
- •Английский для академических целей. Пишем эссе
- •Оглавление
- •Предисловие
- •Unit 1 English Academic Writing
- •Effective academic writing
- •Introduction Academic writing
- •English Academic Writing
- •In-class writing activity
- •Vocabulary
- •Audience and tone
- •Introduction The Academic Audience
- •Introduction Levels of Formality
- •The range of formality Technical → Formal → Informal → Colloquial
- •Essay Test Question
- •Essay Test Answer 1
- •Essay Test Answer 2
- •Essay Test Answer 3
- •Introduction (continuation)
- •Colloquial vs. Formal English
- •Vocabulary
- •Coherence: point of view
- •One Benefit of Travel
- •Introduction Coherence
- •Introduction (continuation)
- •Substitution and ellipsis
- •Conjunction
- •Lexical cohesion
- •Anaphoric nouns
- •Exercise a
- •B. Identify examples of substitution and ellipsis in these texts: Exercise b
- •Exercise d
- •Introduction (continuation) Signaling
- •Signaling words
- •Signaling (specialized linking words) are powerful tools for pulling ideas together! Remember them!
- •Vocabulary
- •Unit 2 Critical writing Unit Topics:
- •Critical thinking and writing skills
- •Why study critical thinking?
- •Introduction Writing critically
- •A. Purpose and background:
- •B. The author and the text:
- •C. Evidence used:
- •D. Assumptions made:
- •Negatively
- •Positively
- •In sadness
- •Vocabulary
- •Academic writing assignments
- •Introduction
- •Illustrate
- •Introduction (continuation) Analyzing assignment designThe Lead-in
- •Instructions in Assignments
- •Computer as a multipurpose universal instrument of education
- •Is laser really so dangerous?
- •Vocabulary
- •The process of writing
- •Introduction The process of writing
- •Introduction (continuation) Time Management of the Writing Process
- •Determining time management of the writing process
- •Session conduct
- •In-class-writing Assignment
- •Suggested Time Management for Writing Process Activities
- •Ground Rules for Peer-Reviewing
- •Strategies for Clarification
- •Vocabulary
- •Unit 3 Support in Expository Paragraphs
- •Thesis Statements &Topic sentences
- •Introduction
- •Rules for Composing Effective Topic Sentences
- •Vocabulary
- •Relevant and convincing support
- •Introduction Relevant and Convincing Support Sources of Support
- •Introduction (continuation) Planning support at all levels
- •The pyramid of support
- •In-class Writing Activity
- •Framing a Paragraph
- •Vocabulary
- •Unit 4 Using sources
- •Citing sources. Direct quotation
- •Introduction Citing sources. Direct quotation
- •Vocabulary
- •Paraphrasing
- •Introduction
- •Ex. 4. Listen to the dialogue for the second time and complete the table below with the number of the four tips they consider the most helpful.
- •Vocabulary
- •Summarizing
- •Introduction
- •In-class Writing Activity
- •Vocabulary
- •Plagiarism
- •Introduction
- •Introduction (continuation) Types of Plagiarism
- •Ex. 7. Read the following text (Flower, 1990. P. V).
- •In-class writing assignment
- •Vocabulary
- •Stating Acknowledgments
- •Introduction
- •1. Financial support
- •Acknowledgments
- •In-class Writing Assignment
- •2. The argument essay
- •A. The balanced view
- •B. The persuasive essay
- •C. The to what extent essay
- •3. Compare and contrast essays. A. The Contrast essay
- •B. The Compare essay
- •C. The compare and contrast essay
- •Examples of questions:
- •Vocabulary
- •An overview of essay development
- •Introduction An overview of essay development
- •Inventions That Have Revolutionized Our Lives
- •The House of Life
- •Good Students
- •Introduction (continuation) The body Essay Outline Framework
- •I. Introduction
- •V. Conclusion
- •Introduction (continuation) The conclusion
- •Inventions That Have Revolutionized Our Lives
- •Introduction
- •The House of Life
- •Introduction
- •The Kinds of Tornadoes and Their Effects
- •Introduction
- •Catch the Three Tigers
- •In what areas in your writing have you needed to do the most revision so far?
