Vocabulary task 1

Make up sentences with 10 phrases from the Active Vocabulary List.

Vocabulary task 2

Match the phrases with their translation

to be overwhelmed with smth	существенный вклад во что-то
reliability of the information	широко используемое средство поиска
worthy contribution to smth	использовать средства оценки (информации)
table of contents	быть переполненным чем-то
to apply evaluation measures	надежность информации
books of edited readings	содержание, оглавление
customary navigation aid	визуализация схем и алгоритмов
clues to search for smth	хрестоматии
mind mapping	широкая аудитория
general audience	подсказки, информация по поиску чего-либо

Vocabulary task 3

Fill in the gaps with words in the box. Pay attention that one phrase is extra.

Peer-reviewed, acknowledge, customary navigation aid, validity, academic audiences, scholarly, full text articles, worthy, evaluate, be overwhelmed with, books of edited readings.

1. _____________ writers are held to a higher standard of rigor than casual writers and even some branches of journalism

2. Citing information from an unreliable source makes _________________ wary of your entire argument because it is based on information held to a lower level of integrity.

3. Almost all __________________ journals require a subscription fee. However, if you have an active .edu email account from a university where you either attend or work, you can make use of the library’s subscriptions to databases to access these journals.

4. Being able to ____________the credibility of information is an important skill used in school, work, and day-to-day life.

5. The reader can examine those sources in order to decide for themselves the ____________ of the conclusions presented.

6. Nowadays one of the problem connected with evaluation sources is the fact that you can_________ too much information or too little.

7. __________are considered non-textbook academic source.

8. Unfortunately not all sources are appropriate for a scientific project; just because someone has written something down doesn't mean it is _______of discussion.

9. Failure to ______the source of ideas and passing them off as your own is 'plagiarism'.

10. The Internet provides access to thousands of journal (periodical) titles with __________

Reading

Task 1.

Read the text and give its main ideas in 5 sentences.

Evaluating Sources

The world is full of information to be found; however, not all of it is valid, useful, or accurate. Evaluating sources of information that you are considering using in your writing is an important step in any research activity. The quantity of information available is so bulk that we cannot know everything about a subject. And there's the problem of trying to decide which studies have produced reliable results.

Evaluating sources is an important skill. It's been called an art as well as work – much of which is detective work. You have to decide where to look, what clues to search for, and what to accept. You may be overwhelmed with too much information or too little. The temptation is to accept whatever you find. No matter what you're working on, keep in mind that not all sources are appropriate for your project; just because someone has written something down doesn't mean it is worthy of discussion. Before you decide to rely on a source, you should evaluate the source and decide whether it is appropriate to use in your paper. You should always determine the qualifications of the author, the purpose of the source, the scope of the source (what it covers and in what depth), and, where relevant, the currency of the source.

The library provides access to thousands of journal (periodical) titles, both print and electronic. Electronic databases of full text articles come via publishers who aggregate the contents of thousands of journals. Effectively, journal issues are dismembered, digitized and reassembled. This makes for easier searching and identification of relevant material across a span of years. But the absence of the customary navigation aids e.g. tables of contents, layout, fonts, general look, feel, smell, etc. can make it difficult to judge the 'worthiness' of individual articles.

Academic writing is not confined to journals. Non-textbook academic sources such as monographs and books of edited readings may contribute to the development of your ideas. And some research literature is openly available on the internet. Applying evaluation measures will enable you to recognize acceptable sources.

The documentation of the evolution of ideas is a fundamental process in academic research. A bibliography shows the sources used by the writer. The reader can examine those sources in order to decide for themselves the validity of the conclusions presented. Sources that come from scholarly and peer reviewed publications would suggest that the article or conference paper might be a worthy contribution to the body of knowledge in that field.

Failure to acknowledge the source of ideas and passing them off as your own is 'plagiarism'. Plagiarism is defined as taking, using, and passing off as your own, the ideas or words of another. It is a serious academic offence and can result in your work being failed automatically. The best way to avoid it is to take careful notes of where you found your information, and to always acknowledge the work of others i.e. finish your essays with a bibliography.

Task 2.

Choose the right variant.

1. What is considered the essential activity in any research?

1. Evaluating sources

2. Determination of the author’s qualification.

3. Surfing the Internet

4. Communication with the friends

2. What simplifies searching and identification of any relevant material?

1. Electronic databases

2. Dismembered and reassembled journal issues

3. Absence of the customary navigation aids

4. Full text articles

3. What can we find with the help of a bibliography?

1. Sources used by the author

2. Results of the research

3. Introduction to the research

4. The most important conclusions of the scientific work

4. What are the components of the biggest problem in any research called “plagiarism”?

1. Taking and using the ideas of another author

2. Passing off the thoughts of a scientist as someone’s own

3. Finishing the essay with a bibliography

4. Writing the references

Discussion

Look at the reasons students plagiarise. Discuss with your neighbor.

1. Which of them do you consider valid, if any?

2. Can you add to the list?

3. How can we decrease or avoid plagiarism? How can the tutors/teachers help you?

Task 3.

Read the material carefully and match the titles with parts of the text.

A) Distinguish between scholarly and non-scholarly books

B). Avoid self-published material at all costs

C) Focus on scholarly, peer-reviewed sources

D) Consider the author’s scholarly reputation

E) Understand academic standards.

Scholarly writers are held to higher rules of rigor than casual writers and even some branches of journalism. As such, you must hold your sources to a higher standard as well. Academics have a long memory; too many transgressions into the land of unreliable sources and you’ll be a marked writer with a marred reputation.

