Д.ф.н., профессор Жаркынбекова Ш.К.

УТВЕРЖДАЮ

Декан

филологического факультета

Д.ф.н., профессор Жаркынбекова Ш.К.

______________________

(подпись)

«____» _____________20__ г.

МП

УЧЕБНО-МЕТОДИЧЕСКИЙ КОМПЛЕКС

ДИСЦИПЛИНЫ

Общеобязательный модуль5202 ENGL «Иностранный язык»

(шифр и наименование модуля)

по дисциплине IYа 5202 Иностранный язык (профессиональный)

(код и полное наименование дисциплины)

для магистрантов1 курса неязыковых неспециальностей

(шифр и наименование специальности)

 

Астана

Силлабус

1. Составитель курса: к.п.н., ст. преподавателькафедрыиностранных языковКурманаева Дина Касымбековна, к.п.н., и.о доцента Касымбекова Нуриля Сабеткановна, ст.преп., магистр Тажитова Гульжахан Зарубаевна

2. Контактный телефон: 8 (7172) 70-95-00 (внутр. 32-222), dina_k68@mail.ru,nsk.81@mail.ru, gulzhahan@mail.ru

Научные интересы:Профессионально-ориентированное обучение иностранному языку и обучение академическому письму. Использование национально-культурного компонента в обучении иностранным языкам. Инновационные методы обучения иностранным языкам.

 

3. Данные о дисциплине

Код и наименование дисциплины IYa 5202Иностранный язык (профессиональный) _Количествокредитов _______2/3_______

Курс ______1______

3. Распределение часов по учебному плану

Виды занятий	Общее количество часов	Осенний семестр	Весенний семестр
В неделю	Всего	В неделю	Всего
Лекции
Практическое занятие	30/45	2/3	30/45	2/3	30/45
Семинарское занятие
Лабораторное занятие
Студийное занятие
СРМ	120/180	8/12	120/180	8/12	120/180

4. Пререквизиты и постреквизиты учебной дисциплины

Пререквизиты: -Иностранный язык. Уровень базовой стандартности(В2)

Постреквизиты:- Иностранный язык(профессиональный). Уровень сверхбазовой

Стандартности (С2)

5. Характеристика учебной дисциплины

5.1 Цель и задачи изучения учебной дисциплины

Цель: Системное углубление коммуникативной компетенции в рамках международных стандартов иноязычного образования на основе дальнейшего развития навыков и умений активного владения языком в профессиональной деятельности будущего магистра.

Задачи курса:

- совершенствование навыков устной коммуникации на иностранном языке в монологической и диалогической формах на основе развития умений аргументации и полемики в рамках общенаучной и научно-профессиональной проблематики;

- дальнейшее развитие навыков чтения иностранной литературы по соответсвующей специальности и статей общественно-политической направленности с последующей обработкой и интерпретацией извлеченной информации;

- обучению письменному эксплицированию научной информации на иностранном языке в общепринятых основных формах;

- иметь навыки чтения, реферирования и резюмирования академических текстов на английском языке, тезисного изложения идей, написания плана работы и логического построения аргументации на английском языке, написания академических текстов различного объема и жанров по научной тематике;

- совершенствование навыков перевода текстов с иностранного языка на язык обучения и с языка обучения на иностранный язык на материале аутентичных текстов общенаучной и профессиональной направленности;

- дальнейшее совершенствование навыков аудирования на материале профессионально-ориентированного содержания.

В результате изучения курса магистрант должен получить фундаментальную подготовку по общетеоретическим основам исследовательского процесса и хорошие навыки в приготовлении различных научных трудов.

5.2 Компетенцииизучаемой дисциплины

Компетенции обучающегося, формируемые в результате освоения дисциплины

Знать: – функционально-стилистические характеристики научного изложения материала на изучаемом иностранном языке;

- общенаучную терминологию и терминологический подъязык соответствующей специальности на иностранном языке;

- Знать нормы академического письма в английском языке, владение навыками академического письма, подготовки научных обзоров, аннотаций, составления рефератов и библиографий по тематике проводимых исследований, приемами библиографического описания; знание основных библиографических источников и поисковых систем;

- Владеть навыками работы с теоретической и эмпирической научной информацией и умениями способов ее получения и базовой обработки для решения научно-исследовательских, профессиональных и социальных задач.

Уметь – свободно читать, переводить оригинальную литературу по избранной специальности с последующим анализом, интерпретацией и оценкой извлеченной информации;

- эксплицировать в письменной форме (реферат, аннотация, резюме) научную информацию;

- участвовать в профессиональной дискуссии, научных дебатах, прениях, беседах за «круглым столом»;

- выступать с презентацией научного исследования (на семинарах, конференциях, симпозиумах, форумах);

- воспринимать на слух и понимать публичные выступления при непосредственной и опосредованной коммуникации (лекции, доклады, теле- и интернет-программы).