- •Script 2
- •Audience and tone Script 3
- •Script 4
- •Effective Coherence Script 5
- •Script 6
- •Unit 2 Critical writing Script 7
- •Script 8
- •Academic writing assignments Script 9
- •Now you should analyze the question.
- •The process of writing
- •Script 11 Session conduct
- •Peer review and revision Script 12 Part 1
- •Script 12 Part 2
- •Thesis statements & Topic sentences
- •Script 13
- •Thesis statements
- •Relevant and convincing support Script 14
- •Outlining Script 15
- •Script 16
- •Unit 4 Direct quotation Script 17
- •Paraphrasing Script 18
- •Summarizing Script 19
- •Plagiarism Script 20 Part 1
- •Acknowledgements Script 21
- •Support in Expository Paragraphs
- •Essay organization
- •Script 22
- •An overview of essay development Script 23
- •Библиографический список
- •Английский для академических целей. Пишем эссе
- •660014, Г. Красноярск, просп. Им. Газ. «Красноярский рабочий», 31.
Script 2
Essays
are a major form of assessment in higher education today, a fact
which causes poor writers a great deal of anxiety. But essay writing
is simply a skill to be learned. Anyone can learn to express
themselves coherently and effectively, and this book explains
precisely how. If you are dissatisfied with your essay grades but
don't know where to start, read on.
«Writing Essays» reveals the tricks of the trade, making your student life easier. It tells you:
how to impress tutors with minimum effort
exactly what markers look for when they read your work
how to become proficient in every aspect of composition from introductions and conclusions, down to presentation and printing out.
In addition, this book explains stress-free methods of revision; effective library management; word processing and the internet. Demystifying the whole process of composition, «Writing Essays» is the ideal study aid; giving you practical examples and confidence to improve your grades from the word go.
(Marggraf Turley, R. (2003) Writing Essays: a guide for students in English and the humanities, New-York)
Audience and tone Script 3
There is
one important part of the process of writing, however, that you must
complete before you set the first word of your first draft on paper:
you must decide what audience
you are writing for. If you were writing an oral presentation, you
would consider your audience and adjust your style accordingly. The
same procedure applies to writing. Your audience will influence your
choice of vocabulary, sentence structure, and even the kind of
evidence you use to support your thesis. Writing a paper for a
university professor obviously requires a greater level of stylistic
polish than writing a letter to your friend. However, writing for one
professor as opposed to another may require nearly as much variation
in method. You would be well advised to keep in mind the preferences
of the instructor, as well as the requirements of the essay. Even
within the relatively narrow limits of the English essay, there are
still a variety of approaches that may be taken and the appropriate
path to follow depends to a great extent upon the person who gave the
initial directions.
(http://web.uvic.ca/wguide/Pages/EssayWritingAud.html)
Script 4
The tone
of your essay is dictated in part by the subject matter. An essay
need not always be grim and impersonal; it may suit your thesis to be
more subjective or ironic. In a university environment, it is safe to
assume that a certain seriousness of tone is necessary, but there are
exceptions to every rule. Another consideration is the attitude you
communicate as you express yourself. Be wary of being either too
timid or too aggressive. A timid essay hedges on every point,
incorporating words and phrases like probably,
it seems that, to some extent and
perhaps.
These phrases have their place, but overusing them suggests that you
are not confident in what you are saying. Conversely, an essay
featuring numerous examples of obviously,
definitely, of course and the like is
being overly confident. Often students fill essays with superlatives
and flamboyant emotional outbursts in an effort to please their
professors, finishing papers with sentences like "His masterful
use of puns proves that Joyce is unquestionably the greatest writer
in the English language." Dramatic declarations are not welcome
in serious critical essays; what is welcome is carefully considered
and well-supported argument. Do not shout at the reader with
overstated convictions or pretentious moralizing. While many essay
topics encourage an objective and dispassionate discussion, there are
other occasions when it is appropriate to be critical or adversarial
toward your subject. Your instructor is unlikely to be satisfied with
an essay which merely regurgitates class lectures, or timidly praises
to avoid controversy. If you have an opinion, declare it. Students
are often afraid to write anything negative. Be honest but
methodical; support your opinions and never lose sight of the
opposing viewpoint.
(http://web.uvic.ca/wguide/Pages/EssayWritingAud.html)