Добавил:
ivanov666
Опубликованный материал нарушает ваши авторские права? Сообщите нам.
Вуз:
Предмет:
Файл:Вербальные характеристики жанра «пресс-релиз» в медиадискурсе. Учебное пособие.pdf
ВОПРОСЫ ДЛЯ САМОКОНТРОЛЯ
1. В чем заключается трудность написания пресс-релиза?
2. Какие лексические группы представлены в пресс-релизах?
3. Дайте определение понятия «конвенциональные
кванторы». Прокомментируйте способы их реализации в прессрелизах России и США.
4. Какую роль в создании пресс-релиза играют временные
локализаторы? В какой части пресс-релиза
наиболее часто? Почему?
5. В чем опасность использования сокращений? В каких
случаях их можно не расшифровывать?
6. Уместно ли употреблять термины в пресс-релизах?
Прокомментируйте свое мнение с учетом определения жанра
«пресс-релиз».
7. Проанализируйте пресс-релизы за прошедший год и
выделите наиболее актуальные темы и сферы деятельности,
освещаемые в пресс-релизах. Составьте тематические группы слов.
8. Какие времена используются при написании пресс-релиза в
российских и американских СМИ? В чем особенность
вступительного абзаца?
9. Проследите частотность употребления безличных
конструкций в пресс-релизах. С какой целью они используются?
Определите показатель эффективности пресс-релизов с большим
количеством безличных конструкций.
10.
Какова цель вводных слов в пресс-релизах?
11. Как лаконичность изложения влияет на эффективность и
перспективы публикации пресс-релиза?
12. Допустимы ли вопросительные и восклицательные
предложения в пресс-релизах? Поясните свое мнение.
13. Перечислите синтаксические особенности пресс-релизов.
14. Охарактеризуйте понятие «стиль письма».
15. Почему важен выбор стиля при написании
16. В соответствии с какими параметрами определяется
стиль пресс-релиза?
17. Прокомментируйте зависимость выбора стиля пресс-
релиза от сферы употребления и реализуемых функций. Приведите
свои примеры.
они встречаются
пресс-релиза?
51
18. Какой стиль преимущественно используется в
американских пресс-релизах? Сравните тенденции выбора стиля в
пресс-релизах России и других стран.
19. К чему приводит смешение стилей в пресс-релизе?
20. Какие стилистические средства допустимы в прессрелизах?
21. Для пресс-релизов какой лингвокультуры характерно
наличие большого количества стилистических средств? Чем это
обусловлено?
22. Перечислите основные стилистические признаки жанра
«пресс-релиз».
52
ПРАКТИЧЕСКИЕ ЗАДАНИЯ
1. Ознакомьтесь с русскоязычными и англоязычными пресс-
релизами (Приложение 1). Какие вербальные особенности
проявляются в предложенных пресс-релизах наиболее часто?
2. Определите функциональный стиль каждого образца
каждого пресс-релиза (Приложение I), прокомментируйте
возможные причины выбора стиля.
3. Прокомментируйте каждый заголовок пресс-релизов
(Приложение I). Отражают ли заголовки суть пресс-релизов,
являются
газетных заголовков.
релизе (Приложение I). Сделайте вывод о частотности
употребления каждой из них.
предмет грамматических особенностей (Приложение I).
(Приложение I), прокомментируйте уместность их использования.
ли они эффективными, соответствуют ли стилю
4. Найдите лексические характеристики в каждом пресс-
5. Сравните американские и российские пресс-релизы на
6. Найдите стилистические средства в пресс-релизах
53
ПРИЛОЖЕНИЕ
A
U.S. DEPARTMENT OF EDUCATION RELEASES 2016 NATIONAL
EDUCATION TECHNOLOGY PLAN
Department Announces New Future Ready Commitments, Regional
Summits
DECEMBER 10, 2015
Contact: Press Office, (202) 401-1576, press@ed.gov
The U.S. Department of Education announced today the release of the 2016
National Education Technology Plan and new commitments to support
personalized professional learning for district leaders across the country
working to improve teaching and student achievement through the effective
use of technology.