Within each field, there are a handful of scholarly thinkers considered the giants of the discipline. For example in literary theory, Jacques Lacan, Jacques Derrida, and Michel Foucalt are three towering figures whose work provides the bedrock of the discipline; citing them would go a long way toward establishing your credibility as a scholar within the field. This is not to say that less-established scholars’ work is not credible. Sometimes, citing a scholar who goes against the tide of established thinking provides you with ammunition for a compelling devil’s advocate argument. In academia, these types of arguments are sometimes more valued than those based on the writings of famous thinkers because they suggest you have the ability to question accepted thinking and push the boundaries of the discipline.

These sources should be your first avenue of research when undertaking an academic project. They have the highest possible level of credibility, and you can always feel safe using them. There are two elements to unpack for this designation: “scholarly” and “peer-reviewed.” Scholarly sources are written by experts in a particular discipline for other experts in their field. They are written to inform, not entertain, and assume a high level of previous knowledge because they are written specifically to people who have a vested professional interest in technical information relevant to their specialization. Peer-reviewed articles are not only written by experts, but are also read and evaluated by a panel of peers — other experts in the field. This panel of experts determines whether or not the sources used in the article were credible, whether the methodologies used in studies are scientifically sound, and render a professional opinion as to whether or not an article meets the academic standard of integrity. Only then will an article be published in a scholarly, peer-reviewed journal.

If an author is unable to convince a publisher to house their ideas, it’s likely because their ideas carry little weight. Never cite an author who self-published their work.

If an author has had their manuscript accepted for publication that means that someone has deemed their ideas worthy of discussion. However, there is a significant and important difference between books published for scholarly and non-scholarly purposes. Scholarly books are written with the sole purpose of informing; they offer new ideas, criticize old ones, and present new data or theories relevant to an audience of academic scholars. Non-scholarly books might deal with scholarly subject matter sociology, for example, or politics. However, they are written to entertain a lay audience, not to inform a scholarly audience and can result in your work being failed automatically. The best way to avoid it is to take careful notes of where you found your information, and to always acknowledge the work of others i.e. finish your essays with a bibliography.

Classroom video 1.

Video: https://www.youtube.com/watch?v=gx3RiK_aceQ

Task 1

Watch the video and mark the sentences as TRUE or FALSE

1. There are few types of resources you can use working with your papers.

2. We should be sure that there is sufficient documentation to assist in determination whether the publication is reliable.

3. Sites ending in edu, gov and org present biased information.

4. Advertisements on the site cannot indicate that information is more commercial and biased.

Task 2

Watch the video once again and gill in the gaps.

1. It is important to ________________ every source before you use it in your research.

1. evaluate

2. acknowledge

3. involve

4. summarize

2. Magazines and newspapers for ________ audience have less credibility than a journal written for scholars and experts.

1. general

2. professional

3. academic

4. scientific

3. An article written by an expert has more ________ than one written by a journalist or an anonymous author.

1. validity

2. table of contents

3. journal issues

4. plagiarism

4. Web sites usually have a more professional look and feel.

1. reliable

2. unreliable

3. general

4. advertising

5. The information for your paper should be ______

1. peer reviewed

2. general

3. customary

4. anonymous

Classroom video 2. CRAP test

Видео: https://ccconline.libguides.com/c.php?g=242130&p=2185475

Task 1

Watch the video and say what the acronym CRAP stands for. Define each word in the acronym in your own words.

Task 2

Watch the video again and answer the questions.

1. How can you define the currency of the article?

2. How to find out if the site is active?

3. What are the ways to be sure that the information is accurate?

4. What sites are called reputable ones?

Task 3

Project Work

1. Find a scientific paper/website relevant to your research and evaluate it with the help of the CRAP test given.

2. Present your work in written form to your tutor and then discuss it with your groupmates.

Unit 3. Presentation Skills

Warm-up activity

Discuss in pairs

This unit has been compiled in hopes of providing some helpful guidelines on effective ways to present scientific information. It is aimed at improving the quality of presentation and is designed primarily for students who might be approaching their first professional conference. Before we start look at the following quotations.

1. Do you agree with these ideas? Do you think that these statements are true if we speak about academic presentation?

2. What types of presentation do your know? What are the main differences between them?

3. What are the general characteristics of academic presentation?

4. Have your ever prepared academic presentation? Tell other students about your experience.

Active vocabulary

Learn the active vocabulary of the lesson.

№	English	Russian
1	acknowledgement	благодарность
2	an outline slide	слайд с планом презентации
3	to attend a conference	принимать участие на конференции
4	bullet points	ключевые моменты
5	clear results	точные результаты
6	context of your work	содержание работы
7	to define central message	определить основные положения
8	to discuss topical issues	обсуждать актуальные вопросы
9	to draw the listeners’ attention to certain points	обращать внимание аудитории на определенные положения
10	flow chart	диаграмма
11	general research objectives	основные цели исследования
12	hypothesis	гипотеза
13	to keep in touch with	поддерживать связь с
14	logical flow	логичное изложение мысли
15	oral presentations	устная презентация
16	to prepare effective presentation	подготовить успешную презентацию
17	to present your research	представить свое исследование
18	questions from the floor	вопросы из зала
19	to re-cap the research findings	перечислить основные моменты презентации в заключении
20	relevant	актуальный, важный
21	scientific approach	научный подход
22	to share research interests	разделять научные интересы
23	to stand out in the crowd	выделяться из толпы
24	strict time limit	жесткое ограничение времени
25	target audience	целевая аудитория
26	title slide	титульный слайд
27	visual aid	наглядный материал