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Файл:Academic English Theoretical and Practical Training of Graduate Students. Учебное пособие по практикуму английского языка для студентов 4 курса
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everything truly is in the “eye of the beholder” and no outsiders can fully
understand a meaning which they did not themselves devise, and do not require
(http://www.civicsinstitute.org/essay-sample-on-the-subjectivity-of-belief.html).
ACADEMIC SPEAKING
RENDERING A NEWSPAPER ARTICLE
A rendering is a text based on the notional compression of the original with
the aim of presenting its general matter. The material in a rendering is presented
from the point of view of the author of the original and does not include any
elements of interpretation or evaluation.
Basic principles to follow when making a successful rendering:
- you have to develop your power of judgment, so that you may be able to decide
rightly what must be expressed and what must be suppressed;
- facts should be expressed as plain statements, with constant reference to the
author of the passage;
- try to avoid evaluative words and phrases in the body of the rendering, keep them
for expressing your own opinion. Figurative language is in most cases unsuitable;
- don’t retell the article.
Structure of Rendering:
I. Introduction, where you provide all necessary background information such
as the headline, the source of the article (when and where it was published), the
author.
The headline of the article is .../The article is headlined .../The headline of the
article I've read is.../The headline reads…/The article runs under the headline…
The author of the article is…/The article is written by…
It is published in …/The article is taken from the newspaper...
II. Main body, where the central idea is revealed and the summary of the article
(about 10 sentences) is presented (the main problems; minor problems; important
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figures, names, quotes etc.; peculiarities of the article; conclusion the author
comes to). Find the answers to the major questions: What? Where? When? Why?
How?
How to summarize successfully
- Preview the article, skimming headings and first sentences; clarify any difficult
terms with a dictionary or glossary.
- Read the opening and closing paragraphs.
- Read the article at least twice.
- Isolate each important point as it occurs in the article and write it down in a
complete sentence.
- State the thesis of the article in one sentence.
- Note how ideas are related to each other – comparison/contrast, cause-effect
relationships, problem-solution patterns.
- Write your summary by reconstructing the author’s argument from your list of
important ideas; draw attention to the relationships among ideas by using
transitional phrases (like nevertheless, however, in contrast).
Use the following expressions to make a summary
The article is about…/The article is devoted to …/The main idea of the article
is…/The article deals with…/The article touches upon…/The purpose of the article
is to give the reader some information on…/The aim of the article is to provide the
reader with some material (data) on…/The key-tone of the article is …
The editorial is sharply critical of...
The article strongly denounced …
A full-page analytical article surveys the situation in ….
The author starts by telling the reader that…
The article opens with description of …
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The author writes (states, stresses, thinks, claims, discusses, points out,
emphasizes, strongly believes, dwells on, outlines smth, draws the reader’s
attention to, gives priority to) that…
The author links this idea up with /is confident that…/is (not) inclined to think
that.../pin-points some opinion/ recalls that / firmly rejects the idea of /returns to
the problem of /expresses the hope that /evaluates the significance of /finds it
significant that /finds a good deal to say in support of /has made a very interesting
point there (raised a very interesting problem) /begins (concludes) by stressing
(stating, warning, calling upon) /expresses alarm (concern, disappointment (at,
over), the belief, the conviction, the hope, the opinion, the view) that /approves,
disapproves of smth. /doubts whether /brings smth into focus /reflects and
interprets events/makes smth. clear /makes reference to smth /raises a question
/provides the main topic for comment
The article describes…
According to the article…
Further the author reports (says)…
The article goes on to say that…
The editorial goes on to consider such aspects as …
The article also has a word about...
The article highlights the consequences of...
The article looks at some aspects ..., reflects on the possible results,
consequences...
I want to single out the key points on which the article is based.
Let’s look through the text for figures, dates (or data) which are very important
for the general understanding the problem discussed.
I want to point out the following facts that turned out to be new for me.
