1.6. Extend your Vocabulary Map you made in 1.3. By extending the number of rays and their length.

 1.7. Using the material of texts 1–6 write the answers to the questions below. Work in pairs choosing just one question for a pair.

1. What kind of people do the students want their teachers to be?

2. What kind of people do the students want their groupmates to be?

3. What should the university community be like?

4. What should the studying process be like?

5. Do students need to be engaged in social life?

6. What kind of life should students’ life be like?

1.8. Present the results of your work in 1.7. To all groupmates and discuss them.

1.9. Choose a task and do it in a written form.

1. Think of your priorities and ambitions and present your model of studies at the university.

2. Make your personal diary notes on ‘I am a student: my dreams and reality’.

 Making a resume. Learning to think in a certain style

Resume here is summing up a sentence (or a number of sentences) written or pronounced in the form of one or more statements. The number of sentences depends on the number of key ideas presented in the text.

Key words are words that name or develop key themes of the text (when there are several themes, key words could be grouped). Key words are used to indicate the main ideas (issues, points, theses) of the author’s message. Key words help to compose the annotation or resume of the text.

 2.1. Read six texts on different styles of thinking which Edward de Bono metaphorically presented in six colors (white, red, black, yellow, green and blue) and write down key words that characterize the standpoint of each hat. The texts are resumes of the sections of the book by Edward de Bono ‘Six Thinking Hats’ (Bono, de E. (1985) Six Thinking Hats. pp. 46, 71, 88, 114, 146, 172)

 Keep in mind that the author just like the addressee has their own styles. To make communication effective you should know about these styles, be ready to define them and consider them when communicating.

1. White Hat Thinking

• Imagine a computer that gives the facts and figures for which it is asked. The computer is neutral and objective. It does not offer interpretations or opinions. When wearing the white thinking hat, the thinker should imitate the computer.

• A person requesting the information should use focusing questions in order to obtain information or to fill in information gaps.

• In practice there is a two-tier system of information. The first tier contains checked and proven facts – the first-class facts. The second tier contains facts that are believed to be true but have not yet been fully checked – the second-class facts.

• There is a spectrum of likelihood ranging from ‘always true’ to ‘never true’. In between there are usable levels such as ‘by and large’, ‘sometimes’, and ‘occasionally’. Information of this sort can be put out under the white hat, provided the appropriate ‘frame’ is used to indicate the likelihood.

• White hat thinking is a discipline and a direction. The thinker strives to be more neutral and more objective in the presentation of information. You can be asked to put on the white thinking hat or you can ask someone to put it on. You can also choose to put it on or to take it off.

• The white (absence of color) indicates neutrality.