CAMBRIDGE

BOOK 2
.,
&
WITH FREE ONLINE AUDIO

In collaboration w ith the British Council

Svetlana Bogolepova Tamara Oschepkova
Vasiliy Gorbachev Irina Pervukhina
Olga Groza Ekaterina Sha.drova
Anisya lvanova Svetlana Suchkova
Lyudmila Kuznetsova

Project consultant: Rod Bolitho

Scanned and processed by Anatoliy Bod rug

A communication skills course for

tutors, lecturers and PhD students
In collaboration with the
ee BRITISH
ee coUNCIL British Council

HCAMBRIDGE
~ UNIVERSITY PRESS BOOK 2
 Introduction 6

Module 1 organising and participating In

academic events 7

Unit 1 Planning a conference 8

Lesson 1 A conference planning timeline 8
Lesson 2 A call for papers 14
Lesson 3 Presentation formats 19

Unit 2 Q&A sessions 23

Lesson 1 Asking questions 23
Lesson 2 Responding to questions and comments 27
Lesson 3 Paraphrasing and summarising 30

unit 3 A round-table discussion 33

Lesson 1 Presenting arguments 33
Lesson 2 Evaluating arguments 37
Lesson 3 Discussion matters 41

Unit 4 A panel discussion 45

Lesson 1 Preparing for a panel discussion 45
Lesson 2 summarising a discussion 48
Lesson 3 Closing effectively 51
-··
ifi!91@jlt.,,.,,.. ,§11!tg

Module 2 Writing for publication 55

unit 1 Preparing to write 56

Lesson 1 Guidelines for authors 56
Lesson 2 Article structure 61
Lesson 3 Titles and abstracts 65

Unit 2 Processing information 69

Lesson 1 Book reviews 69
Lesson 2 Literature reviews 75
Lesson 3 Citations and references 80

unit 3 Describing research 85

Lesson 1 Introductions 85
Lesson 2 Method and process 88
Lesson 3 Results 92

Unit 4 coming to conclusions 97

Lesson 1 The Discussion section 97
Lesson 2 The Conclusions section 101
Lesson 3 The article submission process 105

4
Module 3 Teaching and learning in English 109

unit 1 Teaching around the globe 110

Lesson 1 Facing the changes 110
Lesson 2 The impact of technology 115
Lesson 3 Your academic profile 119

unit 2 Designing a syllabus In English 124

Lesson 1 What is a syllabus? 124
Lesson 2 A syllabus that works 129
Lesson 3 Assessment 133

Unit 3 Using English as the medium

of instruction 138
Lesson 1 Presenting your syllabus 138
Lesson 2 Giving definitions and instructions 143
Lesson 3 Planning makes perfect 148

Unit 4 Giving a lecture In Engllsh 152

Lesson 1 Why do we lecture? 152
Lesson 2 An effective lecture 157
Lesson 3 Students' involvement 161

Leading a discussion 166

Academic vocabulary 167

Acknowledgeme nts 170

5
 .. .. .
Introduction
Did you know that most communication in English around the world takes place between
non-native speakers using English as a linguafranca? 1his is very often the case when
academics communicate with each other within their specialisms.
If you are attending classes to improve your English in order to take part in international
commun.ication in your academic field, this coursebook is intended for you. It is the
second in a two-part series and deals with topics and situations that you will find relevant
and helpful, within these three broad areas:
planning and taking part in international conferences and other academic events
wi·iting up your research for publication in international journals
planning and delivering your teaching through tlile medium ofEnglish
To get started, you wiU need to have an intermediate level of English (equivalent to Bl+ or
B2 on the Common European Framework of Reference). In class time you will be involved
in challenging tasks and interesting activities together with your fellow learners. But
please remember that you will also need to make time to work ou tside class how·s in order
to make significant progress in English . ln this way you will build both your competence
and your confidence in using English in international academ ic contexts.
Be ready to experiment with your English. It doesn•t matter if you make some mistakes -
nobody is perfect!

6
-~odule 1 Organising and participating in academic events

unit 1 Planning a conference

By the end of this unit you will be able to
• create a timeline for planning a conference
- discuss and come to an agreement about a theme, a title and submission guidelines for
a conference
- write a call tor papers
• talk about different presentation formats and past conference experiences

Lesson 1 A conference planning timeline

Lead -in
1 Work in pairs. Answer the qu estions and make some notes. Be ready to report your
answers to the whole class.
1 When did you last attend a conference?
2 What were the good and bad points in your experience of that conference?
Listening

•
2 @ 2 Listen and match the conversations (1- 6) with what the speaker says (a-f) .

Conv~rs.:tt ion

1 a He/ She is disappointed b ecause the actual speakers were

2 different from those stat ed in the programme.
b He/She is dissatisfied with the sessions he/ she attended.
3 c He/She likes the accommodation he/she is staying in.
4 d He/ She is upset because it took him/her a long time to find the
5 room he/ she was presenting in.
e He/ She finds the technical facilities very good.
6 f He/She liked the extra activities offered during the conference.

3 Work in pairs. Use the ideas from Activities 1 and 2 and make a list of things
conference organ isers should deal \vith in order to make a conference successful.
Be ready to share your list \vith the whole class.

8
llllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllll·~llWlll Qi!IOlji

Reading
4 Read the stages of preparation for a conference (a- g) below and put them in the
correct sequence.
2 3 4 5 6 7

Careful planning and orgonisotion is the key to o successful conference. If you plan to host o
conference, moke sure the pre-conference planning period is long enough, or al least that you
toke into account oll the stages listed below.

a
The third step will be choosing a theme and coming up with attractive objectives ond a catchy
tirle for your event. Hold a brainstorming session with your colleagues. Several heads are
better than one!

b
N lost, it is time to go public. Issue the call for papers. For a regionol conference, you might prefer
lo send out two mailings: a Ryer announcing the conference and the information p<Xk contoining
the registration forms. Consider whether there will be on·site registration ond when the deadline
for cancellations is. Think about se.nding confirmofion letters to registered participants.

c
Secondly, choose on appropriate date. Avoid dotes durin9 sportin9 events such as football
games. Also, be oware o f the winter break, mid-terms and finals. Check the calendar for
major religious events and other holidays. Make a conference planning timeline ond a
checklist to help you to work on a day-lo day basis throughout the organisation process.

d
Then, choose the venue and facilities. f ind out ii people can easily get to the location. It is also
useful to know what other events ore happening within the building that might detract from the
conference. Find out if technical facilities and catering can be provided.

e
firsrly, consider your a udience. When determining who your audience will be, opprooch some
people you see os potential participants ond elicit from them what types of issues, topics and
programmes would be of interest to them. See it also os a good time to estimate the likely
number of participants.

f
A~er the facilities hove been chosen, start planning the programme. Decide what kind of and
how many sessions you hove time to offer. Prioritise to determine which topics would be better
received and well attended. Nominate and contact facilitators.
-------'----
g
Now you hove a theme, ii is time lo establish a budget. Moke o checklisl of everything you will
need - resources, rentol, payments to support stoff, catering, publicity material, conference
programme, postage, speakers' expenses etc. Once you hove arrived at o figure, you may need
to approach potential sponsors to provide some of the finance you need. This budgeting exercise
will also help you lo set a registration fee for participants. This should be done al an early stage.

9
 Module l Organising and participating in academic events

5 Use the text in Activity 4 to fill in the table about the stages of preparation for a
conference. Use only key words and/or short phrases.
Stages "!lungs to consider I low to complete the stages
1 Determine the audience Types ofinteresting issms, Approachpotentialparticipants,
topics, programmes, elicit types ofissues, wpics.
conference attendance programmes
2

6 Compare your notes in pairs and add to them if something important is missing.

Language focus
7 Match the verbs (1-7) with their objects (a-g) and check yow· answers by referring to
the text in Activity 4.
I to host a a checklist
2 to offer b someone for financial support
3 to nominate c a conference
4 to approach d a topic
5 to set e asession
6 to receive f a registration fee
7 to make g facilitators
8 Use the phrases from Activity 7 to complete the sentences below. Change the form
and word order if necessary. Use each phrase only once.
I Now. as we have decided on the list of events, let's move on to
_ _ _ _ _ _ _ _ _ _ for them.
2 As you all know. the Siberian Federal University is - - - - - - - - - - - -
on March 29th, aimed at discussing the problem of interdisciplinary studies in
undergraduate programmes.
3 I suppose we could on the economic aspects of blended
learning "~thin the framework of interdisciplinary studies.
4 I think we could the Regional Education Department for - - - - -
5 I'm sure this will well by the potential
audience.
6 We need to _ _ _ _ _ _ _ _ _ _ that will cover our costs but is also affordable.
7 I suggest we of things to do before issuing a conference
announcement.

10
9 You are going to take part inn planning meeting for o conference. Use your
completed table in Activity 5 to write questions for this meeting.

Action Plan Meeting Agenda

Meeting information
Objective: To develop an action plan
Date:
nme:
Location:
Agenda item Questions to discuss
1 Audience a types of issues I interesting
e.g. What types ofissues would be interesting U> the
audience?
b people I attend
e.g. l101v many pecplc are going U> auend?
2 Oates c other events I happen I at the same time
3 Title d theme and objectives I attractive
e title I catchy
4 Financial support f resources I need
g potential sponsors I approach
h registration fee I charg.e
5 Venue and facllitles I people I get to the location
J other events I happen I in the building
k technical facilities and catering I available
6 Programme I sessions I otter
m topics I better received by the audience
n facilitators I be
7 Going public o mailings I send out
p on-site registration I there be

