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Архитектура Аудит Военная наука Иностранные языки Медицина Металлургия Метрология Образование Политология Производство Психология Стандартизация Технологии |
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Архитектура Аудит Военная наука Иностранные языки Медицина Металлургия Метрология Образование Политология Производство Психология Стандартизация Технологии |
ПОСОБИЕ ПО РАЗВИТИЮ ПРОФЕССИОНАЛЬНОЙ КОММУНИКАТИВНОЙ КОМПЕТЕНЦИИ МАГИСТРОВ И АСПИРАНТОВ.Стр 1 из 2Следующая ⇒
УЧЕБНО–МЕТОДИЧЕСКОЕ ПОСОБИЕ ПО РАЗВИТИЮ ПРОФЕССИОНАЛЬНОЙ КОММУНИКАТИВНОЙ КОМПЕТЕНЦИИ МАГИСТРОВ И АСПИРАНТОВ.
Тверь 2018
Составитель: доктор филологических наук, профессор Комина Н.А.,
Целью данного учебно-методического пособия является формирование у студентов магистерских и аспирантских образовательных программ профессиональной коммуникативной компетенции, необходимой для успешной работы в составе международных исследовательских коллективов, а также готовности использовать современные методы и технологии научной коммуникации на английском языке и способности планировать и решать задачи собственного профессионального и личностного роста. Данное учебно-методическое пособие состоит из разделов, обеспечивающих студента необходимыми дидактическими материалами, формирующими готовность использовать современные методы и технологии научной коммуникации на английском языке, навыки работы в научном коллективе. Возможность использования пособия обучающимися независимо от области их специализации обеспечивается тем, что представленный в нем языковой материал не содержит узкоспециальной лексики. Может быть рекомендовано как для аудиторной работы, так и для самостоятельной работы магистров и аспирантов, обучающихся на гуманитарных и естественных факультетах.
Печатается по решению кафедры иностранных языков гуманитарных факультетов (протокол № 1 от 12сентября 2018 г.).
Texts for post-graduates Part II. Unit 1. POSTGRADUATE EDUCATION Section 3. GRAMMAR PRACTICE 16. Arrange these words in the right order. Use a capital letter to begin each sentence. Mark each rewritten sentence S V O M P T to show S ubject, V erb, O bject, P lace (Where? ), T ime (When? ). 1. degree, studying, I, PhD, am, the, for. 2. postgraduate, abroad, spent, she, year, her, college, fi rst, after, studying. 3. three, complete, years, takes, four, to, PhD, to, a. 4. research, working, project, am, a, I, at. 5. wide, postgraduate, the, year, offers, range, a, university, this, you, studies, of. 6. postgraduate, loans, through, you, funding, grants, get, and, for, study, can. 7. programme, apply, postgraduate, to, university, a, decided, at, this, research, he, for. 8. practically, research, year, attended, every, I, last, seminar. 9. taught, world-leading, by, you, be, academics. 10. dissertation, Roman, he, architecture, his, on, wrote.
17. Read and translate the following complex sentences with different types of subordinate clauses. Use your dictionary if necessary. 1. The ability to teach students to think for themselves is one of the highlights of UK higher education, and as teaching and academic contact hours seem likely to be increasingly scrutinised by prospective students, it will be important for universities to fi nd ways to emphasise educational nuances which are not easily quantifi able. 2. There is no single defi nition of the term “postgraduate” although it is often used to describe further study undertaken by those who already have a fi rst degree. 3. New models of PhD have developed in recognition of the fact that a PhD is not solely a route into academia, and that a large proportion of PhD graduates progress into senior positions outside the higher education sector. 4. A doctoral degree is awarded for the creation of original research that extends the boundary of knowledge or practice within a particular discipline. 5. What is important is the correct sequence of building operations. 6. While doctoral degrees have traditionally focused on research, in recent years there has been a noticeable growth in courses which incorporate a substantial taught element, although the fundamental requirement for a doctoral candidate to carry out a substantial body of original research remains. 7. Research degrees are the one area of postgraduate education where men outnumber women, though only just. 8. In 1999, ministers from 29 European countries signed the Bologna Agreement to reform higher education, establishing an international set of standards and nomenclature by which to compare qualifi cations offered by different countries.
18. Read and translate the following complex sentences with relative clauses in which the relative conjunctions (which/that ) are left out. 1. The quality assurance processes of academic standards currently provided by the Quality Assurance Agency are generally considered effi cient by the universities it serves, and as a body, it is highly regarded internationally. 2. The structural engineer must design structures to be safe for their users and to successfully fulfi l the function they are designed for. 3. There are lots of different types of engineering. The one thing they have in common is that they use Maths and Science to improve industry and manufacturing. 4. The report he made after the delegation had visited our plant shows that he has fi nally realized the importance of the work we are doing here. 5. Given the diversity of the postgraduate population and the variety of postgraduate qualifi cations available, it is not surprising that the motivations people have for undertaking postgraduate study are varied. 6. The UK is second only to the USA in terms of the number of international students it attracts, with 11.6 percent of the international student market.