Иметь навыки – устной коммуникации по специальности в формах монолога, диалога/полилога (доклад, сообщение, дискуссия, дебаты, прения, беседы за «круглым столом»);

-подготовки письменных форм изложения информационного материала по специальности (научный доклад, сообщение, тезисы, постерный доклад, реферат, аннотация);

- работы с лексикографическими источниками на иностранном языке (традиционными и on-line).

План изучения учебной дисциплины

2 семестр

№ недели	Название темы	Формы организации обучения и количество часов	Задания для СРМ и форма контроля знаний
Лекция	Практическое (семинар)	Лабораторное	Студийное	СРМ
	Theme: Introduction to the course		2/3 ч.			8/12 ч.	Identify three stages in producing your research project, think about the topic and find out what you have found interesting about this topic.
	Theme:Developing a focus		2/3ч.			8/12 ч	Choose a general topic for your project (essay) and narrow it. Do practical exercises. (See Appendix 6)
	Theme: How to write master’s dissertation (introductory course).		2/3 ч.			8/12 ч	Writing: 1. Aims of your research 2. Objectives of your research 3. Research question 4. Research statement
	Theme:Sourcing information for your project		2/3 ч.			8/12 ч	Write a bibliography of using: 1. Book 2. Journal Article 3. Newspaper article 4. Articles With Two to Six Authors On line source
	Theme:Developing your project		2/3 ч.			8/12 ч	Analyse the abstract of the scientific paper in your field. Write an abstract of your research.
	Theme:Using evidence to support your ideas		2/3ч.			8/12ч	Identify the ways of using evidence in the scientific paper in your research field.
	Theme:Avoiding plagiarism		2/3 ч.			8/12ч	Explain the ways of avoiding plagiarism and use those ways in your writing. (Papers will be given)
	Theme:Paraphrasing and summarizing.		2/3ч.			8/12 ч	Use paraphrasing and summarizing in your own research.
	Theme:Academic Style		2/3ч.			8/12 ч	Do practice exercises for correct academic style of the paper. (Appendix 7)
	Theme:Academic Style		2/3 ч.			8/12 ч	Do practice exercises for correct academic style of the paper. (Appendix 8)
	Theme:Writing introductions		2/3 ч.			8/12 ч	Analyse introduction of scientific papers in your field. Write the first two paragraphs of your research paper
	Theme:Incorporating data and illustrations		2/3ч.			8/12 ч	Incorporate data and illustrations into your research and analyze them.Use graphs and charts in your research
	Writing Conclusions		2/3 ч.			8/12 ч	Analyse scientific papers in your field.Write a conclusion of your research
	Theme:Presentation skills		2/3 ч.			8/12 ч	Outline and organize your presentation about your research
	Theme: Preparing for conference presentation		2/3 ч.			8/12 ч	Write your project and present it.
	Итого		30/45			120/180

6. Учебно-методическая обеспеченность дисциплины

1№	Автор, наименование, год издания	Носитель информации	Имеется в наличии (шт.)
В библиотеке	На кафедре
Основная литература
	English for Academic Study. Joan McCormack and John Slaght -Extended Writing and Research Skills, University of Reading, 2012	Учебник		1 Электронный вариант
	Margaret Collins and Joan McCormark. Pre-sessional Program. English for academic study. Project. Tourism Module. University of Reading, 2012-2013	Учебное пособие		1 Электронный вариант
	Academic Writing. A Handbook for International students. StephenBailey. Routledge. 2011	Электронный Учебник		1 Электронный вариант
	Marion Grussendorf “English for Presentation”, Oxford UniversityPress, 2007	Электронный учебник	-	1 Электронный вариант
Дополнительная литература
	English for Academic Study. Anne Pallant – Writing. UniversityofReading, 2012	Учебное пособие		1 Электронный вариант
	Alice Oshima, Ann Hogue. Writing Academic English Fourth Edition	Электронный учебник	-	1 Электронный вариант
	Research Methods for Education. Peter Newby. Routledge. 2011.	Электронный учебник	-	1 Электронный вариант
	www.englishforacademicstudy.com	Интернет	-	-

Glossary

Abstract

A short summary of the main points of an academic text that is written after a paper has been completed, when the author has a clear idea of the content. An abstract is written to give the reader a brief oversize of a journal article, for example.

Academic conventions

Written and unwritten rules for the way things are carried out within the university world. For example, written work has to be referenced in a particular way.

Academic paper

A piece of academic writing containing original research or reviews of existing research. A paper that is published in an academic journal is also referred to as an academic article.

Academic weight

The authority that is given to an argument, whether written or spoken, by the inclusion of references to reliable academic sources.

Annotate

To write comments or explanatory notes directly onto a piece of text, e.g., in the margin.

