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Файл:Rendering and summary writing. Учебное пособие.pdf
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what this article is going to be about:
− performance slipped;
− a long-term decline;
− evidence of recovery;
− target threshold;
− disruption ca used by.
There are som e social and cultural phe nomena mentioned in the
article. Find out what the y mean before reading:
– Organisation for Economic Co-operation and Development
(OECD);
− The PISA – Programme for Int ernational Student Assessment;
− professor emeritus;
− Education Secretary of Scottish government.
Scottish ed ucation perf ormance fall ing, says study
Dec 2023, by Andrew Picken
Performance in Scotland's high schools has slipped according to new
international research on education.
The PISA report measures education standards among nearly 700,000 15year-olds worldwide. The report shows a long-term decline in Scotland's
performa nce in reading, maths and science.
Scottish ministers said Covid restrictions had a “profound impact” on
education, and since the study there had been further evidence of recovery.
Within the UK's four devolved education systems, England was the highest
achiever in all three subjects.
Wales was the lowest performing within the UK for all subjects, with
Northern Ireland doing better than Scotland in maths and science, and Scotland
outperforming Northern Ireland in reading.
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The research also showed teenagers in the UK reported a high level of food
poverty, with 11% of 15-year-olds skipping a meal at least once a week because of
a lack of mone y.
The PISA research, run by the Organisation for Economic Co-operation and
Development (OECD), is just one way of comparing education systems in different
countries.
The OECD reported an “unprecedented drop” in performance, on average,
across the participati ng countries when comparing the 2022 study to 2018.
What is PISA?
The PISA initials stand for Programme for International Student Assessment,
with pupils sitting the test asked to use their skills of reasoning, interpretation and
problem solving – rather than simply remembering facts.
Nearly 700,000 students from 81 countries took part in the latest study,
including 3,300 pupils a cross 117 schools in Scotland.
It was conducted last y ear, having been delayed by the Covid pandemic.
The questions in the research are designed to be “culturally neutral” so
pupils in par ticular countries are not at an unfair advantage or disadvantage.
How did Scotland rate this time?
Scotland's score in the 2022 PISA assessment for reading was 493, down
from 504 in 2018 and 526 in 2000 when th e PISA study started.
The reading performance was above the OECD average of 476 points and
higher than 24 other co un tr ies.
Scotland's reading score is ahead of Wales (466) and Northern Ireland (485)
but behind England (496). For maths the score in 2022 was 471, which is just
below the OECD average of 472 points.
However, Scotland's score is down from 489 in 2018 a nd 491 in 2015.
This is ahead of Wales (466), but behind Northern Ireland (475) and
England (492). In science, Scotland's score was 483 points , below the 490 result in
2018 and 497 in 2015. This is better than Wales (473) but behind Northern Ireland
(488) and England (503).
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The OECD said the student response rate in the UK was slightly below its
target threshold for data quality but Andreas Schleicher, of the directorate of
education and skills in the OECD, said this was “unlikely to lead to big distortions
in the results – in fa ct we have no indication of any measurable distortion.”
What is behind the dr op in pe rfo rm a nce ?
Mr. Schleicher said that disruption caused by Covid “made a difference”, but
should not be ove rplayed, and tha t other issues such as parental sup port and the use
of mobile phones need to be considered.
He said: “We can see that students use of smart phones was quite clearly
linked in Scotland, but also in other countries, to greater student anxiety, to more
disruption, to less concentration”.
Even many students in Scotland said: “My neighbour is using their smart
phone durin g a lesson and I can't concentrate.”
Mr. Schleicher added that the study also picked up on a decline in parental
support and engagement in Scotland. He said: “Schools can't really compensate for
what parents do n't pr ov i de.”
Lindsay Paterson, professor emeritus of education policy at Edinburgh
University, said the decline in Scottish performance in the PISA study corresponds
with the implementation of the Curriculum for Excellence schools model.
He said: “The longer-term decline may be seen clearly for Scotland if we go
back a full decade to 2012. “2012 is around the time that the Scottish Curriculum
for Excellence was beginning to impin ge significantly on children's learning.”
What's the situa tio n in the rest of the UK?
England is the hig he st-performing nation across all three disciplines.
Wales remained the lowest performing within the UK for all subjects, with
Northern Ireland doing better than Scotland in maths and science, and Scotland
outperforming Norther n Ireland in reading.