Updated every five years, the plan is the flagship educational technology
policy document for the United States. The 2016 plan outlines a vision of
equity, active use, and collaborative leadership to make everywhere, all-thetime learning possible. While acknowledging the continuing need to provide
greater equity of access to technology itself, the plan goes further to call
upon all involved in American education to ensure equity of access to
transformational learning experiences enabled by technology.
“Technology has the potential to bring remarkable new possibilities to
teaching and learning by providing teachers with opportunities to share best
practices, and offer parents platforms for engaging more deeply and
immediately in their children's learning,” said U.S. Education Secretary
Arne Duncan. “It can change the experiences of students in the most
challenging circumstances by helping educators to personalize the learning
experience based on students’ needs and interests—meeting our students
where they are and challenging them to reach even higher. This year’s
update to the National Education Technology Plan includes a strong focus
on equity because every student deserves an equal chance to engage in
educational experiences powered by technology that can support and
accelerate learning.”
The plan calls for schools and districts to:
• Redesign teacher preparation programs to shift from a single
technology course to thoughtful use of technology throughout a
teacher’s preparation and minimum standards for higher education
instructors’ tech proficiency.
54
• Set an expectation of equitable access to technology and
connectivity inside and outside of school regardless of students’
backgrounds.
• Adopt high-quality openly licensed educational materials in place
of staid, traditional textbooks.
• Implement universal design principles for accessibility across all
educational institutions and include these principles within teacher
preparation programs.
• Improve technology-based assessments to allow for embedded
delivery within instruction and making near real-time feedback for
educators possible.
• Establish a robust technology infrastructure that meets current
connectivity goals and can be augmented to meet future demand.
“Today we set a new vision for technology to support learning and have
assembled an unprecedented coalition of partners dedicated to making sure
that vision becomes practice to transform the learning of all students,”
said Director of the Office of Educational Technology Richard Culatta.
In addition to the release of the plan, the Department celebrated the oneyear anniversary of the Future Ready initiative with the announcement of
new commitments including the launch of 17 statewide Future Ready
initiatives. Since the launch of Future Ready in 2014, more than 2,000
superintendents across the country have signed the pledge and committed to
foster and lead a culture of digital learning in their district and to share what
they have learned with other districts. More than 44 national and 12
regional partner organizations have committed to helping states, districts
and schools become Future Ready.
The Department’s Office of Educational Technology also unveiled a set
of professional learning resources to help district superintendents and their
teams to effectively lead the transition to digital learning. These resources
include personalizable video playlists for district leaders that highlight
exemplary, peer-based stories and practices from districts across the
country.
“Through collaboration, a robust infrastructure and personalized learning,
Future Ready district leaders are shaping the vision for how technology can
transform learning for all students,” said Delegated Deputy Secretary of
Education John King.
Future Ready commitments
55
• The Alliance for Excellent Education has launched a new, independent
entity called Future Ready that will lead the charge for ongoing Future
Ready work. The new Future Ready website features a one-stop
resource center for ongoing professional learning opportunities
including partner events, workshops, online chats, mentoring and topic
conversations all aligned to the Future Ready Framework. These highquality, curated Future Ready resources, are provided by the Alliance,
the Department and coalition partner organizations. A free online
planning tool called the Future Ready Planning Dashboard helps
district leadership teams assess readiness, identify gaps, choose
research-based strategies, and create a customized digital learning
action plan.
• The Future Ready coalition includes 44 national partner organizations
and 12 new regional organizations. In addition to supporting Future
Ready, coalition partners have also been specifically asked to
contribute resources that align to the four key Future Ready focus
areas: Collaborative Leadership, Robust Infrastructure, Personalized
Professional Learning, and Personalized Student Learning.
• Future Ready partners are launching extension programs such as
toolkits, webinars, courses, workshops and mentoring programs to
provide support for districts and states as they transform teaching and
learning in their schools. At least four in-person workshops and
monthly virtual dashboard training sessions will also be available.
