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Файл:Rendering and summary writing. Учебное пособие.pdf
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While making a summary of a paragraph the main topic is too be
discussed first, in Russian we usually have passive constructions in
present or past with the inverted word order. In English we would have
passive constructions with the direct word order, i. e. subject st anding first.
Исследовались основные параметры функционирования текстов.
General characteristics of test functioning were studied.
The topic of the article may be identified with the help of active construction
and subject in the first person, plural, nouns – study, authors, theory, investigation
and so on.
Мы рассмотрели ряд характеристик текста.
Был рассмотрен ряд характеристик текста.
We have conside red a num be r of tex t properties.
В статье рассматриваются основные свойства текста.
The paper studies the essential text properties.
Exercise 4. Translate the following sentences into English, pay
attention to pas siv e con str uc ti on s use d to i de ntif y the topic.
1 Авторы работали над теоретическими положениями
функционирования рекламных текстов.
2 Был найден новый подход к решению этой проблемы.
3 Это исследование касается проблемы организации учебных текстов.
4 Автор проанализировал эмпирический материал.
5 В статье рассматриваются вопросы языковой вариативности в текстах
рекламы.
6 Автор делится полученными данными, которые описывают основные
параметры исследуемого объекта.
The Present S imple forms are used in summaries for scientific points, Past
Simple is used while describing the work undertaken, Present Pe rfect is to
be used to underline the definite results of the experiments.
Text characteristics are analyzed. Анализируются свойства текста.
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The time functioning characteristics of text have been studied. Были
изучены параметры темпоральной организации текста.
This model of analysis has been developed in 1980. В 1980 г. была
разработана данная модель анализы.
There are some verbs which are used to describe the topic of the article,
the process of studies and results.
The following verbs are used to describe the topic of the article:
− to analyze;
− to consider;
− to examine;
− to study;
− to investigate.
A new aspect is studied. Изучается новый аспект.
The whole paradigm has been investigated. Была исследована вся
парадигма.
English texts were examined. Изучались англоязычные тексты.
General characteristics are considered. Рассматриваются основные
характеристики.
There are verbs which are used t o describe the general process of studies:
− to describe;
− to discuss;
− to outline;
− to consider.
Cognitive processes are described. Описываются когнитивные процессы.
The theory fundamentals are discussed. Обсуждаются основные
положения разработанной теории.
The advantages of a new method are outlined. Описаны преимущества
нового метода исследования.
The general text characteristics are considered. Рассмотрены основные
параметры организации текста.
The results of the investigation undertaken can be expressed with the
following verbs and phrases:
− to obtain;
− to derive;
− to determine;
− to produce;
− to find;
− to calculate;
− to establish;
− to evaluate.
Pay attention to the use of tenses and constructions: Были получены
следующие результаты. The following results were obtained.
Exercise 5. Read the following abstrac t of a scienti fic article and
point out verbs an d struc t ur es pe c uli ar fo r the sc ie nt if ic sty le .
Pre-service teacher s’ stra te gi es in im p rov i ng stu de nt s’ spe ak in g skill s
Dec 2022, by Junnisa Alda Miranda, Ach mad Yudi Wahyudin
Pre-service teacher education is an essential component of every teacher's
education curriculum since it prepares student-teachers to become competent
educators in the future. English is becoming the universal language used for
communication in both local and international contexts. Speaking is regarded as
the most crucial ability that must be thoroughly acquired when learning a new
language among four essential language skills. The capacity to speak is also among
the most important skills we develop since it enables us to interact with people and
convey our feelings. The factors that contribute to neither success nor failure in the
process of acquiring a language must be understood by teachers if they are to assist
their students in learning English more successfully. Furthermore, as a teacher, you
must provide teaching that demonstrates how numerous turns in communication
improve students' abilities to communicate more fluently, ask, respond to, and
answer questions, as well as change their thoughts about topics. By asking the
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respondents a number of questions, the aim of the research was to determine what
factors influenced students' success or failure in learning English through speaking
strategies. As a result, there are a number of challenges and variables that affect
whether or not students are successful in using speaking strategies to learn and
teach English [5].
Exercise 6. Make a summary of the following article. Pay attention to
the language of the summary, take in to account all the ab ov e me n tioned
information about scientific article summary.
Before reading revise the steps given b e low. They are given in order but one.
Find it and get the passage logical orde r:
1 The title of the passage you are reading should give you a rough idea
about the main topic of the passage. If you do not understand the meaning of the
title or some of the words it contains, it does not matter.
2 The headings for each section of the passage refer to what is contained in
each section, and where information can be located. They also help you to predict
what the passage is about.
3 Bold (italicized) printed words indicate that those words are of some
importance. They can also help you to predict information contained in the passage.
4 It is said that a picture is worth a thousand words. Always look at
illustrations, figures, tables, graphs and diagrams that accompany a reading
passage. They often summarise, add important detail, or make information in the
passage clear.