In the UK as a whole, in maths and reading, all gains observed in the
previous cycle in 2018 were reversed as the scores dropped from 502 to 489 and
from 504 to 494 respective ly.
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The UK's score in science confirmed a decade-long decline in performance,
dropping to 500 in 2022 from 505 in 2018. This is the first time the OECD has run
a second part to the study which looked at wellbeing.
It found that 11% of 15-year-olds in the UK reported skipping a meal at least
once a week because there was not enough money to buy food, compared to an
OECD average of 8%.
What does the Scottish gov ernment say?
Education Secretary Jenny Gilruth's response to the study cites the impact of
the Covid pandemic, which disrupted schooling for long periods, having a
“profound impact on our young people and their experience of learning and
teaching”.
She added: “PISA demonstrates this impact across the majority of countries
participating. Whilst every country in the UK has seen a reduction in its PISA
scores across maths and reading between 2018 and 2022, there will be key learning
for the Scottish government and [council umbrella body] Cosla to address jointly
in responding.”
Since the PISA survey was conducted wider evidence, national exam pass
rates and literacy and numeracy data for primary schools, show clear evidence of
an ongoing recovery which we are determined to bui ld on [6].
Use the foll owing phrase s in your rendering (picture 13):
Picture 13 – Phrases for a survey render ing
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2 Summary writing
2.1 General notes on summary writing
A summary is an essential condensation of the paragraph read in
your own words. It answers the question “what does the author
really wa nts to say about the problem sta ted?” A summary is the
result of careful “listening” to the author and it remains faithful to the author's
emphasis and interpretation. No disagreement with critique of the author's opinion
is given in a summary.
What are the stages of summary writing?
• Preview the article, skimming head ings and first sentences; clarify any
difficult te rms with a dictionary or glossary.
• Read the opening and closing paragraphs.
• Read the artic le 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.
• N ote how ide a s are relat e d to eac h othe r – com pa ris o n/c ontrast, 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).
Follow the steps below while getting ready for rende ring a survey article in
logical orde r to summa rize a paragraph:
1 Read the par agraph twice.
2 Isolate the topic se n ten ce .
3 Underlining key phrases and looking for any crucial distinctions or
contrasts which form the framework of the paragraph you will get a proper
summary of the article.
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4 Distinguish the aut hor's main id ea from detail s which suppor t that idea or
are repetition s and variations on the same theme.
5 Draft a several-sente nce summary which def ine s the au th or' s m ain i dea
broadly enough to accoun t for most of the supporting material introduced.
6 And the last important idea but not least is writing your own summar izing
sentence w hich makes use of those key phrases or distinctions (p icture 14).
Picture 14 – Logical order to summarize a paragraph
Check yourself.
1 What is the primary purpose of a summary?
a to critique the author's opinion;
b to condense the key points in the author's own words;
c to provide an overv iew of the ar ticle's structure;
d. to highlight the author's main argument.
2 Which of the fol lowing is not mentioned as a step in the summary writing
process?
a preview th e article and clarify any difficult terms;
b identify the thesis statement of the ar ticle;
c underline key phrases and look for crucial distinctions;
d rewrite the article in your own words.
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3 What is the most important idea to include in a summary?
a the author's main idea or argument;
b the openin g and closin g pa ragraphs;
c the relationships betw een different i deas;
d the author's use of tr an si tio nal p hr a ses.
4 According to the passage, why is it important to read the artic le at least
twice when writing a summary?
a to ensure you fully understand the co ntent;
b to identify the most important point s to include;
c to find the topic sentence of each parag raph;
d to determ ine the author's purpose an d tone.
5 The passage states that a summary should not include:
a the author's main points;
b details that support the main idea;
c the author's interpretation and opinions;
d relationships between t he key ideas.
6 What is the primary focus of the passage?
a the defini tion of a summary;
b the proces s of writing a summary;
c common mistakes in sum mary writing;
d the importance of read ing comprehension.
7 Which of the following best desc r ibes the over a ll structure of the passage?
a comparison and contrast;
b cause and effect;
c problem and solution;
d step-by-ste p inst ructions.
Exercise 1. Here ar e some pa s sa ge s from an art icl e abo u t Dig it al
Tools for Learning a Foreign Language. Summarize them using the
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scheme below, limit your summary to 70-85 words.
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 of passages. Compress the information the
passages con tai n in 7-8 sentences.
• 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).