Summing up the results of … the author …
The author comes to the conclusion that…
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In conclusion the author …
The article ends with the comment …
At the end of the article the author draws the conclusion that…
We find the conclusion that…
To finish the article the author describes…
The author sums it all up (by saying…)…
The article concludes by underlining …
III. Conclusion - your opinion on the article, the problem touched. Do you agree
or disagree with the author? State what places of the article contradict your former
views. State the questions, which remained unanswered in the article and if it is
possible add your tail to them.
Use the following expressions to make a conclusion
I found the article important (dull, of no value, too hard to understand, pretty-
packed, expressive, and very emotional)
It contains such important facts as …
To have one’s fingers on the pulse of current events, public opinion
It appealed to me (may appeal to a wide readership)
The article expresses (doesn’t express) the opinion of the author, it just states the
facts.
The information is very actual and important not only for... but for ... (average
men)
As for me, I’m sure that...
I am not an expert, but...
I am deeply concerned about...
I am perfectly aware/ confident that ...
In conclusion, I want to say …
I’d like to conclude by saying ...
Let us consider all possible approaches to the problem ...
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Structure of an Article
1. Headline/banner/streamer
States the topic in about 4 – 10 words. Has peculiarities: grammatical (articles/link
verbs/pronouns are omitted, elliptical sentences, inverted word order, passive
constructions, infinitives instead of predicates, etc.), syntactical - punctuation (
comma instead of “and”, a colon for explanation or quotation), lexical (short words
for long, curtailed words, abbreviations, euphemisms, metaphors, etc.)
2. Subheadline/subhead/subheading. A smaller, secondary headline that usually
elaborates on the main headline above it.
3. Byline. Tells who wrote the article and when it was published.
4. Lead paragraph (most important facts). It is the first (leading) paragraph of
the article that contains newsworthy info. Can be of two kinds: the news
lead/summary lead – restates the topic and gives the most important facts about it;
consists of the dateline and the lead sentence; the interest lead – catches the
reader’s interest and thus invites them to read more; usually accompanies feature
articles, human interest stories or editorials.
5. Body. It is the largest (main) part of an article that gives crucial information and
expands the topic with background information (evidences, arguments, details,
photos, supporting facts, quotations, descriptions etc.) which is revealed in order
of importance.
6. Tail. It is the part of an article found at its end; contains extra information for
those who are most interested, least important information, can be easily dropped
out.
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SECTION 2. PRACTICAL TRAINING
MODULE I
CHALLENGES
LEAD-IN
TOPICAL VOCABULARY
1. Complete the sentences by matching them to phrases/expressions a-h
below.
1) I like to set achievable goals, …
2) It's important to face challenges, but …
3) She usually rises to the challenge, even if …
4) If I succeed, it will make my dream come true, because …
5) I couldn't have done it without help, so
6) It was a burning ambition, which
7) It's important to have the right attitude, because
8) It's quite a daunting challenge, but hopefully I
a) I'd like to thank my family and my sponsors.
b) can achieve it.
c) so, before starting, I always think about my objectives.
d) if you are a positive person, it will be easier.
e) I've wanted to do this since I was a child.
f) you mustn't be afraid of them.
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g) it's something very difficult.
h) I finally managed to achieve.
2. Work out the meaning of the highlighted expressions.
1) The champion is the girl and she is heading straight for the top.
2) She is pursuing her dream in the Brazilian Formula Renault Championship.
3) Yet she has to deal with chauvinism as motor sport is not prepared to accept a
genuine female contender.
4) She will have to face barriers, be quick and mentally tough, because Formula1
is a pressure cooker.
5) Her mechanic and mentor believes in her having potential to reach Formula 1
one day and be a great driver.
6) She has already beaten many boys from Brazil and now is ready to take on the
world.
7) At first he found the course tricky but persevered with it and came through
to the final.
8) Encourage your kids to try new things, but don't keep pushing them too hard.
3. Discuss some issues about challenges using the vocabulary from Ex. 1 -2.
- What challenges can people face throughout their lives (at school/college,
hobbies, personal life, at work, etc.)? Think of some characters from films/books
or people from real life to illustrate your arguments.
- What makes things challenging (money pressures, fear factor, sex/racial
discrimination, etc.)?
- Is it positive/vital/normal to have challenges in life? Give your arguments.