19. In some of these sentences you don’t need who, which or that. If you don’t need these words, put them in brackets like this: (who), (which), (that). 1. A Master’s degree aims to deepen students’ knowledge within a subject that they have already studied. 2. The most common doctoral degree is the traditional Doctor of Philosophy that is usually awarded following an oral examination of the candidate’s research thesis, and normally taking three to four years of full-time study to complete. 3. The technique that they used in structures was worked out by the design team. 4. Prospects will be best for people who have a bachelor or higher degree in construction science. 5. The students who we met at the construction site were having practical training. 6. This is a four-year programme which provides doctoral students with taught courses and practical experience alongside advanced research.
20. Match the following phrases. Put the preposition at the end of the relative clause. Example: Your destination is the place you are going to.
Chemistry is the institution you are working on it. A PhD is the place you are taking a degree in it. The university is a piece of writing you are applying for it. Your destination is the subject you were conferred on it. The thesis is fi nancial aid you are going to it. A scholarship is the degree you graduated from it.
21. Read and translate the following emphatic sentences it is … that/ which/who into Russian. 1. It is this course that helps you to develop skills enabling you to conduct social research in any fi eld. 2. It is the Quality Assurance Agency which provides a basic guide to the level of intellectual attainment expected of students. 3. It was Lomonosov who fi rst discovered the law of conservation of energy. 4. It is only by performing a lot of experiments that progress can be made. 5. It is the Bologna Process that has brought major changes to the higher education landscape in Europe.
22. Translate the following sentences into English.
1. Внимательно изучите требования для аспирантов, которые необходимо выполнить для успешной защиты диссертации.2. Я считаю, что получение ученой степени в зарубежном университете даст мне возможность начать международную карьеру. 3. Именно эрудиция обусловила широту его научных интересов. 4. Вот статья, о которой я тебе говорил. 5. Комиссия будет рассматривать только те документы, которые вы представили на рассмотрение. 6. Я поступил в аспирантуру, потому что хочу заниматься наукой. 7. Тема диссертации, которую вам предложил научный руководитель, была утверждена на заседании кафедры. 8. Ученый, с которым вы хотели обсудить результаты вашего исследования, приезжает завтра. 9. Университет, который я закончил, является одним из лучших в стране. 10. Именно аспирантура готовит будущих научных работников.
Section 5. SPEAKING.
26. Boris Klimov tells us about his educational background. Complete the text with the words or phrases from the box.
a) undertook b) defended c) degree d) fi nished e) supervisor f) graduated from g) perform h) undergraduate i) research j) was admitted k) Master’s degree l) scholarship m) assessments n) earned o) proceed p) Bachelor’s degree q) carried out r) PhD course
My educational background My educational background has an over-all underlying tone of consistency. I am pleased with my past education, and feel that I have become a well-rounded individual in many various aspects of my life. In this educational autobiography, I will cover my education from beginning to present which will include how I came to the decision to begin doing a Doctoral (1) __________. I started schooling when I was seven years old. I attended a small school in a town in Belgorod region. My elder brothers attended the same school and most everyone from my big family went there. I attended this school until the fi fth form after which my family moved to Belgorod. I started to attend a lycé e. Coming from a small school, it was a dramatic change in my life. The work was harder, and the lycé e atmosphere carried the sense of learning and excellence. As a school student, I always excelled in mathematics and physics. Those were the subjects I was good at, and unlike my classmates, I really enjoyed them. So towards the end of the fi nal year at the lycé e, I decided that being in engineering was for me. It wasn’t a hard decision to make, and my parents supported me. I (2) __________ lycé e with honours. At 17, I (3) __________ to the Technological University on a (4) __________ and took a (5) __________. I decided to major in Environmental Engineering. That (6) __________ programme lasted four years. At the University I had the opportunity to study a lot of key subjects ranging from water treatment to waste management and resource sustainability. In addition to the theoretical side of things and practical experience within the university labs, I (7) __________ a fi eld course in my second year which allowed me to put many of the theoretical modules I had studied in the fi rst two years of my degree into practice. In 2010, I (8) __________ University and (9) __________ a Bachelor’s degree in Environmental Engineering. To deepen my knowledge of the subject I was interested in I decided to (10) __________ to a (11) __________ programme which took two years to complete. It was a logical progression to my studies. My (12) __________ was coordinated by the academic (13) __________ within the department. During the fi rst two terms of the Master’s degree course, I took some courses in the area of my specialisation. I developed an interest in waste management and so had the opportunity to (14) __________ a compositional analysis of printed circuit boards, which then allowed me to design a recycling facility to recover metals from the boards and separate out the plastic. In the third term I (15) __________ a project which included designing a car battery recycling facility. This involved site investigation and impact (16) __________. Then I started writing my Master’s thesis titled “Waste Management in Environmental Engineering”, which I (17) __________ successfully in 2012. It was my own original research with the subsequent conclusions. The experience gained across the Master’s degree process encouraged me to take a (18) __________ — there is something very magical about the moment you look at your results and realise you know something no one else in the world knows.
