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Файл:Иностранный язык в профессиональной деятельности (английский язык)
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Task 3.34 Study the following Introduction Model. Which sentence
connectors, grammatical structures and vocabulary does the author use: a) to
emphasize the importance of the topic of the research; b) to state the goal and
aim of the research; c) to refer to the works of other authors?
The discourse of convergence, media cross-ownership and multimedia
newswork are increasingly becoming part of the vocabulary of contemporary
journalism—in practice, education, as well as research. The literature on
multimedia is expanding rapidly, and it is clear that it means many different
things to different people. Research into what convergence and multimedia
mean for journalism and the work of journalists is proliferating. In this paper I
contextualize multimedia in journalism, explore its meaning for contemporary
newsrooms and media organizations, and its current (emerging) practices in
Europe and the United States. As the basis for these considerations, I have used
the professional and scholarly literature on convergence and multimedia in
journalism in Europe and the United States in particular. The goal: to answer
the question in what ways the process of ongoing convergence impacts upon
the practice and self-perception of journalists, and how this process in turn
shapes and influences the emergence of a professional identity of multimedia
journalism. As constituting elements of such a professional identity, I consider
a ‘logic’ of multimedia journalism as the institutional, organizational,
technological, and cultural factors influencing how news work gets done in
a convergent setting (see Dahlgren, 1996). These elements should be seen as
recombinant, as journalists shape and are being shaped by the various contexts
involved in multimedia news work (Lievrouw and Livingstone, 2002). Every
aspect of the professional identity of multimedia journalism will therefore entail
a critical discussion on the various meanings it can have for the journalists
involved, indicating the bandwidth of issues involved in the convergence
process which facilitate the journalists’ agency (van Zoonen, 1998). My aim is
to provide a synthesis of the ongoing debates and experiences of media scholars
and professionals using a theoretical framework to structure the manifold
meanings and applications of intertwined processes such as computerization,
digitalization, convergence, and multimedia in news organizations.
SUMMARIZING DATA IN VISUAL FORM
Task 3.35 In pairs, discuss the following questions:
1 Why are visuals used in research papers?
2 What visuals do people in your field commonly use to show data? Why?
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Task 3.36 Match the beginnings and endings of the sentences about setting
data in tables and charts:
1 Tables, graphs, etc. are necessary a be consistent with them.
2 Visual summaries allow b reduced in size in a paper.
3 Deciding how to present data visually
makes you
4 Visuals need to be clear even when d the reader to check the data for
5 Graphs should be used to e think carefully about what your re-
6 Too much information in a visual f to avoid filling up the text with lists of
7 Use standard symbols and g will confuse the reader.
c show trends. Tables to show exact
numbers.
themselves.
sults mean.
numbers.
Task 3.37 Which advice do you think is the best? What other advice would
you give to someone producing visuals to portray their data?
Task 3.38 Read and make notes of some recommendations about how to
present data in visual form. Then retell the text, using your notes.
Vocabulary
repetitive data – повторяющиеся данные
footnote – сноска
word-processing tools – инструменты текстового редактора
embed – вставлять
lettering – надпись
index line – деление на шкале, риска
key – пояснение (на графике)
legend – легенда, условные обозначения
How to design effective tables
As a rule, do not construct a table unless repetitive data really must be
presented. There are two reasons for this general rule. First, it is simply not
good science to publish lots of data just because you have them. Second, the
cost of publishing tables can be high compared with that of text. Very often
the data presented in the table can be presented in the text itself in a form that
is readily comprehensible to the reader, without taking up space with a table.
In presenting numbers, give only significant figures. Nonsignificant figures
may mislead the reader by creating a false sense of precision; they also make
comparison of the data more difficult. Unessential data should be omitted.
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The general rule is: present the data in the text, or in a table, or in a figure.
Almost never present the same data in more than one way.
Instructions to Authors commonly include a section about tables. Before
preparing your tables, check the Instructions to Authors of your target journal.
These instructions may indicate such items as the dimensions of the space
available, the symbols or form of lettering for indicating foot-notes to tables,
and the word-processing tools to use in preparing tables. Looking at tables in
the journal as examples also can aid in preparing suitable tables. Today, some
journals ask authors to embed tables in the text near their first mention.
