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Файл:Rendering and summary writing. Учебное пособие.pdf
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Exercise 2. While reading the following article find a topic sentence in
each of the paragraphs and point out supporting details. Mark the
topic sentence (T S) and su ppo r ti ng de tai ls ( SD) . W rite dow n in your
own words what you are a ble to c onc lu de from the in f orm at io n.
Pay attenti on to the italicized words and phrases before you read. Be sure to
use them while doing the task .
The Compute r as a Teaching Aid
Nov 11, 2021, by R. Sharman
The use of computers in college education is a major issue for students in
today’s generation. Students entering a college or university now have the option
of taking many of their courses online.The use of computers in college education is
a major issue for students in today’s generation. Students entering a college or
university now have the option of taking many of their courses online. There is a
great deal of controversy over this issue because many people believe it will
compromise the quality of education.
The fact that students ca n receive an ed ucation from their own home is
definitely a convenienc e, but the students usually fail to consi der the consequences.
Although they will be keeping up with the rest of the w or ld while tak ing advantage
of technological advanc es they will risk being left behind by the ir peers becau se
they will actually be compromising their education. Taking classes online is an
option that a growing number of studen ts are taking advantage of. These classes
are making a college education available for students who are not a ble to attend a
traditional university or college. They have the option of taking classes online
without a major disturba nc e to their everyday lives.
Many parents who want to continue their education find this very helpful,
but there are many other students who also take advantage of the education they
can receive from their home computer. It seems like a logical decision to take the
same classes offered at ma jor colleges and universities without the hassle of
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driving to the campus, cha nging classes, and trying to arrange a schedule without
too much time to kill between classes.
The rapid increase in the number of programs that are available also causes
major problems for students. It is a major concern that many of the classes offered
do not meet the expectations. Universities are criticized for rushing into
technological advances without providing quality. Evaluations of online education
show that the majority of classes are not as effective as an in class experience.
They may promise a high degree of interactivity with the instructor and other
students, but quality is not guaranteed. Some students find that professors are less
likely to an swer emails and help in other areas when needed.
Computers are being used to help the education system in many different
ways, but it is important to consider the consequences of the rapid increase of
online education. These “advances” may be just the opposite. Although technology
is advancing, the educators are actually taking a step backwards and making
education more difficult and less suc cessful [6].
Factual information answers the questions: “Who?”, “What?”,
“Where?”, “When?”, “Why?” This type of information “holds” the text,
allowing the communicator to draw attention to his message. Fa ctual
informatio n is a kind of skeleton of the text, which includes proper names, figures,
titles, precedent phenomenon, etc.
Evaluative information gives away the attitude of the author of the article to
events. It can be expressed through some specific words, stylistic expressive means,
epithets, expressive synonyms, etc.
Look at the examples given, pay attention on the words in italics and prove
if the information in the pa ragraphs below is inform a tive or evaluative.
Paragraph 1. The Maldives is an archipelago of over 1,200 islands scattered
across the Indian Ocean, far from mainland Asia. This remote location makes
transportation and logistics challenging, inflating the cost of importing goods and
resources necessary for daily life and tourism ope rations. Everything from food
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and water to building ma te rials and even furniture needs to be shipped in, often by
air, significantly increasing its price.
Paragraph 2. To fully understand why you struggle with math, it's essential
to identify potential causes. One common reason is past negative experiences.
Perhaps you had a discouraging math teacher who made you feel incompetent or
faced constant criticism from peers when you made mistakes. These experiences
can leave lasting negati ve impressions and hinder your confidence in math.
Exercise 3. While reading an article one can come across different
types of inform atio n: factual and evalu at iv e.
In the article below point out the examples of factual and evaluative
information. Pay att ention to the italicized words and phrases before you read. Be
sure to use them while doing the task.
Reasons Education is Important in Life
Education i s a complex to pic that requires more than a fe w words to describe.
It is also not constrained by any boundaries imposed by ideas, book s, or
discipline s. It is a moniker given to «Learnings» and is used worldwide. Education
is what one learns, even if it is more accur ately and typically referred to as
conceptua l knowledge. S uccess in life is rooted on education. Education may
provide y ou the necessary advantage whether you want to enhance yo ur profession,
establish a ne w one, or stay competitive in the employment market. It improves the
world and provides us with information about it. It helps us form thoughts an d
points of view about many aspects of life, as well as new ways to perceive the
world. One can learn informally from our elders and v ia life lessons in addition to
receiving a formal education from academic institutions.
