Практичний курс англійської мови
Цюх Оксана Костянтинівна, e-mail: theorphonetics@gmail.com
Grading policy
To successfully complete the course students are required: to complete all the assignments in writing (use the answer sheet at the end of the document). Write an abstract of their own research paper(for more details and instructions consult “Academic Writing” section). The max amount of points you can get for module 1 –is 100. Deadline for Module 1-December,15
Reading Task1- 6points Task2- 15points | 50 points max |
Use of English Task3- 7 points Task4- 8 points Task5- 9 points Task6-5 points | |
Academic Writing Task7- 8 points Task8- 4 points Task9- 8 points Task10-10points Task11-20points | 50 points max |
MODULE 1
“PEOPLE AND COMMUNICATION”
Contents
Module 1
Reading
Use of English
Academic Writing
I. READING
TASK 1. Read the next passages and answer the questions that follow each one.
Making money on the NET
The Internet boom may be over but there is still chance for ordinary punters to make solid, if not spectacular profit by using the net. People willing to build their own website can benefit from affiliate schemes run by other companies by which your site links to theirs and you get a cut of every resulting sale. There are a variety of schemes that will pay you for bringing them business and unless your website is somehow inappropriate, the chances are they'll accept you.
Then of course you have to get people to your site and interested in buying, so it has to offer more than a; string of pleas for cash. Maybe you have some pocket of expertise and can write, for example, the ultimate angling site, while offering paying links to sources of outdoor clothes and angling books. Perhaps you're a gadget fan who can offer people a link to an electronics shop. Give the people logging on a reason to return and the chances are they will. Never forget, though, your site needs to be kept up to date, and there can be fierce competition in some areas.
1. In the writer's view, the Internet
Aoffers many lucrative opportunities.
B encourages the creation of unsuitable websites.
C isno longer an appropriate means of selling goods.
D can provide individuals with a substantial income.
2. The writer stresses that for a site to be successful
Ait needs constant revision at the start.
B there must be a secondary appeal.
C it needs to avoid direct sales.
D it must be well-written.
1point / correct answer
2points max
The importance of hand gestures
The old adage that words are not enough may have more than a ring of truth as scientists have discovered that the secret of communication is all in the hands. New research has shown that our hands - whether being shaken or gesturing - give away more about us than we realize. Once thought of as meaningless and even distracting, hand gestures have been shown to be far more important than the spoken word in getting the message across.
Body language has long been recognized as having importance, but the level of importance attached to handshakes is startling. Recent research has pointed to speech itself making up only 7 per cent of human communication while hand movements and body language make up well over 50 per cent. There is a common misconception that communicating is only speaking. If people are not allowed to gesture it can interfere with their communication and thought processes and certain ideas or thought processes may be more difficult to relay. Gestures help us think about what we want to say and communicate effectively. If there is anything we would like to keep secret from the rest of the world, it is probably best to sit on our hands.
3. According to the text, without hand movements…
Acommunication would be impossible.
B first impressions would be more exact.
C meaning is less likely to be conveyed.
D it would be very difficult to think.
4. By saying we should 'sit on our hands' the writer suggests that…
Awe are not aware of making gestures.
B we cannot normally avoid expressive gestures.
C gestures are not always acceptable.
D gestures are good indicators of personality
1point / correct answer
2points max
Power Games
By definition a power struggle involves two people, each of whom is equally committed to winning. At the end of your letter you intimate that you would be more than willing to exchange your power struggle for a loving, happy home. My question to you is the following: Are youwilling to take a hard look at how you're perpetuating the power struggle? Be aware that a power struggle can only continue if both antagonists 'play the game.' Dropping the game might mean a loss of involvement with your husband as a power struggle is often a highly charged substitute for authentic intimacy.
I'll assume that you realize how futile it is to maintain the struggle. What I think you may not be aware of is how you are still trapped in the ongoing conflict. You may sincerely want to put the harboured resentments that fuel the struggle behind you and get on with your marriage, but bitterness and anger don't evaporate into thin air. However, changing the way you express these emotions, for example using “I” statements that express how you feel instead of “you” statements in which you accuse and blame, may enable you to avoid the explosion which threatens to occur.
5 The person the writer is addressing seems to be…
A reluctant to accept a change in role.
