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Бакалавриат 2020/2021

Академическое письмо на английском языке

Статус: Факультатив (Мода)
Направление: 54.03.01. Дизайн
Кто читает: Школа дизайна
Когда читается: 4-й курс, 1-3 модуль
Формат изучения: без онлайн-курса
Охват аудитории: для своего кампуса
Язык: русский
Кредиты: 2

Программа дисциплины

Аннотация

Целями освоения дисциплины «Академическое письмо (на английском языке)» являются подготовка студентов к написанию проекта ВКР на английском языке и его устной защите на экзамене. Написание проекта ВКР и его устная презентация тесно пересекаются с задачами написания научных статей в реферируемые журналы и научные сборники, с подготовкой препринтов, подачей заявок на научно-практические конференции, написанием научных диссертаций и подготовкой научных выступлений разного уровня.
Цель освоения дисциплины

Цель освоения дисциплины

  • В результате освоения дисциплины студент должен знать: основные значения лексических единиц (слов и словосочетаний) деловой лексики в рамках изученной тематики; - основные способы словообразования; - значения реплик-клише речевого этикета, характерных для проведения переговоров, презентаций и пр.). - типы культур и особенности различных культур, релевантные для ведения международного бизнеса (различия в понимании вежливости, иерархия деловых отношений и методы работы, отношение ко времени, особенности работы в команде и пр.)
  • В результате освоения дисциплины студент должен уметь: - говорить достаточно быстро и свободно, чтобы без особых затруднений участвовать в неподготовленной беседе с носителями изучаемого языка; - делать четкие, подробные сообщения на различные темы, излагать свой взгляд на проблему, высказывая все аргументы «за» и «против». - принимать участие в дискуссии по знакомой проблеме и отстаивать свою точку зрения - понимать аутентичные тексты экономической направленности из периодических источников; - понимать объемные сложные тексты на профессиональные темы; - понимать речь носителей языка, звучащую в среднем темпе в рамках изученной тематики; - писать эссе на заданную тему и резюме по прочитанной статье, освещая вопросы или аргументируя точку зрения «за» или «против»; - писать деловое письмо, электронное письмо, доклад; - вести записи получаемой информации.
  • В результате освоения дисциплины студент должен владеть: - умениями поиска и анализа информации из различных источников в профессиональной области; - навыками критической оценки качества источника информации; - навыками аннотирования и реферирования оригинальной научной литературы; - навыками написания и оформления научного текста; - навыками презентации результатов своего исследования.
Планируемые результаты обучения

Планируемые результаты обучения

  • Skills in preparing manuscripts
  • Know how to present a philosophical problem and motivate its importance
  • Learn how to present a counterexample to a general thesis
  • Know how to present the results and problems of the existing literature, in a manner that highlights the significance and originality of your thesis.
  • Be able to identify the five major moves in a philosophy research paper (problem, motivation, literature review, thesis, argument).
  • Practice the five main moves of philosophy research paper (problem statement, motivation, literature review, thesis, argument) in one's own writing.
  • Know how to write concise abstracts of philosophy research papers, containing a clear statement of the main thesis of the paper and some indication of its motivations and argumentative strategy.
  • Student will learn how to write well in academic English.
  • The students will practice writing paragraphs on the topic of own project proposal.
  • Students will learn how to paraphrase other people’s ideas; understand how to use direct quotes from sources; and know when and how to reference sources in the text.
  • Students will learn techniques for making notes and writing summaries from one source.
  • Students will learn how to make notes and write summaries from multiple sources.
  • Students will lean how to organize ideas in a literature review, e.g. in accordance with a chronological or a thematic pattern.
  • Students will practices leanr how to present evidence in own writing.
  • Students will learn how to provide context to own research or how to write the part of the Introduction referred to as the Background to a research problem.
  • Students will study and practice how to write a ‘problem statement’, i.e. what questions the researcher wishes to answer or what problem(s) s/he wishes to solve in her/his research.
  • Students will practice: 1) ways to present anticipated findings to support own argument; 2) and how to discuss own findings in relation to those outlined in existing literature.
  • Students will study: 1) best ways of organizing and presenting information on slides; 2) academic vocabulary for introducing information on slides to the audience (e.g. graphs).
Содержание учебной дисциплины