These implementation support programs can be found at
FutureReady.org.
• Seventeen states are launching Future Ready statewide initiatives
designed to capture and harness the momentum of the national effort.
The states are: California, Indiana, Kansas, Kentucky, Maine,
Maryland, Massachusetts, Michigan, Missouri, New Hampshire, New
Mexico, North Carolina, Rhode Island, Utah, West Virginia and
Wisconsin. With the exception of California, all statewide initiatives
are sponsored by the state departments of education. The Future Ready
California Initiative is co-sponsored by CUE, TICAL and CALSA.
• The Department will hold five regional Future Ready summits in 2016
in Austin, Texas; Boston, Massachusetts; Madison, Wisconsin; Seattle,
Washington; and Tampa, Florida. The summits are open to district
leadership teams from districts where the superintendent has signed
the Future Ready District Pledge. Corporate partners Apple, Google,
Microsoft and McGraw Hill have committed to provide support for 2day regional summits and 1-day dashboard training workshops.
56
For more on the work of the Department’s Office of Educational
Technology, visit http://tech.ed.gov.
http://www.ed.gov/news/press-releases/us-department-education-releases2016-national-education-technology-plan
B
BEYONCÉ'S 'DANGEROUSLY IN LOVE' ALBUM SURPASSES 5
MILLION SOLD IN U.S.
December 30, 2015
Beyoncé’s debut solo album Dangerously In Love has now sold more
than 5 million copies in the U.S., according to Nielsen Music.
The effort, released in 2003, sold just over 2,000 copies in the week ending
Dec. 24, bringing its cumulative total across the 5 million mark. It remains
Beyoncé’s best-selling solo effort.
Dangerously In Love opened at No. 1 on the Billboard 200 albums chart
and was the first of so-far five No. 1 albums for the diva. All of her fulllength studio efforts have reached the top slot, and all of them have sold at
least a million copies: B’Day (released in 2006, 3.41 million sold), I Am…
Sasha Fierce (2008, 3.2 million), 4 (2011, 1.5 million) and her self-titled
album (2013; 2.3 million). So far, Beyoncé has sold 16 million solo albums
in the U.S.
Source: http://www.billboard.com/articles/columns/chartbeat/6828205/beyonce-dangerously-in-love-surpasses-5-million-sold-us
C
DATING A BLACK WOMAN: WHAT YOU NEED TO KNOW!
February 03, 2016
In recent times, it seems that interracial couples are becoming a more
positive topic for discussion. There are more interracial dating sites
that have been created, such as Interracial Match.
57
Regardless of your ethnicity, dating a
black woman
can be unlike any other dating experience you have had. For white men
dating black women, or for men of any other ethnic background,
interracial dating there are additional challenges and rewards to be
with
discovered and experienced in the relationship.
Black women are like any other women. It is as easy to meet black women
as it is to meet any women. Black women come in all types of shapes and
sizes, with a variety of engaging and quirky personality traits, and a desire
for attention and affection in their search for love and a lifelong partner.
They can bring great joy and great frustration. They can also become the
love of your life and someone you cannot live without.
Black women can be unlike any other women. Black women dating white
bring with them all of their cultural heritage and lifestyle experiences,
men
likely embracing them more strongly than you do yours. From the outset in
any interracial dating situation, acknowledge that there are cultural
differences between you and make a concerted effort to learn about and
embrace her culture and heritage. This goes beyond, but also includes, the
environment she grew up in, how she was raised, and the slang she uses.
This encompasses where her bloodline originates and the cultural traditions
she observes. Take the time to get to know her, where she is coming from,
and what is important to her. View this as an opportunity to learn about
another culture. By exploring your differences, you will find your common
ground.
When dating a woman from another race, avoid stereotypes. This is
especially true with black women. No one wants to be stereotyped. It is
humiliating and embarrassing. Nothing can end a budding relationship
faster than verbally expressing black stereotypes or black woman
stereotypes, or implying them with insensitive actions or non-verbal cues.