B partly to blame for her problem.
C avoiding emotional entanglement.
D determined to win the battle of wills.
6 The writer suggests communicating differently in order to…
Achange the delicate balance of power.
B underline the pointlessness of the struggle.
C make long-standing bad feelings disappear.
D reduce the impact of negative emotion.
1point / correct answer
2points max
TASK 2. You are going to read a magazine article in which a number of people describe their eating habits. For questions 1-15 choose from the list of people (A-G) in the box. Some of the people may be chosen more than once. When more than one answer is required, these may be given in any order.
A the Norris family
B Michael Norris
C the Scott family
D Caroline Scott
E the Mughal family
F Ade Bakare
G Ade Bakare's mother
1. eats together every morning?
2. ______ almost never eats together?
3. _______, 4 _______feel that eating together keeps the family close?
5_______, 6 ______cook food that is healthy?
7 _______ eats a lot of frozen food?
8_______ spends a long time cooking?
9________ cooks in a large group?
10 ________ often does non eat at home?
11_______ thinks children should be taught table manners?
12______, 13______ don't have fixed eating habits?
14_______, 15_______ have special meals at the weekend?
For some people it's dinner. Others call it supper. Whatever you know it as, the evening meal is not what it was. Paul Richardson finds out who eats what and when.
Separate tables
The Norris family is a monument to modern frozen-food technology. 'I can't remember the last time we all ate together,' says husband Michael Norris. 'Mostly the food comes out of the freezer and goes straight into the microwave. We have two dining-tables but they never get used, not unless my mother-in-law, who lives with us, cooks something.' The children, Sophie and Ben, eat when they come home from school, while watching TV. Pat Norris, who works irregular hours and travels a lot, boils soup and makes a salad when she's at home; Michael often eats out. It's informal, but everyone likes it.
The art of course eating
The Scott family like a bit of formality in their lives. 'We're not stuffy,' insists Caroline, 'but we always have napkins and white linen and flowers on the table. My husband always has a bath before dinner, and we always change clothes. I think it's important for the children to have good manners.' Caroline drives across town to find food that's not 'full of all sorts of nasty chemicals'. The result is meals that 'sometimes take an hour and a half, at least, and longer at weekends.' The children attend an equally civilised breakfast served at 8.00 a.m. prompt in the dining-room. 'It's a sort of ritual so we can all see one another. We all feel it's important,' says Caroline, who doesn't have a microwave and does most of the cooking herself. 'I seem to spend a lot of time cooking,' she says. 'I don't know why. I suppose it's because we've always done it.'
Spice of life
The evening meal at the Mughal household brings together three generations: 18-month-old Sameer, his sister Nina, three, parents Rubina and Haleem and the grandparents. Sometimes there are other family members as well. 'People catch up with each other at meal times,' says cousin Shamreen. 'We usually eat quite late, about 8.30 or 9.00 p.m., because we wait for everyone to get in. It's important to have a table that's laid out, although during the week it's usually just a couple of dishes. Weekends are a bit more special!' Rubina will normally cook a rice dish, a meat curry and sometimes a salad. Quite a lot for one pair of hands, but there are always people around to help -and, as Shamreen points out, a lot of Asian dishes can be made the night before, or even frozen.
Student life
Ade Bakare, 23 years old and a student at Thames Polytechnic, tends towards the irregular in his dining habits. Between 9.00 p.m. and 11.00 p.m. about three times a week, 'depending on how we're feeling', Ade and his flat mates settle down to a meal. The menu may vary between Kentucky Fried Chicken and 'ebba', an African dish made of ground rice. 'Obviously fast food is easier, and none of the other guys are very good cooks,’ says Ade, The taste for African cooking comes from his mother's house, where the set-up is rather different.’ I’d always sit down at the table with my mother. The food is much more substantial, much more nutritious, partly because she wants to ensure that I am eating properly.'
1point / correct answer
15 points max
II. Use of English
GRAMMAR
Inversion after negative adverbs
WHAT IS INVERSION?
When we begin a sentence with a negative adverb or adverbial phrase, we sometimes have to change the usual word order of subject and verb (often using an auxiliary verb such as do):
I had never seen so many people in one room. (= normal word order)
Never had I seen so many people in one room. (= inversion)
NO Not only he was good looking, he was also very intelligent.