Bibliography

A list of written sources, such as books, articles and websites, that have been used in a piece of writing.

Brainstorming

Working alone or with others in a group to generate a large number of ideas. Everyone suggests as many possible ways as they can to solve a problem or complete a task.

Caption

A brief description of the content of a figure, table or illustration.

Case study

A study of a specific person, group or situation over a period of time.

Circular definition

A definition that uses the word or phrase being defined as part of the definition, e.g., “an extended writing class is a class where students learn to write extended essays”.

Cite (sources)

To refer to the source of an idea used in academic work. This may be an in-text reference to an author, a reference in a bibliography or footnote or a verbal reference in a talk or lecture.

Critical thinking skills

Thinking critically includes the following skills; supporting your own views with a clear rationale; evaluating ideas that you hear and read; and making connections between ideas as well as detecting and identifying bias.

Data* commentary

The description of trends in tables or figures within a piece of academic writing, for example, ‘there has been a steady increase in sales as seen in Figure 1’.

*data is the plural form, the singular is datum

Descriptive writing

Writing that gives a clear and detailed impression of what something is like, how something works or what has been said or done.

Direct quotation

The use of a writer’s exact words, within inverted commas or sometimes in italics.

Discursive (writing)

Writing based on the presentation of ideas, with arguments and evidence to support them.

Dissertation

A detailed, formal piece of writing on a specific subject normally submitted for the purposes of gaining a university degree.

Encapsulate (an idea)

To express an idea in a clean brief and concise way.

Establish a clear focus

Narrow down a general topic into something more specific that can be addressed clearly within a piece of extended writing.

Evaluative writing

Writing that presents a balanced argument, taking into consideration all aspects of a topic and drawing a conclusion based on the ideas presented. Also known as analytical writing.

Evidence

Supporting statements from reliable sources that provide proof for what is being stated.

Extended definition

A definition that is longer and more detailed than a simple dictionary-style definition. It may contain supporting examples and/or a contrast with other similar, but distinct, concepts.

Extended writing

In the context of university study, extended writing is a means through which students can express views, display knowledge and demonstrate an ability to use evidence to refute or support existing theories in considerable detail.

Extensive reading

This generally involves reading several sources, some of which may be quite long and detailed. It therefore requires a clear purpose and a selective approach.

Formal definition

A definition from an acknowledge source, such as a dictionary or an acknowledge expert in the field.

Framing a title

Structuring an essay title in a certain way, in order to elicit specific responses from the writer. For example, a title may be presented in the form of a question or a statement.

Hypothesis

Something that is assumed to be true for the purpose of an investigation or argument.

Inform

A major purpose of academic writing is to inform, i.e., to provide information that is either new to the reader or presented from a new or different point of view.

Interact with the text

This involves taking a critical approach to reading, making the reader an active participant in the process.

Journal article

An academic paper that has been published in a journal and has to conform to the particular academic requirements of that journal. It will generally include an abstract, an introduction and a conclusion as well as the main body and references. Articles in serious scientific journals have to be peer-reviewed, i.e., reviewed by recognized specialist in the field.

(academic) literature

Existing textbooks, research and discussion papers that may be referred to in extended academic writing.

Logical conclusion

A conclusion based on clear, consistent reasoning and which follows from the development of the essay.

Oral presentation

A short lecture, talk or demonstration (usually formal) given in front of an audience. The speaker prepares and structures a presentation in advance and will often use visual aids to illustrate it.

Paraphrase

A rewritten version of a writer’s or speaker’s idea, usually relating to a specific point that the writer has made, with an acknowledgement of the source.

Persuade

A major purpose of academic writing is to persuade, i.e., to convince the reader of a particular point at view, which the writer sets out in her/his work.

Plagiarism

Reproducing sections of another writer’s material and claiming it as your own, whether in the form of long chunks of text or short lines or phrases. This practice is unacceptable in academic writing. Any reproduction of another writer’s work has to be clearly acknowledged.

Poster presentation

A visual display, for example, a placard displayed in a public place during a conference, incorporating information and pictures or diagrams. The audience generally reads the poster while the presenter stands next to it and provides additional explanation.

Referencing

Acknowledging the quotations of other writers in a way that is academically acceptable for example using the APA style. This involves acknowledgement within the text and a full bibliographical reference at the end. There are a number of different referencing systems. The system used may depend on the location of the institution, or on the disciplines within that institution.

Relevant information

Information that directly or indirectly addresses the issues within the chosen topic.

Scanning

Reading in order to find specific information. For example, it is normal to scan a text to find Dates, names or facts. In such cases, the reader knows what he/she is looking for.

Shared knowledge

Information that, it can be assumed, is understood by the reader of the particular piece of writing. An example might be that global warming is the result of human activity.