Especially in the early stages of dating, pay close attention to this, both to
your own words and actions as well as those of your social group. As the
relationship progresses, avoiding stereotypes will quickly become second
nature.
is like dating any other woman, and dating a black woman
58 59
Like other women, a black woman wants to be loved for who she is, how
she looks and what she brings to the relationship. Show her affection in a
personal way; express your feelings about her unique qualities. Do not focus
on the fact that you are dating a black woman and demean her as an exotic
object, focus on her as the special individual you are dating and all of the
wonderful things that make her a fascinating individual.
Hair can be a touchy subject for a black woman. Her hair is likely very
different from your hair. Not only in its texture and curliness, but also in the
way she wears her hair or how she augments her hairstyle. The best
approach is to not touch a black woman’s hair unless you ask, and then
respect her answer whatever it is. She likely puts a good amount of thought
and effort into creating her special hairstyle and may be quite sensitive to
you running your hand across her hair. You don’t know until you ask.
A black woman appreciates honesty and respect. Tell her what you
appreciate about her. Share your feelings with her in an open and honest
way. If you say something inappropriate, apologize right away. Feel
comfortable to laugh with her, ask about her family life as a child, and learn
about her culture. She will enjoy your interest and respect your honesty.
Dating a black woman can be an intimidating prospect. It does not and
should not be. Dating a black woman is like dating any other woman, for
the most part. As you meet a variety of interesting black women, you may
find that you are attracted to one in particular. Take the plunge and ask her
out. Enjoy the early stages of dating and make the most of the opportunity
to learn about an exciting, unique black woman and her culture. White men
dating black women can find the experience fun, exciting, challenging and
most of all, very rewarding.
See more at: http://www.free-press-release.com/news-dating-a-blackwoman-what-you-need-to-know-1454480929.html
D
HOW MILLENNIALS GET NEWS: AN AP DISCUSSION AT
GENERAL ASSEMBLY
July 7, 2015
Clockwise from top left: Lou Ferrara, AP vice president and managing
editor; Nancy Lane, senior executive producer at CBS News Digital; James
Allen, vice president of communications and strategy at Mic; Tom
Rosenstiel, executive director at American Press Institute; Megan Hess,
associate editor at Mashable; Brad Best, assistant professor at Missouri
School of Journalism.
What do millennials expect from news? How can media companies create
and deliver content to captivate younger audiences? Is there money to be
made from this group? These are among the questions industry experts and
academic leaders will address in a discussion led by The Associated Press at
General Assembly, an innovative education organization focusing on
technology and design, in New York on July 14.
Moderated by AP Vice President and Managing Editor Lou Ferrara, the
panel will use recent research from The Media Insight Project titled, “How
Millennials Get News: Inside the Habits of America’s First Digital
Generation,” to help spur a candid conversation. The Media Insight Project
is a collaboration between the American Press Institute and The Associated
Press-NORC Center for Public Affairs Research that aims to conduct
research to inform the industry and public about important challenges facing
journalism and the news business.
Panelists include:
• James Allen, vice president of communications and strategy at Mic
• Megan Hess, associate editor at Mashable
• Tom Rosenstiel, executive director at American Press Institute
• Nancy Lane, senior executive producer at CBS News Digital
• Brad Best, assistant professor at Missouri School of Journalism
The hourlong event starts at 6:30 p.m. ET at the 902 Broadway, 4th Floor in
New York. The event is free and open to the public, but registration is
suggested and seating is limited. The discussion can also be viewed via
livestream. Follow the discussion on Twitter using the hashtag:
#APMillennials.
The event expands AP’s collaboration with the Reynolds Journalism
Institute to connect academics and media professionals to stimulate
discussion and inform news industry transformation in an open exchange of
data and ideas. Earlier this year, AP and RJI co-hosted a panel at Social
Media Week exploring the impact of social media on the news agenda.
60