Содержание учебной дисциплины

  • Introduction to the course & Choosing a research topic
    At the start of the class, we will briefly discuss the content of the course and assignments. There are three main assignments to b submitted in Modules 1-3: 1) Homework tasks; 2) Literature review; 3) Project proposal. In the rest of the class, we will talk about steps you can take to choose a research topic for your thesis.
  • Writing with strong, active verbs
    Focuses on writing with strong, active verbs. Lessons include how to: write in the active voice; avoid turning verbs into nouns; choose strong verbs; and get to the main verb of a sentence quickly.
  • Vary sentence structure and write strong paragraphs
    Reviews how to vary sentence structure and write strong paragraphs. You will practice using the dash, colon, semi-colon, and parentheses, as well as writing well-organized and concise paragraphs.
  • Reviews the sections of a scientific manuscript
    Reviews the sections of a scientific manuscript. You will learn how to format tables and figures, and how to write results, methods, introduction, and discussion sections.
  • Reviews the writing process
    Reviews the writing process. I will give you tips for making the writing process easier, more efficient, and more organized.
  • Peer review process, as well as ethical issues in scientific publishing
    Discusses the peer review process, as well as ethical issues in scientific publishing. You will learn how to avoid plagiarism, determine authorship, submit a paper, write a peer review, and avoid predatory journals.
  • Types of writing beyond original research manuscripts
    Reviews types of writing beyond original research manuscripts. You will learn how to write review papers, grants, letters of recommendation, and personal essays.
  • Communication with broader audiences
    Reviews communication with broader audiences. You will learn how work with the media, be interviewed, conduct an interview, and write about science for general audiences.
  • Presenting a philosophical problem
    Present a philosophical problem and motivate its importance
  • Giving counterexamples
    Refute a thesis through counterexamples
  • Literature Review
    Give a goal-oriented review of the literature placing your contribution in an existing debate and highlighting its significance and originality
  • Anatomy of a philosophy research paper
    The five moves of a typical philosophy journal article: 1) Formulation of a philosophical problem; 2) Why it is important; 3) What other people have said about it (literature review); 4) Thesis; 5) Arguments in support of the thesis.
  • Abstracts
    Write clear and effective abstracts for philosophy research papers, stating their main theses and outlining their motivations and argumentative strategy.
  • Writing English
    Helping students write effective, clear prose
  • Write BA Thesis Prospectus
    Help students learn how to write and present a prospectus for a BA thesis
  • Course and reviews key principles of effective writing
    introduces the course and reviews key principles of effective writing. In particular, you will practice cutting clutter from writing.
  • Constructing coherent paragraphs.
    This week we will talk about how we can build an ‘organic structure’ in our academic writing. That is, when each new point relates either directly to the last part of the previous point, or back to the main idea. We will focus on structuring paragraphs (e.g. identifying topic sentences, etc.).
  • Paraphrasing and citing other people’s ideas.
    What are the academic rules for using (citing) other people’s ideas? This question may sound easy, but it is crucial to make sure that you use and reference other people’s work correctly to avoid being accused of plagiarism. We’re going to: 1) do exercises that will help to paraphrase other people’s ideas; 2) do exercises that help us understand how to use direct quotes from sources; 3) discuss when and how to reference sources (e.g. in-text referencing convention- APA).
  • Making notes and writing a summary from one source
    Being able to produce summaries of what you’ve read is an important skill used in writing many kinds of academic texts, including essays, project proposals and research reports.
  • Writing summaries from multiple sources.
    This week the students practice to make notes and write summaries from more than one source. The class is designed to practice a skill that will also be used in the week devoted to writing a literature review, i.e. identifying similar and different points across sources and deciding on ways this information can be synthesised in a manner relevant to one’s own research question and argument.
  • Organizing ideas in a Lit review.
    This week focuses on selecting excerpts from relevant existing literature organizing ideas within a literature review. We will briefly discuss the two main types of literature reviews: chronological and thematic. We will also look at several examples of “synthesis matrix” to organize the sources in a literature review and integrate them into a unique interpretation. Elements that can be included in a matrix are: the purpose or research questions the authors posed; the method used in the study, etc.
  • Providing/presenting evidence.
    This week the students are encouraged to think whether evidence they present to the reader speaks for itself (note: this is not about the findings of your research, but about pieces of information you present in sentences/paragraphs to support claims you make, e.g. Childhood obesity in the UK is more of a problem now, compared to previous years. There is evidence that it leads to many diseases such as cardiovascular disease, type 2 diabetes and depression [in the 2nd sentence the reader expects to see evidence that supports the statement in the 1st sentence, but, instead, the author moves on to another idea]). Also, after an author introduces evidence into their writing, he/she has to say why and how this evidence supports their argument. In other words, you have to explain the significance of the evidence and its function in their paper. What turns a fact or piece of information into evidence is the connection it has with a larger claim or argument: evidence is always evidence for or against something, and the author has to make that link clear.
  • Consultation: preparing the Literature review for submission (due after the New Year's break)
    In this class, we will revise the main ideas studied in this Module and go over the main mistakes to avoid when writing a Lit review.
  • Writing up the Introduction
    This class focuses on writing the Introduction to a Project proposal (and a thesis more broadly). We will discuss how to provide context to your own research or how to write the part of the Introduction referred to as Background to the research problem.
  • Writing up the Introduction (cont.).
    Problem statement. This week we look at how to write a ‘problem statement’, i.e. what questions the researcher wishes to answer or what problem(s) s/he wishes to solve. This statement is a logical extension of the Introduction after the Background part.
  • Writing up the Methods section
    This week, we will discuss the requirements for the structure and contents of the Methodology section of the project proposal. Students practice writing this section for own project proposal.
  • Writing up the Hypotheses/Anticipated findings sections
    This week we practice ways to present anticipated findings to support own argument. We will do exercises that are designed to teach you how to discuss your own findings in relation to those outlined in existing literature (e.g. there is a table with information regarding the authors their claims and “your” findings; the task is to write several sentences comparing “your” findings with the authors’ findings).
  • Writing up the Conclusion.
    We will discuss strategies for writing the Conclusion. A conclusion is a commentary of what has been stated in the main part of an essay/thesis/paper. It can contain the following elements: i) comparisons with other studies ii) summary of main body iii) limitations of research iv) suggestions for further research v) practical implications and proposals. We will do a series of exercises that will help you to produce a concise summary of your thesis.
  • Writing up the Abstract.
    We will do a series of exercises that will help you to produce a concise summary of your thesis. Writing the Abstract is useful for polishing your ideas and identifying weaknesses in the argument or its structure. From the guidelines for a BA thesis in sociology: Аннотация (Abstract) представляет собой краткое изложение работы с указанием: •цели исследования (aims) •методологии исследования и выборки (methods; sample) •предполагаемых результатов исследования (results anticipated/hypotheses) •структуры работы (the structure of the Proposal) Аннотация состоит из одного абзаца и располагается на первой странице непосредственно перед основным текстом, отделяется от него двумя пробелами и по объему не должна превышать 10% от количества слов в основных информативных частях работы (введение, основная часть, заключение). Слово «Abstract» в аннотации не пишется.
  • Preparing slides and notes for an academic presentation in English.
    This week, we will discuss best ways to organize and presenting information on slides; academic vocabulary for introducing information on slides to the audience (e.g. graphs) best ways to prepare concise notes for a presentation in English
  • Consultation: preparing the Project Proposal for submission (due at the start of March).
    In this class, we will revise the main ideas studied in this Module and discuss any issues related to the submission of individual Project Proposals (requirements, mistakes to avoid).
Элементы контроля

