
- •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.
Summarizing Script 19
A summary
contains the main ideas of the original document. Depending on the
method of development used by the writer, it might include major
examples. Sometimes a summary contains indirect quotation, but it
usually does not contain direct quotation. Therefore, do not use
direct quotation of the original wording.
A summary should be written in your own words. You should not use the original wording. Instead, you should read the original article, book, report, and so on carefully in order to understand the author’s ideas. Make an outline of the text in your own words. Use phrases in the outline. Then use your own words to say what the author wrote.
A summary contains the attitude and opinion of the author, so do not let your opinion interfere with the ideas you are summarizing. Also, do not add any ideas to the summary that are not in the text being summarized. Do not elaborate with details not used in the original passage.
A summary should be concise, accurate, clearly written, complete, and well organized. It should also reflect your ability to understand the meanings of words, the author's attitude, and any implied meanings.
In a summary, never criticize or judge the writer in any way. A summary is not a critique, response, or editorial.
(Leonhard, B. (2003) Discoveries in Academic Writing, University of Missouri-Columbia)
Plagiarism Script 20 Part 1
Plagiarism
can happen for many reasons.
Deliberate plagiarism.
This is when you make the decision to steal someone else's work. For example, this could be either: because you do not have the time to do the work yourself;
because you do not have the energy to do the work yourself;
because you think your lecturer will not notice;
because you think your lecturer will not care;
or, perhaps, because you are not able to do the work yourself.
(http://www.uefap.com/writing/exercise/plagiar/plagex1.htm)
Part 2
Plagiarism
can involve:
copying another student's work;
copying another person's work from a book or a journal;
copying another person's work from a web-site;
asking another person to do the work for you;
downloading the complete text from the Internet;
buying the text from the Internet;
or even paying for someone to do the work for you.
In all cases, if you do not do the work yourself, you are unlikely to learn from it. It is therefore not useful and a waste of your time. Do not do this. There are many ways your lecturer can check whether or not you have plagiarized. It is not worth the risk.
(http://www.uefap.com/writing/exercise/plagiar/plagex1.htm)
Part 3
This is
when you accidentally, through carelessness or lack of skill, use
another person's words without acknowledging it. This can happen for
several reasons:
you do not know that you must not copy a person's words directly;
you do not have the skill for expressing another person's ideas in your own words;
you do not know the correct systems for indicating that you are using another person's words or ideas;
when you take notes from a book or journal, you copy out some sections and do not make this clear in your notes. Later when you re-read the notes, you forget that they are not your words or ideas;
you forget to acknowledge another person's words or ideas;
you do not have time to include the acknowledgments and list of references;
you feel your written work is not good enough;
you borrow your friend's notes, not realizing that some of the words are plagiarized.
(http://www.uefap.com/writing/exercise/plagiar/plagex1.htm)