The title of the table (or the legend of a figure) is like the title of the paper
itself. That is, the title or legend should be concise and not divided into two or
more clauses or sentences. Unnecessary words should be omitted.
How to prepare effective graphs
Graphs are very similar to tables as a means of presenting data in an
organized way. In fact, the data can be presented either as tables or as graphs.
How do we decide which is preferable? This is often a difficult question. A good
rule might be this: If the data show pronounced trends, making an interesting
picture, use a graph. If the numbers just sit there, with no exciting trend in
evidence, a table should be satisfactory. Tables are also preferred for presenting
exact numbers.
When preparing a graph, the sizes of the letters and symbols must be chosen
so that the final published graph in the journal is clear and readable. The size
of the lettering must be based on the anticipated reduction that will occur in
the publishing process. This factor becomes especially important if you are
combining two or more graphs into a single illustration. Combined or not,
each graph should be as simple as possible.
If your paper contains two or more graphs that are most meaningful when
viewed together, consider grouping them in a single illustration. To minimize
reduction, place the graphs above and below each other rather than side by side.
For example, in a two-column journal, placing three graphs in an ‘above and
below’ arrangement allows each graph to be one or two columns in width. If
the graphs appear side by side, each can average only one-third or a page wide.
Do not extend the ordinate or the abscissa (or the explanatory lettering)
beyond what the graph demands. For example, if your data points range
between 0 and 78, your topmost index number should be 80. You might feel
a tendency to extend your graph to 100, a nice round number; this urge is
especially difficult to resist if the data points are percentages, for which the
natural range is 0 to 100. Resist this urge, however. If you do not, parts of your
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graph will be empty; worse, the live part of your graph will then be restricted
in dimension, because you have wasted perhaps 20% or more of the width (or
height) with empty white space.
In the example above (data points ranging from 0 to 78), your reference
numbers should be 0, 20, 40, 60, and 80. You should use short index lines
at each of these numbers and also at the intermediate 10s (10, 30, 50, 70).
Obviously, a reference stub line halfway between 0 and 20 could only be 10.
Thus, you need not letter the 10s, and you can then use larger lettering for the
20s, without squeezing. By using such techniques, you can make graphs simple
and effective instead of cluttered and confusing.
If there is a space in the graph itself, use it to present the key to the symbols.
As to the legends, they should normally be provided on a separate page, not
at the bottom or top of the illustrations themselves. The main reason is that
the two portions typically are processed separately during journal production.
Consult the Instructions to Authors of your target journal regarding this matter
and other requirements for graphs.
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Task 3.39 Match the English words with their Russian equivalents. Then
find and label them in the visuals below:
1. table a. ось абсцисс
2. column b. точка
3. row c. ряд, строка таблицы
4. bar chart d. ось ординат
5. histogram e. таблица
6. line graph f. колонка, столбец
7. point g. линейная диаграмма, график
8. X-axis h. гистограмма
9. Y-axis i. столбчатая диаграмма
10. key j. круговая диаграмма
11. caption k. ячейка, клеточка таблицы
12. pie chart l. отрезок (графика)
13. scatter plot m. заголовок строки, столбца
14. cell n. точка (графика или диаграммы)
15. header o. линия
16. note p. обозначение, пояснение (на диаграмме, в подрису-
ночных подписях)
17. leg q. значение
18. point r. примечание
19. value s. точка (на графике рассеяния)
1
From Day R.A., Gastel B.. How to Write and Publish a Scientific Paper. P. 85–98.