Speaking
10 Match expressions a-j with their functions 1-7.
a You know. that"s exactly what I think.
~~~~~~~~~~~~~~~~

b Let's hear what (name) has to say. Language Support: discussions

c r m afraid i can"t agree with you there. l Expressing certainty _ _
d rm absolutely certain ... 2 Expressing probability _ _
e All in all. we think that ... 3 Expressing doubt _ _
f it will probably be ... 4 Expressing agreement _ _
g Jt"s impossible ... 5 Expressing disagreement _ _
h Are you sure ...? 6 inviting someone to contribute to a
i You are certainly right. discussion _ _
j rm not sure we'll be able to ... 7 Summing up _ _
II
 Module l Organising and participating in academic events

11 Work in groups of three. Comp lete the conversation with phrases from Activity 10
an d act it out.

Catering facilities will be available between the 2nd and 7th of April.
A: {Express certainty.)
- - - - - - - - - - - - catering facilities will be available between the 2nd
and 7th of April.
ll: {Ex-press doubt.)
_ _ _ _ _ _ _ _ _ _ _ _ Isn't the folk festival scheduled for the same week?
(Invite C to contribute to the diSCllSSion.)

C: (Express probability.)
They normally hold the folk festival in early April so - - - - - - - - - - - -
in that week.
A: (Agree/disagree.)
12 In groups of three, develop the statements below into exchanges of opinions as in
Activity 11. Use phrases from Activity 10. Act the conversations o ut.
l Early February is a good time for a conference.
2 The issue of plagiarism will be ofinterest for both teachers and researchers.
3 1he Regional Ministry for Science and Education should be approached for sponsorship.
13 Work in groups offive or six. Your u niversity is going to host an internation al
conference on using technology for teaching undergraduate courses. Hold a planning
meeting. FoUow the steps below.
1 Appoint a chairperson. Assign questions from the agenda (in Acti\rjty 9) to other
members of the group.
2 Spend five minutes preparing for the meeting. Follow the instructions below. Use the
language you learned in Activities 5. 7 and 10.

C hairpe rson: Think about What you are going to say·when opening the meeting. Learn the
phrases you might need during the discussion (see ActMty 10). Be ready to sum up at the end
What yoo have all agreed.

Participants: Prepare your suggestions. Be ready to respond to your COiieagues' suggestions.

Use the phrases you learned in Activity 1O.

3 Discuss each item on the agenda (in Activity 9).

4 Listen to the chairperson summarising what has been agreed. If you disagree. politely
offer your opinion.

12
Follow-up
14 Read about conference planning timelines and answer the questions.
I W hat is a conference p lanning timeline. according to the tex t?
2 When creating this type of timeline, w hat does the author suggest starting with?
3 What t echnique is recomm ended t o deal w ith especially important dates?

An effective conference or event planning timeline will keep everyone on track and ensure
you do not miss any important deadlines. An event planning timeline is not just a long to-do
list, it is also a schedule of key tasks and dates that is clearly defined and easy to use.
Start with the date of your event, and work backwards, assessing how long each task will
take. As early as possible, get deadlines and due date•s from venues and other suppliers,
and incorporate them into your timeline. You can base other tasks around these dates.
Mark on your timeline the date when the call for papers is going to be issued. If you want
to have a !Iyer, allow time for it to be printed. Don't forget about registration deadlines for
speakers and delegates. Also, make a note of the date by which applicants will be informed
if their proposals have been accepted or not. It is also necessary to fix the date when the
conference programme will be sent to the participants.
Consider highlighting or colour-coding urgent or non-negotiable deadlines in your timeline to
make them stand out from the others.

15 Develop a conference planning timeline based on your decisions in the simulation

in Activity 13. You can work alone or in pairs or small groups. Bring your completed
timelinc to your next lesson.

CONFERENCE PLANNING TIMELINE

Task Start date Completion date
1 ... weeks before the conference ... weeks before the conference
2
3
4
5
6
7
8
g

10

13
 Module l Organising and participating in academic events

Lesson 2 A call for papers

Lead-in
1 Look through the list of items U1at are normally included in a caUfor papers a nd tick
ilie ones iliat a re important for you. Compare your a nswers wiili other people's.
0 keynote speakers 0 registration fee 0 programme committee
0 website 0 submission guidelines 0 deadlines
0 presentation formats 0 sponsorship 0 conference title
0 venue 0 conference dates 0 subU1emes
0 contact details 0 selection criteria 0 working languages

Reading
2 Read ili.is call for papers. Which items from ilie list in Activity l are mentioned in it?

ASSOCIATION OF EDUCATIONAL PHILOSOPHERS

The 14th Biennial International Conference
'Old and New Generat i ons in the 21st Century: The Shifting Landscape of Education' will take place at
Mcl aughlin University (London), August 20th-23rd, 2016

CALL FOR PAPERS AND PRESENTATIONS

Pape<S are invited for the 14th Biennial International Conference of theAssociation of EduC4tional Philosopher~
Conference papers and discussions will be organised around the following subthemes:
- Authority and responsibility in teacher-student relationships today
- The 21St-century school and university as sites for democracy
- The impaa of new technologies on teaching and learning
- Changing conceptions of youth and adulthood
- Shifting boundaries be-.n public and private seaors of education
- Education. childrearing and the search for a common work!
PROGRAMME FORMAT
There will be three plenary sessions:
The le<1Ure in honour of the past Association President will be given by Robert Hughes (University of Glasgow, UK).
The two otl1er invited speakers are Angela Thompson (University of Halle, Germany) and Michele Cosenza (University
of Macerata, Italy).
In addition, there will be three types of sessions for which contributions are invited:
1) Presentat ions of a completed piece of research or resear<h in progress. Each presenter is allotted 1S minutes for
presenting, followed by 10 minutes for discussion, moderated by a chairperson.
2) Poster presentations. The poster (AO format: 841 mm x 1189 mm) providesa visual presentation of thecondu<ted
research. There are 20 minutes for presenting, followed by 30 minutes of discussion, moderated by a chairperson.
3) Round tables, in which three or four participants present related papers around a particular theme.
Presenters explain their research issue. and panicipants are invited to discuss this issue.
SUBMISSION OF PROPOSALS
Submissions should not include papers that have been published previously, presented at other conferences. or tl1at
are scheduled for otl1er forthcoming conferences. Submissions must be no more than 2,500 words and should be prepared
in accordance with tl1e Research Paper Template. All conference proposals ~oold be sent to the Programme Committee by
February lst, 2016. Proposals will be reviewed by the Conference Programme Committee. Decisions will be announced
by March 1Sth, 2016. The text of tl1e papers will be included in tl1e Conference Proceedings. a hard copy of which will be
available at the conference. Detailed submission guidelines are provided at www.conf2016.aep/info
The registration fee (£90) includes a hard copy of the Conference Proceedings. all lunches. refreshments during coffee
breaks and one conference dinner.

14
3 Work in pairs. Discuss the questions below and be ready to share your ideas with the
whole class.
• Would you like to contribute to this conference? \Vhy? I Why not?
What features make a call for papers attractive to the target audience?
Language focus
4 Look at the diagram of a conference theme and a n swer the questions.
1 Would this theme interest you and your colleagues? \>\lhy? I Why not?
2 What subthemes would you add to make it more attractive for you?

5 Work in pairs. Choose a theme from the List below and make a diagram (as in Activity
4) for it. You can add yo1tr own theme to the list and work on it.
Methods of research
• Different approaches to assessment
• Interdisciplinary education
• How to share research internationally
• How to develop students' research skills
• Your own theme
6 Present yo1tr conference djagrarn from Activity 5 to your colleagues. Explain why
you have chosen it, using as many of the adjective-n oun phrases in the table below as
possible.

problem topic theme area field question issue

a common ,/ ,/ ,/ ,/
a critical ,/ ,/ ,/ ,/ ,/ ,/

abroad ,/ ,/ ,/ ,/
the central ,/ ,/ ,/ ,/

a/the key ,/ ,/ ,/ ,/ ,/

the main ,/ ,/ ,/ ,/ ,/ ,/
a major ,/ ,/ ,/ ,/ ,/ ,/
a controversial ,/ ,/ ,/ ,/ ,/ ,/
a sensitive ,/ ,/ ,/ ,/ ,/
a current ,/ ,/
E11viro11me11tal protection is a very broad theme. It includes numerous controversial areas of
research. such as the reifllroduction ofendangered species.
Sex education and birth control are very sensitive topics that should be dealt with carefuJJy.

15
 Module l Organising and participating in academic events

Listening
7 @ 3 Listen to five short conversations that occurred while planning a conference and
tick the functions you hear in each conversation ..
Function ( :onvcrsal1on
~~~~~~----
! ·1 5
Expressing an opinion
Asking (or more detail
Disagreeing politely
8 0 3 Listen to the conversations again and fill in the gaps.
l Could you and details of the use of mobile devices in the
classroom for teaching and learning purposes?
2 As for the conference theme. research than teaching
methods.
3 I . Getting students ;nvolved in research as early in their
career as possible is central to li.irther progress in research methodology.
4 I choose ·sharpen Your Axe - Get the Professional Edge!" Ifs
sure to attract attention.
5 That _ _ _ _ _ _ _ _ _ _ • but to be honest. it doesn•t give any idea of what the
event is about.
6 Now, we have to choose an appropriate date. I November 20th
because no major sports events arn scheduled on that day.
7 But our music festival is planned for that date.
8 The point about gathering financial support. Could you explain it
~~~~~~~~~-?
9 Add expressions from Activity 8 to the Language Support boxes.

Language Support: expressing and supporti11tg an opinion

It occurs to me that this topic is relevant for the following reasons ...
I find the topic of interest because ...

Language Support: asking for more detail

Can you be more specific about ... ?
It would be good if you could fill in some detail about ...

Language Support: disagreeing politely

l'm afraid I have to disagree on the point ...
I understand what you mean, but I really believe that ...

16
1111111111111111111111111111111111111111111111111111111111
... lllllll 1nn1tlii90IL2 1

Speaking
10 Look at these conference titles ( 1-7) and say wh;ch crite ria in the list below (a-d)
theymeel.
1 Old and New Generations in the 2lst Century: The Shifting Landscape of Education
2 Quality in Jligher Education
3 £.merging Forum: Bringing Together Teachers of English
4 New Trends in Education and Their implications
5 Rivers of Language - Rivers of Leaming
6 Symmetry Breaking and Pattern Formation
7 TLEfor ELT
A confere nce title should
a give enough information on the theme
b be appealing lo the target audience
c be attention-grabbing
d be clear and concise
11 Work in pairs. Think of a title for your conference. Follow the tips below.
I Look again at the diagrams you drew in Activity 5.
2 Brainstorm possible titles.
3 Discuss each title. Use the criteria listed in Activity 10.
4 Wh.ile discussing each title. follow the flow chart below and use the Language Support
boxes in Activity 9.

A: Express an opinion ) B: Ask for more detail

B: Agree I Disagree I( A:: Give more detail

Writing
12 Look al the highlighted phrases in the text in Activity 2. What grammar structure is
used in them? Find other examples in the text. Wh.y is tJ1is structure used in the text?
1 3 Work in pairs. Write submission guidelines for your conference (see Activity 11).
Use t11e text in Activity 2 for help and the plan below.

Submission Guidelines
All papers should be prepared a nd submitted according t.o the following guidelines:
1 Topics: 5 Selection criteria:
2 Presentation formats: 6 Deadlines:
3 Length: 7 Other requirements:
4 Information about the author:

17
 Module 1 Organising and participating in academic events

Follow-up
14 Work in pairs. Produce a complete call for papers for the conference you have
decided on in Activity 5. Fol.l ow the steps below.
1 lfappropriate, start a biog (see www.blogger.com) or use any other way of electronic
communication to discuss your document
2 Use the example in Activity 2.
3 Send your document to your colleagues for pee; evaluation.
4 Evaluate your colleagues' calls for papers. Use the checklist below:
a The aim and the theme are clear.
b Potential contributors can understand what t hey can submit,
when and how to do it
c Information about presentation formats is provided.
d It is clear who can be contacted if the participant has further questions.
5 If necessary, improve your document following the feedback you have received.
6 Submit your document to your teacher for assessment and feedback.

18
Lesson 3 Presentation formats
Lead -in
1 Work in pairs. Look at the table about presentation formats. In each of columns 2-6,
two pieces of information are in the wrong place. Use your experience of academic
conferences to find and correct them.

Presentation How many Wbatis the How large is What visuals Other features
format speakers are focus? the audience? are u sed, if
there? any?
Plenary session All participants TI1e presenter's 15-30 A PowerPoint It is given by a
views on a presentation notable expert
broad topic
Workshop I or2 A summary All the A PowerPoint It is interactive
of a research participants at presentation,
project an event handouts
Round-table Usually l A specific topic 15-30 Usually none Short
discussion presentations
are followed by
a discussion
Panel 2-5 Different Any A poster Participants
discussion speakers' views are on equal
on a specific terms
topic
Poster Experiencing Any Usually none. Members of
presentation and discussing possibly a the audience
PowerPoint read the
presentation poster and
ask questions.
the presenter
ans,vers

Lis ten in g
2 @·I Listen to the first part of a conversation about workshops. Write Tifthestatemcnts
below arc true according to the speakers, Pif they are false a nd NS if it is not stated.
1 Josie (the first speaker) enjoys attending workshops.
2 Josic is going to Cacilitate a workshop.
3 According to Sarah. a workshop needs to be well planned.
4 Saral1 t hinks that the workshop format is useful for everybody who is involved.
5 Sarah is a very experienced facilitator.
6 According to Sarah. a good workshop can help to generate new ideas.
7 The workshop Sarah attended in Madrid helped her to establish important contacts.
8 Josic doesn't feel very confident about the workshop topic.
9 Both speakers agree that the main challenge for a workshop facilitator is to involve all
participants.

19
 l\lodule I Organising and participa ting in academic events

3 (!)s Listen lo the second part of the conversation a nd complete the diagrams below.
Compare your notes in pairs and add the missing information.
a brainstorming a careful planning
well in advance b

I ihe workshop 2 A good workshop

formal is good for e ---i requires

c b networking d c

a to make it b keep the discussion

enjoY,able focused

f ---..J 3 The challenges for a

facilitator in a workshop are
1.--~ c

e d

Language focus
4 Work in pairs. Read the extracts from Alan·s d escription of his workshop and answer
th e questions about the numbered parts. Report your an swers to your colleagues.

l What is special about

... My first experience with facilitating worl<shops? Oh, it was a oomplete
sentence I? ls it
disaster. 1wan1 to hear? OK. I had galhered lhal planning a wOO<Shop was
acceptable?
a serious job. So. of course. I had pul a IOI of careful planning and creativity
Into it. 2 Why are different verb
forms used in sentence 2?
Unfon'-"&lely. the WO<kShop had been 01191'·publicised. 21nstead of the 10
Find more examples of th.is
10 15 attendees I had estimated, about 40 It.mad up! Oh. I thought. OK. l'I
manage somehow .•. 1·1 split them into smaler goups lor discussion! Bot as kind in the extracts.
the attendance had exceeded expectations they had to <00\le the WO<kShop 3 Why is only the past
10 a bigger room. whiCh had columns blocking the lliel.Y lor part of the simple used in sentence
audience. 3 and the four sentences
3So. I tailed to create an appropriate atmosphere. As a resutt. some people after it?
were too nervous to speak up in an unfamiliar 9JQIJP. I also failed to mix 4 Why is the present simple
people up properly. So. people in lhe small groups wore from the same used in sentence 4?
lnstilUlions. They had nothing new to share! 5 Why are felt (the past
To crown ii all. the workshop was S<:heduled for afler lunch. 4 As you know, s imple) and was losing (the
for many people, it's the least produclive time or day. past continuous) used in
And finally, as often happens, there was one participant whO first sentence 5?
complimented me on my publications and lhen kept aSking queslions and 6 Why is the past simple
interrupting me ... He was very well·meaning. but ... 6 1lell I was losing used in sentence 6. not
oon1ro11 The Olher attendees ... I could see they ware IOsing interest. 6So. the past cont.inuous as in
I decided 10 lake back control - I slood up and talked for almost an hour. sentence 5?
After the ordeal was <:Net. a partidpan1 came up to me. "Thank you ror this
most W'lleresting lecture. Professor.· she said. ·~. hOw do you propose
to soN0 the problem?"

20
lllllllllllllllllllllllll llllllllllllllllllllllll llllllllllllllllllllllll mlll iMIJi liiiOlf"J' J

S Choose the right option to complete these statem ents about the use of tenses in a
story about past experiences.
I We use the past perfect/past simple tense when it is important to show that one of the
past actions happened before the other.
2 When several actions happened at the same period of time in the past we use the past
perfect I past simple for all the verbs.
3 When we describe a completed action in the pasl. we use the past ccntinuous I past
simple.
4 When we describe an action that happened over a period of time and was not
complete, we use the past co11ti11uous I past simple.
6 Put the vc1·bs in brackets in the correct form.
It's important that panellists 1 (have) a clear picture of how the discussion
will go. Once I 2 (happe11) to attend a panel discussion which 3_ _
(tum out) to be a complete disaster just because the panellists• (receive)
conflicting instructions. Three out of the four panellists 5 (arrive) with their
slide shows. Only one of them 6 (prepare) answers for questions. When that
one person 1 _ _ (QllSwer) the first question. the next panellist
s (a.sk) to start her slide show. While she 9 (lcokfor) the slide she
10
(need) the other two panellists had t.o take the questions. But they also
11 (rely) on slides, so everybody was unhappy and embarrassed.

Sp eaking
7 Work in small groups. Discuss the questions below and report your answers to your
colleagues.
I How are the presentation formats in the table below similar? How do they differ?

Plenary session Workshop Round·table Panel discussion

discussion
Chairperson Moderator

2 Participants have to accept certain roles in these formats. What are they?
Complete Lhe table.
3 Which roles are similar?
4 Which roles do you think are the most challenging? Why?

21
 Module 1 Organising and participating in academic events

8 Find phrases in l-9 that perform the functions in the list on the right and write them
under the appropriate heacling.
l I don·t think we have enough interactive events -011 the programme. Expressing an opinion
What do you think?
2 Why don't we have a workshop on blended teaching materials?
3 If we want people to change their practices. we need them to start
practising. I wou.ld go for a workshop on blended teaching materials.
Are you following me?
4 I see what you mean. but a workshop requires careful planning well in Conceding a point
advance.
5 We could change a workshop on blended teaching materials for a
round-table discussion.
6 We should definitely have a workshop on blended teaching materials. Making a suggestion
7 It occurs to me that we won·t be able to give a workshop as it requires a
lot of creativity and careful planning. Does that make sense?
8 To me a workshop is the best format if we are really aiming at
improving teaching practices. Checking understanding.
9 I see your point. I agree we need to nominate a facilitator as soon as
possible.

9 Work in pairs. Look again at the call for papers you produced in Activity 14 in Lesson
2 (see page 18). Add or exclude some presentation formats, or decide to leave them as
they are. Follow the Oow chart below.

A: Express an opinion
and give reasons

A: Make a suggestion and

B:Agree. check understanding.

Follow-up
10 Answer the questions about your experience of participating in various conference
events. Be ready to share your answers with the whole class.
1 What presentation formats have you experience of using?
2 Were you happy with the outcomes? Why? I Why not?
3 How did you prepare?
4 What happened on the actual day of the event?
5 What lessons have you learned?

22
Unit 2 Q&A sessions
By the end of tnis unit YoU will be able to
• ask a presenter d1lferent types of questions
• respond to questions and commenis using various strategies
• paraphrase questions
• summarise a speakers ideas

Lesson 1 Asking questions

Lead-in
1 Work in pairs. l.ook at the cartoon. What is its message? Do you agree with it?

2 Work in pairs. Discuss the questions.

l Have you ever taken part in a Q&A session?
2 Were you the presenter or were you in the audience?
3 Was it a success? Why? I Why not?
Listening
3 @ 6 Listen to a summary of a presentation about activities that you can plan with
digital devices. Cross out the activity which is NOT mentioned by the speaker.
• practising content (maths. facts. spelling. etc.)
• accessing materials in different forms and sources
• assessing learners· performance
• producing joint work
• performing creative tasks
4 <!)7 Listen to these comments and questions from participants after the
presentation. Which do you think the presenter found easiest to deal with and which
were the most difficult? Why?

23
Module 1 Organising and participating in academic events

5 Match the types of questions and comments (l -4) with their descriptions (a-d).
1 wandering statement
2 clarifying question
3 probing question
4 irrelevant question
a a question to find out more detail by asking the presenter to go deeper and explain
some background behind the theory
b a question which is not connected with the topic of the talk
c a question to check a concept. to make some point from the presentation clear or easier
to understand
d a speech on the t(>pic from one of the participants
6 @7 Listen again to the questions and comments and identify their types.

Language focus
7 Match the sentences in the box (l-3) with the elements of a good question (a-c).

'Thank you tor this ve<y interesting presentation and sharing your experience. 2You stated that
the B YOD approaeh enhaneeS leafning r0$Ults. 3what evidence is there to support that?
1 __ 2 __ 3 __

a the question
b acknowledgement (a kind remark that shows respect to the speaker to whom you are
directing your question)
c context (clarification for the speaker and the audience members what your question is
regarding)
8 Read these examples of good questions and ide ntify the elements listed in Activity 7.
l I appreciate your analysis of global trends in teachers' professional development. I fully
agree with you that teachers have to talk less and teach less and give their students
more opportunities to interact with each other. Dut I wonder how we convert our
teachers into facilitators instead of taking on this role of always being at the front of the
classroom. I have some ideas but li:I be interested in yours.
2 That was a very interesting presentation. You were talking earlier about the importance
of needs analysis. Can you give me an example of the online tools that you used to
su.rvey the students in your target group?
3 Your presentation has started me thinking. You m entioned that only 10% of researchers
in your country have publications in international scientific jom·nals. Do you believe
that the top-down methods that you are trying to implement would be the best way to
guarantee positive changes?
111111111111111111111111111111111111111111111111111111111111"11111 iIDifj lj?SPD' I

9 In Activities 7 and 8, And phrases for each elem ent of a good question and add them
to the Language Support box.

Language Support: asking a good question

Acknowledgement: I would like to thank you for ...

Context: In your talk you described ...

Question: Could you specify ...?

10 Put the words in t he correct order to make questions.

1 is I attitude to I Whal I blended learning? I your

2 if I wanted I research. / you / I / enough funding for I get I this kind of I to ask

3 your partners I institutions I Which I in I project? I were I this

4 see I your initiative? I the future I do I of I you I How

5 'flipped classroom'. I mean by I !(I like to I the term I what I to explain I you I ask you

6 to I this approach I subject area? I apply I you I an y I Can

7 wonder if I conducted I provide I you I you I how I could / I / your needs analysis./
more details about

11 Read the questions in Activity 10 again and identify which questions are direct and
which are indirect.
12 Compare these two questions. How does the structure of the questions differ?
Which is more polite?

I
What evidence is there to support that?
• Could you tell me what evidence there is to support that?

Language Support: indirect questions

I wonder I I was wondering ...
Could you tell me ...
Do you think... if/ t' d b' t b
I wanted to ask / !'cl like to ask ... ' ques ion wor + su JCC + ver
I 'cl like to know ...
Can you say ...

25
 Module 1 Organising and participating in academic events

13 Work in pairs. Ma.ke these questions less direct. Use the expressions from the
Language Support box in Activity 12. The 6rst one has been done for you.
1 What tools did you use to collect statistical data?
J wanted to ask about the tools that you used to collect statistical data.
Can you say what tools you used to collect statistical data?
2 What is your attitude to the globalisation of education?
3 Where can we nnd your course online?
4 What challenges do educators face in your country?
5 Have you read about some simjJar research by Or Jun Lui?
6 Can this approach be used in mjxed-ability groups?
7 Have you got any experience in teaching a multinational group?
14 Ask the questions that would lead to the answers below. Use the verb in brackets in
your question.
1 OK. here are the main points that I'll be covering. (outline)
2 Sure! A facilitator is someone who supports learning in different ways. (define)
3 Yes. a good example of facilitation is when a teacher probes and asks questions to get
students to think more deeply. (illustrate)
4 Certainly. When I say 'flexibility'. I mean that a facilitator should be ready to change
their plan ifit doesn't meet the needs of the group. (clarijjr)
5 Yes. I always stress the importance of equality in a discussion. The facilitator must
identify signs of a developing hierarchy, should recognise all the members, but should
not take sides in any developing debate. (explain)
6 Glad you asked that question! I believe facilitation is important in the classroom to
create an environment of support, whether it's for a weekly one-hour group, or an
intensive all-day process. (justijjr)
15 Work in pairs. Prepare questions about the content of this lesson. Use the ideas in
the list below. 'fhen ask your teacher the questions.
• the structure of a Q&A session
• the types and purposes of questions and comments from participants
• the structure of a good question
the differences between direct and indirect questions
I wonder ifit is possible to ask questions without the 'acknowledgement' elemeni

Follow-up
16 Find (e.g. on YouTube) and listen to a presentation related to your sp ecialism. Not e
down the ideas you would like to ask the presenter about. Make a list of clarifying and
probing questions. Use tbjs cbecklist to evaluate your questions:
1 The questions are relevant to the talk.
2 All the elements of a good question are present.
3 The questions are polite.
4 The word order is correct.

26
· · · · · · · · · · · · · · · · · · · · · · · · · · · ·1011@
· ·LiSSOn
· -2

Lesson 2 Responding to questions and comments

Lead-in
1 Read the words in the thought bubbles and decide what the topic of the presentation

