Академическое письмо на английском языке
- Introduce students to the conventions of academic English.
- Teach students how to take part in academic communication in English.
- Help students repare their research proposals.
- Communicate effectively with their academic colleagues.
- Write curricula vitaeand cover letters.
- Explain the significance of the studyand place it in relation to the works of other scholars.
- Write research proposals.
- Critically assess the literature in their field of study.
- Present their findings in front of an academic audience.
- Write summaries of their research.
- Organise their arguments both in writing and speaking.
- Handle questions regarding their research.
- Introduction to the courseWhat is academic English? Overview of the course. Grading system. Requirements for the course: class work and written assignments. Organisation of the final examination: research project proposal and project presentation. Speaking: discussion of students’ professional interests and prospective projects.
- Writing curricula vitaeThe purpose of a curriculum vitae. Layout and the typical order of information. Using templates: Europass. Readability. Accuracyand attention to details. Choosing relevant skills and qualifications. Personal details. Writing objectives /personal statements. Education and further qualifications. Grade point average (GPA)and academic honours. Work experience. Publications, conferencesand research seminars. Fellowships, grants and awards. Academic and social outreach. Skills and personal interests. Providing references. Speaking: vocabulary exercises.Grammar exercises:countable vs uncountable nouns.Home task: writing a curriculum vitaeaccording to the discussed requirements.
- Writing cover lettersFeedback on students’home task: discussingCVs. What is a cover letter? Its purposes and typical structure. Grammar and sentence construction. Thinking of a reader’s point of view. Maintaining balance in describing one’s strong points. Explaining the relevance of the provided information. Ways to describe “soft skills”. Providing details to substantiate the information givenin the letter. Useful phrases. Speaking: vocabulary exercises.Grammar exercises: relative pronouns(that, which, what, who, whose).Word order.Home task: writing a cover letter.
- Academic correspondenceFeedback on students’ home task: discussing cover letters. Subject lines. Forms of initial salutation. Levels of formality in writing e-mails. Spelling and readability. Making requestsand sending reminders. Contacting editors. The use of modal verbs. Final salutations. Writing: composing an e-mail containing a request. In-class discussion.Speaking: vocabulary exercises.Grammar exercises: quantifiers (some, any, few, little, a lot of, lots, much, many). Home task: writing an e-mail to an editorregardinga previously submitted manuscript.
- Writing a research proposal: abstracts and titlesFeedback on students’ home task: discussing e-mails. The structure of a research proposal. Titles: basic rules. Articles and prepositions. Titles for conferences and journals: differences in style. The structure of an abstract. An abstract for a conference. An abstract of a published research paper. Personal vs impersonal style. Usage of tenses. Covering relevant points.Avoiding redundancy. Writing: composing titles for research proposals and conference papers. In-class discussion.Grammar exercises: Present Simple and Past Simple tenses. Definite, indefinite and zero articles. Prepositions.Home task:writing an abstract of a research project.
- Review of the literatureFeedback on students’ home task: discussing abstracts(classes 10 –11) and article reviews (classes 12 -13).The structure of a literature review. Reviewing an academic text. Acknowledging a scholar’s contribution. Commenting the limitations of previous work in a constructive way. Suggesting alternatives. Expressing opinion. Avoiding plagiarism. Direct quotation. Summarisingand paraphrasing.Structuring paragraphs.The use of tenses. Referencing styles: Chicago, Harvard, Turabian styles, APA and MLA.Grammar exercises: Present Simple and Present Perfect. Active and passive voices. Speaking: 1) classes 10 –11: vocabulary exercises. 2) classes 12 –13:conference small-talk. Introducing yourself to a group of people. Home task: 1) classes 10 –11: writing a review of an article (200 words). 2) classes 12 –13: writing a review of the literature on a student’s research project (700 words).
- Writing an introduction. Part 1Feedback on students’ home task: discussing literature reviews(classes 14 –15) and introductions (classes 16 –17). The aims of an introduction. Differences between an introduction and an abstract. The structure of anintroduction. The background of the study: presenting the context of the research. Explaining the significance of the study. The problem statement. Aims and objectives of the study. The scope of the research project: defining the chronological, geographical and subject limits of the study. Explaining the methodology and theoretical framework of the study. Definitionsof key terms. Speaking: academic socializing: describing your academic interests and current research.Grammar exercises: Present Simple, Present Perfect and Past Simple. Future in the Past, Simple Past, Third Conditional. Home task: 1) classes 14 –15: describing the background and significance of the study; defining the problem; setting aims and objectives; outlining the scope. 2) classes 16 –17: presenting the theoretical framework of thestudy; defining the key terms.
- Writing an introduction. Part 2Feedback on students’ home task: discussing introductions. Describing the methods of the study. Justifying the choice of methods. Passive and active voices. Methods of gathering data. Methods of analysis of thecollected materials.A review of the sourcesused in the study. Groups and types of sources. Justifying the choice of sources.Outlining the structure of the study.Speaking: vocabulary exercises.Grammar exercises: Passive and active voices. Future in the Past. Second and third conditional.Home task: writing the rest of the introduction (describing the methods of the study, reviewing the sources and presenting the structure of the research project).
- Writing a conclusionFeedback on students’ home task: discussing methods and sources used in their studies. Conclusion: presenting the main findingsof the study. Differencesbetween an abstract and a conclusion. The structure of a conclusion.Avoiding ambiguity: word order, usage of pronouns and the use of synonyms. Relative clauses, uncountable nouns and articles. Removing redundancy: reducing the number of link words, cutting obvious information and general introductory phrases. Hedging: toning down strong claims. Speaking: academic socializing: arranging a meeting. Understanding native speakers. Grammar exercises: various tenses. Modal verbs. Articles and uncountable nouns. Relative clauses. Home task: writing a conclusion.
- Academic presentations. Part 2In-class presentations of students’ research projects followed by discussion. Individual consultationson written proposals and oral presentations.
- Academic presentations. Part 1Feedback on students’ home task: discussing conclusions. Presenting aresearch proposal. Good and bad presentations. Preparing a writtenscript.Being concise: avoiding abstract nouns and unspecific adjectives. Word order. Cutting long sentences. Writing the text of the slides. The use of visuals in apresentation. Ways to begin a presentation. Opening phrases. Establishing contact with the audience.Introducing the topic.Pronunciation, speed and intonation. Selecting the key ideas and keeping the explanation short. Maintaining audience attention. Conclusions: focusing on the most important findings of the study. Closing phrases.Expressing gratitudeand inviting questions.Questions and answers session: strategies of handling questions. Speaking: short oral presentations of research projects, followed by discussion. Home task: preparing a presentation with the use of Power Point or similar software
- Промежуточная аттестация (3 модуль)0.4 * Performance during the classes + 0.6 * Writing assingments
- Graham, A. (2018). English for Academic Purposes : A Handbook for Students. St Albans: Critical Publishing. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=1910796
- Flavia Azeredo Cerqueira, & Shellwyn Badger. (2015). Language motivation and attitudes: a study with English for Academic Purposes learners. Horizontes, (1). Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsdoj&AN=edsdoj.46bd1eea4fc4f7da77a6fe242de7107