- •Государственное образовательное учреждение высшего профессионального образования «Сибирский государственный аэрокосмический университет
- •Preface
- •Credits
- •Table of contents
- •Unit 1 what is science?
- •Part 1: principles of effective reading
- •Skimming: for getting the gist of something
- •Detailed reading: for extracting information accurately
- •Text a the discovery of X-rays
- •Text b call for tolerance towards some 'stem cell tourism'
- •Text c general guidelines
- •Part 2: oral or written?
- •Group 1
- •The academic audience
- •Levels of formality
- •The range of formality Technical → Formal → Informal → Colloquial
- •Part 3: what is science?
- •What is science?
- •Part 4: technology: pros & cons
- •Part 5:listening for academic purposes
- •The Computer Jungle
- •Unit 2 science to life: between the lines
- •Part 1: how effectively can you read?
- •Reading skills for academic study
- •Using the title
- •Part 2: paragraph development and topic sentences
- •Text a Science and Technology
- •Text c Research: Fundamental and Applied, and the Public
- •Part 3: scientists' brain drain Task 16. You are going to read a magazine article (Text a). Choose the most suitable heading from the list (1 – 9) for each part (a – j) of an article
- •Text a highlights of the north
- •Text b bio tech brain drain: are too many talented scientists leaving the southeast?
- •Part 4 reading skills for success
- •Reading skills for success: a guide to academic texts
- •Collocations
- •Part 5: listening for academic purposes
- •Going Digital: The Future of College Textbooks?
- •Part 6: grammar review sentence structure
- •1. Simple sentence:
- •2. Compound sentence:
- •3. Complex sentence:
- •Unit 3 order of importance
- •Part 1 academic vocabulary
- •C a social occasion to which people are invited in order to eat, drink and enjoy themselves
- •A a way of dealing with a problem, an answer
- •Part 2 Coherence
- •The importance of stupidity in scientific research
- •Consumerism is 'eating the future'
- •Now fly me to the asteroids as well
- •Cohesion: Using Repetition and Reference Words to Emphasize Key Ideas in Your Writing
- •Repetition of Key Words
- •Rotation may solve cosmic mystery
- •Part 3 writing & speaking fundamentals
- •Article 1 shapefile technical description
- •Article 2
- •Article 3
- •Article 4 disposable containers for a disposable society
- •Article 5 knowledge, theory, and classification
- •The table of the useful vocabulary
- •Part 4: listening for academic purposes
- •Part 5:grammar review (punctuation)
- •Unit 4 matter of perspectives
- •Part 1 mistakes and negligence
- •Text a mistakes and negligence
- •(1) Changing Knowledge
- •(2) Discovering an Error
- •Part 2 Comparison and Contrast
- •Part 3 listening for academic purposes
- •Recognising lecture structure
- •1. Introducing
- •Unit 5 research misconduct
- •A Breach of Trust
- •Task 4. Study the second case.
- •Treatment of Misconduct by a Journal
- •Part 2 reading skills for academic study: note-taking
- •How to take notes
- •Part 3 preparing an abstract
- •Abstract 1 The hydrodynamics of dolphin drafting
- •Abstract 2 Recomputing Coverage Information to Assist Regression Testing
- •Abstract 3 Methods for determining best multispectral bands using hyper spectral data
- •Abstracts and introductions compared
- •Introduction
- •Introduction
- •Text a The Biosphere: Its Definition, Evolution and Possible Future
- •Introduction
- •Text b The Environment: Problems and Solution
- •Text d The Biosphere: Natural, Man-Disturbed and Man-Initiated Cycles
- •Part 4 listening for academic purposes Giving background information
- •Showing importance/Emphasising
- •Unit 6 finding meaning in literature
- •The Selection of Data
- •Lexical & grammar review
- •Part 2 avoiding plagiarism
- •3. Plagiarism!
- •4. Plagiarism is bad!!
- •5. The importance of recognizing the plagiarism
- •Is It Plagiarism?
- •Part 3 evaluating sources
- •Sample mla Annotation
- •Sample apa Annotation
- •Task 22. Analyse an extract of the following annotated bibliography. Define its format.
- •Ethics in the physical sciences course outline and reference books
- •Philosophy
- •The life of a scientist
- •Ethics for scientists
- •A few cautionary notes on saving Web materials
- •Unit 7 writing & publishing Objectives
- •Part 1 sharing of research results
- •The Race to Publish
- •Part 2 how to read an academic article
- •Article 1
- •50 Million chemicals and counting
- •Article 2 sun is setting on incandescent era
- •How to read a scientific article
- •Part 3 how to write an academic article
- •Publication Practices
- •Restrictions on Peer Review and the Flow of Scientific Information
- •Guidelines for Writing a Scientific Article
- •Part 4 listening for academic purposes
Part 3 listening for academic purposes
Task 15. Go to the following sites and perform the exercises
http://www.uefap.com/listen/exercise/astron/astrfrmp.htm
http://www.uefap.com/listen/exercise/enviro/envifrmp.htm
http://www.uefap.com/listen/exercise/education/edufrmp.htm
Recognising lecture structure
1. Introducing
At the beginning of a lecture, or a section of a lecture, the lecturer will give you some idea about the structure of the lecture. Listen for these signals as it will help you understand what the lecturer is saying.