Skimming

Reading in order to understand the general idea or gist of a text. This involves reading the text quickly to take in the main points, rather than focusing on every word/ for example, it is normal to skim a letter or book cover to find out what it is about. This often precedes reading for more specific information.

Stance

The point of view of the writer, which is normally established in the thesis statement and is then developed and exemplified in the remaining text.

Summarizing

Stating clearly and succinctly the key ideas of an argument in your own words, with an acknowledgement of the source.

Synthesizing

Compiling and organizing different views in a way that shows their relationship and the differences between them.

Thesis

A writer’s point of view or position on the main issue addressed within a text may be referred to as her/his thesis. In order to write an evaluative project, the writer needs to develop a thesis as the starting point.

Thesis statement

This expression of the writer’s thesis is a key element of the introduction to an academic text which directs the reader and helps to focus the content. The thesis is then supported by evidence and reasoning in the main body of the essay or presentation.

Tutorial

Usually a private meeting between a student and a tutor (a teacher or lecturer) who has been assigned to provide her/him help and support.

 

Семестр

План проведения практических занятий

Course outline

The main purpose of this course is to support you in developing your academic writing and research skills and to encourage the development of the independent approach and study to extended writing and research.

You will be writing a project and preparing for an oral presentation in your subject area in a final work during the ratings weeks.The course involves an integrated approach, with a particular focus on the writing and research skills necessary for such tasks. Fоr this work, you should make most of thе decisions аbоut the topic and tittle, and уоu will саrrу оut thе rеsеаrсh independently (including the sеаrсh fоrappropriate sоurсеs).

This course will help you to develop a number of skills while writing your project and to present your presentation. These include the following:

- brainstorming, рlаnning and organizing уоur wоrk

- establishing а specific focus and developingуоur ideas

- finding sоurсеs of informationfrom books, journals and the Intеrnеt

- selecting informationаррrорriаtе to уоur needs

- incorporating ideas and information into yourtext through paraphrasing/summarizingand synthesizing while avoiding plagiarism

- evaluating уоur sоurсеs апd sеlесting the most relevant and appropriate

- developing your critical thinking skills

- learning about UK academicconventions fоr referencingand compiling а bibliography

- discussing your work with tutor and your peers

- giving a presentation about your work

UNIT 1

Listening

Watch a video An Introduction to Academic writing on

http://youtube.com/watch?v=MyTLosz6aHA

After watching this video complete the sentences:

1. There are …. varieties of Academic English.

2. Each kind of academic writing has its own …

3. Effective academic writing demonstrates …

4. There are … between sentences one way. To do this is to begin sentences with information that relates back to …. sentence.

5. Analyzing the task involves ….

6. It is a good idea to ask for comments from …

Task 1.You will work on developing the following skills:

1. Brainstorming and planning your project.

2. Organising your ideas.

3. Using resources related to yourspecialty and selecting relevant information, by skimming and scanning for ideas.

4. Identifying appropriate ideas from texts to support your thesis.

5. Reading critically, and evaluating what you read.

6. Taking relevant notes from written sources.

7. Paraphrasing, summarising and synthesizing ideas from the text without plagiarising

8. Supporting your ideas with evidence, and doing in-text referencing appropriately

9. Writing a detailed bibliography.

10. Developing word processing skills appropriate for a well-presented project.

11. Discussing progress on your project at various stages in the course, in class or in tutorials.

12. Extending your range of academic language.

13. Improving your drafts by incorporating feedback, and through tutorial.

 

1.1 You will be working on most of these skills in other components of the course. From the list above write the skill you feel fits most appropriately into the table below

Reading
Writing
Listening/Speaking

 

Extended writing at University: why do students write?

Thе rеаsоns whу students саrrу оut extended academic writing activities mау inсludе the following:

a) to develop and eхрrеss their ideas

b) to provide evidence to support their ideas

c) to show thеу саn dispute оr support existing thеогiеs (this involves demonstrating thеir critical thinking ability)

d) to demonstrate knowledge, based оn thеir extensive reading, lесturеs and seminars

The type of writing required is determined by the purpose of the writing.

Task 2. Critical thinking

This is an important feature of academic study, for example, that you have borrowed a book from a university library that has to be returned the following day, but the book contains important information you need for an essay. You will have to think “critically” about what information in the book would be useful, so you can quickly take appropriate notes of photocopies, i.e., use your critical thinking skills. Understanding what is relevant is one example of the ability to think critically. Another example is recognizing the writer’s purpose, or reason, for writing a text, e.g., whether is to inform, persuade, refute or support a viewpoint.

2.1 List at least three examples of issues you might need to think about critically when уоu are studying.

1. rесоgnizing геlеvаnt infоrmаtiоn

2. idеntifying thе writer’s purpose

3.

4.

5.