27. Using the information given in the above text, fi ll in the missing answers of the dialogue. Then practise it. A.: Could you introduce yourself, please? B.: _______________________________. A.: Are you pleased with your past education? B.: _______________________________. A.: When and where did you start schooling? B.: _______________________________. A.: What school subjects were you good at? B.: _______________________________. A.: What university were you admitted to? B.: _______________________________. A.: What undergraduate programme did you take? B.: _________________________________. A.: What was the topic of your diploma paper? B.: _______________________________. A.: What did you study at university? B.: _______________________________. A.: When did you graduate from university? B.: _______________________________. A.: What was your University major? B.: ________________________________. A.: Why have you chosen this major? B.: _________________________________. A.: What subjects studied at University are most important for your professional work? B.: _________________________________. A.: What subject(s) did you minor in? B.: ________________________________. A.: What degree did you earn? B.: _______________________________. A.: Why did you decide to take a Master’s degree course? B.: _______________________________. A.: How long did it take you to complete it? B.: _______________________________. A.: What was the area of your specialisation? B.: _______________________________. A.: How did taking a Master’s degree programme compare to taking a Bachelor’s degree one? B.: _______________________________. A.: What project did you carry out? B.: _______________________________. A.: What was your Master’s thesis titled? B.: _______________________________. A.: When did you defend it? B.: _______________________________. A.: What encouraged you to proceed to a PhD degree course? B.: _______________________________. A.: What are you majoring in now? B.: __________________________.
28. Speak on your own educational background. Use the above text and dialogue as a model.
29. Clasiify the words below into personal qualities (birth given) and professional skills (experience obtained) to complete the chart. Which of them do you possess?
Vision – проницательность дальновидность; judgement – рассудительность; energy – энергичность; determination – решительность, решимость; consistency – последовательность, постоянство; fairness – справедливость; self-respect – самоуважение; self-awaraness – самоанализ; directness – прямолинейность, непосредственность; observation – наблюдательность; confidence – уверенность; communication skills – навыки общения; effort – усилие; friendliness – дружелюбие; sociability – общительность; organizing ability – организаторские способности; ruthlessness – жестокость; diplomacy – дипломатичность; reliability – надежность; emotional (physical) stamina – эмоциональная (физическая) выносливость; maturity – зрелость; sense of humour – чувство юмора; flexibility – гибкость.
30. A CV (curriculum vitae [kə ′ rikjə lə m ′ vi: tai]) or a ré sumé ([′ rezjumei]; AmE) is a summary of your personal details, educational quali fi cations, and work experience. It is usually sent when applying for a study programme or a job. P ractise the following dialogue. A personnel of fi cer gives advice on writing Cvs.
A.: Mrs Wright, tell me about CVs, please. What are the key things to include? W.: Well, you should start with brief personal details, of course. You know, name, age, and so on. Marital status is OK too, but no names of children or pets. A.: And next comes education, I suppose? W.: Yeah. You ought to list the schools and institutions you’ve attended in chronological order. Make sure that the dates make sense. Don’t forget details of the qualifi cations you obtained. Remember to put down your grades too. A.: I see. And would you advise people to include copies of their qualifi cations, and so on? W.: No, they don’t need to do that, not at this stage. A.: Right. Now for the part of the CV which deals with work experience. Should we go through this in chronological order or start with the most recent, or current job fi rst? W.: I would defi nitely say begin with the present or most recent job fi rst. Then work backwards. Give a brief description of each job and try to list one or two achievements. A.: That’s hard if you’re still a student, isn’t it? W.: True, but you can still mention things like “I was secretary of the Anglo-German society” or give details of any part-time or holiday jobs. A.: Oh, and one last question. What about a photograph? W.: Well, it can go on an application form or with a covering letter, but there’s no reason why you can’t put it on your CV. If I were a job seeker, I’d invest in a studio photograph — one that made me look as good as possible, rather than one from a machine. And of course, never send a picture of you on the beach or at a party — people have sent me some amazing things!
31. These are the headings commonly used in a CV (a ré sumé ). Using the above dialogue as a guide and the information given below, make up a dialogue of your own to discuss some problems involved in writing a CV. 1. Personal Details: up-to-date contact details and personal details to be given. 2. Personal Profi le: summarising experience, skills and career objectives. 3. Achievements: quantifi able evidence of where candidates have excelled in roles. 4. Professional Experience: profi ling useful examples and evidence of suitability. 5. Education: evidence of structured learning and future development potential. 6. Skills and Qualities: telling recruiters exactly what candidates are good (best) at. 7. Activities and Interests: they do not really add that much value to a CV.
