5.6. Fill in Self-Assessment checklist: self-assessment checklist

Use the following symbols:

In column 3 (importance): ! it’s important for me !! it`s especially important for me

In column 4 (my assessment):  I know and I can do it  I know it very well and I can do it easily

80% of ticks mean that you have coped with the topic.

№	I have learnt/I know	Impor-tance	My Assess-ment	Teacher’s Assessment (points)
1	the vocabulary on the topic
2	how to think analytically (six types of thinking)
3	what thesis (idea, issue) and support (arguing for and against) are
4	what critical thinking is
5	what a value and a mission is
6	what a research type of thinking is
7	what discourse is
№	I can	Impor-tance	My Assess-ment	Teacher’s Assessment (points)
1	speak on the topic using the appropriate vocabulary
2	present my messages on the university world in different types of thinking
3	use critical thinking while discussing studies
4	formulate theses
5	reconstruct a thesis out of the text
6	formulate the field, object, subject matter, goal, tasks, methods, significance and topicality of the activities I perform

Appendices

Appendix A. Vocabulary Map

Are you able to gather ‘vocabulary items’ on the topic?

To speak effectively on any topic, it`s necessary to learn how to do it. So you need to speak on some topic. What is your first step? Start with thinking about the topic in terms of (1) the subject of communication (‘What is it about?’) and (2) the communicative situation (‘What are you in this communication and what is your audience? What are time circumstances, motive, goal; on other words, who with whom, when, where why and for what you ‘are’ communicating. We use here “are communicating” to underline that both interlocutors are active, important and involved). Only after this holistic vision you are to think about vocabulary items to choose.

Look for the language resources in terms of nouns to define people, objects and ideas; adjectives to define their characteristics, verbs for activities presentation, and adverbs for activity characteristics. Mind that an adverb is a universal part of any text content. You have a set of adverbs of manner, place and time which are suitable for any topic. New adverbs can be formed with the help of topical adjectives. For example, purposeful – purposefully, academic – academically.

Build a map that can help you to see all parts of speech systematically and at a glance. Then behind the words you’ll see reality as it is.

This Vocabulary Map helps you to building up your own mini-thesaurus – a set of necessary words (it’s your choice to list them alphabetically or otherwise). It`s possible to complete it with difficult word forms, phrases and stated expressions. The map is aimed at helping you recollect, systematize and conduct further search for necessary words. This thesaurus is your future capital.

Appendix B. An extract from Roget’s Thesaurus of English words and phrases (Penguin books, 2000)