YES Not only was he good looking, he was also very intelligent.
WHEN WE USE INVERSION
We use inversion when we move a negative adverb (never, nowhere, not only, etc.) to the beginning of a sentence. We do this because we want to emphasise the meaning of the adverb.
Time relationships
• We use inversion after 'negative' adverbs which emphasise a time relationship at the beginning of a sentence:
No sooner had I put the phone down than it rang again.
Hardly / Scarcely / Barely had I got my breath back when it was time to go again.
• We use inversion after phrases that use not:
Not until he apologises will I speak to him again.
Not since I was little have I had so much fun.
Not for one minute do I imagine they'll come back.
• We use inversion after some time phrases that use only:
Only after several weeks did she begin to recover.
Only later did she realise what had happened.
Only then did he remember he hadn't got his keys.
Only when I've finished this will I be able to think about anything else.
Only in the last few days has the truth started to emerge.
Watch out!
After not until, only when and only after, the inversion is in the main part of the sentence:
NO Not until did I see him I remembered we had met
YES Not until I saw him did I remember we had met before.
Frequency
We also use inversion after 'negative' adverbs which emphasise frequency at the beginning of a sentence:
Never have I been so taken aback.
Rarely do they fail to get away for a holiday.
Seldom is that pop group out of the news.
Hardly ever did he wear a suit.
• We can also use inversion after 'negative' adverbs at the beginning of a sentence to emphasise how infrequently things happen:
Little did she realise what was about to happen.
Nowhere was a replacement to be found.
General emphasis
We often use inversion for general emphasis with phrases that use only:
Only by patience and hard work will we find a solution.
Only in this way do we stand any chance of success.
• we can also use it with phrases that use no:
In no way should this be regarded as an end of the matter.
On no account are you to repeat this to anyone.
Under no circumstances can we accept the offer.
NOT USING INVERSION
We use inversion when the adverb modifies the verb, and not when it modifies the noun:
Rarely seen during the day, the badger is a famously shy animal. (= inversion)
Hardly anyone knows about it. (= no inversion)
Tick (+) the sentences which do not contain inversion.
1 Nowhere have I seen anything like this.
2 Never give up until you have tried all the alternatives.
3 Only by paying the fees in full can we guarantee a place on the course.
4 Hardly anyone applied for the job.
5 Not since the 1940s has there been such poverty.
TASK 3. Mark all the phrases (a-i) that can start sentence 1 below.
a Rarely if ever
b Not only
с Only if it's convenient
d Hardly anyone expects that
e Under no circumstances
f Under such circumstances
g Only by asking her directly
h No way
i Unless something unusual happens
1... she will come.
Mark all the phrases (a-i) that can start sentence 2 below.
a Little did anyone notice
b Only if he wasn't available
с Barely had I sat down when
d On no occasion I recall
e Only when it was convenient
f Not until we were all ready
g Never did she knock before
h Only then
I It was then that
2... did she come in.
1point / correct answer
7 points max
TASK 4. Match the first (1-10) and second (a-j) parts.
Examples: i +j 2 + i
Inconsistent advice about a new husband!
(1 On no account should)
(2 Not only should he be allowed to give his opinions,)
3 Under no circumstances is he to
4 Only by constantly nagging will he be
5 Only after weeks of rigorous training will he
6 Rarely will a man respond to a request the first time unless
7 No way should his laundry be done for him unless
8 Only very rarely should a garment be ironed for him
9 In exceptional circumstances
10 But, only if he seems really desperate
a learn how to switch on the vacuum cleaner.
b should you try to solve his problems for him.
c without the assurance that next time he will do it himself.
d you may take what he says seriously,
e it is in his own interests to do so.
f he is prepared to lend a hand with the washing up.
g be disturbed while watching a football match on television.
h persuaded to pick his clothes off the floor.
(i he should also be deluded into thinking you agree with him.)
(j you let him realize he isn't the boss.)