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20. dot t. подпись (к диаграмме, графику, рисунку)
21. line u. график рассеяния
a)
b)
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c)
d)
96
e)
f)
Task 3.40 Which visuals are best to use:
1 to show a comparison between items
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2 to show a correlation
3 to show proportions of a whole
4 to show trends
Task 3.41 Read the description of bar chart (a) above which shows the
number of staff working for Time and Newsweek in 1983-2005. Insert the verbs
from the box in the correct form:
show (2) outnumber represent make up work (2) exceed
The bar chart (1) ______ the number of staff (2) ______ for Time and
Newsweek in 1983-2005. During the whole period, the employees of Time (3)
_______ those of Newsweek. In 1983, the staff was more or less equally (4)
________, with just over 360 in Time and 350 in Newsweek. The difference
in number was particularly large from 2003 to 2005, when the employees
of Newsweek (5) ________ approximately one sixth of the number of the
employees (6) _________ for Time. Overall, the chart (7) ________ that at
the given period the staff of Time always (8) ________ in number the staff of
Newsweek.
Task 3.42 Pie charts often present information in percentages. Study the
expressions (1-6) which are used to describe quantity and match them with
the percentages (a-f) below:
1 nearly half _____ A 85 %
2 the vast majority _______ B 75 %
3 a small minority _____ C 46 %
4 three quarters ______ D 31 %
5 just under a third _____ E 24 %
6 roughly one in four ______ F 15 %
Task 3.43 Summarize the information presented in pie chart (b) above
which shows the journalists’ awareness about the steps their news organizations
are taking to protect them from electronic surveillance and hacking.
Task 3.44 The verbs (a-h) can all be used to describe line graphs. Match
each expression with the part of the graph below it best describes:
a rise (rose, risen)
b fall (fell, fallen)
c peak (-ed, -ed)
d reach (-ed, -ed) its highest/lowest point
e level (-led, -led) off
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f dip (-ped, -ped)
g remain (-ed, -ed) the same
h fluctuate (-d, -d)
Task 3.45 There be + noun (+in) can also be used to describe trends.
Example: 8. There was a rise in feature writing. Write the noun form of the
verbs 1-7.
1 increased
2 peaked
3 decreased
4 dipped
5 fell
6 dropped
7 fluctuated
8 rose – Example: a rise
Task 3.46 The adjectives a-g can be used to describe the degree of change
represented in a line graph. Adjectives are placed before the noun. Example:
There was a sharp rise in feature writing. Match each adjective with one of
the nouns from the previous exercise. Note: some adjectives can be used with
several nouns:
a gradual
b moderate
c modest
d sharp
e dramatic
f slight
g steep
Task 3.47 Adverbs can also be used to describe the degree of change. Adverbs
come after the verb. Example: Feature writing rose sharply. The sentences 1-5
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on the left describe trends using there be + adjective + noun. Complete the
sentences on the right using the corresponding verb + adverb:
Example: There was a steep increase
in sales of weekly magazines.
1 There was a dramatic decrease in
journalistic standards
2 There was a modest dip in occupancy rates
3 There was a slight fall in the number of journalists killed in Syria.
Sales of weekly magazines increased steeply.
Journalistic standards
___________________
Occupancy rates
_________________
The number of journalists killed
in Syria ___________________
______________
4 There was a significant drop in
newspaper sales.
5 There was a moderate fluctuation
in activity prior to the break.
Newspaper sales
________________________
Activity
________________________
Task 3.48 In order to describe a line graph, you need to understand the
time frame and use the correct tense. Read the text that accompanies the line
graph from Task 3.39 (c) above about the use of charts in The New York Times.
Study the verb forms used in the text and answer questions 1-3 after the text.
Modern newspapers are overflowing with charts. The New York Times,
Washington Post and Wall Street Journal dedicate immense resources to making
graphics for both their print and online editions.
But it was not always so.
The New York Times was first published in 1851. From nearly the beginning
of its existence, the Times brimmed with data like stock prices, weather
statistics, and sports scores. But for the first century of publication, the use of
charts to display that data was rare.
In order to understand when charts started appearing in papers, we collected
data on the number of charts in editions of the New York Times over its history.
We checked a weekday, September edition of the paper every five years from
1855 to 2015. We chose the Times because of its rich archives and because we
found it to be representative of trends in the newspaper industry.
Though statistical graphics were already in fairly common use by the turn
of the 19th Century, the pre-1930 editions we examined had exactly zero
charts. Every paper since 1930 has had at least one chart, and the 2010 and
2015 editions each included more than twenty.
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