Postgraduate levels in Russia The postgraduate diploma structure so far retains its unique Soviet pattern established in 1934. The system makes a distinction between scientifi c degrees, evidencing personal postgraduate achievement in scientifi c research, and related but separate academic titles, evidencing personal achievement in university-level education. There are two successive postgraduate degrees: kandidat nauk (Candidate of Sciences) and doktor nauk (Doctor of Sciences). Both are a certifi cate of scientifi c, rather than academic, achievement, and must be backed up by original/ novel scientifi c work, evidenced by publications in peer-reviewed journals and a dissertation defended in front of the senior academic board. The titles are issued by the Higher Attestation Commission of the Ministry of Education. A degree is always awarded in one of the predetermined fi elds of science. Kandidat nauk can be achieved within university environment, specialised research facilities. A typical kandidat nauk path from admission to diploma takes about 3 years. The dissertation paper should contain a solution of an existing scientifi c problem, or a practical proposal. The title is often perceived as equivalent to Western Ph.D., although this may vary depending on the fi eld of study, and may not be seen as such outside of Russia. Doktor nauk, the next stage, implies achieving signifi cant scientifi c output. This title is often equated to the German or Scandinavian habilitation. The dissertation paper should summarise the author’s research resulting in theoretical statements that are qualifi ed as a new discovery, solution of an existing problem, or a practical proposal. The road from kandidat to doktor typically takes 10 years of dedicated research activity; one in four candidates reaches this stage. Academic titles of dotsent and professor are issued to active university staff who already achieved degrees of kandidat or doktor; the rules prescribe authoring established course books in their chosen fi eld, and mentoring successful postgraduate trainees; special, less formal rules apply to professors of arts.
1. What is the postgraduate diploma structure characterised by? 2. What must doctoral dissertations be backed up by? 3. What is the procedure of the defence of a dissertation? 4. How are postgraduate degrees approved? 5. What should a doctoral dissertation contain?
33. As you read, make notes under the following headings. 1. A Candidate of Sciences degree (kandidat nauk). 2. A Doctor of Sciences degree (doktor nauk). 3. Academic titles of dotsent and professor.
34. Check your answers with your groupmates. Look up the words you do not know in the dictionary.
35. Retell the text about the Russian postgraduate degrees and titles.
36. Tell your groupmates about the hierarchy and speci fi c features of postgraduate degrees in different countries. Use the Internet to fi nd the information required.
Section 7. WRITING
37. Study the parts and some features of the following CV.
CV (example) Personal data
Objective To obtain a position service engineer that will allow me to use my knowledge and take advantage of my desire to work in Sulzer Ltd. Education Work experience 10.2011 – till now
Skills German: spoken Italian: written Interests Football, Volleyball, Basketball, Reading, Internet. References Available upon request
38. How is a CV different in Russia?
39. Write your own CV in English using quali fi cations you already have, or ones that you think you might get in the future. Use the given CV as a guide for your writing. 40. Present a written argument or case to an educated reader with no specialist of the following topic. “University education should be complemented with the postgraduate studies to provide a graduate with better career prospects. To what extent do you agree or disagree? ” You should use your own ideas, knowledge and experience and support your arguments with examples and relevant evidence. Write a t least 250 words.
Section 3. GRAMMAR PRACTICE 16. Read and translate the following sentences into Russian paying attention to the predicates used in the Simple, Continuous, Perfect and Perfect Continuous forms (the Active Voice). 1. In recent years, new models of PhD have emerged, offering a larger taught element or combining advanced research with wider skills training to prepare students for a broad range of careers. 2. He had reported the results of the research in his thesis by the end of the period of study. 3. Typically, study for a doctoral degree will require the equivalent of at least three years full-time study. 4. The British Council’s report attempted to quantify how demand for UK higher education from international students may change. 5. They were conducting an interesting experiment in the lab from 9 o’clock till 12 o’clock yesterday. 6. The international student market is increasingly competitive: more European countries are delivering courses in English and some do not charge fees. 7. They have been working out a new production plan for two weeks. 8. Masters courses vary enormously in terms of their function and intended outcomes. 9. He has known the chief engineer for three years. 10. The UK’s pedagogic approach tends to place greater emphasis on developing students’ independent research skills than imparting knowledge from the front of a classroom. 11. The survey fi nds that although doctoral student numbers have grown overall by 9 per cent during this period, the number of UK domiciled students has grown by only 3 per cent and in fact declined slightly in the last couple of years.
17. Write the following sentences in the negative form. Then change them to general, alternative, special (beginning with the questionwords given in brackets) and tag questions. 1. He published three articles last year. (When? What? How many? Who? ) 2. My colleagues are undertaking the research now. (What? When? Who? Whose? ) 3. He has known him for a long time. (Who? How Long? ) 4. My classes usually begin at 10 o’clock in the morning. (When? What time? What? ) 5. The chief engineer will be visiting the construction site in the suburbs of the town from 2 o’clock till 4 o’clock tomorrow. (Where? When? What time? Who? ) 6. He had spent several years investigating this area before I joined his team. (What? When? Who? ) 7. The designer was using a computer in the offi ce at 3 o’clock yesterday. (Where? What? When? What time? Who? ) 8. My fellow students will work in this project area next month. (When? What? Who? Whose? )
