539 School

N. academy, institute, educational i.; college,

lycee, gymnasium, senior secondary school;

conservatoire, ballet school, art s., academy of

dramatic art; finishing school; correspondence

college; university, campus; Open University;

redbrick university, Oxbridge, varsity; sixth-

form college, FE c., college of further or higher

education; polytechnic, poly; alma mater, old

school, groves of academe.

school, nursery s., creche, playgroup, kinder-

garten; infant school; private school, indepen-

dent s., public s., state-aided s., state s.;

preparatory school, prep s., crammer; primary

school, middle s., secondary s., high s., second-

ary modern s., grammar s., senior secondary s;

comprehensive s., sixth form college, FE c.;

boarding school, day s.; night s., evening

classes; Sunday s.; special s.; approved school,

List D s.; reform s., Borstal; remand home,

detention centre; catchment area, parent’s

charter.

In the given article pay attention to the following:

• at the very beginning of the article one sees the word in bold letters that organizes the article itself (the one around which its lexical-semantic field is built);

• the words in italics are thematic for the given dictionary, i.e. theme-building and in some cases field-building; the number added helps to find the correspondent thematic words or words belonging to the field);

• the paragraph signals the start of a new thematic group inside the field;

• the bold letter at the beginning of some paragraphs denotes the part of speech by which the thematic group is represented;

• within the paragraph the comma and semi-colon signal the distance in semantic relationship among the words: the ones that are closer in meaning (the comma) and the ones that are not so close (the semi-colon).

Appendix C. Cognitive Map

A Cognitive Map is a kind of ‘crib’ (a slang word for a Russian “шпаргалка”) which you built in order to ease retelling of the text. In other words, it is a kind of a content skeleton of the text. It presents all important themes and gives an idea how each of them is being developed by the author. It may show three dimensions of the text content organization: (1) a hierarchy one – what is most important, (2) a structural dimension – how this is structured, (3) a systemic dimension – what vocabulary the author uses to present the themes and to develop them. If we want to add a third dimension (i.e., to separate our vocabulary with which we want to present main ideas of the text from the vocabulary of the author (how s/he names the ideas), we need to make the words of the author somehow, for example with italics or bald letter (this is up to you). If you have this third dimension, then while retelling, you can add the author’s specific vision of the idea. If not, then you present the idea as it is without these nuances.

Cognitive map of vocabulary article ‘the University’

		А. University as a
B. Disciplines 		 			C. Personnel 
learned at University: the basics of scientific knowledge		1. social institution: Universities and Academies = its characteristics: double field (academic) and unity (intention to combine studies and scientific work); 2. Educational institution (Universities): learning disciplines = its characteristics (two): multi field and completeness (all disciplines); functions (two): The Personnel are trained and scientific work is held;		trained at university: in different spheres of national economy, science and culture.