It is impossible to exaggerate the value of education for your future
profession. People with higher levels of education are more likely to find better
employment, make more money, and have more job stability. Additionally, it may
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offer more diverse e mployment choices. It can offer you various opportunities for
your future, f rom entry-level jobs to managerial pos ts.
Increased salary benefits is the main justifications for why you should
pursue education for your future career. People with formal education often make
more money than those without. This is so that individuals can meet the
requirements for skills and credentials set out by businesses. Greater employment
stability, improved benefit packages, and improved quality of life all accompany
increased income. Additionally, having a degree gives you huge money to spend in
your future and your professional progress, enabling you to take advantage of
possibilit ies t hat w ou ld not ot her w ise be ava ila b le [6].
1.4 Discursive means for text rendering
In addition to the application of general scheme of rendering, clichés or
word phrases one should use proper paragraph starters, connectors or linking
words and reporting verbs to arrange the passages of your rendering properly.
1.4.1 Paragraph starters
When starting a body paragraph in your rendering, it is essential to consider
the information from the previous paragraph and smoothly transmit between the
two. The type of preceding paragraph and the current paragraph play a significant
role in determining how the paragraph should begin. Depending on whether the
paragraph is comparing and contrasting, providing examples, or presenting
background information, the starting sentence should reflect the appropriate
approach.
An effective paragraph starter sets the tone for the paragraph and ali gns well
with the topic at hand. It should also help to smoothly transition from the previous
paragraph's content. If the starter sentence is at the beginning of an essay, a
captivating hook is essential to grab the reader's attention and make them eager to
delve furth er into the content.
A strong sentence starter is one that clearly establishes the tone and direction
of the paragr aph. For inst ance, in a compare and contrast paragraph, words like “on
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the other ha nd” can be effective. If the pa ragraph is providing examples, starting
with phrases such as “in the following case” can be a suitable approach.
Here are some examples of paragraph starters that you can use in your
writing:
1 Introduction:
In today's society, ...
It is widely known that ...
The topic of … has gained significant attention in re c ent years.
2 Adding informatio n:
Furthermore, ...
Moreover, ...
Additionally, ...
3 Contrasting ideas:
On the other hand, ...
In contrast, ...
However, ...
4 Providing exam ple s:
For instance, ...
To illustra te this, ...
A prime example of this is ...
5 Summariz ing or concluding:
In conclusion, ...
To sum up, .. .
Overall, ...
Remembe r to choose the appropr iate paragrap h star ter bas ed on the c ont ex t
and purpose of your rende r ing.
Check yourself. Be sure y ou can answer the questions on paragraph
starters:
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1 Why is it important to consider the information from the previo us
paragraph when starting a body paragraph?
2 How does the type of preced ing paragraph influence the way a new
paragraph should begin?
3 What role does the current paragraph play in determining the starting
sentence?
4 Why is an effective paragraph starter crucial for setting the tone and
transition ing smoothly between paragraphs?
5 What are some examples of suitable paragraph starters for intro du ci ng new
information?
6 How can a captivating hook at the beginning of an essay impa ct the
reader's engagement with the content?
7 Why is it essential to ch oose the appropriate paragraph starter based on the
context and purpose of y our writing?
Exercise 1. Look at the examples below, point out the category of a
paragraph starter. Offer the alternative synonymous variant.
1 To wrap it u p, learning a ne w language re quires dedication and
practice.
2 In essence, education plays a crucial role in shaping one's future.
3 Taking everything into account, language lear ning can be challenging but
rewarding.
4 To draw a conclusion, immersion is key to mastering a foreig n language.
5 To bring it all toge ther, consis tent practice is essential for language f luency.
6 To illustrate this, studying vocabulary daily can greatly improve language
skills.
7 A prime example of an effective language instruction is interactive
learning.
8 Moreo ver , la ngu age pro fic ie nc y ope ns do ors to ne w opportunities.
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9 Additionally, it is widely known that multilinguali sm has cognitive
benefits.
10 It is widely known that practice make s perfect when it comes to language
learning.
Exercise 2. Revise the paragraph starters given below (picture 7).
While reading the given text insert them in the appropriate gap. One of
the starters can be used twice.
Picture 7 – Paragraph starte rs
(1), learning a foreign language is absolutely essential.
(2), it helps us to communicate with people from different
countries and cultures, and it opens up new opportunities for travel, work, and
personal growth. (3), the benefits of learning another language
far outweigh the challenges. (4), it's defini tely worth the effort.
