Avoid flowery language.
• Give examples that support your skills and qualifications.
• Put yourself in the reader’s shoes. What can you write that will convince the reader
that you are ready and able to do the job?
• Don’t overuse the pronoun “I”.
• Remember that this is a marketing tool. Use plenty of action words.
• Have an OCS adviser provide feedback on your letter.
• If converting to a .pdf, check that your formatting translates correctly.
• Reference skills or experiences from the job description and draw connections to
your credentials.
• Make sure your resume and cover letter are prepared with the same font type and
size.
7) Study the following sample cover letter:

September 1, 2019
 Morgan Smith
Director of Communications
Jumpstart
308 Congress Street, 6th Floor
Boston, MA 02110
Dear Morgan Smith:

I am a senior at Harvard College studying History and Literature. I am writing to

apply for the Marketing and Communications position at Jumpstart posted in
Harvard’s Crimson Careers database. I'm very excited about the field of education,
and would welcome the opportunity to bring my strong communication skills,
creativity, and marketing experience to your growing team.

Jumpstart's commitment to early education for every child is of particular interest to

me because of my passion for youth development. This past summer, I worked as a
senior counselor in the Summer Urban Program, which is dedicated to preventing
summer learning loss for children in the Boston and Cambridge area. I designed and
taught fun, interactive classes to a group of 10 fifth graders, and planned and led local
field trips and workshops daily with a junior counselor. Throughout the summer, I
consistently strived to create math, science, and reading lessons and activities that
were engaging and tailored to my students' needs.

Additionally, in my role as the Director of Marketing for the Social Innovation

Collaborative, I led our team in creating a social media strategy to drive our member
recruitment efforts and promote our programs and events on platforms including
Facebook, Twitter, and Instagram. With so many competing events on campus each
day, I had to continually be creative in my approach to developing and delivering
content that would be compelling and effective. As a result of my efforts, our group
experienced a 20% increase in our membership base and a 15% increase in our social
media engagement. I’m excited at the prospect of bringing the skills I developed
through this experience to the Marketing and Communications role at Jumpstart.

Thank you for your consideration. I very much look forward to the opportunity to speak
with
you in person about my interest in this position.

Sincerely,
Alex Crimson

8) Now go ahead and design a draft of your cover letter.

2. Типовые задания для вариативной самостоятельной работы по темам

Модуль 3. Индивидуальный проект

Тема 7. 1. With the help of your academic supervisor, choose either a research, or
Проект: a legal text , which is:
Способы и - 10-15 thousand characters without spaces in volume
методы - Written in English, not translated into it
подготовки - Covers some issues related to management that are of particular interest to you
проекта, 2. Give a bilingual glossary of terms used in the text (minimum 20 terms)
презентация 3. Make a translation of the text into Russian
проекта. •
 3. Шкалы и критерии оценивания

Чтение
Шкала и критерии оценивания:

Шкала Критерии
отлично • обучающийся полностью понял оригинальный текст;
• использовал все известные приемы, направленные на понимание
прочитанного (смысловую догадку, анализ);
• сумел установить причинно-следственную связь между фактами и
событиями, изложенными в тексте, обобщить и критически
оценить полученную из текста информацию;
• обращение к словарю практически не требовалось.
хорошо • обучающийся понял основное содержание оригинального текста,
может выделить основную мысль, определить отдельные факты;
• у обучающегося недостаточно развита языковая догадка, и он
затрудняется в понимании некоторых незнакомых слов и вынужден
чаще обращаться к словарю, а темп чтения замедленный;
• потребовалось редкое обращение к словарю.
удовлетворительно • обучающийся не совсем точно понял содержание прочитанного,
умеет выделить в тексте только небольшое количество фактов;
• совсем не развита языковая догадка;
• потребовалось частое обращение к словарю.
неудовлетворительно • обучающийся не понял текст или понял содержание текста
неправильно, не ориентируется в тексте при поиске определенных
фактов;
• не умеет семантизировать незнакомую лексику;
• регулярно обращается к словарю.

