Возможности использования жанрового подхода в обучении англоязычному научному письму
The authors address the issue of optimising methods used for instructing university level students (under- and post graduates) to write academic project proposals. The present article is mostly concerned with the question of how to incorporate traditional and novel approaches in the teaching process thus rendering it more efficient. The authors share their experience in working on an experimental course for learners interested in acquiring professional English language competencies. The approach offered is in line with traditions of the genre analysis and focuses on pattern phrases typical of English academic writing which are used to perform different communicative functions. To facilitate the work on grasping those functions pertaining to the conventional steps of proposal writing (reviewing literature, reporting on methodology etc.) it proved expedient to implement the innovative move and step procedure. The procedure considered is not confined to project proposal writing but is also intended to provide guidance for students working on different research papers. Finally, the results and benefits of the experimental study are discussed.
Chapter 17 of the monograph is devoted to academic skills acquisition at a non-linguistic university in Russia. It provides the main purposes of students studying at a double (London University and the Higher School of Economics) Bachelor programme and various techniques.
The author presents the results of the recent study of project proposal presentations made by HSE graduates, and focuses largely on developing skills of academic writing. The materials presented can be useful for writing any type of an academic text.
The textbook is meant for students continuing to study English (levels B1-B2 according to the European Framework) and majoring in science. The exercises and tasks are aimed at developing speaking, writing and reading skills on the basis of authentic texts on the achievements of scientists rewarded the Nobel Prize in the years 2000-2014
Academic writing presumes its compliance with prevailing European and worldwide practice. The existence of various documentation styles (MLA, APA, Chicago, Harvard, Oscola etc.) proposes paying attention not only to the content of an academic work but also to its execution, which should be done according to the peculiarities of a certain documentation style and the work professional orientation.
Developing academic skills is a major purpose of foreign language studies. Reading skills are prior to raising language competence. Mastering different kinds of reading (skimming, reading for gist, scanning, reading for detail) leads to a general increase of language skills. The teacher's task is to train students to know what to learn and how to learn it. The article covers modern approaches to teaching reading skills.
Academic environment constraints, i.e. limited amount of EFL hours for non-majors, call for a careful consideration of the stakeholders' needs in curriculum design in higher education context of a non-English speakign country. Tailoring an EFL course to those needs lands itself into an integrated program, comprising several study areas. This article discusses a case of syllabus design, combining a traditional EFL component, academic skills training and major-specific content (Country Studies for International Affairs majors). The author discusses the application of a solf systems methodology (SSM) in the academic environment.
Supplementary material to “Economics” by Ch. St. J. Yates to develop reading, writing, listening, speaking academic skills. And to master economic terms.
Most students come to their graduate programs with academic writing skills insufficient to excel in their studies. A lack of academic writing skills among graduate students has been a problem in a college of education at a large southeastern public research university where the project described in this article was implemented. To address this lack of academic writing skills, a new service, Writing Support Circles (WSCs), was designed and implemented for a small group of Latina students supported by a grant as a pilot program. WSCs are a series of workshops intended to create a community of learners who work together on improving their academic writing with guidance of a facilitator. The purpose of this article is to share the author’s experiences with designing and implementing WSCs with adult learners in a nonformal education setting at a university.
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.