18. Fill the gaps with the correct form of the verb. Translate the sentences into Russian.
1. Dr. Smith __________ (supervise) and __________ (support) the proposed PhD project now. 2. He __________ (discuss) his project with his supervisor in more detail. 3. I am sure she __________ (apply) for funding her project next week. 4. He __________ (agree) a topic for his PhD project before he made his application. 5. My research supervisor is busy now. He __________ (interview) some prospective students. 6. My fellow student __________ (send) his Director of Studies a research proposal outlining the programme of work to be undertaken last month. 7. The Psychological Society __________ (produce) a useful guide on postgraduate research in psychology by the end of next month. 8. He __________ (explore) that issue in real depth at that time. 9. Many construction projects usually _______ (suffer) from fi nancial problems. 10. When Mr. White retires next year, he _______ (work) for this company for 25 years. 11. John __________ (undertake) his research degree for two years when I also decided to take a postgraduate course. 12. She __________ (present) his work to researchers at this time tomorrow.
19. Most of these sentences contain one mistake. Correct each one or, if there is no mistake, write right. 1. What did you after you completed your postgraduate course? 2. After I identifi ed what I wanted to achieve I needed to start the process of turning these objectives into a plan. 3. This problem stops me from achieving the objective now. 4. If you didn’t have the qualifi cation, it is harder to get a job. 5. You will make some great professional and personal contacts by the end of your postgraduate studies. 6. I did my postgraduate studies at that time last year. 7. He completes the online registration form for 20 minutes. 8. Your research degree has an impact on you and those around you in future. 9. Research projects rarely run smoothly. 10. She didn’t achieve this objective yet. 11. He is exploring the effect on demand for UK higher education from international students at present. 12. Over the past twenty years there was a substantial growth in doctorates.
20. Read and translate the following sentences with used to ( раньше, прежде, когда - то, в прошлом ). 1. He used to be an engineer. 2. Building operations used to stop in very bad winter conditions. 3. I used to have a car, but I sold it. 4. The factory used to be in the city centre. 5. He used to work as a construction worker before he started his own business. 6. Did he use to live in that town when he was a child? 7. I didn’t use to drive to work.
21. Translate the following sentences into English using the correct tenses. 1. Ученые степени появились в СССР в 1934 году. 2. Он никогда не работал над этой проблемой, поэтому он ничего не может сказать о ее значении. 3. Сейчас мы анализируем имеющиеся в распоряжении данные. 4. Магистранты и аспиранты обычно получают небольшую стипендию 5. Он завершит работу над диссертацией к концу следующего года. 6. Она пишет диссертацию уже два года. 7. Аспиранты обсуждали первую презентацию, когда я вошел в аудиторию. 8. После того как мы проверили полученные результаты, мы опубликовали их в этой статье. 9. Мой научный руководитель уезжает в Лондон для участия в конференции сегодня вечером. 10. Он уже доложил о результатах своего исследования.
Section 5. SPEAKING 25. Igor Petrov tells us about his postgraduate course. Complete the text with the words or phrases from the box.
a) complete b) opportunity c) in order to d) related e) enable f) access g) degrees h) take i) postgraduate j) data k) supervisor l) attend m) major n) entrance o) theme p) conducting q) course r) facilities The hierarchy of advanced postgraduate (1) __________ in Russia traditionally includes doctor’s degrees of two levels: the Candidate of Sciences (kandidat nauk), which is equivalent to a PhD degree according to the International Standard Classifi cation of Education, and the Doctor of Sciences (doktor nauk). I am taking a PhD degree (2) __________ at the Technological University. My admission to the entrance examinations was determined on the basis of the research statement presented by me and the results of the preliminary discussions of my thesis theme with my research (3) __________. I had to take competitive (4) __________ examinations in the subject of my specialisation, that is in Civil Engineering, English, and philosophy (5) __________ be accepted to this course. I passed them successfully. So now I am a fi rst-year full-time (6) __________ student of the Department of Civil Engineering. The PhD degree course will require at least three years of study. The postgraduate programme I am taking combines individual depth of experience and competence in my chosen (7) __________ with a strong background in the basic and engineering sciences. This course will (8) __________ me to carry out independent research and educational work and develop my professional independence, creativity, leadership as well as the capacity for continuing professional and intellectual growth. In the fi rst year of my postgraduate studies I (9) _________ the courses in preparation for three qualifying (Candidate) examinations in my specialty fi eld, history and philosophy of science, and English. I am sure that the knowledge of English will help me in my research. I also (10) __________ some lectures and seminars in information technologies, mathematical simulation, psychology, and some other subjects. I also have the (11) __________ to hear talks by industrial researchers. The university has excellent library (12) __________ with strong collections in civil engineering, mathematics, and science. PhD students are provided with (13) __________ to the university computer facilities and offi ce space. My research deals with new methods of construction. The (14) __________ of the thesis is “Ecologically Friendly Construction and Design”. I was interested in this problem when a Master’s degree student. So by now I had collected some valuable (15) __________ for my thesis. I work in close contact with my scientifi c supervisor Professor Smirnov. If I have any problems (16) __________ to my research, I always consult him. At present I am engaged in collecting some more data and (17) __________ experiments. Some results of my research have already been published in two papers in scientifi c journals. I hope my research will be a success. I think I will manage to complete my doctoral thesis on time and (18) __________ a PhD degree in Civil Engineering.