Task 3. Types of writing

3.1 Complete the table below to clarify your understanding of different types of writing

Type of writing	Level of student Undergraduate/postgraduate	Explanation
essay
Report	Undergraduate/postgraduate
extended essay/project		written work submitted as a part of the course requirement during term time – typically a piece of work 600-6,000-words long
Thesis
Dissertation
case study

 

Writing as а standard process

Whatever fоrm of extended writingstudents are to dо, the process will usually involve thefollowing steps:

- gathering information from various sources

- organizing this infоrmаtiоn so that it fully addresses the requirements of the writing task

- planning the text

- drafting and redrafting the text until it communicates the information аnd ideas fully and clearly

 

Whеn саrrуing out research, you need to lеаrn to wоrk independently. This includes:

- finding information for yourself

- editing and redrafting your work

- ensuring you can explain уоur ideas to others

 

Task 4. Writing a project

There аrе three stages in producing аn extended essay оr project: рlаnning, researching and writing up. In each of these stages, there аrе а numbеr of smaller steps.

4.1 Read steps 1-16 below. Then write them under the appropriate stage headings on page 4, Рlаnning, Researching or Writing uр, in the appropriate order. Write the steps in full, not just the letters,

1. Read the first draft.

2. Edit the draft - decide objectively whether уоur ideas have been expressed сlеаrlу,

3. Think of а working title for the project.

4. Search fоr relevant journals/books/informationin the library and оn the lntеrnеt.

5. Write down the details of уоur sоurсеs.

6. Decide if you need to do mоrе rеаding.

7. Write the contents page, bibliography, title page and abstract.

8. Аrrаngе а tutorial with your tutor,

9. Do some reading.

10. Decide on а topic,

11. Write the first complete draft.

12. Highlight/take notes of the relevant information,

1З. Рlаn the content in detail.

l4. Wоrk on establishing а сlеаr focus.

15. Make а rоugh outline рlаn of уоur ideas.

16. Check that sources аrе available/accessible.

 

Planning

1. ____________________________________

2. ____________________________________

3. Thinkofаworkingtitlefortheproject_____

4. ____________________________________

5. ____________________________________

6. ____________________________________

Researching

1. _____________________________________

2. _____________________________________

3. Do some reading._______________________

4. _____________________________________

5. _____________________________________

Writing up

 

1. Write the first complete draft._______

2. _________________________________

3. _________________________________

4. _________________________________

5. _________________________________

Unit summary

1. Using the following verbs, complete these possible reasons for writing аn extended project.

UNIT 2

Theme: Developing a focus

Objectives: learn how to choose a topic; practice narrowing the topic to establish a focus;

come up with a working title

Methodical instructions: This theme must be worked out during two lessons a week

according to timetable and its result can be achieved through extension the use of academic

language in speech activity: speaking, reading, writing and listening:

- The formation of listening skills can be developed when using a class video;

- The development of writing skills must be exercised through self-work tasks;

- Reading skills should be improved in course of working on training materials the content

of which is intended to be understood in full;

- Speaking skills can be developed through active communication on the Unit’s topics.

Listening: Watch a video Developing a Research topic https://www.youtube.com/watch?v=R_V1LMaD1e4

After watching answer the questions:

1. What are the first two steps in research process?

2. Why is it important to have a focused topic?

3. What difficulties would you have if your topic is too broad/too narrow?

4. What question can help you to add some focus to your research topic?

5. What are the final topic tips?

 

Onе of the most challenging aspects you fасе whеn working оn а project is to decide on an аррrорriаtе topic and еstаblish а title. It needs to bе а topic that уоu саn nаrrоw down еnоugh to estabish а сlеаr focus so that thе project is not too general. This is not alwaysеаsу to do, as уоu may bе interested in mаnу aspects of а раrtiсulаr topic. However, bуisolating оnе aspect, уоu саn ехрlоrе а subject in mоrе depth. This is а requirement inacademic wоrk. Yоu will hаvе епсоuntеrеd thе first steps to wгiting а project in Unit 1. Тhеsе include: - choosing а topic - brainstorming ideas -nаrrоwing thе focus bу asking уоursеlf questions - estabishing а working title whiсh is flехiblе and whiсh саn bе developed - choosing some sources by looking at journals, books and websites You will look at this area in more depth in the tasks that follow.

Considering уоur reader

When you аrе writing an academic text, you need toconsider уоur audience саrеfullу. Note that уоur rеаdеr:

-expects аn academic аррrоасh frоm аn expert in the field

- will not necessarily bе an expert оn the subject you are writing about.

 

Task 2. Developing a topic

Developing а specific focus will help you choose а suitable topic title and will infоrm

yоur search fоr аррrорriаtе sources. This is particularly helpful when you аrе using а search еnginе, as precise search data always gives the best results.

 

2 .1 Look at the following essay titles. Write the numbers 1-9 where you think they

should go in the table that follows, according to how general оr specific each title is.