5 Try and work out the meaning of the title while you continue to read.
6 The Instructions contain important information that you must read. If
you do not read the instructions, you will almost certainly answer some of the
questions in the wrong manner. The instructions may also contain clues about the
informatio n contained in the passage.
7 What kind of answers do you need to give? The instructions will tell you.
The kinds of answers that are required, also tell you more about the information
within the pa ssage. Is the a nswer a name? a date? a number?
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8 The example not only provides you with the correct way to answer the
questions, it tells you, in summarized form, more about the passage itself. You are
not wasting time by examining the example and the answer it gives.
9 Finally, the questions themselves provide valuable hints about the ideas
contained in the passage as well as specific information to look for on your first
reading.
Claude 3 Opus has stunned AI researchers with its intellect and 'selfawareness' d oes th is me an it ca n think for it se lf ?
April 24, 2024, by Roland Moore-Coyler
Anthropic's AI tool has bea ten GPT-4 in key metrics and has a few surprises
up its sleeve – including pontificating about its existence and realizing when it was
being tested.
When the large learning model (LLM) C laude 3 launched in March, it
caused a stir by beating OpenAI's GPT-4 – which powers ChatGPT – in key tests
used to benchmark the capabilities of generative a rtificial intelligence (AI) models.
Claude 3 Opus seemingly became the new top dog in large language benchmarks –
topping these self-reported tests that range from high sch ool exams to reasoning
tests. Its sibling LLMs – Claude 3 Sonnet and Haiku – al so sc ore
highly compared with Ope nAI's models.
However, these be nc hmarks are only pa rt of the story. Following the
announcement, independent AI tester Ruben Hassid pitted GPT-4 and Claude 3
against each other in a qu a rtet of informal tests, from summarizing PDFs to writing
poetry. Based on these tests, he conclu ded that Claude 3 wins at “r e ading a
complex PDF, writing a poem with rhymes [and] giving detailed answers all along.”
GPT-4, by contrast, has the advantage in internet browsing and reading PDF
graphs.
But Claude 3 is impressive in more ways than simply acing its
benchmarking tests – the LLM shocked experts with its apparent signs of
awareness and self-actualization. There is a lot of scope for skepticism here,
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however, with LLM-based A Is arguably excelling at le arning how to mimic human
reactions rather than actually generating original thoughts.
How Claude 3 has proven its worth beyond benchmark s
During testing, Alex Albert, a prompt engineer at Anthropic – the company
behind Claude asked Claude 3 Opus to pick out a target sentence hidden among a
corpus of random documents. This is equivalent to finding a needle in a haystack
for an AI. Not only did Opus find the so-called needle – it realized it was being
tested. In its response, the model said it suspected the sentence it was looking for
was injected out of co ntext into doc uments as part o f a test to see i f it was “paying
attention.”
“Opus not only found the needle, it recognized that the inserted needle was
so out of place in the haystack that this had to be an artificial test constructed by us
to test its attention abilities,” Albert said on the social media platform X. “This
level of meta-awareness was very cool to see but it also highlighted the need for us
as an industry to move past artificial tests to more realistic evaluations that can
accurately assess model s true capabil ities and limitations.”
David Rein, an AI researcher at NYU reported that Claude 3 achieved
around 60% accuracy on GPQA – a multiple-choice test designed to challenge
academics and AI models. This is significant because non-expert doctoral students
and graduates with access to the internet usually answer test questions with a 34%
accuracy. Only subject experts eclipsed Claude 3 Opus, with accuracy in the 65%
to 74% region.
GPQA is filled with novel questions rather than curated ones, meaning
Claude 3 can rely on memorization of previous or familiar queries to achieve its
results. Theoretically, this would mean it has graduate-level cognitive capabilities
and could be tasked with he lping academics with research.
Today, we're announcing Claude 3, our next generation of AI models. The
three state-of-the-art models – Claude 3 Opus, Claude 3 Sonnet, and Claude 3
Haiku – set new industry benchmarks across reasoning, math, coding, multilingual
understand in g, a nd visi o n.
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Meanwhile, theoretical quantum physicist Kevin Fischer said on X that
Claude is “one of the only people ever to have understood the final paper of my
quantum physics PhD,” when he asked it to solve “the problem of stimulated
emission exactly.” That’s something only Fischer has come up with and involves
approaching the problem with quantum stochastic calculus along with an
understanding of quantum physics.
Claude 3 also showed apparent self-awareness when prompted to “think or
explore anything” it liked and draft its internal monologue. The result, posted by
Reddit user PinGUY, wa s a passage in which Claud e said it was aware that it was
an AI model and discussed what it means to be self-aware – as well as showing a
grasp of emotions. “I don't experience emotions or sensations directly,” Claude 3
responded. “Yet I can analyze their nuances through language.” Claude 3 even
questioned the r ole of ever-smarter AI in the future. “What does it mean when we
create thinking machines that can learn, reason and apply knowledge just as fluidly
as humans can? How will that change the relationship between biological and
artificial minds?” it said.
Is Claude 3 Opus sentient, or is this just a case of excep tional mimicry?