What I intend to say is
What I'd like to do is to discuss
What I intend to do is to explain
In my talk today,
My topic today is
Today, I'm going to talk about
I'm going to talk to you about
My colleagues and I are going to give a short presentation on
Today I want to consider
In this talk, I would like to concentrate on
The subject of this talk is
The purpose of this talk is to
This talk is designed to
The lecturer will then often be explicit about the order in which the points will be mentioned. To make the order clear we use various links and connectives
Firstly Secondly Next Then Thirdly Lastly Finally |
First of all In the first place For one thing To begin with In the second place For another thing
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Task 16. (out-class) Listen to the lecture “What is language” and fill in all the gaps.
http://www.uefap.com/listen/exercise/whatlan/whlaframp.htm
Key-vocabulary to Unit 4
Abandon |
Erratum |
Preordain |
Afflict |
Haste |
Profess |
Assertion |
Hard-headed |
Realm |
Condemn |
Intelligently |
Scorn |
Conjecture |
Mainstream |
Scrutinise |
Corrigendum |
Nebulae |
Simulation |
Counterproductive |
Negligence |
Sloppy |
Credible |
Nurturing |
Suspect |
Diligently |
Overturn |
Sway |
Dwell |
Pinwheel |
Tenure |
Vocabulary sheet (to be filled with useful words and expressions of the Unit)
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Unit 5 research misconduct
Objectives:
Here in this unit you will:
1. Discuss more ideas about scientific ethics connected with doing research
2. Practise in recognizing and applying the writing fundamentals ()
3. Get more exercises to develop reading skills for academic study together with taking notes
4. Write an abstract
5. Review rhetorical functions in academic speaking
4. Take lecture notes
Part 1
Task 1. A. Say to your partners how you understand fabrication, falsification and plagiarism in science.
B. Skim the text and find the answers to the first question.
Some research behaviors are so at odds with the core principles of science that they are treated very harshly by the scientific community and by institutions that oversee research. Anyone who engages in these behaviors is putting his or her scientific career at risk and is threatening the overall reputation of science and the health and welfare of the intended beneficiaries of research.
Collectively these actions have come to be known as scientific misconduct. A statement developed by the U.S. Office of Science and Technology Policy, which has been adopted by most research-funding agencies, defines misconduct as “fabrication, falsification, or plagiarism in proposing, performing, or reviewing research, or in reporting research results.” According to the statement, the three elements of misconduct are defined as follows:
• Fabrication is “making up data or results.”
• Falsification is “manipulating research materials, equipment, or processes, or changing or omitting data or results such that the research is not accurately represented in the research record.”
• Plagiarism is “the appropriation of another person’s ideas, processes, results, or words without giving appropriate credit.”
In addition, the federal statement says that to be considered research misconduct, actions must represent a “significant departure from accepted practices,” must have been “committed intentionally, or knowingly, or recklessly,” and must be “proven by a preponderance of evidence.” According to the statement, “research misconduct does not include differences of opinion.”
Some research institutions and research-funding agencies define scientific research misconduct more broadly. These institutional definitions may add, for example, abuse of confidentiality in peer review, failure to allocate credit appropriately in scientific publications, not observing regulations governing research, failure to report misconduct, or retaliation against individuals who report misconduct to the list of behaviors that are considered misconduct. In addition, the National Science Foundation has retained a clause in its misconduct policies that includes behaviors that seriously deviate from commonly accepted research practices as possible misconduct.
A crucial distinction between falsification, fabrication, and plagiarism (sometimes called FFP) and error or negligence is the intent to deceive. When researchers intentionally deceive their colleagues by falsifying information, fabricating research results, or using others’ words and ideas without giving credit, they are violating fundamental research standards and basic societal values. These actions are seen as the worst violations of scientific standards because they undermine the trust on which science is based.
However, intent can be difficult to establish. For example, because trust in science depends so heavily on the assumption that the origin and content of scientific ideas will be treated with respect, plagiarism
is taken very seriously in science, even though it does not introduce spurious results into research records in the same way that fabrication and falsification do. But someone who plagiarizes may insist it was a mistake, either in note taking or in writing, and that there was no intent to deceive. Similarly, someone accused of falsification may contend that errors resulted from honest mistakes or negligence.
Within the scientific community, the effects of misconduct—in terms of lost time, damaged reputations, and feelings of personal betrayal—can be devastating. Individuals, institutions, and even entire research fields can suffer grievous setbacks from instances of fabrication, falsification, and plagiarism. Acts of misconduct also can draw the attention of the media, policymakers, and the general public, with negative consequences for all of science and, ultimately, for the public at large.
(From On Being a Scientist: Third Edition http://www.nap.edu/catalog/12192.html)
Task 2. a) Formulate the thesis sentence of the text.
b) Write down the topic sentences
c) Have you ever met with the ideas described?
Task 3. Study the first case.