26. Using the information given in the above text, fi ll in the missing answers of the dialogue. Then practise it. A.: What postdegree course are you taking now? B.: _______________________________. A.: Why did you decide to take it? B.: _______________________________. A.: What is your fi eld of specialisation? B.: _______________________________. A.: What did you have to do to be admitted to the entrance examinations? B.: _______________________________. A.: What entrance examinations did you take? B.: _______________________________. A.: What courses do you take to prepare for the qualifying (Candidate) examinations? B.: _______________________________. A.: What classes and lectures do you attend? B.: _______________________________. A.: What are the library facilities at your university? B.: _______________________________. A.: What is the theme of your PhD thesis? B.: _______________________________. A.: Is your current research connected with your Master’s thesis? B.: _______________________________. A.: Have you begun working at your PhD thesis yet? B.: _______________________________. A.: Have you conducted any experiments? B.: _______________________________. A.: Who is your research supervisor? B.: _______________________________. A.: How often do you consult your research supervisor? B.: _______________________________. A.: Have you published any papers? B.: _______________________________. A.: Will you manage to complete your doctoral thesis on time? B.: _______________________________. A.:
27. Speak on your postgraduate course. Use the above text and dialogue as a model. Study some useful expressions: To do research in (into) – проводить исследование в области To read for thesis – читать литературу для диссертации To attend lectures in – посещать лекции по To carry on research in – продолжать исследование (в) To be engaged in the study of – заниматься изучением To deal with the problem of – заниматься проблемой To be devoted to – быть посвященным.преданным (чему-то) To be particularly interested in – проявлять особый интерес к To make a thorough (complete, detailed, accurate) study of – проводить основательное (полное, подробное, точное) исследование… To advance (propose, put forward, suggest, develop) an idea of (hypothesis, approach, theory) – выдвигать (предлагать, развививать) идею (гипотезу, подход, теорию) To collect and arrange/process data (facts, observations) – собирать и упорядочивать/ обрабатывать данные (факты, наблюдения) To check the results – проверять результаты To do theoretical work – проводить теоретическую работу To come to the conclusion – приходить к заключению To be through with the experimental (theoretical) part of work – закончить экспериментальную (теоретическую) часть работы To succeed in obtaining reliable results (data) – успешно получить надежные (достоверные) результаты To overcome difficulties – преодолевать трудности To read a paper – выступать с научным докладом To win general recognition – получить (завоевать) общее признание To be encouraged with the investigation – быть вдохновленным этим исследованием To contribute (to make a contribution) to – вносить вклад в To consider (an issue) of – считать, полагать, рассматривать проблему To work jointly with – работать совместно с To consult one’s scientific adviser/supervisor – консультироваться у научного руководителя To work under – работать под руководством To be well-known (distinguished, prominent, outstanding, famous) – быть изветсным (выдающимся, знаменитым) To guide – направлять To monitor progress – следить за ходом исследования To provide feedback – обеспечить обратную связь To give (deliver) lectures – читать лекции To provide a summary/ synopsis/annotation of – снабжать что-либо аннотацией To have/get good references (on) – иметь/получать хорошие отзывы
28. Find synonyms in the list (A-B) below, and arrange them in pairs. A. Device, research, technology, branch, obtain, important, collaborator, team, scientific adviser, to enable, thesis, journal, to prove a thesis, to collect, data, to encounter, to be enagaged in, to be through with, scientific papers, rapidly; B. Quickly, publications, instrument, technique, to finish, to be busy with, field, to get, significance, to come across, information, to gather, coworker, group, supervisor, to defend a dissertation, scientific magazine, dissertation, to allow, investigation. Find antonyms in the list (C-D) below, and arrange them in pairs C. Theory, to obtain, rapidly, experimentator, to finish, to increase, new, experienced, unknown, wide, passive, to enable, high, complicated. D. Simple, low, practice, to give, to disable, active, slowly, theoretician, narrow, famous, to start, to decrease, old, inexperienced.
29. Think about your career in science and put down your notes in the chart below using the words and collocations from the previous task.