(5), let's take English as an example. (6)
it's spoken by around 400 million people worldwide, and it's the number one
second language in many countries. (7), let's look at the world
of work. (8) is that if you want to get ahead in busin ess, En gli s h
is a language that's often required or preferred by employers. (9),
knowing English can also help you fin d a job in the first place - for instance, in the
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tourism or airline industries. (10), it can give you a competitive
edge when applying to universities or for scholarships. And of course, it's a
valuable skill if you're planning to travel to an English-speaking country.
But what if you already know English? Should you still learn another
language? The ans wer is a resounding “yes”! For instance, studies have shown that
speaking more than one language can improve your memory, problem-solving
skills, and ability to multitask. It can also make you more open-minded and
confident. Finally, learning a foreign language can be a lot of fun, and it's a great
way to mee t new people and discover new cultures.
(11), there are many options available for learning a new
language, from traditional classroom-based courses to online resources and mobile
apps. Whichever method you choose, the key is to practice regularly and not be
afraid to make mistakes. As the saying goes, “pract ice makes perfect”!
Exercise 3. Read the article below and add paragraph starters given in
picture 8 to your rendering.
Picture 8 – Paragraph starte rs
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4 Tips for Dealing With the Challenges of Teac hi n g Dive r se Te xts
Apr 4, 2024, by Luis Gonza lez
Teachers can help students ask tough questions an d engage in respectful
dialogue as they process a diversity of texts.
Culturally responsive tea ching is an integral measure by which we evaluate a
high-quality curriculum. Our multiethnic, multiracial student population deserves
to see themselves reflected in what they are being asked to read. However,
engaging in culturally responsive teaching and analyzing texts by diverse authors
pose their own sets of challenges.
I recall feeling anxious about guiding students through a study of Margaret
Atwood’s The Handmaid’s Tale. I was unsure whether I could adequately navigate
the conversations about its sensitive topics such as gender power dynamics, abuse,
and the oppression of women. Nevertheless, the stumbling blocks of that
experience represented a decisive turning point in how I began to tackle
demanding, diverse texts in my classroom. Here are strategies I use to help teach
diverse texts in a culturally responsive way.
Here we go with the best practices for culturally responsive teaching of
diverse texts.
Begin with themes, rather than texts. Telling yourself “I want my students to
be exposed to more Black female writers” can get even the most well-intentioned
teacher into a difficult situation. Instead, begin with the question, “What do I want
my students to unde rs tan d on a dee per le ve l ?”
You may want your students to explore the complex, symbiotic relationship
between humans and nature. You could assign the novel Parable of the Sower, by
Octavia Butler; the poem “I Wandered Lonely as a Cloud,” by
William Wordsworth; and the short story “The Bass, the River, and Sheila Mant,”
by W.D. Wetherell. In each text, characters undergo a journey through nature but
have vastly different experiences. Structuring thematic units in this way ensures
that studen ts are exposed to various genres, perspe ctives, and hi storical contexts.
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Providing students with a reading log where they respond to the same
question during and after reading each text facilitates some of the highest forms of
critical thin kin g.
One continuous reflection question could be, “What do the characters gain
from their natural surroundings?” Students might notice that the characters in the
novel use the limited resources (acorns) to produce food (bread), while the
protagonist in the story relies on the river to help him travel quickly and impress
his love interes t; furthermore, the speaker of the poem finds solace and tranquility
while walki ng among the field of daffodils.
Slowly, organically, and perhaps even unconsciously, students begin to
compare and contrast perspectives and synthesize ideas across various sources to
support their claims – lo ng before any formal writing task is assi gned.
Give students a voice, and let them ask tough questions. Creating a
culturally responsive classroom empowers students to become the owners of their
learning and trains them not only to use their voice to ask challenging questions,
but also to practice answering them. This is particularly important when studying
diverse texts because historically absent authors tend to undertake weighty,
sensitive t opics that challenge the status quo.
Students need question frames to help t he m get started:
• How is in text A similar to/different from in text B?
• How would the author of text B feel about the idea that , which is
presented i n text C?
After students practice and internalize these frames, they slowly realize that
strong questioning cannot have a simple yes/no answer. At this point, they are able
to interrogate the text at hand, their peers, and their teacher on a deeper level,
which is how you truly foste r an appreciation for any writer.
My students’ favorite part of the unit is always Socratic Seminar day, which
comes after we have thoroughly read and analyzed three or four texts around one
thematic to pic. On Socra tic Seminar day, they ask t he questions . They provide the