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Файл:Rendering and summary writing. Учебное пособие.pdf
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answers. They facilitate the discuss ion. In short, they do all the work and the
thinking wh ile I am a mere shadow in the room.
These techniques encourage students to engage in academic discourse as a
way of learning how to (politely) defend their own opinions when challenged. For
humanities teachers, coaching our students to partake in respectful discourse is one
of the most valuable skills we can help cultivate. This is the embodiment of a
culturally responsive appro a ch t o educa ti o n.
Do not pretend to have the answers. One of my favorite stories to assign
high school students is “The Flowers,” by Alice Walker. It’s so short yet so rich, so
beautiful yet tragic, and so simple yet layered with symbolism. But I am up front
with my students: I’m unsure of what Alice Walker is trying to say about
childhood and innocence. Is it better to lose it fairly quickly in preparation for a
cruel world, or should one protect it at all costs?
This is a formidable philosophical question, and asking it forces me to
become vulnerable with my students. But guess what: My students are capable of
providing answers – all unique, all anchored in their personal understanding, and
all valid. A culturally responsive classroom prioritizes reflection and introspection
over correct answers.
Don’t make assumptions about your students’ experiences. It’s great to
assign Julia Alvarez because you want your Latino students to see themselves
“represented,” but don’t expect these students to be experts on the same
experiences she writes about. When we make assumptions about others, we tend to
default into stereotypes and cringeworthy generalizations.
This sounds obvious, but you would not believe how many times I,
Mexican-born and raised in Texas, was asked to explain a random cultural
reference in In the Time of the Butterflies, even though I had never set foot in the
Dominican Republic. It wasn’t until I was well into my 30s that I finally visited the
Caribbean and had any background about the dic tator Rafael T rujillo.
While some students might be extroverted enough to share cultural insights
with the rest of their peers, not all will be. If you enc ounter an unfamiliar conce pt
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while guiding your students’ reading, asking, “What do we think Alvarez means
by …” is a simple way to avoid forcing a student into taking the daunting
responsibi lity of speaking on behalf of an entire race or ethnic grou p. We should be
cautious about how we ask students to discuss and deconstruct literary texts,
particularly when the texts represent voices of those historically underrepresented
or marginalized.
If you are asking yourself, “Am I the right teacher to teach this?” it probably
means that you are. A little apprehension is good, but you must have a plan, a clear
understanding of why (and how) you want your students to interact with that text,
and structures in place to ensure that the students are truly engaging with its ideas
[7].
1.4.2 Reporting verbs
Rendering the article, you may need to introduce and convey the ideas or
words of others by paraphrasing or quoting. By including a reference, these verbs
show where you are relying on the work of others to strengthen your own
argument. Furthermore, they convey your stance, whether it is agreement,
disagreement, or another perspective, on the scholarship you are discussing, thus
highlighting your critical contribution. Types of reporting verbs are represented
below (picture 10).
Picture 10 – Types of reporting verbs
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There is a wide ran ge of reporting verbs available to choose from, and
Neutral descri p ti on of what the te xt sa y s
remarks
comments
depending o n the context, they may c onvey multiple categories.
states
goes on to say that
quotes that
says
Acceptance as uncontested fact, having
critiqued it
Recognition that this is one perspective
on or interpretat i on o f an issue or
conclusion, and others might be possible
Agreement with that per spective,
interpretation or conc lusion
refutes
uncovers
admits
demonstrates
highlights
proposes
considers
asserts
disputes
implies
explains
agrees
confirms
Disagreement with that perspective,
interpretation or conc lusion
Slight reserva ti o ns he ld – pr obably true
but being cautious
identifies
supposes
denies
emphasises
declares
indicates
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Exercise 1. Match the following reporting verbs and verbal phrases
with the synonymous expressions below: uncover, remark,
demonstrate , go on to say that, state, consider, quote, propose,
highlight, admit
Definitions:
a to agree that somethin g is true, espec ially when it is difficult to do so;
b to suggest a plan or idea for others to consider;
c to think ab out something carefully be f ore making a decision;
d to reveal s omething that was hidden or secret;
e to continue speaking by adding more information or details;
f to make a comment or state ment about something;
g to express something clearly and off icially;
h to show how somethi ng wor ks or pro ve that s omething is true;
i to emphasiz e the most im portant parts of som ethi n g;
j to repeat s omeone's exact words or a pa ssage from a text.
Exercise 2. Pick up from the chat with reporting verbs and categories
they belong to synonyms. Rephrase the sentences so that they have the
same meani ng.
1 She made a remarka ble achievement in her English class la st semester.
2 The author states that climate change is a pressing issue that n e eds
immediate attention.