30. What is your idea of a good supervisor? What do you prefer: to have a supervisor who is the name in his/her field, has plenty of ideas, which he/she is eager to share with you, or a a supervisor who knows not much about your subject, but let you make the research independently? You may use the expressions below how to speculate on the subject. 1. An appropriate supervisor. 2. A holistic and innovative approach. 3. Crucialsupport of the supervisor. 4. Experienced in the field of your research interests. 5. High level of staff expertise, reputation and influence. 6. Pertinent comments. 7. Procedures and regulations of writing and defendinf your thesis. 8. The responsibilities are shared between student and supervisor. 9. To appreciate the time and effort. 10. To be especially beneficial. 11. To boost one’s confidence. 12. To continuously monitor progress. 13. To design and carry out work on your thesis. 14. To give plenty of encouragement. 15. To guide and advise you throughout your period of study. 16. To provide structured feedback. 17. To provide training in research. 18. To remain aware of the student’s situation and the needs. 31. Usually your supervisor is a famous scholar and an expert in your some field; he/she may have discovered an interesting phenomenon or law. Try to find out about his/her scientific interests, dissertation and research. This will help you establish better working environment. Be ready to describe expertise, research and academic career of your supervisor. 32. Your supervisor has just learned about the popularity of using blogs (or weblogs) as research tools. This is the first time he/she has heard of this new communication tool, and he/she wants to learn more.He/she asks you to conduct Internet research to see what has been written on this subject. Using the electronic database or the web, find an article that discusses the use of blogs in the workplace for research purposes. Summarize the primary ideas, conclusions, and reccomendations presented in the article to report on them to your boss. Be sure to identify the author, article name, journal, and date of publication in your summary. Doing a PhD A PhD is a unique degree in that it is not focused on acquiring more knowledge. A Master’s essentially provides more knowledge or more in-depth knowledge in a subject. But doing a PhD is oriented around research. Due to the focus and importance of research in a PhD, it is often believed that creating new knowledge is the main goal of a PhD. Though creating new knowledge is part of the PhD training, the main objective of doing a PhD degree is to become a competent researcher who can conduct independent research in the chosen area. If we go by the premise that the purpose of a PhD programme is to produce competent researchers, then the research done during a PhD is primarily for contributing towards this goal and the nature and sophistication of the research output is less important. What is important is to learn to properly formulate a problem and apply suitable techniques to produce results that further the state of understanding about that problem. The ability to conduct research in an area requires deep knowledge in that area, knowledge about related areas, and the experience of working on research problems, i.e. problems whose outcomes are not known. To develop these critical abilities, most PhD programmes have three components in them — some course work to provide the breath of knowledge, some methods to develop the depth of knowledge in the chosen area of study, and a thesis that provides the experience of working on research problems. Through these components a PhD candidate should expect to develop the abilities, which form the foundation of a career in research. 33. Read the text “Doing a PhD”. Answer the questions that follow. 1. What is doing a PhD degree oriented around? 2. What is the main objective of doing a PhD degree? 3. Is the research output important in a PhD? 4. What does the ability to conduct research in an area require? 5. What components do most PhD programmes include?
34. As you read the text, say which of these statements are true and which are false. 1. A PhD is focused on acquiring more knowledge. 2. Creating new knowledge is part of the Master’s and PhD training. 3. A PhD programme produces competent researchers. 4. A PhD programme provides suitable techniques to produce the results required. 5. Through the components a PhD programme has a PhD candidate can hardly form the foundation of his/her research career.
35. Check your answers with your groupmates. Look up the words you do not know in the dictionary. 36. Retell the text about some specific features of a PhD programme. 37. Tell your groupmates which speci fi c features discussed in the text are relevant to your postgraduate programme.
Section 7. WRITING An academic transcript [′ træ nskript] (Transcript of Records) is an offi cial document which states your course units (subjects) or modules taken, your results (credits and fi nal marks/grades confi rmed by the appropriate Examination Board), a completion date and a graduation date. It provides a standard format for recording all study activities carried out by students over a certain period of time. It is an essential tool for academic recognition. All students automatically receive one paper copy of their fi nal academic transcript upon completing their degree. If you haven’t yet completed your course, you can request a copy of your on-course transcript. This will show your academic achievement to date but will not include a fi nal classifi cation. An academic transcript may be needed for verifi cation by other educational institutions to which you are applying or by prospective employers.
38. Read this sample academic transcript translated from the Russian language and issued by Moscow Technical University. Study its organization.
