К вопросу об академической грамотности
The book is intended for undergraduate and graduate students of the Higher School of Economics. Its main objective is developing academic skills, namely enriching students’ academic vocabulary, which is an integral part of their professional education. Being able to use appropriate academic vocabulary in writing is essential for this kind of activity.
Developing Academic Literacy correlates with the book Academic Vocabulary in Use by Michael McCarthy and Felicity O’Dell (Cambridge University Press, 2008) and can be used as a source of additional exercises to practice topics covered there. Out of 50 units presented in this book we have chosen 45 which are of particular importance for the context of the National Research University. However, each unit of the present book contains not only practical exercises but also a theoretical part explaining the use of studied lexical units. Thus, the book can be used independently. As each unit covers a different lexical topic, the units can be studied in any order.
The tasks are aimed at both recognizing the lexis (on its own and within short contexts) and using it. The exercises comprise such tasks as matching words with their definitions, synonyms, antonyms, completing sentences with appropriate words, matching parts of sentences. Special attention is paid to collocations in academic context. The illustrative examples have mostly been taken from the British National Corpus, the Corpus of Contemporary American English and monolingual English dictionaries.
The book can be used both in class and individually. The exercises are provided with the Key, which allows students to check their answers, and, thus, makes the book suitable for self-study purposes. The book is provided with the Resource bank, which consists of abstracts from academic articles. All the abstracts contain lexical units studied in the book and can be used as a source of additional exercises by a teacher or self-check material by a student.
Th e aim of the study is to explore the levels of reading literacy of Russian fi rst-year university students both in Russian and in English in a bilingual learning environment. We have developed an instrument using PISA reading literacy test in order to assess reading skills and reading literacy of students in their native and foreign languages. Th e study reveals that reading literacy levels in Russian is higher than in English, yet it reaches the highest levels of text interpretation and evaluation in neither of the languages.
As a result of Russia’s efforts to join the global academic community, key professional competencies in higher education must be reevaluated. The main aim of this article is to explore the role of writing within a foreign university setting, as well as to study the current approach to teaching writing at the National Research University Higher School of Economics. The results of our study reveal that, despite the increasing importance of academic writing and all related sub-skills, there is little evidence that the development of writing skills receives proper attention within the NRU HSE. The paper concludes with some ideas on how to better integrate academic writing into the broader university curriculum.
Higher education is expected to develop analytical and research skills of students. An important criterion of this development in the global educational context is the ability to process and evaluate information from original sources in English, as well as to present it in a written or oral form. That is why Bachelor’s degree at the Higher School of Economics is awarded under the condition — among others — of a successful defense of a diploma project proposal in English. The present paper is aimed at analyzing the process of organization of EAP classes that would contribute to the successful preparation and defense of the diploma project. The following stages are outlined: developing research competences of students; introducing students to the formalities and technicalities of writing a research paper; improving academic skills of reading, writing and presenting. The paper also examines challenges arising in the process of undergoing these phases.
The article focuses on developing academic literacy in an English for Academic Purposes course. It reviews different approaches to teaching academic writing and shows that the "reading-to-write" approach might be the most effective one. The paper also identifies some difficulties that Russian students are likely to have due to a low level of native language academic skills and suggests ways to overcome them.
Internationalization of the modern system of education poses multiple challenges for students. Not only does this process provide them with new opportunities, such as continuing education abroad at the master’s level, but it also establishes requirements to be aware of the academic conventions different from those they learn at the bachelor’s level at a Russian university. Awareness of academic conventions implies not simply theoretical knowledge of the Western higher education system but also acquisition of practical tools that will facilitate students’ ability to integrate their knowledge into a new academic environment. One of the most essential tools for students is undoubtedly academic English. However, academic English skills development frequently leads to the situation that can be metaphorically called ‘dual academic personality,’ when students have to be able to quickly switch from one academic style to another depending on the educational context. Firstly, this paper will examine differences between Russian and Western academic writing conventions (focusing on the requirements to a BA research project), Then main difficulties and typical mistakes in academic legal writing in English made by Higher School of Economics students will be analyzed.