Элементы контроля

  • неблокирующий Устный опрос (ответы на вопросы)
    Оценки за работу на практических занятиях преподаватель выставляет в рабочую ведомость. Оценка по 10-ти балльной шкале за работу на практических занятиях определяется перед завершающим контролем. Преподаватель регулярно информирует студентов о результатах текущего контроля, контроля аудиторной и самостоятельной работы.
  • неблокирующий проект
    Оценка презентаций осуществляется по следующим критериям: содержание, презентационные навыки; структура; ак.стиль, вокабуляр; грамотность
  • неблокирующий эссе
    Если на момент выставления накопленной оценки студент имеет низкие результаты за текущий контроль или аудиторную и самостоятельную работу ему не предоставляется дополнительной возможности пересдать пройденный материал. Кумулятивная оценка не является блокирующей, и студент, согласно положению, допускается к независимому экзамену. Оценка за факультатив не входит в расчетную формулу результата за 4 курс.
Промежуточная аттестация

Промежуточная аттестация

  • Промежуточная аттестация (3 модуль)
    О результирующая = 0,5 *Онакопленная + 0,5*О ВКР
Список литературы

Список литературы

Рекомендуемая основная литература

  • Conant, J. (1998). Wittgenstein on Meaning and Use. Philosophical Investigations, 21(3), 222. https://doi.org/10.1111/1467-9205.00069
  • Gettier, E. L. (1963). Is Justified True Belief Knowledge? Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.95B7ADE5
  • James P. LeSage, & Christine Thomas-Agnan. (2015). Interpreting Spatial Econometric Origin-Destination Flow Models. Journal of Regional Science, (2), 188. https://doi.org/10.1111/jors.12114
  • Liu, I. (2018). Ethical pluralism and the appeal to human nature. European Journal of Philosophy, 26(3), 1103–1119. https://doi.org/10.1111/ejop.12350
  • Martinich, A. (2015). Philosophical Writing : An Introduction (Vol. Fourth Edition). Chichester, West Sussex: Wiley-Blackwell. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=1028636
  • Nagel, T., & Askews & Holts Library Services. (1987). What Does It All Mean? : A Very Short Introduction to Philosophy. New York: Oxford University Press. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=2096427
  • Nehamas, A. (2018). Nietzsche, intention, action. European Journal of Philosophy, 26(2), 685–701. https://doi.org/10.1111/ejop.12295
  • Singer, P. (2015). Famine, Affluence, and Morality. New York, NY: Oxford University Press. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=1058052
  • Washington, S., Karlaftis, M. G., & Mannering, F. L. (2003). Statistical and Econometric Methods for Transportation Data Analysis. Boca Raton: Chapman and Hall/CRC. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=111069

Рекомендуемая дополнительная литература

  • Bailey, S. (2017). Academic Writing : A Handbook for International Students (Vol. Fifth edition). London: Routledge. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=1650435
  • Hayot, E. (2014). The Elements of Academic Style : Writing for the Humanities. New York: Columbia University Press. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=828352
  • Washington, S., Karlaftis, M. G., & Mannering, F. L. (2011). Statistical and Econometric Methods for Transportation Data Analysis (Vol. Second edition). Boca Raton, FL: Chapman and Hall/CRC. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=1763415