 

1. А comparative analysis of monetary policies in the USA and Japan during the crisis

of 2008-2009.

2. Why organic foods аrе better fоr the consumer.

3. Тhrее results of global warming in China.

4. The causes of unemployment.

5. The intelligence of intelligent buildings; evaluating current trends and examining what

the future holds.

6. The melting poles: the greatest danger from climate change.

7. Неrbаl medicine and human health.

8. The establishment of the Asian Сurrеnсу unit; а comparative analysis with the Еurореаn Сurrеnсу Unit.

9. The Internet and marketing.

Most general	General/specific	Most specific

 

Unit summary

1. Complete sentences a-e with the correct endings 1-6. You will not use one of the endings.

a. If I choose a topic that is too general, 1.I might find it difficult to gather enough

information.

b. If I choose a topic that is too specialized, 2. it might be difficult to choose which

information to use.

c. If I isolate one aspect of a general topic, 3. my project will not to be accessible to

the average reader.

d. If I choose a topic I already know about,4. I will understand the information I

use better.

e. If I display too much specialist knowledge, 5. I can explore it in more depth.

6.it will be difficult to establish a clear

focus.

2. A student has asked for advice about establishing a focus for his/her project. Answer his/her questions.

a. Why is it important to establish a focus when choosing a topic for a project?

b. How can I make a very general topic more specific?

3. Delete the incorrect option in each of these statements about establishing a working title.

a. Having a working title helps the writer to finish a project/ establish a focus.

b. A working title very rarely/ frequently changes as a project develops.

c. If a working title changes, it usually goes from being general to being specific/ being specific to being general.

Self work task:

Choose a general topic for your essay and narrow it. Do practical exercises. (See Appendix 6).Chapter 1.4 from the book Academic Writing.A Handbook for International students by Stephen Bailey.Routledge. 2011- p.57-63

UNIT3

Introduction

The dissertation is the final stage of the Masters degree and provides you with the opportunity to show that you have gained the necessary skills and knowledge in order to organise and conduct a research project. It should demonstrate that you are skilled in identifying an area, or areas, suitable for research: setting research objectives; locating, organising and critically analysing the relevant secondary data and authoritative literature; devising an appropriate research methodology; analysing the primary data selected and drawing on the literature in the field; drawing conclusions; and if appropriate making relevant recommendations and indications of areas for further research.

A dissertation is a ‘formal’ document and there are ‘rules’ that govern the way in which it is presented. It must have chapters that provide an introduction, a literature review, a justification of the data selected for analysis and research methodology, analysis of the data and, finally, conclusions and recommendations. Where the subject is based around a business or an applied situation recommendations for action may also be required. Advice on the range of suitable topics which relate to the subject area of your Masters degree will be approved by your Programme Director or course dissertation co-ordinator.

The Masters level dissertation is distinguished from other forms of writing by its attempt to analyse situations in terms of the ‘bigger picture’. It seeks answers, explanations, makes comparisons and arrives at generalisations which can be used to extend theory. As well as explaining what can be done, it addresses the underlying why. The most successful dissertations are those which are specific and narrowly focused.

You should read this guide before starting your dissertation and consult it as necessary throughout the process. This will help you to make a start to your dissertation and make more effective use of your meeting sessions with your supervisor.

Aims of the Dissertation

The aims of the dissertation are to:

· put into practice theories and concepts learned on the programme;

· provide an opportunity to study a particular topic in depth;

· show evidence of independent investigation;

· combine relevant theories and suggest alternatives;

· enable interaction with practitioners (where appropriate to the chosen topic);

· show evidence of ability to plan and manage a project within deadlines

 

After completion of the dissertation you should be able to:

· define, design and deliver an academically rigorous piece of research;

· understand the relationships between the theoretical concepts taught in class and their application in specific situations;

· show evidence of a critical and holistic knowledge and have a deeper understanding of their chosen subject area;

· appreciate practical implications and constraints of the specialist subject;

· Understand the process and decisions to be made in managing a project within strict deadlines

The Dissertation.

The Research Proposal

The research proposal is an important working document and which over the next few months becomes transformed into the dissertation. You will see that the main sections replicate the structure of the dissertation.

Used correctly, the proposal will become your road map through the dissertation process. Because of a wide variety of circumstances the focus of your research may change. If this happens then you should change your proposal document and also agree with your academic supervisor that such a change is appropriate.

The research proposal shows that you have thought through what the main research objectives are to be, that you have identified the main sources of primary and secondary data and that you have given thought as to the research methodology. The Proposal should provide your academic supervisor with a ‘detailed skeleton’ of the whole dissertation; the fine details are added when the literature review is completed and the primary research has been undertaken.