39. Write your own academic transcript in English based on the models above.Present it to the class and discuss it. ACTIVE VOCABULARY LIST set out v — (подробно) излагать (идеи, причины и т.п.) approach (to) [ə ′ prə ut∫ ] n — подход (к изучению чего-л.) approach to the problem — подход (путь) к разрешению проблемы novel [′ nɔ v(ə )l] adj — новый, ранее не существовавший novelty [′ nɔ v(ə )lti] n — новизна state [′ steit] n v — состояние, положение; излагать, формулировать, заявлять, констатировать statement [′ steitmə nt] n — высказывание, изложение, утверждение statement of the problem / problem statement — постановка проблемы (задачи) chapter [′ t∫ æ ptə ] n — глава, раздел introduce [, intrə ′ dju: s] v — вводить, внедрять; представлять, знакомить introduction [, intrə ′ dΛ k∫ (ə )n] n — предисловие, введение; внедрение; представление, знакомство conclude [kə n′ klu: d] v — заканчивать; прийти к заключению, сделать вывод conclusion [kə n′ kluʒ (ə )n] n — окончание; заключение; вывод draw a conclusion — делать вывод arrive at / reach a conclusion — прийти к заключению review [ri′ vju: ] n v — обзор; рассмотрение; рецензия, отзыв; рассматривать; рецензировать, писать критический отзыв literature review — обзор литературы reviewer [ri′ vju: ə ] n — рецензент, обозреватель, критик refer (to) [ri′ fə: ] v — ссылаться (на кого-л., что-л.); иметь отношение, относиться reference (to) [′ ref(ə )rə ns] n— ссылка; сноска; рекомендация, отзыв references n — библиографический список, библиография reference book n — справочник reference letter — рекомендательное письмо referee [, refə ′ ri: ] n — автор отзыва или рекомендательного письма outline [′ autlain] n v — план, конспект; схема; изложить вкратце propose [prə ′ pə uz] v — предлагать, вносить предложение proposal [prə ′ pə uz(ə )l] n — предложение, проект, план prove [pru: v] v — доказывать; оказываться proof [pru: f] n — доказательство, подтверждение pertinent (to) [′ pə: tinə nt] adj — уместный, подходящий predict [pri′ dikt] v — предсказывать, прогнозировать prediction [pri′ dik∫ (ə )n] n — предсказание, прогноз technique [tek′ ni: k] n — способ, метод, методика; прием scientifi c techniques — научные методы evaluate [i′ væ ljueit] v — оценивать, давать оценку evaluation [i, væ lju′ ei∫ (ə )n] n — оценка; оценивание; анализ summarize [′ sΛ mə raiz] / (syn.) sum up v — резюмировать, подводить итог; суммировать summary [′ sΛ m(ə )ri] n — краткое изложение, конспект; резюме entail [in′ teil] v — влечь за собой, вызывать collect [kə ′ lekt] / (syn.) gather [′ gæ ð ə ] v — собирать collect / gather data — собирать данные spell out v — разъяснять детали или значение (чего-л.) spell out a hypothesis [hai′ pɔ θ isis] — разъяснить гипотезу
3. Complete the following sentences with details from the Text. 1. 1. The PhD thesis sets out _____________________________. 2. You will need ___________________ to begin a PhD thesis. 3. The introduction chapter studies _____________________. 4. The methodology you applied is discussed in ___________. 5. The critical analysis chapter includes the information _____.
4. Locate the following details in the Text. Give the line numbers. 1. In which lines does the author explain what PhD dissertation writing involves? 2. Where in the Text does the author mention the statement of the problem in the dissertation? 3. At what point in the Text does the author discuss the research methods to be used in a PhD dissertation? 4. Where in the Text does the author explain what scientifi c evidence is characteristic of?
5. Underline the detail that is NOT mentioned in the Text in each of the sentences below. 1. A PhD dissertation motivates and defi nes the problem that the candidate has worked on independently, defi nes the hypothesis, and outlines future research directions. 2. The chapter studying the PhD thesis statement includes the hypothesis, predictions, and literature review. 3. The factors that the study did not incorporate and the results obtained are discussed in the sixth chapter.
6. Answer the following detail questions. 1. According to the Text, a hypothesis is a) a possible academic contribution. b) a proposed solution to the problem. c) a theoretical analysis.
2. According to the Text, the length of a written proposal depends on a) the number of certain elements to be included. b) the topic specifi cations. c) your advisor’s recommendations.
3. According to the Text, what does the fi rst chapter look at? a) the reasons for choosing a particular topic for the research b) the achievements the candidate has done c) the details of the research
4. According to the Text, the second chapter relates to a) the thesis work itself. b) the information discovered during the research. c) the researcher’s ideas at the initial stage of the research.
5. According to the Text, what does the eighth chapter include? a) the research methods applied b) the research summary c) the critical analysis
7. Underline or mark the main ideas of the Text and retell it in English. Section 5. SPEAKING 25. Read what these postgraduate students say about their research work. Pay attention to the useful expressions italicized for you. a) Bob Smith: I am a PhD student in Chemical Engineering, supervised by Dr. Wells. Taking a PhD course at the University of Leeds is more than just molding yourself into an effective researcher. It is about becoming an independent innovative individual, with the confi dence and ability to perform in any environment. I chose the University for its strong links with industry, and I’ve really bene fi ted from opportunities to gain knowledge and skills outside of my research area, for instance business skills and commercial awareness. When I finish my PhD course, I’ll have gained more than just a qualifi cation. The title of my dissertation is “Developing New Hydrogen Fuel Technologies”. Hydrogen fuel cells offer clean and effi cient energy generation without the need for fossil fuels. They work by converting hydrogen gas directly into electricity, and produce only water as a by-product. Although they were invented over 150 years ago, so far fuel cells have always been too expensive for mass-market applications — mainly because they contain expensive platinum catalysts and tend not to last as long as existing technologies, like petrol and diesel engines. |
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