••
might be. What helped you decide?

••
•
-·
• •

·-
•

.•
international networking

• ._,._........_

~ .·II face·to·face

Listening -
2 @ 8 Listen to these sentences from a talk. Underline the words which are stressed by
the speaker.
1 ln the course of discussion one thing came out. wnich I thought we should put on the
table immediately.
2 This was something that most people didn't do, wh.ich I know many of my colleagues do.
3 I've got a website, Twitter and Facebook presence.
4 And what we noticed is that most teachers don't have this.
5 And what we also realised is that because they don't have it. they are losing their
international presence and in the globalised world you can't <lo that.
3 Read extracts 1-3 from three questions. Predict the key words that are m issing.
1
I was teaching the middle group of the class - the students that could keep up with what
we were doing - while I had a group of 1 level students whO were not
2 , and were 3 with the content, and• to move
forward.

2
You said that the 1 that }'our students write is assessed. Can you provide a bit
of 2 about the way tt's assessed? I'd be particularly interested to know what
you use as the 3 for actually• the biog.

3
In my Classes I've had many difficulties with people texting their friends or even receiving
1 2 during the lesson. IHow should I 3 that'? I've
tried 4 approaches but I still s this problem.

27
 Module I Organising and participating in academic events

4 @ 9 Listen to the extracts and check your predictions.

5 @ 10 Listen to a Q&A session and complete the second column of the table with C
for a clarifying question or P for a probing one (see Activity 5 on page 24).

Question j T)1>e of question Presenter's strategics

I
2
3
4
5
6
6 Look at the list of strategies a presenter can us:e to answer questions. Which of these
strategies do you use when you give a presentation?
1 credit the person for asking the question
2 check that you understand the question
3 check that the questioner is satisfied "~th your answer
4 avoid giving an answer
5 admit that you cannot answer the question
6 refer the questioner to another source ofinformation
7 reformulate the question in your own words
8 answer the question
7 @ J0 Listen to the Q&A session again and identify the strategies in Activity 6 that
the presenter uses to answer the questions. Complete the table in Activity 5 with the
appropriate numbers ( 1-8). More than one number can be used for each question.
Language focus
8 Match phrases a-g with strategies 1-8 in Activity 6. There is one strategy you do
not need.
a Sorry, that's not my field. But I'm sure Dr (name) could answer your question.
I'm afraid r don"t know the answer to your question but I'll try to find out for you.
I'm afraid I'm not in a position to answer that. Perhaps (name) could help.
b OK. Let me just repeat your question so everybody can hear it.
lfI could just rephrase your question ...
c Perhaps we could come back to that later.
Tthink the aim of this talk is to focus on ... rather than ...
I<I prefer to deal Mth that point later.
d lf you want to 6nd out more, look on th.is website: ...
The journal (name) is a very useful source of information about that.
e Are you asking if ...?
If! have understood you correctly, you mean ... ls that right?
Sorry. is your question about ...?
lfl heard you correctly. you were asking ...
f That was a great question.
I'm glad you asked that question.
Thanks for highlighting this. You raise an interesting issue.
g Does this answer your question? Is that OK?
28
·······························-
lifil fJLii O)l2 1
9 (!) 10 Listen to the Q&A session again. Complet e the sentences.
I I was hoping someone would that
2 That's a _ _ question.
3 rm not going to answer it in detail now because it's a question.
4 I hope that your - - - -
5 question!
6 Gotomy
7 Sorry. I'm not whether I _ _ your question correctly.
8 Could you hear that question at the back? This lady is about our
participants' and career promotion.
9 Sorry. but I'll have to back to that - ·perhaps during the
since we're of lime.
10 Match each phrase in Activity 9 with a strategy in Activity 6.
Listen ing
11 0 11 Listen to five questions from dJfferent Q&A sessions and answer the
questions below.
l \>\'hat was the topic of each presentation?
2 Whal does each questioner want to know?
12 @ 11 Listen to tl1c questions again, this tim e in tJ1c role oftbe presenter. Respond
after the beep, using any strategy from Activity 8.
Follow-up
13 Prepare a short presentat ion about a topic you are interested i11 (e.g. your
department, insti tution, research, a publication). P repare no more than five slides
for it. Use a tool such as Present>.\1e (https://prcscnt.mc/ content/) to record your
presentation.
Organise n Q&A session. Use dJfferent strategies to deal with the questions from the
audience.

29
 Module 1 Organising and participating in academic events

Lesson 3 Paraphrasing and summarising

Lead -in
1 Work in pairs. Say how you would respond as a presenter in the situations below.
1 The room is rather noisy and you cannot hear somebody"s question .
2 You are asked a very interesting question but the time for your presentation is over.
3 Your research does not deal ,.,ith the question you have been asked.
4 A member of the audience asks you a very long and complicated question and you don't
understand it.
Language focus
2 Read this indirect question. What strategy wolllld you use to respond to it? Why?

I wonder if 10 students in the

experimental group and 10 students in
the control group would be sufficient to
conclusively determine the connections
that you have identified.

3 Read sentences 1-3 and write down the techniques the presenters have used to
paraphrase the question in Activity 2.
l You mean you're not sure whether the number of students in the experimental and
control groups is enough for us to make the connections we've made.
2 What you are asking is whether 20 participants is enough to confirm the reliability of
the Unks we are trying to establish. Am I right?
3 In other words, you doubt the fact that as few as 10 in both experimental and control
groups would be enough to explain the trends that weve stated.
4 Match the paraphrasing techniques in Activity 3 'vith examples a-c below.
Sometimes more than one answer is possible.

a I believe that the idea of a classroom being a social space is very important. -+ In
other words, you are trying to emphasise the importance of the idea of a classroom as
a social space.

b It is necessary for our teachers to make their classrooms as little as possible like
conventional classrooms. -+So. your point is about the need to make modern
classrooms different from traditional ones.

c The price of concentration on integrated studies, with the attendant neglect of a

disciplinary base. \viii be the risk of disqualification from desirable postgraduate
school and job opportunities. -+ Axe you sa)1ng that students graduating from an
interdisciplinary programme "~U be at a disadvantage when it comes to getting a job
or a place on a postgraduate course?

30
• ••••••••••••••••••••••••••••··-llffilE Cesson 3

5 Work in pairs. Read statements 1-4 and follow the steps below to paraphrase them.
1 In my opinion. the term 'group dynamics· differs significantly from the term "rapport".
Rapport is more about creating a positive atmosp here while group dynamics are the
product of the rapport that you build.
2 Sessions begin with creating a group sense, a fee.ling of working towards the same
goal 'This makes learners want to continne working.
3 What components should be added to existing teacher education programmes in
order to ensure they handle heterogeneous classes more effectively?
4 Do you mean that this approach is more appropriate for adolescents or can it be also
used with more mature learners?
• Choose words close in meaning to the words in bold.
• Decide what grammatical structure you can use to simplify each sentence.
• Paraphrase each sentence. using the expressions in the Language Support box.

Language Support: paraphrasing

What you're saying/asking is ...
So. if I understand your question, you want to know ... Am I right?
So, your point is about ...
Can I just check ifl understood what you said? You mean ...
In other words ....

Listening
6 ® 12 Listen to the presentation 'Changing paradigms' and complete the notes
below. Write only key words.
Reasons for changes

What causes problems?

Features of the old system

Presenter's suggestion

7 <!) 12 Listen to the presentation again. Make notes of the points which you agree and
disagree with.
8 Work in pairs. Make a list of clarifying and probing questions that you would like to
ask the speaker. Present them to the whole gwup.
9 Read summaries A-C of the presentation in Activity 6. Choose the best one. Identify
the features a good summary should have.
A
The speaker mentioned two reasons for reformingpubl.ic education. The first one
is economic. It means that our task is to educate children to be able to live and
work in the economies of the 2lst century, but .in his opinion, this is not easy.
The second reason is cultural, which means that educators want to pass on to
children the cultural identity of their communities.
31
 Module 1 Organising and participating in academic events

After that. the speaker presented his vision of the discrepancy between the
existing system of education and what educators are trying to do now. ln his
opinion. the existing system was created for different purposes and for a different
age. namely the age of the Industrial Revolution. The speaker gave some examples
to prove that the organisation of schools is similar to that of factories. Due to thjs,
children are taught in age groups and subjects are taught separately. The speaker
used the analogy of a factory production line to characterise learning in schools.

l
ln his view. drastic changes are required to meet the needs of modern learners
and he calls it 'changing the paradigm'.

13
This was a very interesting presentation on how to reform public education. I quite
agree with the reasons for reforming which the speaker mentioned, though I doubt that
this can be explained by the fact that our system of education was designed for the
time of the Industrial Revolution. On the whole, I believe it sounds quite reasonable that
we should reconsider the system of education with a better understanding of modern
learners' needs and learning styles.

c
The speaker started by mentioning economics and culture as the two main
reasons for refonning public education. What he sees as tbe main reason for the
problems in the existing education system is that it was designed for the age
of the Industrial Revolution with the concepts of the Enlightenment in mind.
The solution he offers is what he calls 'chan:giog the paradigm', which means
restructuring the system from one resembling a production line to one which
caters for individual learners' needs.

Language focu s
10 Read the Sllmmaries in Activity 9 again and complete the Language Support box
witl1 more ph.rases.

Language Support: summarising

At the beginning. , Next, Further. -------~ Finally
ihe speaker pointed out I defined I assumed/_ _ _ _ _ _ _ _ _ _ _ _ _ __

11 Prepare a short summary of the presentation in Activity 13 in Lesson 2 of this unit

(see page 29). Read someone else's summary and use tMs checklist to evaluate it.
1 The summary is short.
2 It is logically structured.
3 The main idea of the talk is clear.
4 1he speaker's words are properly paraphrased.

Follow-up
12 Find {e.g. on YouTube) a presentation on a topic of interest to you and Listen to it.
Note down the main ideas. Prepare a summary o:fthe presentation and present it to the
class. Use the checklist from Activity 11 to evaluate each other's smnmaries.

32
••••••!11• ••••••••••• ••••••••••• - 1uu11u,.1 Ji

unit 3 A round-table discussion

By the end of this unit you will be able to
• constnict vahd arguments
• evaluate and respond to arguments
• use appropriate language to manage a round-table discussion
• use appropriate language to participate in a round-table discussion

Lesson 1 Presenting arguments

Lead-in
1 Work in pnirs. Discuss the questions.
l Do you enjoy a good argument?
2 Why do you think people argue?
3 Which of the definitions below (a-b) gives the meaning of the word argue in academia
and which gives its meaning in everyday life?
a to give reasons to support or oppose an idea. opinion. etc.
b to speak angrily to someone. telling them that you disagree with them

Reading
2 Read the text a nd complete notes 1-3.

AA argument Is an attempt to persuade someone by gMng Structure of an argument:

reasons. In critical thinking, an argument is a list of statements l _ _ _ _ __
called reasons. supported by evidence and examples, and 2 a _ _ _ _ _ __
a conclusion. To provide an argument is to give reasons for
b _ _ _ __ __
accepting the conclusion. AA argument usually begins with a c _______
statement of position. often called a thesis statement. Then
the statement Is backed up with reasons. EM<lence and 3 _ _ _ _ __
~- At the end. the position is t9Slated or summed up in
a oonclusion.

Listenfog
3 0 13 Listen to nn a rgument and say how many reasons and pieces of evid ence
are given.

4 0 13 Listen again and complete the notes. Compure your notes with a partne r.
Thesis statement:
Reason l:
E'~dence 1:
Reason 2:
Reason 3:
Conclusion:

33
 Module 1 Organising and participating in academic events

5 @ 14 Listen to four arguments and add notes about the thesis statements and
conclusions to the table. Write only key words.
I ,\rgu111C'11l I I 1\rgun1ent 'l I 1\r~uncnl 3 I .\r~tuncnt -i
Thesis statement Publications
indispensablefor
academic career

Reasons •

•
• Have w give
students wols
for independent
learning
Evidence and Only4%finish
examples course

Conclusion Havewbe
changesfor us
to be recognised
worldwide

6 @ 14 Listen again and add notes about reasons, evidence and examples, if there are
any. to the table in Activity 5.
7 Work in pairs. Compare your notes and complete the table in Activity 5 \vith any
missing information.
Language focus
8 0 t 5 Listen to the extracts from the arguments in Activity 5 and complete them wiU1
words or phrases.
1 n1e main for this is that when you have publications, your
rating becomes higher.
2 Another is ffiat Ute more you share your research with the
public. the more ...
3 I wholeheart:ea!Y- that Ute approach to university educaLion
in my country should be reconsidered ...
4 , the approach to education here is highly theoretical.
5 'There is plenty, of_ - - - in Ute literature for the idea that hands-on
experience enhances learning.
6 So, . there have to be changes in the system ...

34
 1

9 Add the highlighted phrases in Activity 8 to one of the Language Support boxes below.

Language Sup port: making a thesis statement

In my opinion....
I'm sure that ...
It is my belief that ...
It could be argued/asserted that ...

Language Support: p roviding evid ence and examples

To support my point of view ...
To prove this statement ...
First of all. ..
Not only .... but also ...
Most recent research points to ...
Take for example (the case of) ...

Language Su pport: coming to conclusions

I should like to repeat once again that ...
To conclude. ...
Summing up . .. .
On the whole.. ..
Generally speaking, ...

10 Mutch expressions 1- 6 "~th definitions a-f.

I tricks of the trade
2 to be at the forefront
3 to spoon-feed someone
4 to climb the professional ladder
5 to be up to speed with something
6 to be on good terms with
a to have a positive relationship with
b methods that help to do a job bette r or faster
c to give someone so much help that they have no opportunity to think independently
d to have all the latest information about something
e to move to a higher position at work
f to be in the most noticeable or important position

35
 Module 1 Organising and participating in academic events

11 Substitute the underlined phrases with appr<>priate phrases from the box.
Change the form where necessary.

to gain someone's respect to miss a deadline to build rapport

to facilitate learning subject matter scientific -Oiscovery to enrol for a course

l It takes time to develop good relationships with students.

2 Ifyou want to be a member of the course. contact the staff.
3 You will drop out if you do not complete the tasks on time.
4 In a university course. not only the contents of a subject. but also academic sltiUs are
taught.
5 This sequence of activities is aimed at malting learning easier.
6 Effort is needed to win the esteem of students.
7 Nowadays, finding new information in science is a group achievement. not an
individual one.
12 Work in pairs. Use your own ideas to complete the sentences.
l To be on good terms with my students and build rapport. I ...
2 To be at the forefront of their field a university teacher has to ...
3 It's not a good idea to spoon-feed students, because ...
4 I keep up to speed with ... by ...
5 To climb the professional ladder. it is important for a researcher to ...
6 If students who enrol for my course miss deadlines, I ...
7 To facilitate learning. I use the following methods: firstly.... . secondly....

Speaking
13 Plan your argument for one of the statements below. Write an outline as in Activity
4. Note down the language you need to complete the task.
1 Being aware of copyright laws is I is not important for academics.
2 Higher education should I should not collaborate with business and industry and
develop life skills.
3 Being a university teacher means I doesn't mean having knowledge of only one area of
study.
4 The use of technology affects I does not affect the quality oflearning and teaching.

14 Work in pairs. Present your argument to your partner. Use the language from the
Language Support boxes in Activity 9.
15 Agree or disagree with the ideas given by your partner, using the language from tnis
lesson .
Follow-up
16 Work in pairs. Reword the thesis statements below to turn them into conclusions.
Use phrases from the Language Support box 'coming to conclusions' on page 35.
l lt is my belief that any university teacher has to be a researcher.
2 Students ought to be given more choice and autonomy.
3 111e teacher-student ratio is one of the factors that determine the quality of a university.
17 Work in pairs. Think ofreasons, evidence and examples to support one of the
statements in Activity 16. Note them down.

36
111111111111111111111111111111111111111111111111111111111'11111111 ibUfl gtiiiiJ 1

Lesson 2 Evaluating arguments

Lead -i n
1 Read the quotations below. Do you agree with them? Why? I Why not? Which
meaning of argument (everyday or academic) is used in each of them?
That's the beauty of argument: if you argue correctl)•. you·re never wrong. (Christopher
Buckley)
Argument cannot be answered with insults. Kindness is strength; anger blows out the
lamp of the mind. (Robert G. Ingersoll)
What's all this love of arguing? No one ever convinces anyone else. (Leo Tolstoy)
Language focus

Tip:
'Logical relations· are relations between ideas that make a text connected.

2 Match logical relations l-5 with extracts A-E.

I cause and effect
2 comparison and contrast
3 addition and reinforcement
4 exemplification and evidence
5 time

A
The research hns been cr1Uclsed for scvcra.1 rcason1s. IC used a sample that \Vas not
rcprcsentatlvc enough and the results 'vcre contl'O'Verstol. Moreover. the st.ausucal
analysis wns found lo be faulty.

B
Wr1Ung for acl\dcmlc publlcauon requires effort and concenlraUon. Consequently, If
you conocnt.ratc on your paper every day. even (or short periods.. your progress \vlll be
nouccablc.

c lnJUally. you will subml• your paper and wall ror a review. As soon as you gel ll. start
corrccung your paper. following the reviewer's suggesuons.

D
The first step \viii be studylng the recent publlcnllons In your field. It ls Important. In
pnrtlculnr. to underscand the content. focus. stn.1clurc and style.

E
A panel discussion. like a round-table dJscus.sion. brings n number of people together to
discuss a prca.sslgncd question. UnUke round·lablc3. panels have an audience \VhO tnay
also nsk ond discuss questions.

37
 Module l Organising and participating in academic events

3 Add the highlighted words in Activity 2 to t he appropriate Language Support

box below.

Language Support: cause and effect

Cause Effect
as since as a result
because (of) due to (the fact that) as a result of
therefore thus
so

Language Support: addition and reinforcement

additionally besides as well as
specifically what is more
especially indeed

Language Support: comparison an d contrast

Comparison Contrast
in the same way by/in contrast
likewise conversely
similarly on t he contrary

4 Use a linking word or phrase from the Langua,ge Support boxes to connect the
sentences in 1-4 logically.
l In a round-table discussion participants do not make presentations or distribute
handouts. They are allowed to express their opinions for two or three minutes.
2 A paper is an oral presentation, supported by visual aids. by a speaker or a group of
speakers . In a poster presentation the main emphasis is on the visuals.
3 Conference preparation takes a lot of time and effort. It requires someone with excellent
organisational skills.
4 IJ1 the Conclusions section of an article you summarise the ideas and draw conclusions.
At the end of a presentation it is necessary to cover the main points and make a summary.
5 Work in pairs. Complete the sentences in a logical way.
1 Since it is important for a teacher to build rapport with his or her students,
2 Rapid communications should not exceed 5,000 words. By contrast....
3 Distance-learning cow-ses demand effort and commitment. As a result. ...
4 An abstract of an article outlines t.he methods and the outcomes of research. Likewise. a
conclusion ...
5 Interdisciplinary education has to deal with a number of problems. specifically. ...

38
• •• • • • • • • • • • • • • • • • • • • • • • • • • • • · · -idllll •·11on 3 1

6 Write pairs oflogicnlly connected sentences, using prompts as in the example.

subject mauer I research aClivities
11lose students who are involved in scientific research demonstrate a deeper understanding of
the subject matter. In contras~ those not participating in research activities may have difficulty
realising how theory is pm into praClice.
1 build rapport I gain respect

2 publish or perish I climb a professional ladder

3 enrol for a course I scientific discovery

7 Work in pairs. Listen to your partner's sentences and say which logical relation he/
she has expressed.
Readjng
8 Rewrite these false statements to make a checklist for a good argument.
1 Some elements of the structure of an argument are omitted.

2 All the parts of the argument are disconnected.

3 111ere are some contradictory points.

4 'The evidence which is given is unreliable and irrelevant.

5 The tone is emotional.

9 Work i.n pairs. Read the arguments and evaluate them according to the criteria in
Activity 8. (Sec Activity 2 on page 33 for the structure of an argument.)
A
Modem technologies cert~ bring in IOIS of opportunities into our lives. but it awinot be
denied that they have drawbacks as well as advantages. The first point to make is Iha!
technologies not only support but also inhibit learning. Let me 1lustrate this point with an
example. Teachers. including those in my department. complain about the abuse of mobile
devices In university classrooms and debate hOw to make students more focussed in ClasS.
Many students can't even concentrate outside class. But they successfully complete the
work on my course using our university's learning management system.

111is argument does not have a conclusion.

111e parts are disconnected: the speaker starts discussi11g the drawbacks oftechnologies i11
learning, but 1Jie11 talks about students' concentralio11 out$ide class.
111ere are some contradictory points: the speaker argues that students cannot concentrate
because oftechnology. but then says that they successfully complete their work on line.

39
 Module l Organising and participating in academic events

B
The quality of research results in our field is not as high as it used to be, say, 30 years ago.
and I'll explain why. There is pressure to be published. The time one can allow to prepare
and cany out research, analyse the results and prepare a publication is quite short. Racing
to meet deadlines, we omtt important detailS. Modern technology helps to process data
quiekly. We have much larger bodies of data tOday. There IS no time to be thorough and
meticulous. The research is of lower quality.

c From my point of view, plagiarism is one of the burning issues of today. TOday, when
technology has given us access to seemingly unlimited sources of data, plagiansm has
become the norm. I hate to say It, but everyone plagiarises. Most of all, students. It seems
'copy-and-paste' IS their favourite function. According to research. 70% of students' work
contains plagiarism. Not only that, but academics do the same. A recent inspection in one
of the universities revealed that History theses were more than 50% plagiarised! This shows
no respect for copyright and the intellectual effort of others!

Speakin g
10 Read the Language Support box and write A next to the phrases that express
ag reement and D next to those expressing d isagFeement.

Langu age Support: responding to nrgmnents

1 1hat's exacrJy what 1 think.
2 I might agree with the point about .... but ...
3 That's a good point.
4 fo'I afraid I have to disagree on the point about ... and I feel compelled to say that ...
5 I totally agree.
6 I find it interesting that .... but on the other hand ...

11 Work in pairs. Decide how the arguments in Activity 9 cai\ be improved. Consider
both the langt1age and the logical structure of each argument.
12 Work in g roups. Report the improved argu.m ents to another pair.

13 Evaluate your classmates' arguments according to the criteria in Activity 8. Respond

to their arguments using the language from the Language Support box above.
Follow- up
14 Outline an argt1ment on one of the topics below.
• PaJ'ticipating in international conferences: is it worth the effort?
Can all university teachers be at the forefront of their areas of interest?
Teaching other subjects in English : a waste of time or an opportunity?
15 Work in pairs. Present your argument to a partner.

16 Respond to your partner's argument using tbe expressions from the Language
Support box.

40
··
· · · · · · · · · · · · · · · · · · · · · · · ·IJ,Ofl
·· • ·
11aa
· ! ·-1

Lesson 3 Discussion matters

Lead-in
1 Have you ever participated in a rotmd-table discussion? Whal was discussed?
What roles did the participants have?
Language focus
2 Work in pairs. Choose the word in italics in each sentence that best suits an academic
context.
l The 'publish·Or·perish'imperative shifts the intensity I emphasis I strength away from
real teaching.
2 The 'publish-or-perish' system causes a lot of stress. not only to young academics. but
also to more established/ advanced/ settled scholars.
3 Citations are intended to provide indication I information I evidence that publications
are actually read.
4 Writing scholarly publications is a(n) insistelll/ crucial I urgent aspect of academic work.
5 Be ready to react as quickly as possible when required to make modificatio11S/ repairs I
amendments to your publication.
6 This is a way to mailllain I retain I ascertain communication \\~th other researchers.
3 Paraphrase the underlined phrases, using language Crom Activity 2.
l Are !loXpericnced academics under pressure to get published?

2 Can you give any supporting facts for the argumcn.t that publications are a highly_
important fcawre of academic work?
3 What aspects of academic work move the focus from actual teaching?

4 Do you usually have to make chan~ to your publications after reviewing?

5 How do you keep in contact with colleagues abroad?

4 Work in pairs. Answer the paraphrased questions in Activity 3.

Reading
5 Identify U1e elements of the following arguments (see Activity 2 oo page 33) and put
them in U1c correct order.
Argument 1
a First of all. publishing is a way to maintain communication wit11 other researchers.
Research is not an individual effort today. as many institutions around the world arc
working on the same problem and have to share their knowledge to get important results.
b Secondly. universities demand publications from their employees. If you don't publish.
you won't get a position.
c Writing scholarly publications is a crucial aspect of academic work.
d In short. publishing is crucial for research, your career and your own satisfaction.
e Sut that's not all. Academics are driven by intrinsic motives. They get satisfaction from
writing for publication. (You know. it really happens!)

41
 Module 1 Organising and participating in academic events

Al"gument 2
a 'Iherefore. impact factors• are not reliable and can be manipulated.