1point / correct answer
8 points max
TASK 5. Fill each blank with a suitable word. See the example that follow
Memo to teaching staff
We have a problem. Rarely__ have_____( 1) we had a student population like this one.______ (2) since the 1980s can I remember so many troublesome students in our school at any one time. Not only_____ (3) some of them treat the staff with absolute scorn,_____ (4) they are also clearly_____ (5) on causing as much trouble as possible among their peers. On_____ (6) account can such behaviour be allowed to continue. And not for one____ (7) should the ringleaders think they will not be punished. Only _____(8) such punishment is carried out will confidence return to the student body and_____ (9) then will school life return to some kind of normality. Under no ________ will (10) we allow the present state of affairs to continue.
1point / correct answer
9 points max
TASK 6. Read the text below and decide which answer (A,B,C or D) best fits each gap. See the example that follow.
Marketing Movies
Hyping, or to put it more politely, marketing movies can double their budget. And in the end, does it really (1).. D.. the trick? Those without the major studios' huge spending (2).... are not convinced. There will always be an audience that follows the big campaigns,' says Andrea Klein, of the British Film Institute, 'but there is another which doesn't respond to four-page colour ads.' For this audience, reviews are all-important. Publicist Jonathan Rutter concurs: 'Most of our films can be killed (3).... dead by bad reviews,' he says. Although he is not (4).... to the odd gimmick, he warns against too much hype: 'I get put off films which are over-marketed,' he says. 'People don't like to be spoon-fed, they prefer to make up their own minds.' For Hollywood blockbusters, leaving people to make up their own minds is not a viable marketing strategy. Films on this scale are caught up in a (5).... circle. To (6).... inflated production costs a mass audience must be found, and to find that audience takes a giant publicity budget.
1. A pull В work С play D do
2. A force В strength С weight D power
3. A stone В flat С point D cold
4. A reluctant B counter C averse D obstinate
5. A relentless B vicious C brutal D merciless
6. A restore B refund C recover D reimburse
1point / correct answer
5 points max
III. Academic Writing
Research Paper Abstracts
A research paper (or journal) abstract (Ukr. анотація) is a short account of a research paper placed before it. In contrast to the abstracts, which appear in abstracting journals, the research article abstract is written by the author of a paper. The "relatives" of the journal abstract are: the summary, the conference abstract, and the synopsis—a shorter version of a document that usually mirrors the organization of the full text.
The journal abstract performs a number of important functions. It:
• serves as a short version of the paper, which provides the most important information;
• helps, therefore, the potential audience to decide whether to read the whole article or not;
• prepares the reader for reading a full text by giving an idea of what to expect;
• serves as a reference after the paper has been read.
Nowadays, abstracts are widely used in electronic storage and retrieval systems and by on-line information services. Their role in dissemination and circulation of written research products is further increasing in the information age.
The journal abstract has certain textual and linguistic characteristics.
It:
• consists of a single paragraph;
• contains 4-10 full sentences;
• tends to avoid the first person and to use impersonal active constructions (e.g., " This research shows...") or passive voice (e.g., " The data were analyzed...");
• rarely uses negative sentences;
• uses meta-text (e.g., "This paper investigates...");
• avoids using acronyms, abbreviations, and symbols (unless they are defined in the abstract itself);
• does not cite by number or refer by number to anything from the text of the paper.
The most frequent tense used in abstracts is the present tense. It is used to state facts, describe methods, make comparisons, and give results.
The past tense is preferred when reference is made to the author's own experiments, calculations, observations, etc.
Journal abstracts are often divided into informative and indicative abstracts. The informative abstract includes main findings and various specifics such as measurements or quantities. This type of abstract often accompanies research reports and looks itself like a report in miniature.
Indicative abstracts indicate the subject of a paper. They provide a brief description without going into a detailed account. The abstracts of this type often accompany lengthy texts or theoretical papers. The combination of both types of journal abstracts, however, also exists.
The structure for the English journal abstract, as suggested by Mauro B. dos Santos (1996), includes the following moves:
1. Situating the research (e.g., by stating current knowledge in the field or a research problem).
2. Presenting the research (e.g., by indicating its main purpose or main features).
3. Describing its methodology.
4. Summarizing the results.
5. Discussing the research (by drawing conclusions and/or giving recommendations).
However, the rhetorical structure of journal abstracts may vary depending upon a research subject, field of investigation, and type of a paper.
TASK 7. Read the three abstracts with identified moves and answer the questions that follow.
