Study the following information.

Reporting Verbs

• In academic writing (and to a lesser extent, academic speaking) it will often be necessary to refer to the research of others and to report on their findings. In order to do so, we have to use reporting verbs such as Evans (1994) suggests that....; Brown (2001) argues that....
• The difficulty with using reporting verbs is that there are many different verbs, and each of them has slightly different, and often subtle shade of meaning. Using the correct words relies, as much as anything, on making the correct interpretation of what the writer you are studying is saying.
• In the table below, the main reporting verbs in English are classified in terms of their function, and their strength.

Function and strength	Example verbs
NEUTRAL: verbs used to say what the writer describes in factual terms, demonstrates, refers to, and discusses, and verbs used to explain his/her methodology.	describe, show, reveal, study, demonstate, note, point out, indicate, report, observe, assume, take into consideration, examine, go on to say that, state, believe (unless this is a strong belief), mention, etc.
TENTATIVE: verbs used to say what the writer suggests or speculates on (without being absolutely certain).	suggest, speculate, intimate, hypothesise, moot, imply, propose, recommend, question the view that, postulate, etc.
STRONG: verbs used to say what the writer makes strong arguments and claims for.	argue, claim, emphasise, contend, maintain, assert, theorize, support the view that, deny, negate, refute, reject, challenge, strongly believe that, counter the view/argument that, etc.

What are some of the main language points that need to be considered when using reporting verbs?

• The structure of sentences when using reporting verbs can vary, and can be flexible; for example:

e.g. Jones (1999) argues, in his study of thermodynamics, that...

As Jones (1999) argues in his study of thermodynamics,...

In his study of thermodynamics, Jones (1999) argues that...

• It is possible (and often quite attractive stylistically) to invert the subject and verb when reporting:

e.g. Thermodynamics, Jones (1999) argues, is.

• Reporting the work of others often needs an extra sentence introduction or 'lead-in':

e.g. In considering Smith's discussion on thermodynamics, Jones (1999)

argues that

• It is important to remember to put the final 's' on the verb when the subject is 'he/she'.
• Very often, in academic writing, reporting takes place in the present tense, as in the examples above; this isbecause of the need to bring past research into the present moment.
• If you have used the verb 'said' very often in your writing, try to replace this with something more descriptive and precise. BUT NOTE: the tendency to use variety in verbs of speech is greater in the literature review - when reporting qualitative data such as interviews, we tend to use a more restricted and prosaic range of verbs: e.g. 'said' or 'stated'. This probably derives from the need to avoid imposing an interpretation on interviewees' comments at the data analysis stage.
• The words 'mention' or 'reckon' are informal and are often best replaced with a more formal equivalent.
• Other informal verbs of saying that are best avoided in academic writing are: 'come up with', 'guess', etc.

As regards referencing, it is usually best to put the year of publication straight after the name used, before going on with the sentence. The page reference can then be placed at the end of the sentence.

[23] Sharpling G. Reporting Verbs. Global Pad, 2015

2 Summarize the text ‘What is Lifelong Learning? ’, using the reporting words.

COMMUNICATION

Discuss the following.

1. What is innovation?

2. What are the stages of the innovation process?

 

PRAGMATICS ACTIVISATION: WRITING

Choose one of the following topics.

1. Top 10 (5) Innovations (discoveries, technological achievements, etc.) in science.
2. Modern trends in education.

Create a poster or a leaflet, describing the issues.

A PROJECT

Study the information about life skills and skills for personal and professional development, then prepare a project.

2 Create your own personal development plan. Consult the ‘Writing Bank’ section.

Types of Educational Institutions.

International Cooperation in Foreign Languages Education

LEAD-IN

Generate ideas on the following issue.

Some people hold the opinion that integration of the Republic of Kazakhstan into the world educational space has its benefits for the country, while other people believe that the country education system should follow its own path relying on the historical traditions and features. To what extent do you agree or disagree with the opinions provided? Give evidence and examples to support your position.

INFORMATION-ACCUMULATION: READING

1 Answer the following questions:

1. What do you know about the internalization of the system of education in the Republic of Kazakhstan?
2. What schools of the innovative-and-adaptive type do you know?
3. What are specific features about these schools?

Read the text and summarize its main idea.

International Schools

Part A

The peculiarity of the International Schools in the Republic of Kazakhstan is the opportunity for students to get the education combining the aspects and requirements of the national system of education and international standards. As an example, MIRAS International School offers three International Baccalaureate programmes:

IB Primary Years Programme (IB PYP)

IB Middle Years Programme (IB MYP), with issuance of the MYP Certificate

IB Diploma Programme (IB DP), which culminates with the IB Diploma

Part B

The International Baccalaureate Primary Years Programme (PYP) is an educational programme managed by the International Baccalaureate (IB) for students aged 3 to 12. While the programme prepares students for the IB Middle Years Programme, it is not a prerequisite for it. The subject areas of the PYP are language, social studies, mathematics, science and technology, arts, and personal, social and physical education. Students are required to learn a second language during the programme. Assessment is carried out by teachers according to strategies provided by the IB, and with respect to guidelines to what the students should learn specified in the curriculum model.

Part C

The International Baccalaureate Middle Years Programme (MYP) is an educational program affiliated with the International Baccalaureate programme, intended for students aged approximately 11 to 16 (grades 6–10 in International Schools, the United States, Canada, New Zealand, Switzerland and Australia). Thus, in the United States the program is often taught throughout the middle school years and the first two years of high school. Typically, middle schools and high schools work in coordination with each other when the program can not be entirely hosted within one combined school. The full program lasts 5 years although shorter programs can be adopted with permission from the International Baccalaureate. Official MYP documentation is available from the IB in English, French, Spanish, Russian and Chinese.

Part D

The International Baccalaureate Diploma Programme ( IBDP ) is a two-year educational programme primarily aimed at students aged 16–19. The program is one that provides an internationally accepted qualification for entry into higher education, and is accepted by many universities worldwide. It was developed in the early to mid-1960s in Geneva by a group of international educators. Following a six-year pilot programme ending in 1975, a bilingual diploma was established.

Administered by the International Baccalaureate (IB), the IBDP is currently taught in English, French or Spanish. In order to participate in the IBDP, students must attend an IB school. IBDP students complete assessments in six subjects from the six different subject groups (Studies in language and literature, Language acquisition, Individuals and societies, Experimental sciences, Mathematics, The arts), and complete three core requirements (Extended essay (EE), Theory of knowledge (TOK), Creativity, action, service (CAS)). Subjects are assessed using both internal and external assessments, and courses finish with an externally assessed series of examinations, usually consisting of two or three timed written examinations. Internal assessment varies by subject (there may be oral presentations, practical work, or written works) and in most cases is initially graded by the classroom teacher, whose grades are then verified or modified, as necessary, by an appointed, external moderator. [24]

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