3 The speaker quoted that hard work always pays off in the end.
4 After much persuas ion, he finally admitted his mistake and apologized.
5 The experiment demonstrated how light travels faster than sound.
6 The professor hig hl ig hte d the importance of citi ng so urc e s in aca de mic
writing.
7 I consider traveling as one of the best ways to lear n about different cultures.
8 The committee propose d a new policy to improve employee satisfaction.
9 The article goes on to say that regular exercise is beneficial for overall
health.
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10 The detective uncovered new ev idence that led to the suspect's arrest.
Exercise 3. Pick up from the chat reporting verbs and insert them in the
sentences below. More that one variant is possible.
1 He (1) that he w ould arrive at 2 p.m. for the meeting.
2 The teacher (2) that “practice makes perf ect” to moti vate us.
3 She (3) that she forgot to do her homework last night.
4 The scientist (4) how the experiment should be conducted.
5 The speaker (5) the importance of goo d com munication skills.
6 I (6) learning a new language to be both challenging and rewarding.
7 The committee (7) a new recycling program for the office.
8 The article (8) that regular exercise can impro ve health.
9 The detective (9) new evidence in the case.
10 He (10) that the weather was unusually warm for this time of year.
Exercise 4. While re adi n g the ar tic le giv e n below po i nt ou t rep ort in g
verbs and name the c ate g ories they belong to. Exc ha ge the re po rt ing
verbs from t he article for the other ones from the same category.
Follow the acticities after the article.
Why Society Should Focus on Better Education
Dec 05, 2020, by Dale Harris
There’s nothing new under the sun. While this can seem like a bleak
statement, it’s actually very comforting when presented with challenges as a
society.
When people aim for better education as a community, they find better
solutions to problems that have been around since civilization began. Here’s a
quick overview of why soc iety should focus on better education as a whole.
Equal Education
Education has always been nationalistic. Just look at any country around the
world with a strong economy and you’ll see a country that invested in the
education of it s citizens.
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Just having basic primary school knowledge isn’t enough either. Countries
aim to present its citizens with a culture that represents a strong image of
belonging.
When Singapore emerged as a technological leader, the country’s
government had already put decades into helping students excel in spatial learning.
Now, Singapore math i s rega r de d aroun d the world as the ticket to he lp ing students
blend logic and creativity.
The spatial and visual elements of math open up students’ minds to see
solutions easier in the real world. Of course, it’s helpful when these options are
presented t o both boys and girls.
Equal education is a major issue around the world even for countries that
actively seek a better education for their citizens. Here’s a look at how unequal
education kills innovation for societies that hope for stronger ec onomies.
More Innovation
The world’s population isn’t equally male and female. It’s also not divided
equally among ethnicities, skin color, or financial wealth. There’s a diversity
around the globe that’s overwhelming even when it comes to something as simple
as language.
Each person on the planet has a mind ripe for innovation in some form.
Whether it be in the form of inspiring someone else to see a problem and move
toward a solution or having a genius-level IQ, people can contribute to building
more innova tive societies.
What’s the biggest barrier to tapping into the talent resources in
communities around the world? Unequal education, bias, and social discrimination.
When we present education only to a specific group of people, we ignore billions
of opportunities for innovation. It is estimated that 1 in 400 people have a
‘genius’ le vel IQ.
This means that in the world there are roughly 200 million people capable of
performing at superior le vels when it comes to computing inform ation. This is an
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incredible number of people who can advance communities forward with little to
no effort at all.
There’s an even higher number of people with superior emotional
intelligence that excel at social interactions with others. This is important to
understand be ca us e info rmation by itself doesn’t bring people to ge the r.
Having social and interpersonal skills to deliver information in a way that’s
appealing to general populations is one of the best methods to spread better
education. Places like The Center For Advancing Opportunity help balance out the
potential of communities by focusing beyond their social status to provide them
with ample opportunity.
Patent Disc rimination
No country is perfect. There are issues linked to religion, racism, caste, and
gender dati ng back thousands of years around the globe.
But America is in a unique position. It’s a relatively young nation. That
means there isn’t a precedent of religious conflict or rival nations creating an
almost irreversible fe ud among its citizens.
There are tribes in South Africa, for example, that have feuds dating back
centuries t hat present a major political barrier to progress. But not in America.
All of the opportunities for progress are ripe in this country established
under the ideals of creating a new world for Europeans. The decision to introduce
slavery as a social system based on skin color immediately excluded talent that
could have made Americans progress at a much faster rate.
Geniuses like Katherine Johnson and Benjamin Banneker were excluded
from their full potential of innovation because of racism. A recent NPR report
revealed that racial violence against black American communities following Plessy
vs. Ferguson almost halted the filing of patents by black inventors.
The black inventor community was rapidly growing and thriving up until
1899 when the Plessy vs. Ferguson ruling happened. This ruling meant black
inventors couldn’t attend the same trade shows or collaborate with other like minds
within the sc ientific community.