Понимание речи на слух (аудирование)

Шкала и критерии оценивания:

Шкала Критерии
отлично • обучающийся понял иноязычную речь полностью;
• сумел догадаться о значении незнакомых слов по контексту.
хорошо • обучающийся сумел определять основную мысль, отделять главное
от второстепенного;
• недостаточно развита языковая догадка, и он затрудняется в
понимании некоторых незнакомых слов.
удовлетворительно • обучающийся не совсем точно понял содержание иноязычной речи;
• выделяет в прослушанном тексте только некоторые факты;
• совсем не развита языковая догадка.
неудовлетворительно • обучающийся не понял иноязычную речь или понял неправильно;
• не умеет семантизировать незнакомую лексику.

Говорение
Шкала и критерии оценивания:

Шкала Критерии
отлично • высказывание связное и логически последовательное;
 • разнообразный словарный запас и владение простыми и сложными
грамматическими структурами;
• практически отсутствуют ошибки, нарушающие коммуникацию;
• адекватно реагирует на задаваемые по теме вопросы.
хорошо • диапазон используемых языковых средств достаточно широк;
• допускаются отдельные лексические или грамматические ошибки,
которые в целом не нарушают коммуникацию;
• адекватно реагирует на задаваемые по теме вопросы.
удовлетворительно • диапазон используемых языковых средств узок;
• не вполне логично строится высказывание, слабо реагирует на
задаваемые по теме вопросы;
• допускаются лексические и грамматические ошибки, затрудняющие
понимание.
неудовлетворительно • допускается большое количество фонетических, лексических и
грамматических ошибок;
• нарушена логичность высказывания;
• неадекватно реагирует на задаваемые по теме вопросы;
• недостаточный словарный запас.

Письменная речь
Шкала и критерии оценивания:

Шкала Критерии
отлично • соблюдены правила оформления текста;
• практически отсутствуют орфографические и лексико-
грамматические ошибки;
• логичное и последовательное изложение материала с делением
текста на абзацы.
хорошо • соблюдены основные правила оформления текста;
• количество орфографических и лексико-грамматических ошибок
незначительное;
• логичное и последовательное изложение материала с делением
текста на абзацы;
• имеются неточности, не мешающие пониманию текста.
удовлетворительно • имеются ошибки в оформлении текста;
• встречаются орфографические и лексико-грамматические ошибки;
• имеются неточности, частично затрудняющие понимание текста.
неудовлетворительно • формат письма не соблюдается;
• отсутствует логика в построении высказывания;
• грамматические правила не соблюдаются;
• повсеместно нарушаются правила орфографии и пунктуации.

Эссе
Шкала и критерии оценивания:

Шкала Критерии
отлично • во введении четко сформулирован тезис, соответствующий теме
эссе;
• в основной части логично, связно и полно доказывается выдвинутый
тезис;
• заключение содержит выводы, логично вытекающие из содержания
основной части;
• грамматически правильно построенные предложения;
 • не допускаются ошибки, искажающие смысл;
• логичный и понятный переход от одной части к другой, а также
внутри частей;
• использованы соответствующие языковые, лексические средства.
хорошо • во введении достаточно полно сформулирован тезис, однако
наблюдается некоторое несоответствие темы эссе;
• в основной части допущены незначительные ошибки в
доказательстве выдвинутого тезиса;
• в заключении допущены некоторые выводы слабо связанные с
содержанием основной части;
• допущены некоторые грамматические и лексические ошибки, не
искажающие смысл;
• местами нарушена логичность перехода от одной части к другой и
внутри частей.
удовлетворительно • тезис и тема эссе не совсем идентичны по смыслу;
• в основной части слабое доказательство выдвинутого тезиса,
допущены ошибки;
• выводы имеют логические и стилистически ошибки затрудняющие
понимание и связь с основной частью;
• допущены грамматические и лексические ошибки;
• частично нарушена логичность перехода от одной части к другой и
внутри частей.
неудовлетворительно • во введении тезис отсутствует или не соответствует теме эссе;
• в основной части нет логичного последовательного раскрытия темы;
• выводы не вытекают из основной части;
• средства связи не обеспечивают связность изложения;
• имеются множество грамматических, лексических, стилистических,
орфографических и пунктуационных ошибок, которые мешают
целостному восприятию эссе.