A)
Presenting the research Treating a printed circuit board (PCB) as a thin flexible rectangular plate, we evaluate its dynamic response to periodic shock loads applied to the support contour. The effect of the load periodicity on the amplitudes, accelerations, and stresses is analyzed for transient and steady-state damped linear vibrations, as well as for steady-state undamped nonlinear vibrations. Summarizing the results it is shown that the transient nonresonant linear response can exceed the steady-state response by up to two times, and that the linear approach can be misleading in the case of a nondeformable support contour and intense loading. Discussing the research The obtained results can be of help when evaluating the accelerations, experienced by surface mounted electronic components and devices, and the dynamic stresses in a PCB of the given type, dimensions, and support conditions.
B)
Situating the research A crucial event in the historical evolution of scientific English was the birth of the scientific journal. This event and its early rhetorical consequences have been well described in recent research. In contrast, few details are known concerning subsequent developments in scientific writing from the eighteenth century onward. Presenting the research In this paper, the changing language and rhetoric of medical research reporting over the last 250 years are characterized and the underlying causes of these changes investigated. Describing its methodology Research articles from the Edinburgh Medical Journal, the oldest continuing medical journal in English, constitute the corpus in this study. Sampling took place at seven intervals between 1735 and 1985, with two types of data analysis being performed—rhetorical text analysis focusing on the broad genre characteristics of articles; and linguistic analysis of these articles registrar features using Biber's system of text analysis.
Summarizing the results Results indicate that the linguistic rhetorical evolution of medical research writing can be accounted for on the basis of the changing epistemological norms of medical knowledge, the growth of a professional medical community, and the periodic redefinition of medicine vis-a-vis the non-medical sciences.
C)
Situating the research Modern democracy requires delegation. One problem with delegation is that principals and agents often have conflicting interests. A second problem is that principals lack information about their agents. Many scholars conclude that these problems cause delegation to become abdication. Presenting the research We reject this conclusion and introduce a theory of delegation that supports a different conclusion. The theory clarifies when interest conflicts and information problems do (and do not) turn delegation into abdication.
Summarizing the results We conclude by arguing that remedies for common delegation problems can be embedded in the design of electoral, legislative, and bureaucratic institutions. The culmination of our efforts is a simple, but general, statement about when citizens and legislators can (and cannot) control their agents.
1. How can you characterize the above abstracts in terms of being informative/indicative?
2. What moves do all the three abstracts share?
3. What instances of meta-text (reference to the text/research itself) can you find in the texts?
4. What tense is most frequently used in the abstracts? What other tenses are used (and why)?
5. Which of the abstracts seems to advertise the research? What are the linguistic signs of self-promotion in this abstract?
8 points max
TASK 8. Below is the shortened abstract of a research paper in the field of legal studies. Put the verbs in parentheses into appropriate tense forms.
This paper 1 (to provide) a study of the use of law to invoke and protect the interests of poorest consumers of the privatized water industry. It 2 (to focus) upon the introduction of pre-payment devices and the legal action to prevent their use. The context of the study 3 (to lie) in the privatization of water industry in 1989.... The claims which 4 (to surround) the application of the policy 5 (to be) familiar: private ownership produced efficiency, effective management, and attentiveness to customers' needs.... This article6 (to find) the claim to be false. It 7 (to consider) the social engineering role of law in attempting to protect the interests of poorest consumers.... It 8 (to conclude) by suggesting that not only is access to the law differentiated by power and resources, but that compliance with it is also mediated by the same inequality.
0,5 points/ correct answer
4 points max
TASK 9. Sequence the jumbled parts of this abstract from the field of anthropology.
A)
This paper argues that this assumption obscures the multiple dimensions along which core/periphery distinctions can be measured and ignores the possibility of mutual influence and
interdependence among interacting societies at all size and complexity levels. This confusion is particularly evident in the study of Southeastern Mesoamerica (adjoining portions of Guatemala, Honduras, and EI Salvador), usually viewed as peripheral to lowland Maya core states during the late Classic period (A.D. 600-950).
B)
The essay concludes with an overview of late Classic lowland Maya/non-Maya interactions in the Southeast and some general suggestions for future research.
C)
Archeological investigations on the margins of "high civilization" have traditionally been guided by the assumption that polities in such zones were peripheral to core states.