b Finally. articles can be cited because they demonstrate research of low quality.
c Citation also has its issues.
d Some articles are cited without being read. They are so-called secondary citations.
e Citations provide evidence that publications ar-e actually read. However. citations can
include self-citations, that is reference to oneself, which can boost the citation rate.
•impact factor: a measure that shows the average number of citations of an article in an academic
journal wilhin a period oft.irne

6 'Die sentences in Activities 2 and 3 are from a discussion. What was the topic of the
discussion? What matters were being discussed?
Listening
7 ® 16 Listen to a round-table discussion and say ifeach statement is true or false.
1 The moderator introduces the participants.
2 Dan does not agree with Ann about the importance of publications.
3 The moderator interrupts Dan because his ans,ver is inelevant.
4 Paul wants to be the first to answer the second question.
5 Dan agrees with Paul about the featw·es of a good publication.
6 Dan and Ann have different views about the pressure to publish.
7 The moderator finishes the discussion by saying that academics should not publish.
8 Work in pairs. Put the words in the correct order to make expressions.
1 this? I your I on I What's I view _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
2 couldn't I more. / I I agree - - - - - - - - - - - - - - - - - - - - -
3 but/ 're going to I to interrupt you, I we I that issue / later. / discuss I Sorry

4 on I I I first I this? I come in I Can - - - - - - - - - - - - - - - - - - - -

5 I I exactly I see I That's I it. I how _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
6 the /back I to I of. .. I Coming I issue _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
7 with/ afraid/ I have/ Dan./ I'm/ to agree - - - - - - - - - - - - - - - - - -
9 ® 16 Listen to t he discussion again and check your answers in.Activity 8.
10 Match headings a-c with Language Support boxes 1-3.
a taking the initiative
b shifting the topic
c iinterrupting politely

LanguageSupport l _~----------
What you are saying is very interesting. but let's focus on the original topic.
ICI just 1.ike to say that ...
If I could just interrupt for a moment ...

42
·······························
1$!ftyuon3 I
Language Support: 2
la like to be the first to answer.
May I give you my opinion?
Can I chip in with an idea?
If I could just come in here.

Language Suppo rt: 3

Now let's turn to ...
Moving on. let us discuss the issue of ...
Let's focus on another aspect of ...

1 1 Add some of the expressions from Activity 8 to the appropriate Language Support box
in Activity 10.

Speaking
1 2 Work in groups. Have a round-table discussion. Follow the steps below.
l Choose a topic for the round-table discussion. For example:
• participation in conferences
• preparing pubUcations
• teaching other subjects in English.
2 formulate the questions to discuss within the topic.
3 Choose the moderator.
4 Allow7-10 minutes for:
• the participants to outline their answers to the questions
• the moderator to study the guidelines below and plan the discussion.
5 Have a round-table discussion. Use the expressions from the Language Support boxes.

Guidelines for the moderator

1 Welcome and lntroduoo the participants.
2 Let everyone speak.
«
3 Interrupt politely one of the participants speaks for a long time or does not Stiel< to the topic.
«
4 Paraphrase or ask clarification questions necessary.
5 Do not give evaluative judgements.
6 Do not answer~ own questions.
7 Thank the participants for their contributions.
8 Summarise the discussion.

43
 Module l Organising and participating in academic events

Follow-up
1 3 Evalu ate your pa rticipa tion in the round-table discussion, using the checklist below.

I ;-.;,,v,•r I From time to time I 1\ll tlw tun<·

I contributed to the discussion.
I was polite and did not interrupt unless a
speaker had finished.
I did not speak for long and I let others express
their views. J 1·eacted to what others said but
was not defensive.
Overall. I a m satisfied I dissatisfied \vith my perfor mance.
Next time I will {choose the appropriate options)
provide more arguments and support them more strongly
be more polite
speak for a shorter time and listen to the opinions of others
use more appropriate language for different functions
do the same as I did in this session.

44
••111•••••!111•111••·················~-liijll(I ·~I. •

Unit 4 A panel discussion

By tile end of tll•S unit YoU wiu be able to
• prepare for, and take pan in, a panel discussion as a moderator and panelliSt
~mmarise What different people~ 1n a panel d1seussion

Lesson 1 Preparing for a panel discussion

Lead -in
1 Work in pairs. Answer the questions and then discuss them as a whole class.
I What is a panel discussion?
2 Have you ever taken part in a panel discussion? If yes. in what capacity?
3 Whose role. do you think, is more difficult: that of a panelllst or a moderator? Why?

Listening
2 0 11 Listen to an extract from a podcast about moderators of panel discusssions
and choose U1e statement that sums it up best. Give reasons for your choice.
a A panel moderator has a lot of responsibilities during the discussion.
b A good panel moderator is crucial to the success of a panel discussion.
c A panel moderator's job is to control everything during the discussion.
3 {V 17 Listen again and fill in the gaps.
A moderator is expected to
l set the for both the panellists and th.e audience.
2 provide the and coherence in the panel.
3 ensure _ participation from the panellists.
4 make sure that the in the audience have an opportunity to ask questions
and get answers.
5 control the Oowofthe discussion. summarise the main ideas and link them together. so
that the discussion has a sense of and complete of the topic.
6 the time.
4 Match skills 1-6 in Activity 3 with functions a-h below. More than one function can
be matched wiU1 each skill.
Skill l Skill 4 - - - - -
Ski112 _ Skill 5 _ _ __
Skill 3 Ski116 _ _ __
a opening an event
b explaining the focus of the discussion
c summing up a talk/discussion
d paraphrasing a question/statement
e interrupting politely
f directing the discussion
g keeping the discussion on track
h closing the event

45
 Modu1e 1 Organising and participating in academic events

5 © 18 Listen to a second extract from the podcast and choose the correct option.
The speaker talks about what she does to ensure success
a before the panel discussion
b during the panel discussion
c after the panel discussion
d in the course of the entire event.
6 © 18 Listen again and complete the flow chart, showing the sequence of steps the

I·-====~~) l'- -J
speaker recommends.

L...===:

IL·-
========~~I( · I
7 © 18 Complete the questions the speaker asks her colleagues in order to prepare
questions for the panel. Then listen and check your answers.
l Suppose you attended my panel. what points _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ?
2 What do you think you might ?
3 What do you think you'd like ?
4 Here are some questions _ _ _ _ _ our audience attendees would like to be addressed.
5 Is there something to add?
Language focus
8 Compare these questions with those in Activity 7. What is the difference in the
wording? What is the effect of this difference?
l What points do you want to make?
2 What do you want to hear about from the experts?
3 What do you want to learn from them?
4 Here are some questions our audience attendees would like to be adcfressed.
5 Is there something you want to add?
9 Make these questions more tentative/hypothetical. Change the form of some words
as necessary.
l What do I need to do to ensure the success of my panel?
2 How does the topic of the panel fit into the conference theme?
3 What do you want to learn from the experts?
4 What sort of expertise can you offer?
5 How much time do you need to cover your point?

46
••••••••••• ••••••••••• ••••••••••• - •unt• Liesrn 1 J

10 Write definitions ofUie phrases below.

I toofferexpcrtise - - - - - - - - - - - - - - - - - - - - - - - - - - -
2 tomakeapoint· - - - - - - - - - - - - - - - - - - - - - - - - - -
3 to address questions _________
4 to put together a list - - - - - - - - - - - - - - - - - - - - - - - -
5 to get in touch with someone ____________ __________
6 to cover all tJie key points - - - - - -
7 to assume something ____________ _____________
8 to let someone know ____________ _____________
9 a series of questions - - - - - - - - - - - - - - - - - - - - - - - - - -
10 to make sure
11 Use the phrases in Activity 11 to paraphrusc the sentences below. Make other
changes as necessary.

PaneWst.8 a.re usually people who can 1gtye expert onlnto.ns on the Issues under discussion.
It's lmportant that you help them 2to mmn1uotcatc w1' h ~h olh<;r some Ume before the
conference. OtherwSse they might fall Sr.o deal with all the main '""" that you have on your
list. It lsn"t wise •10 1htnk that even experienced panclUsts will be able to suck to the polllt
while talkJng.

My advice ts: Identify potential attendees aniong your colleagues and ask them what
$ldcn3rhcy wo11ld Ukc 10 1alk abouc. ThJs helps to decldc what qucsuons a panellist should
Odeal n1.th, It takes ttme 710 compt!c a list of qucsuons for a dlscusston. \Vhen you have
one. you a.re halfway to success.

Ahvays •1nforn1 cyccyonc In the panel about hO\V It \viii go. And remen1ber 9to check that
you kno'v ho'v the names of lhe panelUst.s are pronou11ced. It ts quite an Issue ln events
with Lntcrnattonal participation.

Speaking
12 Start preparing for your panel. FoUow the steps below.
l Choose one of the subthemes that are on the diagram of your conference (see Activity 5
on page 15).
2 Go aroUJld your class and ask your classmates as potential attendees what questions
they would like the experts in your panel to address. Ask tentative/hypothetical
questions.
Follow-up
13 Prepare for your panel. FoUow the steps below.
J Research online the topic/subtheme you have chosen for your panel. See how it fits into
the theme of the conference.
2 Identify three or four people in your class who might be useful on your panel as experts.
Contact your panellists via email: explain the purpose of your writing and how the
panel will work.\Vith their help. put together a list of questions and a panel handout.
(See Activity 7.)
3 Keep your list of questions and handout for Lesson 3.

47
 Module I Organising and participating in academic events

Lesson 2 summarising a discussion

Lead-in
1 'Work in pairs. Discuss the questions and then share your thoughts with the whole class.
How is summarising from one source different from summarising from many sources?
How is summarising a written text different from summarising a spoken source?
Language focus
2 Add prefixes to words 1-6 so that they have the opposite meaning.
l clear 4 capable _____
2 acceptable 5 resolvable - - - - -
3 relevant 6 definite - - - - -
3 Paraphrase sentences 1-5 using language from Activity 2.
1 It seems this problem cannot be solved.

2 You have mentioned an issue that is not related to the topic.

3 This objective is difficult to understand.

4 And what about the students who don't have the ability to complete the task?

5 We cannot accept such behaviour.

4 Match the underlined expressions in the text witl1 their equivalents a-g.
Though interdisciplinary education has 1diverse benefits. IO like to offer some 2 decisive
arguments against it. Firstly. students are 3 deprived of the opportunity to study the "core
subjects in depth. Secondly. students can't 5sustain focus and they lose concentration.
Lastly. there is 6a certain reluctance among employers to hire graduates with double
diplomas. To conclude, the problem of interdisciplinary education 7 deserves close
attention, as there are some important issues that have to be considered.
a main disciplines
b a kind of unwillingness
c not given the chance
d is worthy of careful consideration
e keep their concentration
f various advantages
g clear counter-arguments
Listening
5 Work in pairs. Discuss tl1e questions.
1 What are interdisciplinary studies?
2 What are the benefits of interdisciplinary studies, if any?
3 What is the general attitude to interdisciplinary studies in your institution?

4$
' Read the steps for a 'welcome to a panel discussion'. What order would you put them in?
~ Introduction of the panellists.
Explanation of the procedures and rules.
'- Introduction of the first question to discuss.
o Greeting.
~ Introduction of the topic.

.. ~ 19 List.en to a moderatonvelcoming everybody to a panel discussion about

..merdisciplinary studies. In what order does she do the steps in Activity 6?
S Work in pairs. Discuss wh at kind oflanguagc helps you identify that a problem is
Xing discussed.
9 © 20 .Listen to the flrst part of the panel discussion introduced in Activity 7. Read
..be description of it below and fill in the gaps wiU1 an appropriate word or a short
phrase. Compare answers \vith a partner.
')erek took the initiative and offered to speak first. Me expressed the opinion that
.oterdisciplinary studies cause 1_ _ _ _ __
'.e listed the following issues:
there are no clear 2
what is meant by 'connections between discipllnes' is 3_ _ _ _ _ _ _ _ _ _ __
no one says what the results•_ __ _
E.Jie agreed. saying that 5 are seen as unimportant and
.:rrelevant. She also said that on these programmes it is impossible to
- - - - - - the result.
Other speakers mentioned other problems, such as:
high 7
teachers have to be borrowed from the*- - - - - - - - - - - -
io Work in pairs. Make a list of the problems that interdiscip!Jnary studies can cause.
1 1 @ 20 Listen again and write down the expressions U1e speakers use for
functions 1-3.
I to take the initiative and offer to answer
a Lel me be the first lo answer.
b _
2 to check understanding
a Am I right in assuming that ... ?
b
3 to refer to knowledge - your own or someone else's
a fo1 very aware of.what Derek is sa.r."' · __
in,.,rr~
b

49
 Module I Organising and participating in academic events

Speaking a n d Listening
12 Work in pairs. Make a list of phrases that can be used in a summary to do the
following:
1 to describe what the speakers said
The first speaker stated that ...
He added/went on to sa that ...

2 to compare the speakers' opinions

The speakers agreed about/on/that ...
Nevertheless. they expressed different opinions about ...

3 to draw a conclusion
Overall it can be concluded that ...
To summarise. ...

13 \Vork in pairs. Orally summarise the discussion in Activity 9. Use your notes and the
language from Activity 12. Follow the steps below.
1 lntwduce the topic.
2 Outline the main ideas the speakers expressed.
3 Say what the speakers agreed or disagreed about.
4 Draw a conclusion.
14 @ 2 1 Listen to the second part of the discussion and complete the notes below.
Write only key words.
1 Examples of successful interdisciplinary communication:
a the use o(X-rays in enetics

b -----
2 Breakthroughs ---
usually - -at
happen -_ -_ -_ -_ -_ -_ -_
-_-_
-_-_
-_-_
-_-_
-_-_
-_-_-
3 Interdisciplinary education develops the ability:
a ------------------------------~
b ------------------------------
4 The moderator concludes by saying that interdisciplinary study is - - - - - but
there are about its use in underg1raduate training.
Follow-up
15 \Vork in pairs. Orally summarise the whole discussion. Use the checklist below to
evaluate your partner's performance.
l 'The speaker followed the steps in Activity 13.
2 The speaker used the language from the unit.
3 The speaker did not express his or her opinion on the topic.
4 The speaker included all the necessary information from the discussion.
16 Find a discussion on the internet that is of interest to you. In class, summarise it to
a partner.

50
Lesson 3 Closing effectively
Lead -in
1 Look through the list of common difficullies that may occur during question time in
a panel discussion. think of ways of handling them.
l The questioner is not sure whether he/ she can ask his/ her question.
2 The questioner speaks in a low voice.
3 The questioner is sitting at the front and the people at the back can't hear him/her.
4 The questioner asks more than one question.
5 The question Is complicated.
6 The answer is too long.
7 There are no questions.

Reading
2 Read the text and find some solutions to the problems listed in Activity l.

It Is very Important that the audience know how quesUons wlll be handled by the faclUtator.
It Is common prneuce that attendees simply raise their hands to let the moderator know
that they have a que.sUon. To show a member of the audience that you arc ready to take
their quesuon. make eye contact "-1th them. Aller they have given their quesUon. repeat It
to make sure that everyone IS following.
SomcUmcs people ask more than one qucsUon. Then you have to dcctde \vhcthcr to take an
of them or choose one. Whal you decide wlll depend largely on the umc available. Look at
your panel and ask who \Vould like to take the qucsUon tlrsl.

So1neUmes a question ls not \vcU structured. n1cn you need to paraphrase It. Offer your
o\vn understanding but ask the questioner to conflro'I lhnt your paraphrase Is rlght.

1r an ttnS\vcr ts long. tt ts useful to su_m manse lt bcfote taking another questlon.

Be prepared \vllh some quesuons of your own ln case the nudtenoe remains silent.

Speaking
3 Read the sentences below and identify the situation the moderator is dealing with.

'You're making some great points, Jolvl, 2btJt we're pressed for time. 3We'I come back to you
4 time permts.

4 Match functions a-c with the parts of the speech 1-3 in Activity 3.
a mentioning shortage of time
b suggesting another time/place
c showing appreciation

51
 Module 1 Organising and participating in academic events

5 In extracts 1-3 identify functions a-c in Activity 4.

1
Thanks for those great ideas, John, but we need to watch the time. So, I'm going to aSk
Justin to give his point of view and then maybe you can meet some of the audience after the
discussion to talk abOut this more.

2
That's such a great idea, it would be an interesting topic for a full panel discussion. but let's
focus again on ...

3
You offer an interesting new perspective. John. I'd like to look at it in more detail, bu1
unfortunately our time is really limited. Let's hear What Justin has to say.

6 Work in groups offou.r. Take turns to role play ways of interrupting a speaker.

7 Look through the 'To do' list below and tick the things you need to do to close a
d iscussion effectively. Give reasons for you.r choices.
l summarise the main conclusions from the discussion
2 thank all the panellists for their expertise
3 hand out the evaluation sheets
4 thank the attendees for coming
5 djrect the attendees to where the next sessions are
6 make some notes on what went weU and what needed improvement
7 write a thank-you note to each panellist

8 © 22 Listen to the moderator and tick the things in Activity 7 that she does.
9 Role play a panel discussion. Use the questions you prepared in Activity 13 in Lesson
1 of this unit (see page 47).

Moderator: With your teaCher. prepare the room for your panel. If necessary, hold a pre-panel
meeting with the Panellists.

Panellists: Review the questions for the panel and hew you are going to respond.

Attendees: Study the panel handout and think of two to three questions. You might need to
change or modify them depending on hew the d iscussion goes.

52
..................... ..................... ..................~llllllll1•~rom1~cc•L.Yli!l~l'.::::::::J

Follow-up
10 Use this form to assess your performance as moderator.

Self-Evaluation Card for Moderator

Yes/No
1 Organisation:
- Was the room prepared well?
2 Opening:
- Did I say everything I needed to say?
3 Handling the panel:
-
- Did I manage the time effectively?
- Did I summarise effectively?
- Did I make sure that all the panellists participated equally?
4 Question-taking:
- Did I keep control effectively?
- Did I ensure a smooth flow of questions and answers?
5 Closing:
I - Did I say everything that was necessary?

Module wrapping-up
1 You have finished Module l. Congratulations! Reflect on the module and evaluate your
progress. Rend the statements in the table below and tick them if you agree witl1 U1em.

~lodulc I
I can create a timeline for a major academic event in English.
I can write a call for papers in English.
I can ask questions in English in a Q&A session.
I can respond to questions in English in a Q&A session.
I can paraphrase what I hear in English orally.
I can summarise otl1er speakers' ideas orally.
I can construct a valid argument in English.
I can respond to an argument in English.
I can manage a round-table discussion in English.
I can manage a panel discussion.

2 What do you need to improve furtlter? Set yourself some goals for further
development- Use the SMART principle: goals should be Specific, Measurable,
Achievable, Realistic, Time-bound.
3 Share your responses to Ute module witJ1 the whole c lass.

53
•
 Module 2 Writing for publication

Unit 1 Preparing to write

By the end of this unit you will be able to
.. identify key information in guidelines for contributors to international journals
.. compare and contrast information from guidelines for authors
.. recognise the types and structure of academic articles
.. ciloose a journal in which to publish an article
.. prepare a title and abstract for an academic article in your own subject a rea

Lesson 1 Guidelines for authors

Lead-in
1 Read the statement below and fill in tJie gaps witJ1 the percentages tJiat you tJ1ink are
possible. Say which group of researchers you belong to and explain why.
_ _ _ _ _ per cent of researchers prefer first to write an article and then edit it
according to the guidelines for authors. However. 2: per cent prefer to read
the authors' guidelines first and then follow them when they write their manuscript for
submission.
2 Read the quotation below. Do you agree with it? Why? I Why
not? What might be in these instructions, do you think?
Careful preparation before starting to write will save you t ime and
spare you frustration later on. In publishing, as in everything else
in life, it p ays TO READ THE INSTRUCTIONS. (Ann M. Korner)

Reading
2 Read Texts 1aud2 quickly and tick the boxes i.n the table if they contain the
information in 1- 5. Ignore any words you don't know.

- ; ·· Text I Text2
1 Age of Ute journal
2 Scope (the range of subjects covered by the journal)
3 Audience
4 Recommendations about the language
5 Time from submission to J?Ublication

56
Text I

Network Science is a new journal for a new discipline - one using the network
paradigm to inform research, methodology, and applications from many fields
across the natural, social, engineering and informational sciences. The journal
welcomes contributions from researchers in all relevant areas working on
network theory, methods, and data.

Manuscript Preparation
Network Science is intended for a broad, interdisciplinary audience. Please avoid
jargon and give adequate explanations of concepts and methods that may be
unfamiliar to academic readers from different fields. However, please assume
that our readers are familiar with introductory ideas in network science. It is not
necessary in submissions to define terms such as centrality, density or degree
distribution.

Length:
As an interdisciplinary journal, Network Science encourages articles from
different fields that often have different publishing standards. In general, the
length of an article should be between 20 and 40 pages, including footnotes and
references, but the editors are open to exceptions if needed. We are not currently
accepting book or software reviews.

Abstracts:
Abstracts should be no more than 200 words and should include the main
aims of the paper. the methods and specific data source if applicable, and the
conclusions. Please include up to 1O keywords that should accompany the article.

Text2

Geological Magazine, established in 1864, is one of the oldest and best-known periodicals
in the Earth Sciences. It publishes original papers, book reviews and rapid communications
about all aspects of the geosciences. Geological Magazine has a particular strength in
providing a niche for interdisciplinary papers on regional geology and Earth history that
would be of interest to geologists from many different specialisms. Papers of any length are
considered, provided that the length is j ustifiable.

The Editors welcome original, creative, high -quality contributions suitable for the journal's
international readership. There are no page charges for papers published in Geological
Magazine, though there is a charge for printing of colour images. Online reproduction of
colour images is free of charge.

Original Articles
This category is intended for full-scale research studies that fit within the journal's scope.
There is no page limit; however, papers should be as concise as clarity permits. They should
include a summary of up to 250 words, accompanied by 4-7 keywords.

57
 Module 2 \IVriting for publication

Rapid Communications
This category is designed for concisely written research reports for which rapid publication
is considered desirable . Papers in this category should not exceed six printed pages of
the journal (approximately 5,000-word equivalents), including an abstract of no more than
100 words, and 4-7 keywords. Rapid Communicatjons will normally be published within six
months of submission. To meet this schedule, authors w ill be required to make revisions with
minimal delay.

Book Reviews
Book Reviews are published on selected books that fall w ithin the journal's scope, on topics
that the Book Review Editor considers to be of general interest to readers of Geological
Magazine. Book Reviews are published by the invitation of the Book Review Editor and
should not be submitted independently.

3 Read Texts 1and2 again. Focus on the main instructions for authors and complete
the table.
Instructions Network Sc1e11c<' Geological Magazine
1 Types of articles • Articlesfrom differentfields
• No book reviews
•
2 Article length • Original papers: no page limit
• Rapid communications:

3 Abstract length

4 Manuscript preparation Not mentioned

5 Submission procedure Not mentioned

6 Charges

4 Work in pairs. Wliat might be missing from Tex.t s 1 and 2? Make a list of any
additional information that authors may need in order to get their papers published in
a journal.

58
Language focus
5 From Texts I and 2, make a list of words describing different elements of an academic
article, e.g. f ootnotes.
6 Work in pairs. Say which of the elements from Act ivity 5 you always. ofte n or never
include in your articles. Give your reasons.
7 Match the words and phrases (1 - 11) with the ones t11atare similar in meaning (a- m).
More than one match may be possible.
I readers a suitable for
2 journal b summary
3 submissions c area
4 inte nded for d readership
5 contain c periodical
6 field f pape r
7 abstract g audience
8 article h designed for
9 studies include
10 fit within j contributions
11 applicable for/ to k fall within
I specialism
m research
8 Complete Text 3 with words from the box.

contains contributions editor intended to

paper readership research suited
jou~
Text3

Teaching Physics is a long-established 1 . included in the Science

Citation Index Expanded. It is a biannual. peer-reviewed periodical
2 provide an overview of 3 in physics education to
its internationa.I ' - - - - of researchers and practitioners. Each issue
5 articles on various aspects of teaching physics in universities.

We invite 6 to any section in the journal. In the first instance.

contributors are advised to contact the 7 to discuss their
proposed 8 and the section for which it is best 9

59
 Module 2 Writing for publication

Speakin g
9 Work in pairs. Compare the information in Texts l, 2 and 3. What new pieces of
information for authors are mentioned in Text 3?
10 Work in groups. Find the similarities between Network Science (NS), Geological
Magazine (GM) and Teaching Physics (TP). Report them to the class. Use the table in
Activity 3 and expressions in the Language Support box below.

Language Support: comparison - similarity

Both NS and GM publish ...
TP and GM are similar regarding I with respect to I in terms of ...
NS. as well as GM. asks/ requires ...
Like NS, GM accepts ...

11 'Nork in groups and note down the differences between Network S cience, Geological
Magazine and Teaching Physics. Compare your group findings with the whole class.
Use the Language Support box below.

Language Support: comparison - contrast

NS is (newer) than GM. whil.e/but GM is (much better known).
TP has a narrower focus than ...
Unlike NS, GM (publishes) ...
ln comparison \vith TP. NS is very (new).
In contrast to NS. TP focuses on ...
The guidelines for GM contain advice about ... By contrast. nothing is said about it in (NS).
TP is (more relevant to) .... whereas NS is aimed at ...
Although GM is (more p rominent), NS ...

Listening
12 Work in pairs. Discuss which of the factors below may influence your choice of