The research proposal should include:

(a) A working title

Your title can and probably will change but using precise wording even at this early stage will help to keep your dissertation properly focused.

b) An Introduction to the Topic

This will include a brief description of the topic, the aim, research objectives and research questions to be addressed

You will find that moving from research aim to research objectives, to research questions is quite a difficult task. This, however, will provide a clear focus to your research and help you structure both this research proposal and the final dissertation.

The aim of the research provides a description of what you want to achieve from carrying out this research.

The objectives of the research outline the particular issues that you need to address in order to achieve the aim above. They are more specific than the aim, in that they outline the particular dimensions of your research topic, which are relevant to the overall aim of your research.

The research questions are more specific than your research objectives and specify the various insights/information that need to be collected in order to achieve the objectives. Keep in mind that the research question often starts with a Why, How, or What.

(c) A Preliminary Literature Review which indicates: (i) that you have studied the work of the major authors in your research field (ii) that you are familiar with the major themes relevant to that subject area (iii) what further investigations you intend to pursue as part of this dissertation. You should bear in mind that you are reviewing the literature in order to develop sharper, more insightful and focused research questions about your topic. Therefore, your literature review should lead to and justify your research objectives and questions.

(d) The Detailed Research Methodology which you intend to employ. The methodology section should discuss what methods you are going to use in order to address the research objectives of your dissertation. You need to justify why the chosen methods were selected as the most appropriate for your research, amongst the many alternative ones, given its specific objectives, and constraints you may face in terms of access, time and so on. Reference to general advantages and disadvantages of various methods and techniques without specifying their relevance to your choice decision is unacceptable. Remember to relate the methods back to the needs of your research question.

(e) Timetable detailing how you anticipate completing the dissertation by the submission date and, if a company-based project, the means of liaising with the company to ensure the specific objectives are achieved.

Writing the Dissertation

· Deadlines: There is no single start date for you to begin your dissertation as you will be preparing the early ideas and initial reviews in the course of Semester 2. You will be given a specific date to submit which cannot be changed. The Programme Director will provide you with the deadline date allocated to your programme.

3.2.1. Title Page:

The opening page including all the relevant information about the thesis.

Abstract

The dissertation should contain an abstract of up to 350 words. A good abstract is difficult to write and can only be completed after the full dissertation has been written. It represents a brief summary of the results of the dissertation research. By summarising the results of the research, it allows other people to get an idea of what was accomplished without having to read through the whole dissertation. The abstract should provide sufficient information about the results of the research that reading the full dissertation is not necessary, although your markers will read the full dissertation.

• Hints as to what to include in your abstract:

· Aim and objectives: What are the main themes, ideas or areas of theory being investigated?

· Boundaries: What is the context and background to this dissertation? In what areas of theory or business practice should the reader concentrate their attention?

· Methodology: What was/were the main method(s) employed to generate the results?

· Results: What were your main findings?

· Conclusions: What are the main conclusions that you arrive at when viewing the entire dissertation?

· Recommendations: (if appropriate) What solutions do you offer in answer to the problems posed in the research objectives?

3.2.3. Contents Page:

The contents page should list the chapter headings, appendices, references and the pages on which they can be found. Separate listing should be given for lists of figures, tables and abbreviations.

Introduction.

The dissertation should be divided into chapters and sections appropriate to the topic and type of dissertation chosen. You should discuss the overall structure of your dissertation with your academic supervisor.

The Introduction to the dissertation should set out the background to the research study and address the following areas:

Remember that your literature review should lead and justify the research objectives and questions of your dissertation. Your literature review should not just be a catalogue of authors, frameworks and ideas but should attempt to introduce a critical evaluation of those authors work.

Research Methodology.

You should begin the Research Methodology chapter by stating, again, the research objectives of the project. This will enable the reader to make an assessment as to the validity of your chosen research methodology.

This chapter is that part of the dissertation where you have the opportunity to justify to the reader the process by which the research questions, which were derived by an analysis of the relevant literature, were answered. It is not sufficient to say, for example, “suitable respondents were sampled using a quota sampling technique and then surveyed using a postal questionnaire” and then leave it at that. It might well be the case that, given the problem(s) to be investigated, such a choice of research methods is entirely appropriate. However, if you have not taken the opportunity to justify your research choices to a reader they could be correct in assuming that you have, by chance, merely guessed at what would work and, more by luck than judgement, arrived at the ‘correct’ solution to the problem.

The chapter on research methodology must, painstakingly argue for, and justify each, decision that is taken when arriving at the way in which the research is to be organised. Every time that you, the researcher, have to make a choice from a number of options, you must state what each of these are, why you made the choice you did, and why you rejected those not used.

Discussion.

In the introduction to the dissertation you described the context of the research. In the literature survey you analysed the work of previously published authors and derived a set of questions that needed to be answered to fulfil the objectives of this study. In the research methodology section you showed the reader what techniques were available, what their advantages and disadvantages were, and what guided you to make the choice you did. In the results section, you present to the reader the outcome of the research exercise.