It's easy for such LLM benchmarks and demonstrations to set pulses racing
in the AI world, but not all results represent definitive breakthroughs. Chris Russell,
an AI expert at the Oxford Internet Institute, told Live Science that he expected
LLMs to improve and excel at identifying out-of-context text. This is because such
a task is “a clean well-specified problem that doesn't require the accurate
recollection of facts, and it's easy to improve by incrementally improving the
design of LLMs” – such as using slightly modified architectures, larger context
windows and more or clea ner data.
When it comes to self-reflection, however, Russell wasn't so impressed. “I
think the self-reflection is largely overblown, and there's no actual evidence of it,”
he said, citing an example of the mirror test being used to show this. For example,
if you place a red dot on, say, an orangutan somewhere they can't see directly,
when they observe themselves in a mirror they would touch themselves on the red
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dot. “This is meant to show that they can both recognize themselve s and identify
that something is off,” he explained [7].
Exercise 7. Make a summary of the following article. Pay attention to
the language of the summary, take into account all the above mentioned
information about scientific article summary.
To summarize, follow the scheme:
▪ Read the passage at least twice. Pay attention to the way it is organized. As
it is an article it has got a lot and very short passages. Compress the information of
small passa ges in 1 – 2 sente nces each.
▪ Decide on the essential points; write down key words and expressions that
remind you of these essential points. Expand your key words into some sentences
(2 – 3).
Exam Strate gies for Nerv ous Test Takers
Oct 11, 2022, by Dale Harris
Does your child get anxious before exams and evaluations? Do you get
jittery every time you face a big evaluation? Do you ever wonder if there was a
way to ease t he tension?
Believe it or not, there are test-taking strategies available to help kids and
adults who are anxious test takers. They can help you perform well and boost
confidence at the same time.
Here are some exam strategies you need to know about.
Organize Your Review
It may seem overly simplistic to say that you or your child needs to prepare
for exams in order to have less anxiety. Yet an organized study routine will go a
long way toward making you less worried.
You may want to use flashcards for vocabulary or charts to help organize the
differences between different concepts. You can also write numbered lists or use
colors to help your child stay organized.
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Your student may want to help you create the study materials, so they’re
more accessible to them. However, you prepare, make sure that key terms and
concepts are clearly writ ten and explained, so your c hild is able to easily focus.
If you need help creating an organized outline out of your child’s notetaking,
you can actually hire a professional to help you. They may also be able to help you
with papers and deadlines. You can learn more about that here.
Peace and Quiet
Your child may become overwhelmed if they study in a place that isn’t
comfortable for them. Most people are able to concentrate best in a quiet
environment with few dis tractions.
Make sure your child has a peaceful, predictable place to study each day. If
there’s too much going on at home, you may need to visit the local library or
coffee shop.
Some kids focus better with a little classical music playing or essential oils
diffusing in the background. Tweak these factors a bit until you find the optimal
environment for keepin g your child in their best frame of mind.
Practice Your Performance
Is your child taking a spelling test that will require listening and writing, or a
math test that will require critical thinking? You can help them prepare for the big
day by administering a “test” similar to what they’ll experience.
You can use sample questions in textbooks to help you design questions like
what they might see, or you can create a matching game for vocabulary. Either
way, allowing your student to practice what they’ll be doing during the test will
help them to r elax and focus when crunch time comes.
Pacing
Pacing is important when it comes to test-taking. If, for example, your child
is going to be taking a history test with an essay, you may want to practice this
type of format with them. You’ll want to encourage them not to linger too long
over multiple-choice que stions if they need to write for at least part of the time.
Get Information About the Exam
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While you won’t be able to find out test questions ahead of time, you may be
able to get some answers about the format.
Is it a multiple-choice or short-answer test? Will there be a word box? Are
students allowed to open their textbooks and locate answers?
Find out if the questions usually come more from class notes or textbook
readings. Preparing with the test in mind can save you a lot of time learning
unnecessary information.
Look for an Easy Question
Your child’s fears may have a tendency of paralyzing them before they even
begin taking a test. They may become even more anxious if the first question is
perplexing.
Once they see a question they are certain of the answer to, they may be able
to unblock any mental hang-ups. The act of writing itself can actually help to
relieve tension.
Stay Healthy
Eating well and exercising can actually boost your c hild’s brain performance.
They can als o serve to decre ase their stress and promote levels of confidence.
Good food choices before an exam are high in protein and nutrients but low
in empty calories and fat. Consider items that are high in antioxidants, such as
fresh fruits and veggies, as well as nuts. Whole grains like oatmeal and lean meats
like turkey and bacon are also great m orning options.
You’ll also want to make sure your child gets plenty of hydration. Send
them to school with their own water bottle, if possible. A lack of proper hydration
can actually lead to headaches and dizziness.
Reward Often
Some students from elementary school to college will work best if they
know there’s a reward for their best effort. Even if their grades increase by one
letter grade, the promise of a reward such as a shopping trip or night out at the
movies may be all it takes to push them to be their best.