- •Федеральное агентство по образованию
- •Preface
- •Credits
- •Table of contents
- •Unit 1 what is science?
- •Part 1: principles of effective reading
- •Skimming: for getting the gist of something
- •Detailed reading: for extracting information accurately
- •Text a the discovery of X-rays
- •Text b call for tolerance towards some 'stem cell tourism'
- •Text c general guidelines
- •Model of a presentation
- •Part 2: oral or written?
- •The academic audience
- •Levels of formality
- •The range of formality Technical → Formal → Informal → Colloquial
- •Part 3: what is science?
- •What is science?
- •Part 4: technology: pros & cons
- •Part 5:listening for academic purposes
- •Part 6: grammar review
- •Parts of speech
- •Task 40. Fill in the blank with the form of the noun in parentheses that is appropriate to the grammatical context of the sentence and the meaning of the passage as a whole.
- •Diabetes: Beyond the Basics
- •The Computer Jungle
- •Vocabulary sheet (to be filled with useful words and expressions of the Unit)
- •Unit 2 science to life: between the lines
- •Part 1: how effectively can you read?
- •Reading skills for academic study
- •Using the title
- •Part 2: paragraph development and topic sentences
- •Text a Science and Technology
- •Text c Research: Fundamental and Applied, and the Public
- •Part 3: scientists' brain drain Task 16. You are going to read a magazine article (Text a). Choose the most suitable heading from the list (1 – 9)for each part (a – j)of an article
- •Text a highlights of the north
- •Text b bio tech brain drain: are too many talented scientists leaving the southeast?
- •Part 4 reading skills for success
- •Reading skills for success: a guide to academic texts
- •Collocations
- •Part 5: listening for academic purposes
- •Going Digital: The Future of College Textbooks?
- •Part 6: grammar review sentence structure
- •1. Simple sentence:
- •2. Compound sentence:
- •3. Complex sentence:
- •Vocabulary sheet (to be filled with useful words and expressions of the Unit)
- •Unit 3 order of importance
- •Part 1 academic vocabulary
- •C a social occasion to which people are invited in order to eat, drink and enjoy themselves
- •A a way of dealing with a problem, an answer
- •Part 2 Coherence
- •The importance of stupidity in scientific research
- •Consumerism is 'eating the future'
- •Now fly me to the asteroids as well
- •Cohesion: Using Repetition and Reference Words to Emphasize Key Ideas in Your Writing
- •Repetition of Key Words
- •Rotation may solve cosmic mystery
- •Part 3 writing & speaking fundamentals
- •Article 1 shapefile technical description
- •Article 2
- •Article 3
- •Article 4 disposable containers for a disposable society
- •Article 5 knowledge, theory, and classification
- •The table of the useful vocabulary
- •Part 4: listening for academic purposes
- •Part 5:grammar review (punctuation)
- •Vocabulary sheet (to be filled with useful words and expressions of the Unit)
- •Text a mistakes and negligence
- •(1) Changing Knowledge
- •(2) Discovering an Error
- •Part 2 Comparison and Contrast
- •Part 3 listening for academic purposes
- •Recognising lecture structure
- •1. Introducing
- •Vocabulary sheet (to be filled with useful words and expressions of the Unit)
- •Unit 5 research misconduct
- •A Breach of Trust
- •Task 4.Study the second case.
- •Treatment of Misconduct by a Journal
- •Part 2 reading skills for academic study: note-taking
- •How to take notes
- •Part 3 preparing an abstract
- •Abstract 1 The hydrodynamics of dolphin drafting
- •Abstract 2 Recomputing Coverage Information to Assist Regression Testing
- •Abstract 3 Methods for determining best multispectral bands using hyper spectral data
- •Abstracts and introductions compared
- •Introduction
- •Introduction
- •Text a The Biosphere: Its Definition, Evolution and Possible Future
- •Introduction
- •Text b The Environment: Problems and Solution
- •Text d The Biosphere: Natural, Man-Disturbed and Man-Initiated Cycles
- •Part 4 listening for academic purposes Giving background information
- •Showing importance/Emphasising
- •Vocabulary sheet (to be filled with useful words and expressions of the Unit)
- •The Selection of Data
- •Lexical & grammar review
- •Part 2 avoiding plagiarism
- •3. Plagiarism!