journal in which to publish your paper. Compare your views with another pair.
1 The scope and aims of the journal are relevant to your paper.
2 The journal provides open access to some articles.
3 The journal impact factor is reasonably high.
4 The page charges are low.
5 TI1e time taken to accept or reject a paper is quite short.

13 @ 23 Listen to a professor giving advice on how to choose a journal.

Tick the factors in Acti,'ity 12 that he mentions.
14 @ 23 Listen to the professor again a.nd answe r the questions below.
1 How many parts are there in his talk? What does each of them focus on?
2 How many points does he make in the last part of his talk?
3 How were you able to identify the number of points?
Follow-up
15 Look on the internet for journals in your OM1 subject area and read their guidelines
for authors. Report orally on what the guidelines require. Which journal would you like
your article to be published in? Why?
60
Lesson 2 Article structure
Lead-in
1 Work in two teams. Each team should find lhc best visual way to present lhe
convenlionol structure of a research article.
2 Com pore your visuals. Do they have the same sections?
Listeni ng
3 @ 24 Listen to a librarian talking about different academic publications and
complete the first column oflhe table.

·1 ypcs of url idc Key \Vords and phrnsps

l

4 @ 24 Listen again. Complete the second column with the key words and phrases
which help to identify each type of article.
S Work in pairs. Discuss which types of articles you have submitted or are going to
submit.
Reading
6 !\cad Text 1 (on page 62) and choose the most appropriate title for it from titles 1-4.
Say what type of text it is.
1 The importance of newspapers in studying people's mental health
2 Recurring themes in newspaper reports on depression
3 Media representation of depression in young people
4 Newspaper coverage helps recognise symptoms of depression

61
 Module 2 Writing for publication

Text!

A 'Newspaper media arc an important source of info rmation regarding

mental health and have a significant influence on people's awareness of mental health
issues. 2Dcpression in young people has seen increasing media a11en1ion in recent years,
but few studies have examined media representation of mental health, specifically in young
people. 3The current s1udy used a quantitative approach to examine the words used in
reports concerning depression in young people, in Irish broadsheets, published between
2007 and 2011. "The aims of the study were to identjfy recurring themes in lrish newspaper
reports on depression in young people, and to examine the textual patterns tha1 are repeated
in reporting these themes.
B 5A sample of 269 1exts, containin.g 176 223 words, was collec1ed from
1tuee lrisb broadsbee1 newspapers, using the search terms 'depression ' or 'depressed' or
' mental health' and 'youth' or 'young people'. 6A corpus-based approach was used to
examine word frequencies, clusters and keywords.
7
C The analysis (ide111ify) 1cxtual patterns, suggesting recurring associations
between youth depression and suicide, and, to a lesser extent, alcohol use and bullying.
8Keywords relating 10 emotional distress and symptoms of depression (be) less frequen1.
9 A focus on the role of the parents (be) also evidcn1.

D '°The analysis s uggests 1ha1 media coverage of depression in young

people accurately reflects concerns reported in surv·e ys by young people, bu1 provides less
informa1ion tha1 migh1 help in recognising depression in a young person.

7 Match headings 1-4 with sections A-D ofText I. Compare your answers in pairs.
1 Conclusions
Z Objectives
3 Method
4 Results
Language focus
8 Work in pairs. Answer the questions about Text 1.
1 Why is the present simple used in sentence 1?
Z Which phrase in sentence Z indicates that the present perfect should be used?
3 Why did the authors use the past simple for sentences 3 and 4?
4 Which verb form is used to describe the methods of research? Why?
5 Which tense would you use for the verbs in brackets in sentences 7. 8 and 9? \<\lhy?
6 How are the tenses in section D different from that of the previous section? Why"
9 Choose words and expressions in Text 1 that you could use when descdbing your
own research, e.g. a quantitative approach.
10 Write 3-4 sentences about your research using words and expressions you have
chosen in Activity 9. Use appropriate verb forms.
11 Work in pairs. Exchange your descriptions. Has your partner
• used appropriate verb forms?
• used the words/expressions correctly?

62
Read i ng
12 Work in pairs. Put the headings for the sections of a good research article in the
diagram. Compare your answers with another pair.
l
2
3
4
5

7
---6
----
8
a References
b Discussion
c Title
d Materials and methods
e Introduction
f Results
g Conclusions
b Abstract
13 Match the sections ofa research article (a-h) in Activity 12 \vith their purposes (1-8).
l It summarises the research study and results of the study: it is included in article
databases and is usually free to a large audlence.
2 It describes both specific tech1liques and the overall experimental strategy used by
researchers.
3 It clearly indlcates the content of the article and helps interested readers to find the
article quickly in a database.
4 It explains research findlngs and often deals with their applications.
5 It summarises the data coUected and calculates totals or trends. statistically significant
findings. etc.
6 It describes the theoretical background, indicates why the work is inlportant, states a
specific research question. and poses a specific hypothesis to be tested.
7 It states implications and recorrunends further research.
8 It lists the sources cited by the author(s) of the article.

63
lv1odule 2 Writing for publication

14 Identify which section of a research article statements l-8 come from. Write I
{Introduction), M(Materials and methods), R (Results) or D {Discussion) next to them.
Tue flrst one has been done for you.
1 We can suggest two reasons why some students persisted in their dislike of the technique.
D
2 The search was limited to a five-year period from January 2007 to December 2011.
3 The frequency of use of the word ·children·is also noteworthy. considering that the
search was targeted at reports concerning 'young people". This suggests that children
are increasingly being considered in discourse on depression and young people.
4 The average word length of the reports was 644.2 words (SD = 431.4)
5 All the articles were read and any article found not to be primaril)• about depression.
specifically in young people. was excluded.
6 Despite great accessibility to info1-mation through the media, many people report
difficulties finding relevant information on mental health.
7 Tables 2 and 3 highlight the frequent use of the words 'depression· and 'suicide· in the
corpus.
8 Results suggest less emphasis in these Irish newspapers on the various symptoms (e.g.
sleep problems, appetite issues) and treatment options available. which might make it
difficult for parents to identify whether their child is depressed.
Speakin g
15 Work in groups. Discuss the questions and exchange your opinions "~th the whole
class.
1 Why does the article structure in Activity 12 have this kind of shape?
2 ls it a standard structure for research articles in your Reid?
3 Are there articles in your field with a structure different from the one in Activity 12?
lf so. how are they different?
Follow-up
16 Find an article in your own language and an article from an English-medium
journal, both related to your research area. Compare the format and structure of both
articles and note down the d ifferences, if there are any. Be ready to report your 6ndings
in the next class.
Lesson 3 Titles and abstracts
Lead-in
1 Work in pairs. Discuss the questions.
1 When are you likely to write an abstract for an article: before you write your article.
after you have written it or at the same time you write it? Why?
2 How long is an abstract in your field of research? 'v\ll1at does its length depend on?
3 v\fhich abstracts do you usually write: informati,•e (they give the main results) or
incllcative (they only indicate what kind of research has been conducted)?
Reading
2 Read Text l. Wh ich of the kinds of information below docs it include?
1 information about the specific place where the research was conducted
2 the number of surveys carried out
3 any negative results of the research project
4 a definition of the key term
5 information about dllferent target groups
6 the need for further research
7 the practical implications of results
Tcxtl

1
Reflection is a way of evaluating best practice and challenging
existi ng norms, whi le at the same time consideri ng our personal
values and assumptions in our personal a nd professional lives.
2However, many health practitioners may lack
the skill s to
do this effectively. 3Through participatior1 in a series of three
workshops, practitioners in the Radiation Medicine Programme
at Princess Margaret Hospital have learned and acquired
new skills • in order to encourage reflectio n and reflective
practice in themselves and thei.r colleagues as well as with
their students. 4 A pre- and post-course survey was used bso
that we could ascertain their level of knowledge of reflection ascertai n: establish
and reflective practice. 5An additional survey at 3 months
assessed the frequency of use and ongoing comfort level with
reflective practice. 6 Results of the evaluation indicate that the
participants' knowledge of reflective practice has improved
their understanding of reflection in cli nical practice. 7They
recogn ise the importance of reflection and anticipate increasing ontlclp111 c: expect
their use of reflection in practice. 8As well, participants have thal sornething '"ill
been able to sustai n the positive momentum 3 months after the happen
course was delivered.

65
- Module 2 Writing for publication

3 Compare Text l i.n Activity2 with Tel>-t l in Activity6in Lesson 2 of this unit (see page
62). Tick the appropriate boxes in the table.
Text I in Lesson 3 Text l 111 Lesson 2
1 The abstract is not longer than 200 words.
2 The abstract contains background information.
3 The abstract includes conclusions.
4 Present tenses are used more than past tenses.
5 Passive forms are frequently used.

4 Identify the sentences (1-8) in Text l in Activity 2 that correspond to the elements of
an abstract (a-e) below. Which element is not included in Text 1?
a background
b purpose of the study
c methodology of the study
d results
e conclusion or recommendation
Language focus
5 Read Text 2 and fiU in tl1e gaps with a suitable verb in the appropriate form.
Text2

Grazing. or the uncontroUed. repetitive eating of small amolUltS of food

1
(recognise/realise) increasingly as an important
eating behaviour associated with obesity. Ln spite of the need for a obesity: the state of
better u.nderstanding of this eating behaviow· for improved obesity being extremely fat
treatment. currently there is no empirically validated measure to
z (appreciat.e/assess) graz:ing. Therefore, ~lo
contribute to a better under~tanamg of this relatively understudieo
eating pattern.. a new self-report questionnaire of grazing
3 (elaborate/develop) in this study. Questionnaire
items wero designed" to reflect previous empirical descri11tions of gr_azing.
A group of248 university students• (complete/design)
the Grazing Questionnaire. other measures -of eating-related behaviours
and cognitions, and negative emotion. Sixty-two participants completed
the Graz:ing Questionnaire a second time to calculate its tempora.I stability.
Exploratory factor analysis s (contain/reveal) a
clear two-factor solution for the questionnaire. reflectilig repetitive
eating bchaviow· and a perception of loss of control. Scores on Ule
Grazing Questionnaire were positively associated with other measures
of disordered eating, especially with binge eating. Initial psychometric
properties of the new questionnaire are promising. Futw·e research 6
- - - - - - - - (need/want) to examine the prevalence of this eating
behaviour in more diverse populations. including those \vitll binge eating binge eating: eating
disorder and obesity. loo much at one Llm
especially without
being able to control
oneself

66
 I!lilIII LnSon 3 _ __,

6 Read the highlighted p hrases a-din Texts I and 2. Answer the qucslions below.
1 Do these phrases express
a cause? b effect? c purpose? d necessity?
2 \Vhich structures are used in these phrases?
3 Where are these phrases placed in a sentence: before or after the main clause?
4 How docs the structure of phrase b differ from tJ1e others?

Language Support: stating the pur p ose

In academic writing. research aims and objectives are commonly expressed with the
help of infinitive phrases or clauses.
The aim of this study is/was to determine I to examine I to evaluate ...
To measure I To determine I To compare ....... was/were used.
In order to identify I to analyse I to understand .... we .. .
The experiment was conducted (in order) to find out .. .
The survey was carried out so that we could discover .. .

7 Correct the mistakes in the sentences. Use the Language Support box to help you.
For identify this metabol.ic product of yeast. glucose extracts were tested for their ability
to stimulate acid secretion and gastrin release.
2 We tested children in pairs so that each child in the pair to observe visual illusions from
different angles.
3 Laboratory experiments were carried out for us identifying the correlation between the
two variables.
4 In order that we can investigate the effect of coffee consumption o n hip fracture risk. a
meta-analysis was conducted.
5 The purpose of this paper is proposing a model for the development of comprehensive
assessments of older people and their carers.
6 For controlling these factors and investigating the relationship between risk and
memory further. most of the remaining studies reported in this study use simulated
driving in a laboratory setting.
Sp eaking
8 Work in pairs. Match article titles 1-5 with the types of title a-e. More than one
match may be possible.
l Mentoring Graduate Students in Teaching: The FCCIC Model
2 Encouraging Reflection: Do Professional Development Workshops Increase the Skill
Level and Use ofReflection in Practice?
3 Creativity: A 1\cview and Concept Analysis
4 Shifting the Goalposts: A Longitudinal Mixed-Melhods Study of the Health of Long·
Term Incapacity Benefit Recipients
5 Threats to the Running Water Ecosystems of the World
a titles that highlight a specific theme or focus following a general heading
b titles that emphasise the methodology used in the research
c titles that use rhetorical techniques (e.g. alliteration. allusion. metaphor)
d titles that contain a question
e titles that announce the general topic

67
 l'vlodu le '.l \l\friting for publication

9 Work in pairs. Discuss what might be written in the articles under titles 1-4. Use the
example to help you and the Language Suppor t box.

Language Support: expressing possibility

This article may focus on ...
The purpose of the study might be ...
ln the introduction I might find ...
The author(s) probably used (metlwds).
The conclusions are likely to demonstrate that ...
Perhaps/ Maybe ...

l Higher Education in Later Life: What is the Point?

2 Teaching More by Lecturing Less
3 Mind the Gap: A:te Students Prepared for Higher Education?
4 Do Expectations Meet Reality? A Survey of Changes in First-Year Student Opinion
A: What might the author mean by the question in the title?
B: Perhaps he or she considers why older people choose to do a university course.
A: What are you likel;y tofind in the introduction lO this article?
B: Well, it may be about ...
Writing
10 JhjJ>k about an article you could write for an international jour nal. Write tluee or
four titles of different types for it. Refer to Activity 8 for support.
11 \Nork in pairs. Read your partner's titles, ident ify their types and choose the best
one. Use the criteria for conference titles in Activity 10 on page 17, which also apply to
article titles.
12 Write a draft of your abstract (in 100-120 words). You can use the phrases below as
support.
• The present study investigates _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
• We expected that _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.
• The method we applied involved _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
• The results obtained show that _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
• The stud)' provides (strong) evidence that - - - - - - - - - - - - - - - -
Follow-up
13 Find three articles from your field of study on the internet. Analyse the article titles
and complete the table.

l How many words are used in the titl.e?

2 ls the title a noun phrase. a sentence or a questio n?
3 A:te nouns. adjectives and verbs capitalised?
4 Are the keywords used in the title?
5 Is it clear from the title what the article is about?
6 Do you find this title appealing?

6S
Unit 2 Processing information
By the end or tllis unit you will be able to
- cntically assess and discuss information found 1n book reviews
- analyse literature reviews in academic articles
- identify and use the vocabulary or evaluation
- use paraphrasing techniques
- write summaries or information from articles
• identify different citation styles
• write a list of references following standard conventions

Lesson 1 Book reviews

Lead-in
1 Work in pairs. Answer the questions.
I Do you regularly read reviews of books in
your field?
2 In which ways might they be useful to you?
3 Have you ever written a book review? Was it
positive or negative?
2 Look at the cartoon. How would you
describe thi s person?
3 Read the definitions in the table and
complete the fi rst column 'vith the correct
word Crom the list.

I critic criticism critique I

n. the act of stating that something is bad or could be improved

n. a report of something. such as a person's work or ideas. that examines it

and provides a judgement of it
n. I someone who says that they do not approve of someone or something
2 someone whose job is to give their opinion about something

69
 Module 2 Writing for publication

Readin g
4 Read the book review below (Text 1). Add the main points in it to the diagram.
Co1npare your ans'\vers in. pai rs.

Text 1

Learning and Talent Development, by Jim Stewart and Clare Rigg,

London, CIPD, 2011 , 378 pp.

This is a book written specifically for the latest qualifications and human
resources (HR) competency framework of the Chartered Institute of Personnel
and Development (CIPD). It has a useful table at the beginning illustrating
which chapters meet which learning outcomes from the module of the same
name as the book. This helps both teaching staff and students to navigate
their way through the relevant reading.
Much of the philosophy and approach of the book is very explicitly explored
in the short overview of the introduction. This is welcomed as it clearly
indicates the authors' thinking regarding the purposes of this book, at least of
the terms 'learning', 'talent development' and 'human resource development'.

As with a previous book from the author Stewart, this book continues to
maintain that easy-to-read style yet, at the same time drawing on a range
of disciplines and often complex concepts. Tables are used to good effect to
summarise ideas such as those of learning theory and learning styles. There
are plenty of case illustrations and questions at the end of each chapter which
can act as summarisers for the chapter or they can be developed into student-
centred activities. The section on educational partnerships (part of Chapter 8),
as it rightly states, is a growth area and one that is a foundation for many of
the developments in work-based learning programmes. The critical questions
within the chapter texts encourage readers to reflect on whether learning and
development (L&D) practices or initiatives are always positive or 'good for'
those who undertake them ....

70
 l!IilIE uuon-...1,__ _

The last chapter on student projects was an interesting digression into digression:
research approaches and methodologies. As it is written in the same very movcrncnta\vay from
clear and thoughtful style it is a welcome addition to the many texts the main subject you
on undertaking research and being attached to a book of this nature arc writing or talking
about
helps to highlight the importance of sound research in all HR subject
areas. However. as a personal preference, a chapter that addressed
international differences in learning or educational experiences would
have also added an extra dimension to the text. It would have widened
its audience too, to international students who may well be keen to gain
CIPD membership but also need to see their perspectives addressed more
often. This would also support or enhance the final conclusions about
the importance of understanding learning processes. In addition there
seemed to be little reference to organisations other than CIPD, of which
there are a number nationally and internationally involved with L&Df
HRD - The University Forum for HRD and International Federation of Training
Organisations, for example.
Despite the comments in the preceding paragraph, this is still a book that is
very welcome, well worth the wait since the 1999 text by Stewart and coming
with a successful collaborative co-authorship.

5 ·work in pairs. Read Text l again and answer the questions.

l Which positive feature is mentioned twice by the reviewer?
2 What klnd of information does the reviewer put in brackets? Why does she put it in
brackets?
3 Which other publications does the reviewer refer to?
4 Why is the last chapter of the book called ·a digression'?
5 Where in Text l does the reviewer refer to or mention herself?
6 Read Text 2. Compare it with Text 1. Say if Texts land 2 are generally neutral,
positive or negative.

71
 Module 2 Writing for publication

Text2

Families in Today's World: A Comparative Approach

David Cheal. London, England: Routledge. 2006. 172 pages •
.. . In the preface David Cheal states that the goal ofllis book is to provide an international
textbook and a way of thinking about the family globally. Duo to the increased focus on the
impact of globalization and diversity on families. this is an admirable goal. Onfortunately. in
practice thjs lofty goal is not achieved.
First, the basic format of the text is not conducive to student engagement with the reading.
As a textbook, the reading has no charts. graphs. or photos. and does not utilize the traditional
textbook format of sidebars. AdditionaJ!y. the text does not provide questions for students to
consider while reading. or defmitions of te1·ms willlin the chapters. which makes the book
less than user-friendly for students and would necessitate extensive defbling of terms during
valuable class time.
Second. the absence of theory and traditional sociological terminology poses a problem for
sociology of the family educators. There are no theories in this text. Theory is an important
component of sociology which dlstingwshes it as a social science. The traditional family
theories are not present. making this book difficult to use as a primary text for the sociology
of the family.
Las y and most importantly however. there are problems with the global focus in general.
Our concerns about the global focus ru·ise for four reasons: the western focus. the lack of
comparisons across cultures. the omjssion of cultural discussions, and the limited cultural
examples....
Because of the importance of global discussions in the teachjng of the sociology of the family
we regret that we do not have more positive feelings towards this text. One potential option
for educators who wish to bring a more global perspective on families to the classroom would
be to use this text as a supplement to their own lectures. bringing some of the global examples
to highlight theories they discuss in class. We applaud the author's inHiative to move towards
a global view of families and hope that this path is continued upon. However. simply put. trus
book provides neither the solid foundation expected of a primary text nor tbe engagement
and story to be a supplementary reading text.

7 Compare the books reviewed in Texts I and 2. Complete the table.

Learning anti 1·a1ent J)cvelofJ111c111 Families in Today's IVar/d:
A Comparative Approach
Type

Application

R.eadershlp

Features of contents

Features of structure

72
Language focus
8 Underline the phrases in Texts 1 and 2 which helped you decide on the reviewers'
attitudes to the books reviewed.
9 Look at the hjghlighted adverbs in each text. What is their function?
10 Read the Language Support box below. Whjch two adverbs from Texts 1 and 2can
be added to it?

Language Support: sentence adverbs

Sentence adverbs allow writers to express their opinion indirectly. without mentioning
themselves. A sentence adverb often starts a sentence and is followed by a comma.
Examples of sentence adverbs are: interestingly (enough), (not) Sltrprisingly, obviously.
supposedly, presumably, seemingly. _ _ _ _ _ - - - - -

11 Here is part of Text 1 agai.n. vVhat makes it different from the rest of the review?

However, as a personal preference, a chapter that addressed international differences

in learning or educational experiences would have also added an extra dimension
to the text. It would have widened its audience too, to international students who
may well be keen to gain CIPD membership but also need to see their perspectives
addressed more often. This would also support or enhance the final conclusions
about the importance of understanding learning processes. In addition there seemed
to be little reference to organisations other than CIPD, of which there are a number
nationally and internationally involved with LD/HRO ...

12 Add sLx examples from the passage in Activity 11 to the Language Support box.

Language Support: hedging

Hedging is the use of cautious language - a feature of academic writing which involves
making one"s statements less categorical or assertive.
• verbs: believe, suggest, think. - - - - -
• some modal verbs: can. could. might. - - - - - - - - - -
• use of comparative forms: more acceptable (instead of acceptable), more common.

• use of andfew instead of no, none. nothing

• u se of qualifying adjectives o r adverbs: fairly. quite, slightly. almost, practically. etc.
• modifying phrases: from my point of view. some might say ... , one angle on this
might be ... _ _ _ __

73
 Nlodule 2 Writing for publication

13 Read part of an article review written by a sociology student. Use th e hedging

techniques from the Language Support box to improve it.

Professional skills and ethics, which so far have attracted no attention, arc analysed in this article
from a narrow perspective, which focuses on th.e job of an economist. However, the conclusions
of the author apply to any profession. The pace <>f development in society is fast in all spheres of
life, which creates a new system of standards and requirements. Thus, professionalism comes to be
viewed through the lens of morality, which is a complex notion, difficult to define objectively. It is
really impossible to use morality as a criterion in assessing the degree of professionalism of any
employee.

Speaking
14 Work in pairs. Follow the steps below.
l Think of a book or article in your professional field.
2 Prepare to describe it to your colleague. Use the Language Support boxes and the
phrases you underlined in Activity 8.
3 Take turns to briefly describe the book or article and your opinion of it.
4 Ask each other questions about your reviews.
Follow-up
15 Find on the intern.et two reviews of books in your area of specialism. Focus on both
language an d conten t and answer the questions below. Make notes on your findings
and report them to the whole class.
l What featm·es do these reviews have in common with the reviews in this lesson?
2 Jn what way(s) are they different?

74
Lesson 2 Literature reviews
Lead-in
1 Answer the questions.
l Where in a journal article can you often find references to other authors' work?
2 Where are they unlikely to appear? Why?
Reading
2 Wo1·k in pairs. Look through Text land guess the meaning of the highlighted words
wiLhout using a dictionary. Be ready to report whaL helped you: the contex't, a similar
wo1·d in your own language, association with another word with th e same root or
something e lse.
Text I

Uncontrolled. Repetitive EatingofSmallAmounts of Food or·Graziog·:

Development and Evaluation of a New Measure of Atypical Eating
Tito increasing prevalence of obesity and associated health risks is a
concern in many societies. Nevertheless. relatively lillle is known about
the atypical or disordered eating pauerns thM may be associated with
overweight and obesity (Carter & Jansen. 2012). Eating beha,~ours
contributing to obesity appear to be heterogeneous. and many of them
arc not included among the criteria that define eating disorders in the
Diagnostic and Statistical Manual of Mental Disorders (DSMIV- TR:
American Psychiah'iCAssociation [APA]. 2000). Oescri1>tions or atypical
oatlng behaviours associated with overwoight and obosity include
'bingo oatlng' (e.g .. Darby. Hay. Mond. Rodgers & Owen. 2007). ·constant
ovoroating' (Mitchell. Oevlio. de Zwaan. Crow. & Peterson. 2008).
'picking' (Fairburn. 2008). ·grnzi11g· (Saunders. 2004). 'bctweenmeal
snacking· (O'Connor. Jones. Connor. McMillan. & Forguson. 2008). 'night
eating' (Colics. Dixon. & O'Brien. 2007). and a general ·chaotic· and
unstructured eating style (Hagan. Whitworth. & Moss. 1999). To date.
binge eating has received the greatest amount of research attention
an1ong these overeating behaviours. The proposed diagnosis of Binge
Ealing Disorder (SEO) in OSM-IV (APA. 2000) is defined by the presence
of discrete binge-eating episodes that are characterised by an unusually
large intake of food in a single sitting. These episodes are accompanied
by a sense of a lack of control over eating. behavioural manifestations
of a lack of control. and emotional distress ....

3 Read Text I again and divide it into two paragraphs. Explain what helped you to
decide where to divide it.
4 Work in pairs. Answer the questions about Text 1.
l How do the authors state that their research is topical?
2 Why are the different kinds of atypical eating behaviours given here?
3 Which atypical eating behaviour do the authors choose to define in the text?
4 Is the defined atypical eating behaviour the focus of the article?

75
 Module 2 Writing for publication

5 Decide which of tl1e sentences below best summarises Text l.

l There are a lot of eating behaviours associated wRh obesity. many of which are not
necessarily known or treated as eating disorders. unlike binge eating, which has been
extensively studied.
2 Numerous attempts have been made to study obesity and the health risks connected
with various eating behaviours. among which binge eating is the most researched.
6 Read Text 2. Match tile highlighted words "~tll their definitions (1-4).
1 long life
2 emotion
3 including differen t types of things
4 a person's husband or wife
Text 2

Emmons and Crumpler (2000) describe gratitude as a multifaceted relational

concept encompassing emotion. attitude, behaviour and motivation. Focusing on emotion.
Lazarus and Lazarus (1994) describe feelings of gratitude as the result of'appreciating an
altruistic gift' (p. 118, emphasis in original) and highlight its relational context. Thus, feelings of
gratitude arise from a perception that another person's actions are the reason for some benefit
to oneself, and an appreciation of those actions and of the one responsible for them.
In a study of the effects of reflecting on experiences of gratitude. Emmons and McCullough
(2003) reported increases in positive affect and life satisfaction and that these changes were
also observed by participants' spouses or significant others. In a study exploring gratitude
in marital relationships, Mikulincer et al. (2006, p. 209) concluded that gratitude contributes
'strength and longevity to romantic and marital relationships'. These findings suggest not only
that the personal benefits of being grateful toward one's romantic partner are apparent to one's
romantic partner but that being grateful also benefits one's romantic relationship.

7 Read Text 2 again. Say wl1ich words cou.ld be iJH:luded in the title oftllis article.

Language focus
8 Complete the table witll nouns corresponding to each verb. Compare your answers in
pairs. If in doubt, consult a dictionary.

Verbs I Nouns
appreciate appreciation
perceive
contribute
suggest
explore
observe
reflect

76
9 fill in the gaps with a noun or a verb from Activity 8.
1 Of special interest is students' of science and scientists: is their view of
science. like the scientists' view of humanities. limited?
2 In its time. the French Revolution made an enormous _ _ to human progress.
3 Newcomers bring their own interests and beliefs into the community. and they do not
or recognise the value of agricultural work.
4 The conclusions are based on empirical : most women and older children
are actually quite as rational as most men while some men are actually less rational.
5 Measures of poverty which are based on the family or the household as the unit of
measurement cannot accurately the true extent of poverty among women.
6 There is the __ that organic molecules arose elsewhere in the Universe.
perhaps on dust particles in space. and were first carried to Earth on meteorites.
10 Read Text 2 again.
l Write down the'reporting verbs'. They are often used in summaries.
2 Which of the following verbs also belong to this group?
increase emphasise provide claim argue
perform indicate state conduct consider
11 Compare this paraphrase with the original text. Which techniques in the Language
Support box has the writer used to produce tJ1e paraphrase?
Paraphrase: The importance oflnformation and Communication Technology (ICT) as a
tool in developing English language learners' communicative competence can hardly be
overestimated.
Original: There is hardly anyone who would question the fact that Information and
Communication Technology (ICT) plays an important role in developing the skills and
knowledge learners need to communicate effectively In the English language.

Language Su1>port; paraphrasing and sununn.r i sing

A literature review is a brief overview of what has been written on your topic. In it you
summarise other authors' ideas - you present them in a condensed form. To do this
effectively. \vithout plagiarising". you need to paraphrase.
Paraphrasing is describing the ideas of others in your own words. When paraphrasing.
you can
use only the key words of the original
use words similar in meaning to those of the original text
change parts of speech. e.g. agree> agreement
change the order of words or sentences
• use grammatical structures and vocabulary which are different from those in
the original
• combine sentences.
•plagiarising - using ideas and/or words from other authors' works without acknowledging the
source.

77
 Module 2 Writing for publication

12 ~Wite paraphrases of the following extracts. Use the guidelines from the Language
Support box and reportiJ1g verbs from Acth~ty 10-

Tip:
Don't forget to use the authors' names in your paraphrases.

A
O ne potenUaJ option for educators \vho ' vlsh to bTfng a more global perspecUve on
fanillJes to U1e classroon1 \vould be to use this text as a supplement to U1c1r O\vn lectur es
brlngJng some o f the global e.xamplcs to h ighlight theories they d iscuss in class. (P.R.
Koch. D.H. $\vanson)

D
The analysts of recently publJshcd course books r evealed that U1e majority of their
authors tend to overlook the potential of the Internet In teaching specialist English.
St.tCh. matertals fan to respond ln this respect to the requtrcments of the modern \vOrld o f
study and work. (L.B. Smith, l.Y. Shem!)

c Althougll many students In the $'04 and $'05 couirses at flrst dtslJkcd and distrusted the
lnteractive classes and group actlvtUes. most became comfortable \vlth the unfan1tUar
format and ultln1ately reported that tt helped their tearnJ.ng. Son1e s tudents. ho,vever.
never fully accepted lhc new approaches. (J .K. Knight, W.B. Wood)

13 Write a one-sentence summary of Text 2 (as in Activity 5).

14 Work in pairs. Compare your para phrases and summaries, and choose the best
ones, using the criteria below.
The paraphrase
• contains the key words from the original
• is no longer. and is ideally shorter, than the original
• uses different grammatical structures from those in the original
accurately expresses the information given in the original
• uses adequate substitutes for the vocabulary of the original
• contains a reference to the source (the author).

78
I
· · · · · · · · · · · · · · · · · · · · · · · · · · · ·IIDiE
·· a......2
·- ---

Follow-up
15 Choose a paragraph from an article you would like to refer to. Write a summary of
the paragraph for the Literature Review section. Use the guidelines from the Language
Support box and Activity 14.
hnporlanl: Keep your summary. You will use it lo write an Introduction in Unit 3.

79
 ivlodule 2 Writing for publication

Lesson 3 Citations and references

Lead-in
1 Work in pairs. Complete the words with verbs o:r nouns describing what authors
usually do when reporting other researchers' findings.
R __ _
- -2 - -
E
3 p

0
s R
6 T ___ _
l to express the most important facts or ideas aboutsomethjng in a short and clear form
2 to speak or write words taken from a particular writer or written work
3 to repeat something written or spoken using different words
4 to express an opinion about something: something that you say or write that expresses
your opinion
5 the act of mentioning someone or something in speech or writing
6 to review or discuss critically : a report of something, such as a person"s work or ideas,
that examines it and provides a judgement of it
Reading
2 Read Text land sentences A-D. These are t he first and last sentences of the
paragraphs in Text l. Find the two topic sentences (general statements introducing the
main idea of the paragraph) and write the correct letters in gaps l and 3. Then decide
where the concluding sentences fit in.
Text!

1
_ _ These outcomes are obtained through the conscious
act of thinking about past events, attending to the feelings
and ideas that arise from those events and visualizi ng the
resu ltant change4 . These actions arc echoed in Kolb 's theory
of experiential learning. Both processes involve observing a
situation, realizing that one is in a situation, thinki ng about it
and then maki ng decisions about what ~o do next5- 7 . 2 _ _
3
_ _ _ A practitioner who is self-aware and reflective
in their work is more likely to be able to develop good
critical self-appraisal and clinical reasoning sl<ills7•9·io. They
would be able to engage in continual evaluation of their
professional practice, critically analyzing and developing it
further' 1- 14 and be able to narrow the theory- practice gap by
reflecting on tbeirexpcrience7•9·11.14-17. This would lead to
practitioners developing greater self-awareness, co11fidence

so
 and understanding 1•9 •1'-16. Structured reflective learning
activities could assist practitioners to appreciate their practice
knowledge, and understand and value their experiences more
fully.•

A This can empower practitioners to own their knowled.jle. contribute more fully1•18• and
thus impact positively on changing clinical practice 1!l.1 •
B At the core of the reflective process is the acquiring of new understanding a nd
appreciation. by reframingproblems and tlll'ough the development of knowledge
creation capacities3 •
C Reflection is also an important component of critical thinking.
D 'they arc all essential steps in the learning process 8.
3 Read Text l and answer the questions.
1 Which paragraph expresses an opinion? What helped you to decide?
2 What is the function of the other paragraph: to compare and contrast. to provide
arguments. to present an analysis of a concept. to persuade?
3 ln which paragraph does the concluding sentence present an argument?
4 Which words in the first paragraph sel'\·e to summarise details or to summarise what is
written earlier in the text?
4 Write a one-sentence SlUnmary of Text 1. For an e xample, sec Aclivity 5 on page 76.

Tip:
To start. highlight the ke)' words that will go into the summary.

Language focus
5 Match the words and phrases below with the highlighted words and phrases in Text
1, which are similar in meaning. Whjch set of words is more fonnal?
l to acknowledge 5 to take part in
2 help 6 repeated
3 part 7 getting
4 lookingat

81
 Module 2 Writing for publication

6 Read the Language Support box. Fill in the gaps in the t ext below with either a noun
or a genmd formed from the verbs in brackets.

Language Support" ger unds

A gerund is formed by adding -ing to the verb. It is a verb form t hat functions in
sentences like a noun. It is often used in academic writing to describe actions. states
and processes. Note that after the -ing, o/is used before another noun.
Compare:
Writing a research artkle is difficult aJjirst, but it gets easie r with practice.
The writing ofa research a rticle requires carefulp lanning and adh erence to certain
conventions.
A noun is preferred to a gerund when it describes a thing. event or quality. or when it
follows a possessive adjective.
The introduction to the book is concise and well written.
Their decision to investigate the issue was strange. (This is better than: 1heir deciding to
investigate ... )

1
(refer) to information from anot her source can be done in several ways.
Writers can do this by 2 (quote) directly from the original publication or
by 3 (rephrase) it in their own words. 4 (paraphrase) original
sources is a skill in itself and involves 5 (use) as few words from the original
as possible and 6 (change) the rest of the language from the cited source.
However. the meaning of the 7 (cite) s hould stay unchanged though
3
(shorten) the original is possible. By 9 {cite) sow·ces we
demonstrate our 10 (know) of the work done by other researchers.
Reading
7 Read Text 2 and answer the questions.
I What is its main similarity to Text 1?
2 Apart from the contents, what is its major difference from Text 1?
Text2

'Tue concept of gratitude has received recent research attention (e.g., Lambert,
Graham, & Fincham, 2009; McCullough & Tsang, 2004; Mikulincer & Shaver,
2010). 2 However, despite Emmons and Crumpl er's (2000, p. 57) assertion
that 'gratitude is profoundly interpersonal: the role of gratitude in romantic
relationships has, to date, received little research attention (Emmons, 2004;
Hlava, 2009). 3 Although few studies have explor ed gratitude in romantic
relationships, Mikulincer et al. (2006) have identified an association in
romantic couples between gratitude and some aspects of attachment and
found that individuals who were higher in gratiitude a.nd more secure in some
aspects of attachment were more likely to engage in prosocial behaviour.

82
 3

8 Read the Language Support box. Say which sentences, or parts of sentences, in Text 2
are information-prominent and which are author-prominent. Give reasons.

Language Support: information-prominent and author-prominent writing

In the description of other authors· work the primary focus may be on the
information/findings or on the researcher(s). Accordingly. in the first case - an
information-prominent text - the names of the researchers would be in parentheses:
in the second case. they would be subjects in author-prominent clauses or sentences.

9 Read the Language Support box and say which citation styles are used in Text l and
Text2.

Language Support: citation styles

The Harvard Style of citing sources is often referred to as the author-date method,
which applies to in-text citations. e.g. {Harper 2004). (Smith 1997, p. 82). (Carter &
Jansen 2009). Reference list entries are given alphabetically by the author's surname.
The American Psychological Associa tion (APA) citation style is often used in social
sciences. It is slightly different from the Harvard Style. In-text references contain the
author's name. the year of publication and. if necessary. the page in the original source.
(Simms, 2011}; Dunning T (1993).
The list of references is in alphabetical order.
The Vancouver citation style is used to refer to sources in medicine. health sciences.
etc. In-text citations are marked with numbers in superscript. e.g. Some s11ulies 6-1'· 15
have examined /J1e effect ofair pollulion in urban areas. Apart from numbers. in·text
citations contain no other information about the sources. Items are included in the list
of references in the order they appear in the text

10 Work b1 pairs. Read extracts from reference lists from two articles and write down
the different types of sources they contain, e.g. a journal article, and the order in which
information is given in the reference. Student A a nalyses List A, Stude nt B - List B.
Compare your notes. Discuss the differences in style.

References
I. Newnham J. To reflect or not? Reflective practice in radiation
therapy. Journal of Radiotherapy i11 Prac1ice 1999; I: 109-116.
2. Radiation Medicine Program. Professional Practice Model.
http://intmnet.nnp.uhn.on.ca. Accessed 9 March 2011.
3. Will.iams GR, Lowes L. Reftection: possible s trategies to improve its
use by qualified staff. British Journal of Nursing 2001; 10:1482-1488.
4. Newell R. Anxiety. accuracy and reflecnion: the limits of
professional development. Journal ofAdvanced Nur.ti11g 1992;
17 :1 326-1333.
5. Bolton G. Reflective Practice: Writing and Professional
Developmem. London: Paul Chapman, 2001.

83
 tvlodulc 2 Writing for publication

B
10. Hlava, P. (2009). Exploring the lived experience ofgratitude in couple
relationships. (Unpublished doctoral thesis) .. Institute ofTranspersonal
Psychology, Pa.lo Alto, CA.
ll.Lazarus, R.S., & Lazarus, B.N. (1994). Passion and Reason: Making Sense ofOur
Emotions. New York: Oxford University Press.
12. McCullough, M.E., Emmons, R.A., & Tsang, J.-A. (2001). The Gratitude
Questionnaire -six item form (GQ-6) Retrieved from http://www.psy.miami.edu/
faculty/mmccullough/ gratitude/2Page%20Blurb%20on%20the%20Gratitude%20
Questionnaire.pdf
14. McCullough, M.E., Kilpatrick, S.O., Emmons, R.A., & Larson, D.B. (2001). Is
gratitude a moral affect? Psychological Bulletin, 127, 249-266.
15. Prager, K.J. (1995). The Psychology of!tltimacy. New York: Guilford Press.
16. Reis, H.T., & Shaver, P. (1988). Intimacy as an interpersonal process. In S. Duck,
D.F. Hay, S.E. Hobfoll, W. Ickes & B.M. Montgomery (Eds.), Handbook ofPersonal
Relationships: Theory, Research and Interventions. (pp. 367-389). Oxford, England:
John Wiley & Sons.

Writing
11 Study the authors' guidelines for the journal in which you would like to publish
your paper (see Activity 15 on page 58). Make a reference list for your article. Follow the
recommendations on referencing.
12 Work in pairs. Exchange your reference lists. Identify the referencing style used by
your partner. Cbeck it for consistency.
Follow-up
13 Compare citation and referencing norms in your country and in the English·
speaking world. Check if the examples you have found follow the conventions described
above. Report your findings to the whole class.

84
Unit 3 Describing research
By the end of this unit you will be allle to
• structure the 1ntr0duction section of a research article
... use appropriate language to indicate a gap in your fie-IC! of research
• describe the methOds anCI materials used in your research
• refer to visuals in your articie
... write a Clraft description of your research results. highlighting the main results

Lesson 1 Introductions
Lead-in
1 Work in pairs. Discuss the questions.
1 Do you find writing the Introduction section of an academic a rticle easy or difficult? Why?
2 What is the main purpose of the Introduction section?
3 What kind of information do you always include in this section?
Reading
2 Text I describes five main stages that often appear in Introductions (after Weisseberg
& Buker 1990, p. 22; Cargill & O'Connor 2009, p. 42). Fill in the gaps \\~th the words in
the box.

centrality context findings niche objectives researchers value

Text!

Stage I. Statements about the field of research to provide the reader with a setting or
1
for the problem to be inves·tigated and to claim its 2 or importance.
Stage 2. More specific statements about the aspects of c:he problem already studied by othet
1
• f.aying a foundation of information already known.
Stage 3. Statements that indicate the need for more investfgation. creating a gap or research
• for the present study to fill.
Stage 4. Statements giving the S of the writer's study or oudining its main activity or

·-----
Stage Statemenu that give a positive '- - - - - or justification for
S. carrying out the study.

3 Text 2 is an Introduction whose parts (A-E) are jumbled up. Put the parts ioto a logical
order and then match them with the stages in Text l. Compare your answers in pairs.
Text2

_ _ _ A There is now a great deal of evidence that lecturing is a relatively ineffective pedagogical tool for
promoting conceptual understanding. Some of this evidence is general, showing that learners gain meaningful
understanding of concepts primarily through active engagement with and application of new infonnation.
not by passive listening to verbal presentations (reviewed in National Research Council, 1999). More specific
evidence shows that students learn substantially more from active inquiry-based. activities and problem
solving than from listening to lectures (Beichner and Saul. 2003).

85
 Module 2 Writing for publication

- - - B To address the validity of these concerns. we carried out an experiment in ·scientific teaching"
(Handelsman et al .. 2004) in a large upper-level Developmental Biology course, in which the same two
instructors. teaching the same syllabus. tested the effect of two different teaching styles on student
learning gains in successive semesters.
___ C Thirty years ago, the future success of biology students might have been predictable by the
amount of factual knowledge they had accumulated in their college courses. Today, there is much more
information to learn. but the increasingly easy accessibility of facts on the Internet is making long-term
memorization of details less and less important. Therefore, teaching for conceptual understanding and
analytical skills while encouraging collaborative activities makes increasing sense in undergraduate courses.
- - - D The results we present here indicate that even a moderate shift toward more interactive and
cooperative learning in class can result in significant~y higher student learning gains than achieved using a
standard lecture format.
___ E Nevertheless. many university faculty who are comfortable with their lecture courses remain
unconvinced that more interactive teaching will lead to increased student learning, or that interactive
teaching is even feasible in large classes.

4 Find the title below which is NOT suitable for the article with this Introduction
(Text 2). Which do you think the original title is? Why?
a Changing the Course Format Leads to Higher Student Learning Gains
b Teaching More by Lecturing Less
c The Impact of Lecturing on Student Learning
d Interactivity: an Experiment in 'Scientific Teaching'
Language focus
5 Jn Text 2 underline words and expressions which helped you to identify each stage
d escribed in Text I.
6 Start writing Stage I of the Introduction to your article. Write three sentences describing
the context for the summary you wrote for your Literature Review section (see Activity 15
on page 79). Use expressions from Text2. Follow the pattern: area ' subarca ' topic.
7 Text 3 is an extract from the Introduction to the article 'The Development of
Researchers' Communicative Competence'. Read it and identify the stage it is (as
described in Text 1). Fill in the gaps \vith the linking words and phrase below.

I AlthOugh Despite In addition

Text3

- - - - - the d issemination of Bologna ideas in Europe, communication between researchers

is still restricted due to their insufficient level of English. Most studies in the field of language
teaching have only focused on developing linguistic competence rather than communicative ability
to interact with professionals in particular environments. 2 , little attention has been
paid to developing learners' subcompetences such as pragmatic and discursive ones. This indicates
a need to understand the mechanisms underlying the integration of all subcompetences including
cross-cultural communication. 3 several attempts have been made to design teaching
materials for researchers (Yakhontova, 2003). very few studies have investigated the impact of
teaching materials on raising learners' language a wareness in general.

86
 DE LHson 1
8 Read the Language Support box and complete it with expressions from Text3.

Language Support! indicating the gap

Adjectives
Nevertheless. the attempts to ... are/ remain at present controversial/ incomplete/
questionable/ unsatisfactory.
Verbs
However. previous research has failed to ... I ignored ... I misinterpreted ... I
underestimated ...
Nouns

_______ ,
1here is a gap in/·- - - - - - - - - - - - I a demand for ...
Neg11Uve ope nings
However, little information/·- - - - - - - - - - /data/research/work ...
Oespite ... I Although ... , few investigations I
researchers ...
No studies/data/calculations/findings have shown/demonstrated ...

Writing
9 Continue writing your Introduction with 3-5 statements, indicating the gap in your
field of research.
10 Exchange your drafts. Check if your partner has
• convinced yo\1 that the problem is t:opical
• referred to other researchers in the field
• clearly indicated the gap
• divided the text into paragraphs appropriately
• developed the text logically
• used words and expressions from Text 2 (see Activity 5) and the Language Support box
• avoided grammar and spelling mistakes.
Give feedback to your partner.

11 Redraft your Introduction, taking into account your partner's feedback.

Follow-up
12 On the internet find an article in your specialism. Read tl1e Introduction and
identify Stage 4 (the objectives of the stud)• and/or its main findings) and Stage 5 (the
positive value of the research). Write out key pl1rases indicating these stages. Prepare
two sl.ides to share in class.
13 Discuss your findings with the whole class.

87
 Module 2 Writing for publication

Lesson 2 Method and process

Lead -in
1 Read the quotation and discuss to what extent it is true in your speciaList field.
We have to l'emember that what we observe is not nature in itself but nature exposed to
our method of questioning. (Werner Heisenberg)

2 Work in pairs. Discuss the questions.

l How can the Method section of an article be helpful for researchers?
2 What other names for this section am used in journals from your field?
Reading
3 Text l is part of the Method section of the articlle 'Media representation of depression
in you ng people: a cor pus-based analysis ofl.rish n ewspaper coverage'. Match sentences
1- 12 in the text with the elements of the Method section they present (a-e).The same
sentence may be matched with more tban one element.
a an overview of the b materials d procedures
research c sample e location sample: a group of
people or things that
Te"''t l is chosen out or a
1
larger ntunber and is
T he current study examiued Irish newspaper accounts of depression in young people, asked questions or
focusing on broadsheet publications between the years 2007 and 2011. 2 Newspaper tested in order to get
anicle.s concerning depression in young people were located Online using the LexisNexis information about the
News & Business database. ProQuest and the Irish News Archives databases. 3The search larger group
terms wel'e 'depression' or 'depressed' or ·mental h.e alth ' and 'youth' or 'young people'.
"The search query was limited to the three traditional broadsheet newspapers: 111e Irish
Tiuzes. The Irish bulependent and 711e Exan1i11er.
5The resulting 269 newspaper articles, containing 176 223 words, were analysed using
WordSmith"' Tools (Scon, 2008), a program used for counting word frequencies. finding
word pauerns and identifying keywords. 6WordSmit11 'M was initially used to compile a
word list on che basis of frequency. 7This scage is useful to examine the vocabulary used
in the texts.
81n the second stage of the analysis. keywords were identified by analysing the content
in comparison with a reference corpus. ~he significance of the difference in frequency
between the word in the word Ust and in the rcfcrencecorpus is calculated Statistically using
)og·likelihood tests (Dullning, 1993). 1°Keywords can then be grouped according 10 log-likelihood: a l)•pe
specific topics. 11 We used the British National Corpus (8NC). a 100 mil.lion word of statistical test
collection of samples of mainly (90%) wriuen language taken from a wide variety of
sources. 12 Finally, texmal paucms were explored in the context of word clusters (such as
pauerns of repeated phmseology) and collocates (ti.e. other words that tend to occur in
the neighboul'liood of the search word).

88
4 Work in pairs. Discuss th e questions about Text l.
l Wh ich method was used by the researchers?
2 Which materials were examined?
3 How many procedural stages were completed by the authors? Which phrases helped
you to identify them?
4 Which elements do you think arc always included in the Method section of research
articles?
5 Do you find this procedural description clear? Would you be able to replicate this
experiment? Why? I Why not?
Language focus
S Read Text l aga in. Answer the questions.
l Which tense is used most frequently in Text 1? Why?
2 Which sentences are written in the present simple tense? Why?
3 \ Vhich verbs are used in the passive voice? Why?
4 Which sentences are written in the active voioe? Why?
6 Read Text l again . Focus on the highlighted verb +lng fonns. Discuss the questions.