The introduction of this chapter reminds the reader what, exactly, were the research objectives. Your review of the literature and your evaluation of the various themes, issues and frameworks helped you to develop a more specific set of research questions. In essence, your analysis of the data that you have collected from your fieldwork should provide answers to these questions. You should, as a matter of priority, focus attention on data that is directly relevant to the research questions. You should avoid the mistake of including analysis that might be interesting in a general way, but is not linked to the original direction of the dissertation.

This is the heart of the dissertation and must be more than descriptive. This chapter develops analytic and critical thinking on primary results and analysis with reference to theoretical arguments grounded in the literature review. You should try to highlight where there are major differences and similarities from the literature or between different groups. Where a model or framework of analysis has been used or is being developed you should highlight the main relationships as well as explaining the reason and significance behind features or decisions being discussed.

Conclusions.

Here you will bring together the work of the dissertation by showing how the initial research plan has been addressed in such a way that conclusions may be formed from the evidence of the dissertation. No new material or references should be placed here. The conclusions should make a statement on the extent to which each of the aims and objectives has been met. You should bring back your research questions and state clearly your understanding of those questions. Be careful not to make claims that are not substantiated from the evidence you have presented in earlier chapters.

3.2.11. References:

All references used in writing the dissertation (whether direct quotations or paraphrasing) should be included in a reference list/bibliography, compiled in alphabetical order by author.

3.2.12. Appendices:

Appendices may be used to provide relevant supporting evidence for reference but should only be used if necessary. Students may wish to include in appendices, evidence which confirms the originality of their work or illustrates points of principle set out in the main text, questionnaires, and interview guidelines. Only subsidiary material should be included in appendices.

Unit summary

Answer the questions:

 

1. What mustthe dissertation’s chapters provide?

2. What are the aims of the dissertation?

3. What should research proposal include?

4. Which hints should be included in your abstract?

5. Which points can the context have in which the research took place?

6. What are the main reasons of a literature review section?

7. What is Research Methodology?

8. What can you tell about the findings/results/data analysis/introduction/conclusions/references/appendices of the dissertation?

Self work task:

Writing:

1. Aims of your research

2. Objectives of your research

3. Research question

4. Research statement

UNIT 4

Unit summary

1. Mark each of these parts of an academic text with U, for I uпdеrstаnd exactly what this is аnd саn recognize it, or D, for I dоn't really understand what this mеаns.

 

. introduction -

b. rеfеrеnсе -

с. quotation -

d. bibliography -

е. contents page -

f. mаin title page -

g. subtitle -

h. figure / table-

i. conclusion-

j.abstract -

2. Use one book, one article and one website that you are planning to use for your project, and fill in the bibliographical information using the sample bibliography from Ex.4.1.

Self work task:

Write a bibliography of using:

Book

Journal Article

Newspaper article

Articles With Two to Six Authors

On line source

UNIT 5

Abstract A

In the last 20 years, several researchers have described the changes that computers may bring to the field of language testing. Since the review carried out by the University of Fredericktown (Huntley-Gordon, 2008), writers in the Candleford Language Testing and Assessment Series have made various predictions as to how computer technology could change the testing of foreign language skills. The enthusiasm for much greater use of computers in language testing is based on the idea that computer-based tests will be better than traditional pencil-and-paper tests. This paper sets out to examine the accuracy of this belief and will suggest some important advantages of computer-based testing, together with some words of caution.

 

Source: McCormack, J., & Slaght, J. (2012). Extended Writing & Research Skills. Reading: Garnet Education.

 

Abstract B

 

Assessment of observed teaching practice sessions on teacher training courses is viewed in general by the teaching profession as a flawed but necessary method of evaluation. The nature of observations means that criteria must be flexible to account for diverse teaching styles, while at the same time providing the observer with the guidance to make an informed decision on the trainee’s performance. Inevitably, observers have their own set of personal theories that affect their assessment, resulting in inconsistency of grades warded by different observers. The results suggest that standardization can help effect greater observer agreement, but the limitations of the study mean that the results need ratification through further research. It was found that discussion of grades raised issues such as the need for clearer criteria for grades, the need to limit the list of attributes graded and the importance of high-inference factors in teaching.

 

Source: McCormack, J., & Slaight, J. (2012). Extended writing & Research Skills. Reading: Garnet Education.

 

2.2 Соmраrе your ideas with the list of features below and tick ( ٧ ) the features you have identified

Abstract	A	B
1. а gеnerаl statement/essential background information
2. the aims of the project, dissertation оr thesis
3. the implementation of аn investigation in а rеаl-wоrld situation
4. how the text is organized
5. details of research саrriеd out bу the writеr
6. what the results of the research suggest
7. а thesis statement
8. a definition

 

2.3 Based оn your reading of