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Their options for filing patents were limited in certain spaces where blacks
didn’t have access. This is a shameful period for a country struggling to emerge as
a leader in innovation.
There was a desperate attempt to showcase European men as geniuses and
leaders to j ustify the nation’s horrifying past. But there is stil l a path forward.
America is M issing Out on R esources
As America acknowledges that shared innovation means ignoring social and
economic status, Americans of all backgrounds will assume they have the right to
contribute. Descendants of former slaves have a leg acy of survivalism.
Surviving ra cial violence. Surviving the push for modern free labor.
Surviving re dlin i ng. S ur vi vi ng soc ia l disc r imination.
This isn’t a ripe place for new ideas to grow. In fact, it’s a mindset that
serves to sa botage the ideals of America.
Let’s heal the trauma of American communities with a better ed ucation. An
education that reflects a path forward that reveals solutions to age old problems.
Helping Communities through Better Education
One of the major benefits of global education is finding models that work.
When you don’t think of yourself as better than someone else, you’re more willing
to learn from them.
The trouble with an education based on imperialism is that it assumes that
Americans and Europeans have the most information. They’re the ones doing the
sharing ins tead of being taught.
It ignores obvious solutions to problems based on the ethnicity of the person
presenting the solution. By focusing on better education for all people, the world
benefits.
Fragile Communities Get Stronger
There really isn’t anything new under the sun. All nations have something to
gain and learn from one another. Let’s focus on better education that encourages an
open mind. It doesn’t mean replacing your culture or being ‘conquered’ by
someone els e’s ideas [5].
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Using the repo rt ing verbs render the statements below. Revise the statements
given before rendering. Mark them True or False. Correct those which are wrong
or inaccurate:
1 The author believes that there will never be any new discoveries.
2 Improving education ca n lead to so lv ing a ge-ol d is su es.
3 Basic primary school knowledge is sufficient for success.
4 Countries aim to present its citizens with a culture tha t r epresents a strong
image of independence.
5 Singapore became a technological leader without investing in education.
6 Equal education is a global concern, even in co untries striving for better
education.
7 The author believes that gender equality will be achieved worldwide.
8 Not everyone has the potential for innovation.
9 It is estimated that 1 in 400 people have a 'genius' level EQ.
10 This mindset helps America achieve its ideals.
Exercise 5. Render th e article given below, point out reporting verbs
and name the categories they belong to. Follow the artivities after the
article. Study the fo ll owi n g wor ds be fore rea di ng:
− draining;
− problem-solving vs problem identification;
− a plausible alternative;
− to lame on the problem;
− get shot down;
− to ease feelings;
− ample resources.
Setting Up Me etings to Empower Teachers
Feb 21, 2024, by Sarah Wysocki
A common c omplaint am ong teachers is the prevalenc e of unproductive
meetings. W hile th i s issue isn’ t uniq ue to te ach er s, un pr od uc ti ve mee ti ngs of te n
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feel even more draining for educators, who typically choose the profession because
their skill set lies in teaching rather than sitt ing in meetings for long periods of time.
Not all meetings are created equal; some are purposeful and leave you feeling
accomplished, while others leave you feeling like you just wasted an hour and now
have more work than when you started. Here are a few common themes of
meetings that leave teac hers feeling empowered, respected, a nd ready to teach.
Effective meetings are characterized by problem-solv ing, not just problem
identifica tion. Most of us have been in meetings wher e the majority of time is
spent discu ssing a problem or focusing on why solutions won’t work. One way to
ensure that meetings are solutions-focused is to create a norm where all ideas
remain on th e table until they are replac ed with a plausible alternative. By cre ating
this norm, you are imploring teacher s to turn their thinking toward solutions r ather
than just lamenting on the problem. Teachers can ask clarifying questions about a
proposed so lution, but they can’t automatically reject it without offering a new idea.
This strategy works part icularly well if you have a team member who tends to find
fault with everything.
This might be a familiar scenario: You’re in a meeting discussing test data
and identifying areas in need of improvement. Various suggestions for fixing the
problem are offered, but they all get shot down. You wonder if it will ever end. I
still remember one particularly frustrating meeting topic. Our team identified that
our students were struggling with nonfiction text features and began to offer
suggestions.
One person thought morning work that focused on these skills would be
good, but that idea was pooh -poohed because not all kids would have time to finish.
We thought weaving these skills into a class meeting might work, but the detractor
said it would take too long to plan. However, once we imposed the rule that all
suggestions would stay on the table unless replaced by another viable option, the
naysayer was forced to cha nge their thinking.
This can have a big impact on productivity and ease feelings of frustration
that often c ome with unproductive m e etings. When questions are a sked (like where