- What are your goals? In your studies, career, personal life. What challenges do
you think you are likely to face in the nearest future?
- Can learning a foreign language be a challenge? Why? Speak about your personal
experience.
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PART 1. CHALLENGERS
SECTION 1. ACADEMIC READING
Read the suggested texts about people's burning ambitions and
challenges they faced. Fill in the table after reading the texts A-D.
Summarize each text using the information from the table. What do the
characters of these stories have in common? Which story impressed you
most?
TEXT A
TEXT B
TEXT C
TEXT D
Name/Age/
Nationality
Ambition
When and why
everything began
To what extent
ambition is achieved
Challenges they faced
Smd’s help to achieve
their ambitions
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Text A
FAST FEMALE HEADS FOR FORMULA 1
Is Formula 1 ready for its first female star? Matt Rendell travelled to Sao
Paulo to meet Bia who, at the age of nineteen, is tipped to join the ranks of her
country's greats - Senna, Piquet, Barrichello. She has already beaten the boys from
Brazil at their own game. Now she's ready to take on the world.
As the swarm of go-karts completes its final warm-up lap and hurtles across
the starting line, the race is on. Thirty minutes later the winner's helmet is removed,
and here is the champion – a girl, Ana Beatriz Figueiredo - Bia, for short - and
she is heading straight for the top.
I first met Bia Figueiredo in May 2001. She was sixteen and her rivals in
Sao Paulo's kart scene – all male – had been suffering the obvious taunt for eight
years: 'Beaten by a girl ... again?' Now she is nineteen and still winning. One day
soon, the image of her long hair spilling out of her helmet could open motor sport
to new audiences, sponsors and perhaps a whole new lease of life. For in Brazil
she is being spoken of as the possible future of Formula 1, the woman to transform
an increasingly predictable sport.
The Ayrton Senna Kartodrome in Brazil is a theatre of dreams, and Bia
Figueiredo is pursuing hers in the Brazilian Formula Renault Championship. 'The
first time I went to the kartodrome,' she tells me, 'I was five or six. I begged my
father to take me and fell in love with the noise and the crashes. He told me I had
to be seven before I could learn to drive. Somehow I managed to wait.'
Money pressures are inherent in motor racing, even for a family that is
well-off, by most standards. Compared with other drivers at this level, Bia is
disadvantaged. Bia's father, Jorge, says that Bia was already dreaming of Formula
1 at the age of six. And having encouraged his daughter's passion, he has accepted
the financial burden with good humour. 'I once heard a Formula 1 team boss say
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it costs $10 million to become a Formula 1 driver. I said to myself, 'Okay. I'm only
$9,990,000 short!'
Because of the expense, Bia could only do two fifty-minute tests before each
race, when other drivers did four. She went to one of the best schools in Sao Paulo,
which meant she was doing school work when other drivers were on the track.
‘Given these constraints, she has done very well,' her father says. 'She was
born with a forceful personality and, today, she's still forceful and has a caustic
sense of humour. I feel a little sorry for anyone in her way!'
Motor racing would not be every father's chosen career for his daughter.
'Yes, it can be dangerous,' Jorge concedes. 'But the element of risk can be
controlled. I'm much more afraid of Bia not doing what she loves. By pursuing
what they enjoy, I think people have more chance of being happy.'
Yet Bia will have to deal with chauvinism. Not the least of the barriers
facing her is whether motor sport is prepared to accept a genuine female contender.
'A beautiful woman is always welcome,' Alex Dias Ribeiro says, smiling and then
adds: 'But she will have to be quick and mentally tough, because Formula 1 is a
pressure cooker'.
One man who believes in Bia's potential is her mechanic and mentor of nine
years, Naylor Borigis de Campos. He has worked closely with most of Brazil's
best drivers. He compares Bia favourably with the best of his protégés. 'She's as
cool, aware and determined as Rubens Barrichello and as any other driver I've ever
worked with.'
As for Bia herself, she believes in the future and in what she can achieve: 'I
have a lot to learn, but my temperament is right: I've got plenty of animal instinct.
I believe I have the potential to reach Formula 1, and perhaps one day be a great
driver.' (10, c.15).
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