D)
In an attempt to advance the study of polities bordering complex and extensive sociopolitical systems, a general model is outlined which sets out to identify the different dimensions of peripherality and specify the conditions under which various sorts of core/ periphery relations are likely to develop. Late Classic political, economic, demographic, and cultural patterns from the Naco Valley, northwestern Honduras, are then examined to determine how this area was linked to lowland Maya core states (represented here by Copan and Quirigua) and what effects the societies had on indigenous developments.
2point / correct answer
8 points max
TASK 10. Read the short research report in the field of applied linguistics and two versions of its abstracts. Discuss the strengths and weaknesses of each version. Then write your own abstract of the report.
The Attitudes of Ukrainian Students
Toward Academic Writing and the Ways of its Mastering
In recent years, there has been growing interest in learning and teaching English academic writing, which is now studied not only in Anglophone countries but also in the countries where English is used as a medium of university instruction. In Ukraine, however, academic writing either in foreign or native languages has never been taught. Although motivation of Ukrainian students to master academic writing seems nowadays to increase, it is still unclear what their real needs are. It is therefore important to analyze what these learners know and think about academic writing in both English and native languages.
This paper reports the results of a brief anonymous survey conducted in a group of students (12 persons) of the Master's Program in humanities of the Ivan Franko National University of L'viv. The survey was based on the questionnaire, which focused on the students' personal attitudes toward academic writing and the ways of its mastering.
Thus, all students believe there is a need in regular university courses both of English and Ukrainian academic writing. Eight students think that Ukrainian scholars need to write in Ukrainian, English, and the Slavic languages influential in Ukraine (e.g., Russian, Polish); four persons have chosen Ukrainian and English. When writing in English, a Ukrainian scholar should, according to the opinion of eight students, entirely conform to all standards of English academic writing. However, two students thought that while a Ukrainian should observe English grammar and spelling rules, he/she could preserve some rhetorical features of Ukrainian academic writing, while another two believed that all Ukrainian features could be retained. Finally, ten students considered successful writing to be a gift polished by appropriate training, only two maintaining that it was a skill.
Eight of the 12 students thought that the best way of mastering English academic writing was to use an appropriate textbook plus to read literature in their research field; three more students added to this choice the advice of knowledgeable supervisors; and only one student thought that it would be enough to read the scientific literature. Six thought the best way to master academic writing in Ukrainian would be to use an appropriate textbook plus to read literature plus to follow the advice of supervisors; four others offered variations on this theme; and only two thought it would be enough to read the literature only.
The results of this short survey unambiguously demonstrate support for the concept of the explicit learning of academic writing in English as well as in the native language. They also show that Ukrainian students are well aware of the current role of English in research. Moreover, they tend to handle the controversial issue of whether to preserve their culture-specific rhetoric when writing in English in favor of full compliance with the rhetorical norms of the target language. At the same time, however, they seem to recognize the importance of both English and native languages for their particular contexts. They also tend to reconcile opposing attitudes to academic writing by viewing it as "a gift," but one enhanced by appropriate training. However, the results of this survey should be treated with certain caution, since only a limited number of students participated in the survey.
A)
This paper reports the results of a brief anonymous survey conducted in a group of 12 students of the Master's Program in humanities of the Ivan Franko National University of L'viv. The survey was based on the questionnaire, which focused on the students' personal attitudes toward academic writing and the ways of its mastering. All students believe there is a need in regular university courses both of English and Ukrainian academic writing. Ten students consider successful writing to be a gift polished by appropriate training. The majority of the students think that the best way of mastering both English and Ukrainian academic writing is to use an appropriate textbook plus to read literature in their research field and to follow the advice of supervisors.
B)
In recent years, there has been growing interest in learning and teaching English academic writing. In Ukraine, however, academic writing either in foreign or native languages has never been taught. Although motivation of Ukrainian students to master academic writing seems nowadays to increase, it is still unclear what their real needs are. It is therefore important to analyze what these learners know and think about academic writing in both English and native languages. This paper reports and discusses the results of the survey, which focuses on the students' personal attitudes toward academic writing and the ways of its mastering.
10 points max
TASK 11. Write an abstract of your research paper.
20 points max
TOTAL 100 POINTS
Answer Sheet NAME__________________________
Module 1
Reading
Task 1
Use of English
Task 3
Academic Writing
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