- •4. Plagiarism is bad!!
- •5. The importance of recognizing the plagiarism
- •Is It Plagiarism?
- •Literal
- •Part 3 evaluating sources
- •Sample mla Annotation
- •Sample apa Annotation
- •Task 22. Analyse an extract of the following annotated bibliography. Define its format.
- •Ethics in the physical sciences course outline and reference books
- •Philosophy
- •The life of a scientist
- •Ethics for scientists
- •A few cautionary notes on saving Web materials
- •Vocabulary sheet (to be filled with useful words and expressions of the Unit)
- •The Race to Publish
- •Part 2 how to read an academic article
- •Article 1
- •50 Million chemicals and counting
- •Article 2 sun is setting on incandescent era
- •How to read a scientific article
- •Part 3 how to write an academic article
- •Publication Practices
- •Restrictions on Peer Review and the Flow of Scientific Information
- •Guidelines for Writing a Scientific Article
- •Part 4 listening for academic purposes
- •Vocabulary sheet (to be filled with useful words and expressions of the Unit)
Part 3 writing & speaking fundamentals
Task 12. Use the information under letters (A) & (B). Complete the table.
THE FUNDAMENTALS |
ITS DESCRIPTION |
ITS PURPOSE |
Description |
|
|
Narration (narrative) |
|
|
Exemplification |
|
|
Definition |
|
|
Classification |
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(A)
1) It is used to give the key-information about specialized, controversial or ambiguous terminology. This is important because the same term may take on different meanings depending on the context in which it is used. Furthermore, there can be slight and often subtle variations in the way different writers use the same term and what they mean by it. You should therefore ensure that you make absolutely clear the meanings you are assigning to key terms used in your writing, particularly if you are using them in a way that differs from the generally accepted definition.
2) It is often useful in definitions to illustrate the phenomenon
3) It helps you to organize your writing by joining items into clearly identifiable groups.
4) An account or description of events in the past which entails following a time sequence or chronological order (i.e. earliest first).
5) It is used to say what something or somebody looks like; give a picture of in words. It can sometimes involve explaining the different elements of which something is composed.
(B)
a) To give some historical background or development. It is usually used in introductions.
b) This allows you to break down your topic into more manageable chunks and to deal with each chunk in the most logical order.
c) In scientific and technical writing it usually involves explaining how to do or make something: for example, how to conduct an experiment, how to construct a dam, how to operate a machine or how to carry out a manufacturing process. And in a research report, of course, it will be used to say what the methodology employed in the course of your research is like
d) To clear up something, to make it understandable via some other things and their interrelations
e) To provide clarification of a particular term.
Task 13 There are 5 groups of words and phrases. Deside, which group can be used with each element: 1) description, 2) narration, 3) exemplification, 4) definition, 5) classification.
A) First(ly), . . . Second(ly), . . . Third(ly), . . . Next, . . . Then, . . . After this, . . . Finally/Lastly, . . . Prior to . . . Following . . . While . . . Simultaneously . . . Before . . .
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B) shown by exemplified by illustrated by for example, for instance the following examples, a & b a & b are examples of X such as |
C) Verb forms commonly used are the simple past active, simple past passive, and past perfect active e.g. it organised…, it was created …., it had developed. | |
D) By X is meant . . . I am taking X to mean . . . . . ., namely, . . . In the present study, X refers to . . . The term as used here refers not to . . . but instead/rather to . . . This term refers to . . . Although there have been various interpretations of X, I am using it to mean . . . There has been a good deal of variation in the literature in the way in which the term X has been used. In this study I am taking it to mean (specifically) . . . X, notably relating to . . . as opposed to Y, is used in this report/work/thesis to refer to . . . In other words, In this respect, . . . In this sense, . . . |
E) X can be analysed/broken down into three types. X can be categorised/classified/grouped according to . . . The first/second/third/next/final or last type/kind/category/division is made up of/ comprises . . . One type . . . Another type . . . Still/yet another type is . . . |
Task 14. Look through the articles below and say which is the most close to the sphere of your interest. Read and analyse this article. Find and present to your partners the examples of description, definition, exemplification, narration and classification. (Article 6 is in the CD)