1 Which of the verb+l11g forms describe how the authors did their research?
2 Which of them describes how the authors found something? Which preposition is used
with the verb+l11g form?
3 Which of them show the purpose of a tool? Which preposition is used with the verb+ing
form?

Language Support: vcrb +/ng for gerunds a nd present p a rt iciples

1h e ve1·b form ve1·b +ing can be used for gerunds. '" hich function as nouns (see page
82). Gerunds can be used after a preposition . e.g.
8efere submittingyour article, please read 1he autho1·guidelines carefully.
I can't respond to your request without discussi11g ilfirst with my colleagues.
Verb +ing is also used for p resent participles. These c.an be used like adverbs. e.g.
We have been researchi11g depression fer five years. looking at what can cause it.
The autlwrs ofthis paper explain their co11cep1$ clearly. givi11g many relevant examples.

Listening
7 Work in pairs. Discuss which equipme nt or oth er materials you use to carry out your
research. Specify if necessary.
I laboratory equipment
2 natural substances
3 surveys. questionnaires. tests
4 computer models/ programmes
5 mathematical models
6 human and animal subjects
8 @ 25 Liste n to a tutor expla ining how to write Ute Materials section of an article.
Say what he finds essential and why.

89
 ~1od11lc 2 Writing for publicalion

Readin g and W ritin g

9 Read Text 2 about the eating behaviour 'grazing' (see page 66) and match the
subheadings (1-3) with parts of the Method section (A-C).
1 Materials 2 Procedure 3 Participants
Text2

A
A group of 248 undergraduate psychology students (73% women)
' (take pcirl) in the study after
voluntoo1·ing via a standard university-based participant recruitment
website. The majority of the participants reported being single
(11 • 148. 59.7%) or in a dating relationship without IMng together
(n • 85. 34.3%). The participants' relevant health characteristics were
assessed by 2 (measure) height and
weight and l (ask) participants to
report on factors that could influence weight status.
B
Dody Mass Index (llMI) • (calculate}
from objective height and weight measurements and
s (categorise) according to World
Health Organization guidelines (WHO. 1998). According to WHO
classifications. a BMI under 18.5 is ' underweight' and BMT greater than
30 is defined as 'obese'. In addition. a brief Crazing Questionnaire (GQ)
6 (develop) by tho authors for the
current study. Eight new items'- - - - - - - - - - - -
(create) to measure behaviours and cognitions specific to grazing.
Scores are summed to form a total score (rnngo: 0-32). where higher
scores 8 (rcprcs1J11t) more grazing
behaviours and cognitions.
c
Initially. tho study protocol 9_ _ _ _ __
(approve) by the relevant institutional ethic.« commiuee. Then students ethics committee:
10 (uol1111tccr) for participation via an a committee which
onllne recruitment system. Objective height and weight measurements checks that the
11
(tak e) at the beginning of data rcsea.rch conducted is
collection. Participants 12_ _ _ _ (ask) to ethical
stand on the scales without shoes and other weight-bearing items
(coats, keys}. Height was measured u
(use) a tape measure affixed to the wall. Following these
measurements. participants ••- - - -
(complete) a Grazing Questionnaire (GQ). To calculate temporal
stability, a s ubgroup of students (n =74) was randomly selected
and asked to complete the Grazing Questionnniro a second time,
7 days aftor tho initial data collection took ptaco. or this group. 62
hldivlduals 15 (return) the completed
quesllonnalros via email (83.8% response rato). between 7 and 62 days
following tho first data collection session.

90
10 In Text 2 fill in the gaps with the appropriate verb form: the present or past simple
in the active or passive or verb+i11g.
11 Work in pairs. Discuss the questions.
l How were participants selected for the study•
2 Which materials were investigated?
3 Which methods were used?
4 How many steps were undertaken by the authors? Which words signal each step?

12 Add examples from Text 2 to the Language Support box.

Language Support: sequencing

First/Initially ... - - - - - - - - - - - - - - - - - - - - - - - -
Prior to completing the questionnaire. all students were informed of ...
Secondly/Next/Subsequently/Later ... - - - - - - - - - - - - - - - -
After collection, the samples were analysed ... - - - - - - - - - - - - - - -
Following this, the data were ... - - - - - - - - - - - - - - - - - - - -
Finally/Lastly, questions were asked to ...

13 Choose the right words or phrases in Text 3 to complete the procedure part of
the Method section in the ar ticle "Being Grateful: Does It Make Us Closer? Gratitude,
Attachment and Intimacy in Romantic Relationships'. Compare answers in pairs.
Text3

This study included both an Australian university student sample and a community 1sample/
subject. 2Eventually/lnitially, participants 3were recruited/recruited via advertisements placed on
university noticeboards and through snowballing techniques •used/using the researchers'
networks of colleagues and acquaintances. Data collection 5was conducted/was measured
on line. 6Following/Prior to standard ethics procedures, participants 'completed/were completed the
questionnaire online in their own time. *Unexpectedly/Lastly. a proportion of the university ~staff/
students were eligible for course credit as a result of their participation.

Follow-up
14 Read tl1e Metltod section of an article from your field of study. Find and copy out the
information below.
l what was investigated 3 which materials were used
2 which metl1ods were used 4 which steps and procedures were undertaken
15 Make a List similar to that in Activity 14 based on your own research. Write a draft of
the Method section of your article. Self-check it answering the q uestions below.
Have you used
• the active and passive voice appropriately?
• the verb+ing form to show how you carried out you.r research?
• the verb+ing form to ex-plain the purpose of each to·ol {material)?
• sequencing words to show the steps followed?
• a formal style?

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 Module 2 Writing for publication

Lesson 3 Resu lts

Lead-in
1 Read the statement and fill in the gaps with the
words Results or Discussion. Say if you agree with
the statement.
Separating 1 from 2_ _ _ __
preserves the objectivity of the 3_ _ _ __
which should be presented clearly and without
comment (D. Lindsay)

Writing
2 Put the words in the correct order to make
sentences about the Results section of an article.
1 provide evidence I in a research article I aims to
I or reject I to support I a hypothesis. I The data
presentation

2 most prominent. I We should I the main points J

present I in ways which I make I all necessary data

3 to focus on I to interpret them. I helps readers I aspects of I and I the results I

The accompanying text I the least important

4 should I randomly I Figures I and put I be numbered I in the article.

5 in the text. I Figures I in the order I referred to I are presented I in which they I should be

6 depends on what I to gain from your data. I a table, graph. diagram or text I
The choice of I you want readers I whether to use

3 Work in pairs. Compare your sentences and de-cide whether they are true or false.

92
 n

Reading and Sp eaking

4 Look at the table from the Results section of the article 'Teaching More by Lecturing Less'
(the Introduction to whJch is on pages 85- 6). Work in pairs and discuss the questions.
l Why are the two groups of results (Fall '03, Spring '04) presented?
2 Which column do you thfak shows the results of the interactive course?
3 Which results in the table would you expect the article to refer to particularly?

Table 4. Comparison of average performance on different assessments for the two courses
Assessment Performance (average percent of maximum score)
Fall 2003 Spring 2004
Pre-test (12 questions)" 34 31
Post-test (12 questions)• 65 74
Normalized learning gainb 46 62
Final exam 77 71
Problem sets 82 85
Participation NIA 86
Final total points 76 81
a Data based only on the 12 questions that were comm<>n to all three pre-tests and post-tests.
b Average for each class is shown.

5 Text 1 is an extract from the Results section which describes the table in Activity 4. Read it and
check if your answers to question 3 in Activity 4 were correct.
Textl
1
As shown in Table 4, the average performance on exams and problem sets differed only slightly between the
two semesters. 2Although the questions on the F'03 and 5'04 exams were similar, they were not identical. 'nle
exams in 5'04 were designed to test more conceptual and Jess factual knowledge than those in F'03. 4 B<?Cause
the exams were substantially different, we cannot make meaningful comparisons of exam performances
between the two semesters. 'lne average performance and standard deviation on the pre-test were not
significantly different in the two semesters: traditional, 34% ("12%); interactive. 31% (:12%), indicating that
the incoming students were equally well prepared. 6 However. the average performance on the post-test was
significantly higher in the interactive course (5'04). by 9 percentage points (p = .001. two tailed t·test).
'The most compelling support for superiority of the int<>ractive approach came from comparisons of
normalized learning gains calculated from pre-test and post-test scores in the traditional and interactive
classes (Table 4). 'Normalized learning gain is defined as the actual gain divided by the possible gain,
expressed as a percentage (Fagan et al .. 2002). ' A comparison of the F"03 and 5'04 courses showed a
significant 16% difference (p = .001) in average learning gains. corresponding to a 33% improvement in
performance by students in the more interactive 5'04 oourse.

93
 Module 2 Writing for publication

6 Read Text 1 again and identify the functions (a-d) that sentences 1- 9 perform in the
text. Some sentences may perform more than one function.
a to d irect readers to the table where the results can be found
b to explain the particular features of methods used
c to highlight the most important findings
d to comment o n the results
Language focu s
7 Read sentences land 7 in Text land examples A- D below. which show how authors
refer to tables in articles. Answer the questions.
l Which sentences and examples direct readers to a table?
2 Which sentences and ex.a mples direct readers to a table and also highlight the
important findings?
3 Which tenses are used in these sentences and examples? Why?

Example A: Viability of dormant seeds was highest for wetland species (Table 2).
which were also the youngest seeds.
Example B: Table 2 displays the source of support amongst older people who reported
a difficulty.
Example C: nle marital status of the two institutions' students differed considerably.
even among the oldest graduates (Table 3).
Example D: The individual demographic and clinical data are presented in Table 1.

8 In Text I underl ine phrase.s and dauses which show that the authors were comparing
two different courses. Which of them use comparative forms, which superlative forms
and which neither?
9 Fill in the gaps in the Language Support box with adjectives and adverbs from Text 1.

Language Support: intensifying

sUght
substantial
We I Waters (2011) found
A comparison showed considerable d ifferences between ... and ...

extreme

contrast(s/ed) with ...

Data considerably
differ(s/ed) from ...
is/are/was/were extremely different from ...

94
Writing
10 Add phrases from Text l to the Language Support box.

Language Support: highlighting the main results

As Table I shows. there is a significant difference between ...
From the data in this table. it is clear that ...
The most striking result to emerge from the data is that ...

11 Work in pnirs. Look at the graph from ti1e article 'Encouraging Reflection' (sec pages
65 and 80- 1). Discuss the questions.
I What method was used to collect the data?
2 How many times did the researchers collect the data?
3 Do you think the authors are satisfied "~th the results? What helped you to decide?

Graph I. Reasons for reflec1io11

,_
•Pr
•
e-Survey
. Pos·t·Survey
To plan my career dlrect\on

To learn from yoyr mistakes al'\d <hange

. - ) Months Pott•Surtty

your practice
.
To solve a s~ifi< clinkal problem
.
To try to make sense of a situ~tion

To ltatn from othe1s• pcaetice

. -
.
To share thoughts •nd feelings with others
.
- -
To lt:atn ft0m somethif\9 that went wetI
.

.
To d~suess afcer a Mgatiw inc~t
or sttessful day
o.o
.
20.0
.
40.0
.
60.o ao.o
. 120.0
. 100.0 .
~ ~ ~ ~ ~ ~

95
 Module 2 Writing for publication

12 Complete Text 2 with tlie correct form of the words in brackets. Compare your
answers in Activity 11 with Text 2.
Text2

1
Graph I displays the various scenarios in which participants
a (frequent) reflect. 2The pre-RPC
(Reflective Practice Course) results indicate that the
0
(jreque111) reason to reflect was 'to
learn from your mistakes and change your practice' . 3The
post-survey results demonstrate a c_ _ _ _ _ _ __
(considerable) increase in all categories, with four categories
receiving 100%. 4 In addition, when comparing the post- and 3
months post-results, there was ad (slight)
decrease in • (j'requ.e111) at 3 months in all
categories. sHowever, the overall frequency in each category at
3 months remained r (great) than at the pre-
survey level. 6-yhese results suggest that a ' - - - - - - - -
(positive) shift in participants' value of reflection may occur
during and after the RPC.

13 Work in pairs. Find the sentence in Text 2 which

1 directs readers to the visual
2 comments on the results obtained
Follow-up
14 Read the Results section of an article from your field of study. Choose any
description of the main results with reference to visuals. Identify its functions from the
list below. Underline phrases which helped you to identify each element.
directing the reader to a table or figure
• explaining the particular features of the methods used (optional)
• highlighting the main findings
• commenting on the results (optional)
15 Write a draft description of your research results. Exchange your draft with your
partner and suggest improvements, if any. Check i f your partner
• has given key information presented in a table or figure
has directed readers to the appropriate table or figure
has highlighted the main results
• has written the section in a formal style
• has avoided grammar. vocabulary and spelling mistakes.

96
Unit 4 coming to conclusions
By the end of thiS unit YoU wlll be able to
• explain yoor findings in the Discuss.'on section of an art1de
• describe the conclusions of your study
• understand the process of submitting an article for publication
• write a covering email with an article submitted for publication

Lesson 1 The Discussion section

Lead -in
1 Work in pairs. Answer the questions.
l Do journals in your field of study allow a separate Discussion section?
2 lfnot. is it combined with the Results section or the Conclusion section?
3 'Which section of an article might be less objective, in your opinion?
Readin g
2 Text I is part of the Oiscussioo section ofU1c article 'Being Grateful: Does it Bring Us
Closer? Gratit11de, Attachment and Intimacy in J\omantic Relationships' (see pages 76,
82 and 91). Read it and match the highlighted words with their meanings (a-g).
a _ __ - a limitation
b - an average number or amount
c - a measurement problem when clusters of scores a1·e near the upper
limit of the data
d _ _ __
- a connection
c - a range of numbers used as a system to measure or compare things
f - an investigation aimed at proving the reliability and relevance of a
procedure for a specific purpose
g - points
Textl

1
This s tudy investigated the association between gratitude and intimacy in
romantic relationships. 2nte first hypothesis predicted a significant. positive
association between gratitude and intimacy. and this hypothesis was supported:
individuals who experienced more gratitude were also likely to experience more
intimacy. 3However, the association was much weaker than expected. 1 1t may
be that the data represent the true nature of the relationship between gratitude
and intimacy, although it is also possible that measurement-related issues
innuenced these results. 5As noted earlier. scores for gratitude and intimacy
were highly negatively skewed resulting from largely positive responses. 6-rhese skewed: seeming
results may indicate that participants in this sample had a grateful outlook higher or lower than
on life and experienced high levels of intimacy in their romantic relationships. they really are
7 However. it is likely that such
results indicate a restriction of range imposed

97
 Module 2 Writing for publication

by a ceiling effect. 8 It is significant that, as identified earlier, findings of other studies using
the same measures {Sinclair & Dowdy, 2005) also indicate generally positive responses. 9 In
particular. the validation study for the Emotional Intimacy Scale (Sinclair & Dowdy. 2005) had
a significant.ly higher mean compared to the present study. 1<>rhis comparison of findings may
suggest that the measures of gratitude and intimacy used in this study do not identify sufficient
difference between participants scoring at the high end of the scale.

3 Match elements of the Discussion section (a- n) with relevant sentences in Text l
{l-10). Not all elements are included in Text l.
a A reference to the main purpose or hypothesis of the study.
b A review of the most important/mdings {whether or not they support the original
hypothesis. and whether they agree with the findings of other researchers).
c Possible explanations for or speculations about findings. often supported by references to
relevant literature.
d Limitations of the study that restrict the extent to which the findings can be generalised.
e Implications of the study (generalisations from the results).
f Recommenda1ions for future research and/or practical.
4 Work in pairs. Compare your answers in Activity 3.
5 Work in pairs. Answer the questions.
1 How do authors usually order the information in their discussion: from general to
specific or from specific to general?
2 Are references to other publications used to support the reported findings or to indicate
a gap in them?
3 What is the main difference between the Results section and the Discussion section of
an article?
6 Read some phrases used to write the Discussion section and write next to them E for
explanations, L for limitations and /for implications.
1 These data must be interpreted with caution because ...
2 One of the issues that emerges from these findings is ...
3 The findings of th is study are consistent with those of Brown (2011), who found ...
4 The present study has several limitations that should be considered. First. ...
5 'Jhese findings may help us to understand ...
6 'This result may be explained by the fact that ... / by a number of different factors.
7 It seems possible that these results are due to .. .
8 There might also be concerns raised regarding .. .
9 ·These results provide further support for the hypothesis that ...

98
Language focus
7 Sentences can have a main cla use followed by a noun clause, which begins with that,
a question word or if/whether. In Text 1 find sentences with a main clause and a noun
clause. Complete the table with the main cla use, wh ich indicates the authors' attitude,
and the noun clause, which gives the info1·mation. The first one has been done for you.
Strenglh I ~Jain cluu.sc (uuthurs~ position) I + tl1ul +N'nun clattsc (infor1nation)
It maybe that the data represent...

8 Rank the expressions in U1e first column in Activi ty 7 according to the strength of the
claims made by the authors. Write S for strong and W for weak.
9 Underline the hedging language (see Activity 12 o n page 73) in the sentences below
from the article 'Teaching More by Lecturing Less'.
1 We believe that a substantial impact could be achieved if interactive and collaboi:ative
teaching were introduced in introductory courses and continued throughout the
CWTiCulum.
2 The students in spring 2005 chose their own groups. and thus seemed to feel more
loyalty to other group members thru1 students in spring 2004. who were assigned to
their groups.
3 Ability to solve problems and in-depth understanding of underlying concepts will
probably be of more use to students in the long run than any particular piece of factual
information.
4 rt is evident that cafe-style classrooms would be far more conducive to active-
engagement teaching.
5 Evaluation of teaching could be based on actual student learning gains as well as
student course i:atings.
6 Few instructors can hope to deliver more than one or two such lectures. at best. during
a semester.
7 While lecturing in small doses remains a valuable teaching technique, lecturing for an
entire period of 50 or 75 minutes is wtlikely to be the best use of class time.
10 In Activity 9 find two sentenceswiU1 a nom1 clause.

99
 Module 2 Writing for publication

Writing
11 Write five sentences suitable for the Discussion section of your article. Give possible
explanations for the results you described in Unit 3, Lesson 3 (see Activity 15 on page
96). Use the sentence openers in Activity 6 and hedgi.n g expressions.
12 ln Text l find ''"'o expressions used to refer to information given previously. Add them
to the list in the Language Support box. Where are they usually placed in a sentence?

Language Support: transition phrases

Tran>ition phrases are used to make academic texts easier to follow. They highlight
connections between different parts of a text. These expressions refer the reader to
what was written earlier in the same text.
As was mentioned in the Introduction, ... .
As described in the previous section.... .
As discussed above, ... .
As explained earlier, ... .
As stated above....
In addition to the ahove....

13 Revise your drafts from Activity 11 by referring to the previous sections ofyour
article. Use the transition phrases.
14 Exchange your texts with a partner who works in your area of specialism. Read
your partner's text. Suggest any possible limitations of the study. Write two or three
sentences using th.e expressions from Activity 6..
Follow-u p
15 Find two articles in your research area, one in English, one in your native language.
Read the Discussion sections in both. Underline alJ the examples of hedging language
used in these articles. Count
• the overall number of hedging expressions in every text
• the number of hedging structures used.

100
 . ....._
Lesson 2 The conclusions section

Lead-in
1 Finish Lhe sentence and share it with the whole c lass.
A conclusion is the place where ...

2 Work in pairs. Read the sentences and say which is true for you. Why?
l I start with the Abstract and Introduction and write the Conclusions at the end.
2 I start with the Conclusions and revise them when my article is finished.
3 I start with the Results, then I write the Conclusions and revise the whole article.
4 I do it differently.

Readjng
3 Read statements 1-8 about the Conclusions section ofjournal articles. Write Tifthe
statements are true or F if they are false. Compare your answers in pairs.
I This section is compulsory within the structure of the article.
2 In it the author may give recommendations for future research.
3 Focusing on the validity of findings is good practice.
4 1hls is the last chance to add an argument U1at you have forgotten to include earlier.
5 It must contain a statement about the contribution of the research findings to
knowledge in the relevant field.
6 It should contain evidence to illustrate the researcher's key findings.
7 It is advisable to point out the practical applications of your study here.
8 It shouJd give evidence to show that your findings: are noteworthy.

101
 Module 2 Writing for publication

4 Read Text 1- the final part of the article on 'grazing' (see pages 66, 75 and 90). WWch
statements in Activity 3 are true of this Conclusions section?
Text l

The principal aim of this study was to construct a new self-report

measw·e of 'grazing' and evaluate its initial properties. Taken together.
the results provided initial evidence for the :favourable properties of the
Grazing Questionnaire and contributed lo the first operational definition
of grazing that includes both unplanned. repetitive eating of small
amounts of food and a sense of loss of cont..-ol over eating. At the same
time. it is also important to acknowledge that the bomogenous nature
of the present sample may limit the gene:ralisability of our findings.
Participants in the present study were mostly healthy. young. educated
individuals representing high socioeconomic backgrounds . Further high socioecononlic
research concerning the prevalence of the 'grazing· pattern of eating in backgrounds: middle
the wider community. in lnd.ividuals with billge-cating dlfficu.llies. and in and upper classes
ovenveight and obese populations is now needed. In addition to the need
for establishing the generalisability of our findings to other populations.
future research may now follow on the promising results from the
present study by further developing the Gr axing Questionnaire and by
exploring the nature, causes and effects of grazing in more detail.Adding
new items based on expert or participant feedback on the content of the
Grazing Qucslionn.aire may be promising a.venues for future research.
Examining whether scores on the GraziJJg Questionnaire predict weight
gain or response to treatments would be an important step in evaluating
the importance of grazing in ol)esi\y and iii; treatme•\1- In the meantime,
ow· current results provide the first empirical description of a potentially
important eating pattern . and the only reliable self-report measure to
assess it

5 Read Text 1 again. Find the phrase sim ilar in meaning to 'possible future research
priorit ies'.
6 Work in pairs. What is the main focus of Text l? Write out the phrases that express it.

7 Read the first part ofText 2. Which sentence signals the need for further research?
Add t he corresponding expression to the list in Ac·tivity 6.

102
Text 2

a 1 This study aimed to develop a greater understanding of the function of gratitude in

romantic relationships.
b Intimacy has also been identified as important in sustaining and developing satisfying
relationships (Tulstedt & Stokes, 1983). This study predicted a positive association between
gratitude and intimacy and, although weak. this association was demonstrated.
c It proposed that experiences of gratitude expressed between partners would lead to
experiences of intimacy.
d Although this effect was not evident in the findings of this study, a careful analysis
of the data suggest the presence of ceiling effects and therefore these should be regarded as
inconclusive, rather than negative findings.
e In addition. this study predicted that attachment would moderate the association
between gratitude and intimacy.

Language focus
8 Put the sentences in Text 2 (a-e) in the order you think the authors originally wrote
them. What language helps you to do this?
9 Choose the correct options to create the second port of Text 2.

1This /That
study identifies a number of gaps 2 i" I of current understandings 'with I of gratitude
and intimacy. 4That /It also highlights the need 5to I for further research 6 into /to the function
of gratitude and intimacy 7o" Ii" romantic relationships. 8 1" I For particular, it recommends
the investigation 9of I about specific experiences 10i" I of gratitude and intimacy 11 to I for both
partners. 12So I Such future investigations have the potential to develop more comprehensive
understandings 13 i" I of the function of gratitude 14across Ii" romantic relationships. 15These
I Any promising avenues 16to I for further research may also provide a foundation 17for I of
developing therapeutic interventions for couples 18which I who wish 19that I to improve 20their I
theirs relationships.

Writing and Speaking

10 Develop your Discussion section. Write 4-5 sentences describing the limitations of
your research and the need for further study.
11 Exchungc your drafts. Read your partner's text and make a list of questions about
his/her main purpose or hypothesis
• the most important findings
• their interpretation of the results
• the limitations of their study
• the recommendations for future research
• the practical applications of their study.
12 Work in pairs. Ask and answer the questions in Activity 11.

103
 Module 2 Writing for publication

Follow-up
13 Revise the draft of the abstract you produced in Urut l, Lesson 3 (see Activity 12 on
page 68). Check if you have
• included the aim. background, methods. results and conclusions
• focused on the most important ideas
• used language appropriately
• written your text logically
• avoided spelling. vocabulary and grammar mistakes.

104
Lesson 3 The article submission process

Lead -in
1 Work in groups. Discuss the questions.
l You have written an article for publication. How long does it usually take to get it