Проектная деятельность
Шкала и критерии оценивания:

Шкала Критерии
отлично • тема проекта соответствует изучаемой теме;
• тема раскрыта полностью;
• источники подобраны тщательно;
• работа отличается логичностью;
• выводы обоснованы;
• язык выступления и слайдов не имеет коммуникативных ошибок, а
также грамматических, лексических и орфографических ошибок;
• видеоряд по содержанию соответствуют выступлению;
• контакт с аудиторией хороший. Обучающийся свободно
поддерживает диалог/полилог, грамотно строит ответ на вопрос.
хорошо • тема проекта соответствует изучаемой теме;
• тема в целом раскрыта;
• источники подобраны достаточно убедительно;
• работа отличается логичностью;
• выводы обоснованы;
• язык выступления и слайдов в целом не имеет коммуникативных
ошибок, а также грубых грамматических, лексических и
орфографических ошибок;
 • видеоряд не совсем полно отражает выступление обучающегося;
• обучающийся достаточно свободно поддерживает диалог/полилог,
грамотно строит ответ на вопрос.
удовлетворительно • источники подобраны недостаточно убедительно;
• в обосновании выводов имеются логические несоответствия;
• язык выступления и слайдов имеет коммуникативные ошибки, а
также грамматические, лексические и орфографические ошибки;
• слайды слабо отражают выступление обучающегося;
• обучающийся с трудом поддерживает диалог/полилог, строит ответ
на вопрос с ошибками.
неудовлетворительно • тема проекта не соответствует изучаемой теме;
• тема не раскрыта;
• при подборе источников допущена небрежность;
• в работе нарушается логичность;
• выводы не обоснованы;
• язык выступления и слайдов имеет коммуникативные ошибки, а
также грубые грамматические, лексические и орфографические
ошибки;
• оформление слайдов имеет грубые нарушения;
• контакт с аудиторией отсутствует. Обучающийся не понимает или
не сразу понимает заданный вопрос. Отвечает не по существу.

Приложение 2

Типовые задания для проведения процедур оценивания результатов освоения

дисциплины в ходе промежуточного контроля

Содержание

Промежуточная аттестация по дисциплине осуществляется в форме зачета, включающего одно

задание по работе с иноязычными научными текстами.

Алгоритм работы с текстом включает следующие этапы:

• выделение (подчеркивание) главного предложения в каждом абзаце текста и кратком описании
содержания абзаца («историческая справка», «ранние исследования», «процедура
эксперимента», «проблемы» и т. п.).
• составление (1) словаря узкоспециальных терминов и (2) словаря лексики общенаучного
описания*
• составление аннотации к проанализированной статье

NB:
* статьи, переведенные на иностранный язык, не допускаются.
** целая статья / глава из монографии иноязычного автора, исключая библиографию или две-три
статьи / главы в зависимости то объема.
*** лексика общенаучного описания представляет собой список слов / фрагментов, общих для всех
научных областей («цель исследования заключается в»; «следует отметить»; «далее мы рассмотрим»;
«главная проблема / следующий этап состоит в»; и т. п.)

Специализированные научные тексты для чтения, анализа и аннотирования выбираются магистрантом

самостоятельно (по согласованию с научным руководителем) и отвечают следующим требованиям:
Требования к научным текстам для чтения, анализа и аннотирования:
• соответствие направлению научно-исследовательской деятельности;
• авторитетный источник (научный журнал / монография)*;
• объем текст – не менее 10 страниц**.

Оценка «зачтено» выставляется, если в зачётной работе обучающийся демонстрирует:

• умение выделять основные положения, отделять факты от мнений и следовать логике

изложения информации в построении текста;
• умение распознавать лексические и фразеологические явления терминологического и
этнолингвистического характера и использовать информационно-справочные ресурсы для их
понимания;
• владение техниками аналитико-синтетической переработки содержания и языка оригинала;
• знание организации формы и содержания текста аннотации, структурных, языковых и стилевых
особенностей текстового жанра;
• умение грамматически правильно оформлять письменные речевые высказывания, следуя
правилам орфографии и пунктуации иностранного языка.