• Having chosen the key words from the paragraph given, compare them in
small groups. Did your groupmates choose the same details that you did?
• Discuss the main idea(s) offered by the author in class taking i nto ac count
the key words chosen.
Digital Tools for Learning a Foreign Language
In today's digital age, there are countless resources available to help
language learners improve their skills. From apps to websites to online courses, the
options can be overwhelming. However, when used effectively, these digital tools
can greatly enha nc e the language learning experience.
One popular digital tool is the language learning app. Apps like Duolingo,
Babbel, and Memrise offer interactive lessons that cover vocabulary, grammar,
listening, and speaking. These apps often incorporate game-like features, making
the learning process more enjoyable and engaging. Users can set goals, track their
progress, and even compete with friends. Additionally, many language learning
apps are accessible offline, so learners can study anytime, anywhere. While these
apps are not a substitute for traditional language instruction, they can be a valuable
supplement to classroom learning.
Another useful digital tool for language learners is the online language
exchange. Websites like italki, Tandem, and HelloTalk connect individuals who
are learning different languages. Through video chats or instant messaging, users
can practice speaking and writing with native speakers. This provides a unique
opportunity to learn colloquial expressions, improve pronunciation, and gain
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cultural insights. Language exchanges foster meaningful connections and
encourage mutual learning, as both participants benefit from the interaction. For
those unable to travel abroad, online language exchanges offer an authentic
language e xperience from the comfort o f home.
In addition to language learning apps and online exchanges, there are
numerous websites and online courses that cater to specific language skills. For
example, FluentU offers a collection of videos in multiple languages, complete
with interactive subtitles and quizzes. This helps learners improve their listening
comprehension and expand their vocabulary in context. For those looking to
impro v e thei r writi ng, web sit es like Lang-8 allow users to submit journal entries or
essays for correction by native speakers. This feedback helps learners identify and
correct their mistakes, ultimately strengthening their writing skills. Many
universities and educational institutions also offer free online courses, known as
MOOCs (Massive Open Online Courses), in various languages. These courses
typically include video lectures, interactive exercises, and assessments. While they
may not award college credit, MOOCs provide a structured learni ng environment
and can be a great way to learn at one's own pace.
Despite the many advantages of digital tools for language learning, it is
important to approach them with a critical mindset. Not all apps or websites are
created equal, and some may not align with an individual's learning style or goals.
It is essential to choose resources that are reputable, well-designed, and suited to
one's needs. Additionally, while digital tools can facilitate language acquisition,
they cannot replace human interaction. Regular practice with native speakers,
whether in person or online, is crucial for developing fluency and cultural
understanding.
In conclusion, digital tools have revolutionized the way we learn languages.
Language learning apps, online exchanges, and websites offer convenience,
interactivity, and personalized instruction. When used effectively and in
conjunction with other learning methods, these tools can greatly enhance the
language le a rning exper ie nce. So, whether you're a beginner or an advanced
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learner, take advantage of the digital resources a vailable and embark on y our
language le a rning journey today [6] .
Exercise 2. Here are some passages from an article about A To ol to
Encourage Students to Respect the Dignity of Their Classmates.
Summarize the m usi n g the sche me be lo w; lim it yo ur s um mary to 130-
150 words.
Try to make o ut the meaning of the words i n italics from the article:
− to seep;
− us-versus-them thinking;
− to lash;
− disdain.
A Tool to Encourage Students to Respect the Dignity of Their Classmates
April 26, 2024, by Maurice J. Elias
The Dignity Index asks students to reflect on their thoughts about others and
their willi ngness to listen to those with different views.
No matter how hard we might try, the polarized climate outside of our
classrooms still seeps into them. This climate pushes our students into us-versus-
them thinking, toward less careful and open listening and a higher degree of
tension and anxiety from walking around in what can be a hostile environment due
to relentle ss bullying.
These conditions give rise to fearful exclusion of those not like ourselves
and, on rare but too frequent occasions, extremes of lashing out violently or ending
one’s own life in a desperate search for relief.
It’s traditional to try to address these tendencies with healthy conflict
resolution, communication, and effective relationship-building skills. But Tim
Shriver, cofounder of UNITE, an organization that supports national unity,
believes that our attitudes and emotions direct our skills.
One of the att itudes and emotions that are far too prevale nt is that of
contempt. Tim Shriver has referred to contempt as a fe eling of disdain and disgus t