published?
2 What are I.he steps towards this goal? Present your ideas in a diagram or a flowchart.

List e ni n g
2 (!) 26 Listen to a conference presenter speaking on the topic of getting published.
Write rif the statements below are true or F if they nrc false.
1 The presenter recommends writing to the editor before submitting an article.
2 He says that the covering letter should contain information about the authors of the
article.
3 All the authors of the article should see the final version of their text before it is
submitted.
4 The presenter says that articles often get rejected because of the poor quality of the
language.
5 He recommends sending the paper to another journal if it is rejected after the peer
revie,v.
6 If the paper is accepted. the journal staff works on it and then puts itonline or prints it.

Language focus
3 © 26 List the groups of people who arc involved in Uic process of writing and
publicution. Docs the presenter mention all of them.? Listen again and check your answers.

4 Read the words and phrases in the box and find the odd one out.

e<liting and proof.reading peer review acceptance (with reviSions)

submission resubmitting publiShing complaining rejection revisions

5 Fill in the flow chart with the appropriate words froni Actjvity 4 i.n the correct order.

l 2 5

105
 Module 2 Vvriting for publication

Reading
6 Read Texts l and 2 quickly. Say at which stage of the submission process each of them
was written. Explain your answers.
Text 1

To: [email protected]

Dear Or Liffits,
Please find attached a manuscript entitled 'Combined classifiers in bankruptcy
prediction for manufacturing companies' by Elena Fodor, Samuel Oovzen and
myself. The authors have read and approved the final version submitted here.
There has been a great deal of research in the field of bankruptcy forecasting. Our
research distinguishes itself from previous publications in the following respects.
I. We use a wide range of financial indicators. including those considered in classical
and modern literature and those recommended by different countries' legislative
practices.
2. We employ combinations or different modern techniques to choose appropriate
financial indicators and achieve higher forecasting efficiency.
3. We use a large dataset or manufacturing companies for the period 2007-201 I.
We would be very grateful if you would consider the manuscript for publication in
the International Financial Review.
Yours sincerely.

J
Eugene Gilko
Corresponding author. Eugene Cilko
34 Anbor Str., Nemburg, levonia

Text2

To: [email protected]
Subject: _ _ _ _ _ __

Dear Prof. Gardot,

First of all, we 1 are thanking you and the anonymous reviewer for the valuable feedback
and the opportunity to resubmit our paper to your journal.
We have made the changes you and the reviewer suggested. We 2 sent a revised manuscript
entitled ·External spillover effects for countries in transition: a multivariate approach' by nm External spillover:
Anderson and Elena Fodor. Both authors 3read and approved the final revised version submitted an effect. that results
here. In the revised manuscript the corrections 'we have made are shown in bold type. from a problem
sprea<ling
We 5 are providing answers to the reviewer's comments.
We believe the paper is now acceptable for publication and 61ook forward to your response
to the changes we have made.
Yours sincerely,
Elena Fodor
Corresponding author: Elena Fodor
35 Shelley Road, CamMdge C827 4TT 44 (0)1223 44670

106
 3

7 ln Text 2 find four mistakes in the lligW;ghted verb forms. Correct them.
Speaking
8 Work in pairs. Read Texts 1 and 2 again and follow the steps below.
1 Fill in the subject lines. Compare your versions with another pair.
2 Say which advice from the presenters talk the authors follow in their covering emails.
9 0 26 Read the Language Support box. Listen again to Track 26 and say which of
these ways of adding emphasis are used by the presenter.

Language Support: adding emphasis

It ..• that/ who sentences, e.g. ft is the auJl1or who is responsiblefor properlyformauing
the manuscript
What ... is clauses. e.g. What many authorsfail to take into account is the relevance of
their material to the type ofjoumal in which they want to publish.
The auxiliary verb do before the main verb in statements and imperatives. e.g. You do
need to carefully edityour text before sending it to thejournal.
Do lake the reviewers' comments seriously.

10 Work in pairs. Talk to your partner about times when you have had problems
with publishing an article (e.g. \\1th gwdelines, deadlines, reviews, formatting, proof-
reading). Ask your partner to give you advice on how to avoid these situations. Use the
structures in the Language Support box to add emphasis to your conversation.
A: 1\vo years ago I sent an article about teaching biology to ajournal but they rejected it.
They said they don't publish articles on methodology.
B: You do need to check beforehand ifthejoumal accepts papers related to the subject ef
your article.
Writing
11 Write a draft of a coveting email for subrnjssion of your paper on research you have
done. Use Text I as a model.
12 Work io pairs. Exchange emails and check your partner's text. Make comments if
necessary.
Follow-up
13 Work in groups. Follow the steps below.
1 Choose a journal in your native language which publishes articles in your field of
research. Read its guidelines for authors. Look through the structure. format and style of
its articles.
2 Make a group presentation on how to get published in this journal.
3 As a whole class. d iscuss the pros and cons of publ.ishing nationally or internationally.

107
 Module 2 Writing for publication

Module wrapping-up
1 You have finished Module 2. Congratulations! Reflect on the module and evaluate
your progress. Finalise your article. Read the statements in the table below and tick
them if you agree with them.

Moch11c2
Chccklist for prcpanng an article for publication
My article is suitable for publication in the journal I have chosen.
The contribution is new and significant.
The organisation of the article is acceptable.
There are no errors or faults of logic.
The title is clear. concise and effective.
Suggested keywords are appropriate.
My abstract is written to the required standard. It is clear and short.
The methods are sound and they are described clearly.
My illustrations and tables (if required) are properly prepared and accurately
referred to.
The conclusions are supported by sufficient evidence.
All relevant reference.s are cited and formatted correctly.
n1e length of my article is satisfactory.

2 What do you need to improve further? Set yourself some goals for further
development. Use the SMART principle: goals should be Specific, Measurable,
Achievable, ReaUstic, Time-bound.
3 Share your responses to the module with the whole class.

108
 Module 3 Teaching and learning in English

Unit 1 Teaching around the globe

Sy the end of this unit you will be able to
- describe current trends in higher education in your country I· - - -

- rePOrt on recent changes in your educational institution

• discuss the use of technotogy in teaching your subje<:t
- write your academic profile or the academic profile of a colleague

Lesson 1 Facing the changes

Lead -in
1 Work in pairs. At the end of this lesson you are going to report on recent changes in
your institution. Di.Seuss the questions.
• What changes have taken place in the last five years in your educational institution?
• Which changes have been positive? Why?
• Which changes have been less positive? Why?
Reading
2 Text 1 summarises predictions about the development of higher education. Read Part
1 quickly and complete the sentence below.
The tellt is written from a
a Chinese perspective. c European perspective.
b British perspective. d student perspective.
Text 1 Partl

The British Council projects that the 1 for higher education

worldwide will continue to grow to 2020 but at a lower rate than in the last
two decades.
The number of 2 will .grow significantly by 2020,
although at a slower pace than in previous years. Reasons for this slowdown
include stagnant demand in the developed world, a sharp decrease in the size
of the 18- 24 age cohort in key countries such as China, growing supply in
the BRIC (Brazil-Russia-India-China) countries and further expansion ofTNE
(transnational education) and 3_ _ _ _ _ __
The British Council expects that the largest numbers of mobile students
in 2020 will be from China, India, South Korea, Germany, Turkey, Malaysia,
Nigeria, Kazakhstan and France.
Europe will continue to be the preferred 4 for
international students worldwide by 2020. The main English -speaking
exporting countries along with Germany, France and Japan will
s their leading positions by 2020. China will emerge,
perhaps not by 2020, as a powerhouse in higher education that will set the
rules for doing business there.

110
----------------------- Unit 1' '"'. ":°·'."° i J

In several European countries, including Germany and France, governments

aim to 6 higher education systems and to provide more
courses in English in order to attract more 7
The demand for UK 8 abroad will hold up in the
foreseeable future, even as the UK share of the global student mar1<et will
continue to decrease. UK qualifications are perceived to be among the best in
the world: that has not changed.
The way students 9 higher education is changing. By 2020,
the traditional and well-established route followed by a full-time, residential,
three-year 10 will be only one pathway among many.

3 Read Part l of Text l again and complete it with tthc words in the box.

enter qualifications demand degree distance education maintain

mobile students international students destination internationalise

4 Read Part l again and answer the questions.

l What do the abbreviations TNE and BRJC stand for?
2 Jn what conncclion are these countries/areas mentioned?
BRJC Europe China Germany France
5 Read Part 2 of Text l. Write Tifthe statements below arc true, F ifthey are false or NS
ifit is not stated.
l MOOCs will result in a decrease in student mobili ty.
2 A ·badge· course doesn·t allow students to earn credits toward a degree.
3 Traditional classes wiU be fully replaced by online learning.
4 The administration of exams and exchange of couTsework over the internet ' vill become
the norm.
5 Workers with IT skills will continue to be in demand.
6 Partnerships are a form of higher education internationalisation.
Text l Part 2

Developments in online technology are seen as already having an impact on

pedagogy, internationalisation strategies. and on how universities are run
as businesses. Knowledge will increasingly be seen as a global public good
through expanded access to open educationaI resources.
Growth in TNE will accelerate to meet growing demand. TNE refers to
arrangements by which students are taught in their own or third countries;
it includes online and distance learning. validation and franchising. and volldotlon: official
international branch campuses. approval
franchising: the
nght to sell

111
 Module 3 Teaching and learning in English

Another factor to consider is the impact of MOOCs (Massive Open Online

Courses) on higher education. MOOCs are unlikely to have a negative impact
on eitherTNE or international student mobility. Students will choose courses
from different institutions and receive credit toward a degree or non-degree
certificate or 'badge'. However, students prefer blended to 100% online
learning.
Technological innovation will affect the types of skills sought by employers.
If predictions about the automation of manufacturing and the importance of
big data prove to be correct, employers will increasingly look for workers with
skills in software engineeri ng, 30 design, coding and data analysis.
The internationalisation of HE includes a wide range of activities: exchanges
of staff and students, TNE, internationalising the curriculum at home, and the
formation of highly integrated forms of partnerships. These forms include joint
academic posts, offer joint courses, and will begin to offer integrated degree
programmes, rather than joint or dual degrees. Partnerships with business
and industry at the international level will provide new funding flows and
employability opportunities.
In higher education, changes in job structures should follow the online
revolution. Junior lecturers may be gradually replaced by mentors, scattered ment.or: someone
around the world and with only a loose connection with their employers; more \vho gives another
person help and
senior academics might have multiple contracts with several higher education
advice over a period
institutions. The model of the academic who· spends her or his entire academic oflime
career in one or two institutions is already a peculiarity and will disappear.
perhaps not by 2020, but soon enough.
The influence of rankings is the clearest demonstration of the increasingly
competitive nature of higher education. A common view of international
rankings is that they cannot measure all of the things that universities are
good at. They tell only partial and biased stories about universities: that they
are commercially driven, that there is no consensus on an ideal university, but
that they 'are here to stay'. Governments refer to international rankings for
policy-making in education.

ll2
..............................................................lllmlm ldUll f'Fq=1

Language focus
6 Read Parts l and 2 of Text l again. Find phrases Lhnt describe positive changes,
negative changes or no change. Add them to the Language Support box.

Language Support: describing trends

... is becoming (increasingly) popular.
... are expected to increase (to just 30%)
... have risen (so) (dramatically) (recently)
co11ti11ue to grow

... which has further reduced (to ... )

at a lower rote than····- - - - - - - - - - - -

remained (almost) the same (as ... )

co11ti11ue lo l1e

7 To prepare for your report on recent changes in your institution, read Part 2 of Text
l again and write out the examples of: types of learning, skills in demand and forms of
partnership that arc relevant to your institution.
8 Work in groups. Describe three trends in higher education in your country, using
phrases from Activities 6 and 7.
9 Correct the mistakes in the use of prepositions in the sentences.
1 He referred in a history book to find out the dates of the French Revolution.
2 They followed about her academic progress closely.
3 These changes seem to me to be happening in too fast a pace.
4 111ese measures are intended to so~en the impact of the tax reform in people.
5 New technologies continue to affect on how we live.
Listening
10 {!) 27 Listen to a teacher describing recent changes in her department. Answer the
questions.
1 What changes docs the speaker mention?
2 Whal is tl1c main aim or these changes?

113
 Module 3 Teaching and learning in English

11 © 27 Listen again and fill in the gaps in Text 2.

Text2

I'd like to report on the changes that have taken place in the department I work for.
Over the last few years the department has intrO<luced some 1 in order to
meet a 2 for the intemationaUsation of higher education. For example, the
department is seeking more partnerships with European universities. T he 3_ _ _ _ _ _ _ _ _ __
with French, Finnish and Bulgarian un.iversities has resulted in
4
programmes in International Business and International Tourism.
Currently, we are negotiating a joint master's degree course in International Business and Governance
with four Italian univcrsit.ics. Another change worth mentioning is ans_ _ _ _ _ _ _ _ _ __
number of online courses.
We really think that all this will 6 student mobility and attract more
7 students. As a 8 to this challenging aim. we
have already started offering some courses in English. About 20 foreign students are
9 in the European Studies programme. However, not a ll lecturers are
competent enough in English to teach their 10 to international students.
That is why there is a need to 11 academics' English language ski lls.
In conclusion, we think the changes that 12 may enhance the university's
standing in international rankings.

12 Add phrases from Text 2 to the Language Support box. You will need them to
structure your own report.

Language Support: structuring a report

l Intr oduction 3 P redic tion
This is my report on ... I believe that ...
I'd like to describe/talk about ... It is predicted that ...
After studying ..., it was found that ...
4 C on clu sion
2 P rovid in g evid e n ce For the reasons given above, ...
With regard to ... To sum up. ...
In support of ...

Follow -up
13 Prepare a 1-2 minute report on the changes tl1athave taken place in your
department I educational institution over the last five years. Search for the information,
if necessary. You may want to answer the following q uestions.
1 Has the number of international students changed over the last few years? What
cotmtries do they come from?
2 What new programmes (e.g. bachelor's, master's" courses in English) and forms of
learning does your university offer to students?
3 What forms of partnership is yow· department/ university involved in?
Use the language in the Language Support boxes.
14 Work in groups. Present your report to your colleagues and listen to theirs.
Ask and answer q uestions.
114
•••••••••••••••••••••••••••••••·~- •nn11 •'•15a -,

Lesson 2 The impact of technology

Lead-in
1 Work in groups. Read two opinions about the impact of technology on education.
Discuss which one you support and why.
A
Technology hns created a Jack of depth In learning:
students who arc bombarded by tcchnologlcal Inputs mlghl
be n1orc tncllned to skJm the surface 1nfotmauon on nlnny
topics wilhOul tn.1ly getting an In-depth understanding of
any of them.

6
We no\v have U1e technological tools to dlssc1nlnatc
knowledge 10 s1uden1s across the globe. No longer llmlted
by gcogrnphy. a student can learn from some of the best
and b11ghlcst sources tn the world. no matter \Yhcl"C they
a.re. as long as there ls an tntcmct connccuon nvaUablc.

List ening
2 0 28 Listen to a teacher talking about technology and education. Is she happy about
how t echnology is used in education? Why? I Why not?
3 0 28 Listen again and answer the questions.
I What does she see as the conflict between formal education and technology?
2 How can teachers benefit from using technology?
3 How can students benefit from using technology?
4 Work in groups. Discuss the questions.
1 To what extent do the same tensions exist in your working context?
2 How has your job as a teacher changed over the last five years?

Reading
5 Read Text I on the next page about new pedagogical models brought in by advances
in technology. Which of the paragraphs (A- C) discusses
1 research activities using mobile devices
2 self-directed learning
3 an example of a discipline in which technology can effectively be used
4 learning from other people
5 a mix of digital opportunities and natural surroundings
6 activities tailored for individual interests
7 a risk of using technology in learning

115
 Module 3 Teaching and learning in English

Textl

Innovating Pedagogy 2013

The innovations described in this report are not technologies looking for an application in
formal education. They are new ways of teaching, learning and assessment. If they are to
succeed, they need to complement formal education, rather than trying to replace it.
A Crowd learning: Crowd learning describes the process of learning 1 the
expertise and opinions of others, shared 2 online social spaces, websites, and
activities. Such reaming is often informal and spontaneous, and may not be recognised
3 the participants as a learning activity. In this mOdel virtually anybody can be
a teacher or source of knowledge, learning occurs flexibly and sporadically, can be driven
• chance or specific goals, and always lhas direct contextual relevance
s the learner. It places responsibility 6 individual learners to
find a path through sources of knowledge and to manage the objectives of their reaming.
Crowd reaming encourages people to be active 7 setting personal objectives,
seeking resources, and recording achievements. It can also develop the skills needed
8 lifelong learning, such as self-motivation and reflection 9 performance.
The challenge is to provide learners 10 ways to manage their learning and
offer valuable contributions 11 others.
B Seamless learning: Seamless learning (connecting reaming experiences across the
contexts of location, time, device and social setting) is 1 (move) from research
to mainstream adoption. Mobile technologies enable learners of all ages to operate across
contexts, tor example schools allowing students to bring their own devices. Pedagogy iS
2 (emerge), 3 (base) on .learners• (stal1) an
investigation in class, then 5 (co/lee~ data at home or outdoors,
8 (construe~ new knowledge with assistance from the software, and
7
(share) findings in the classroom. There is also a broader notion of seamless
learning 8 (arise) from 9 (connec~ experience. Our activities
10
online are increasingly (matcli) to our interests: search pages order
responses based on previous queries~ websites recommend content"- - - - - queries : questions
(relate) to our past viewing. The benefits are that personally relevant information may be
ready to hand, but the danger is that we may come to believe that our views, preferences and
connections are not just the most relevant, but all there is.
C Geo-learning: Sensors built into mobile devices, such as smartphOnes and tablets,
can determine a user's location and provide context-aware educational resources in the
surrounding environment. 1 These I Those can enable bQth formal and Informal learning within
physical 'real-world' settings. 2 They I It may also enhar1ce and frame the subject matter being
studied. For example, learning about an historical eventt could be situated in the place where
3thatlthose event occurred, giving a rich sensory experience of being in the scene. Fieldwork
activities have long encompassed •geo-rearning' as a way of providing information •that I encompassed:
what exploits the surroundings and landscape. Geo-rea:rning is not new; however technologies included
sensitive to location, or embedded in objects near the learner, now allow greater mixing of embedded:
digital information with the physical world, to produce 'blended spaces'. We need to consider fixed firmly
carefully 5 how I what we employ 6 these I those opportunities for learning. Current theories are
somewhat limited, but several approaches, including research into learning spaces.• provide
ways to model the richness of 7these I those environments and our interactions within them.

116
llllllllllllllllllllllllllllllllllllllllllllllllllllllllll~llllllllllll!J•t~iln'IEtOliliilliialil
:Z::::::J::::::J

Language focus
6 Read Paragraph A of Text l again. Fill in the gnps with the prepositions in the box.

I with from to to through by by 1n on on for I

7 Read the Language Support box. Then complete Pnragrnph B in Text l with t11e
correct form of the verbs given in brackets.

Language Support: present and past p articiples

1he present participle (verb+ing) is used for continuous tenses. e.g. He is lecturing i11
Room253.
The past participle (verb+ed) is used with perfect tenses and the passive. e.g. 7he
schedule has been changed.
Both participles are also used in short phrases that function as clauses. Compare these
examples:
Working alone. he managed to complete the whole report. (The participle refers to the
subject of the clause that follows.)
111e article published last month completely changed t.J1e approach to the problem. (The
past participle here stands for a relative clause: 711e article which was published ... )

8 Choose the right word in Paragraph C of Text l from each pair in italics.
9 Complete these verb+ noun collocations from Text I. Check them in the text.
In some cases, more l1111n one option is possible.
l _ _ _ responsibility on somebody to do something
z - - - - - personal objectives
3 - - - - - on performance
4 manage
5 - - - - - the subject matter
6 employ
7 _ _ _ _ learn.ing

10 Write questions for the following answers. Use phrases from Activity 9.
The underlined words in the answers will help you to choose the phrases.
The first one has been done for you.
1 Hearing some personal stories made the subiect mager more alive and relevant to the
students.
What enhanced the subject mattwor the students?
2 Oh yes. he is absolutely independent. He doesn·t need a teacher to help him learn.

3 Well. r ve cl'ented a plan of further activities afl:er th inking about the l'esu.lts.

4 No. it was Prof. Bobkov who was put in charge of the experimental work.

5 I decided that my goal was to get an article published by the end of the course.

117
 Module 3 Teaching and learning in English

11 Read Text l again and fiU in the table with short notes. Some have been added for you.

• Connected learning
~periences
• Personally relevant

• Doingfieldw()rk
• Mi.xing digital
information with
the ph:ysical •vor/d.

12 Work in groups. Discuss the questions, using your notes in Activity 11.
l What are the advantages of each pedagogical model?
2 What limitations do these models have?
3 Could any of the models be applied to the teaching of your own subject?
13 Wo.r k i.n groups. Prepare for a discussion about how the use of technology
influences the teaching of your subject. Follow the steps below.
l Think of questions you would like to discuss. For example:
What are the advantages and disadvantages ofusing technology to teach your subject?
2 Agree on the three most important questions for the discussion.
3 Read these "Ground Rules' for discussion. Do you agree with them? Are there any others
you want to add?
• Use only English.
• Everyone should contribute.
• Listen carefully to what other people say and respond.
• Don't interrupt the speaker until he/she has finjshed.
• Control your voice and behaviour.
• Stick to the time limit.
4 Choose a discussion leader. This person·s job is to start the discussion by asking the
discussion questions, and to make sure everyone has a turn speaking. Discussion
leaders should read the notes "Leading a discussion· on page 166.
14 Prepare what you are going to say in two minutes about the use of technology in
your subject, based on the questions you agreed oo in Activity 13. Think of examples of
using technology. Note down your ideas.
15 Work in the samegcoups as in Activity 13 and discuss the questions you agreed on.
Use what you pfepared i.n Activity 14. Discussion leaders will start the discussion and
make notes.
Follow-up
16 Discussion leaders summai:ise the points the groups made and report back to the
whole class.
us
..................... ..................... ..................~1111111111111 ililllLLil.IOlft

Lesson 3 Your academic profile

Lead -in
1 Read the List of requirements lb at might be necessary for a.n international visiting
professor. Rank them from the most important(l) t o the least important (10).
knowledge of a foreign language
publications in the field of study
experience in teaching
• previous international projects
• agoodCV
• a strong track record in research
• awareness of cultu ral differences
• the ability to be open to other cultures
• good communication and presentation skills
• advanced technological skills
2 Work in groups. Discuss your ranking of requirements in Activity 1.
List ening
3 @ 29 Listen to the first part of a radio programme about using technology in
education and answer the questions,
1 How did the speaker know Professor Nellie Deustch?
2 How did she ask her for an interview?
3 What does the speaker thank her for?
4 © 30 Listen to Professor Deutsclis answers and write down the five questions you
think she was asked.
5 @ 30 Li sten again and fill in the gaps with the phrases that help to paraphrase or
expand on each idea.
l l was able to use technology to reach each one of my students outside the classroom.
_ _ _ _ . I connected with them from home ...
2 I started connecting my students with other teachers around the world. and that made
it more exciting. . I took my students out of the classroom.
3 I was thinking about how I was going to reach my students and they were going to
reach each other. . it became a socially engaging endeavour.
4 I was experimenting and I found the methods as a result. - - - - - - - - - -
1 wasn't learning from the literature that was available. I was doing what I felt was
intuitively right.
6 @ 31 Listen to the questions and compare thern with those you have written in
Activity 4. How would you answer the same five questions?
7 Work in groups. Discuss the questions below.
l Would you like to be recognised int ernationally?
2 What can be done to promote your research/courses. etc.?

119
 l\ilodule 3 Teaching and learning in English

Heading
8 Read Texts 1 and 2 quickly and answer the questions. Ignore any specialist
term inology.
l What are these texts intended for?
2 Where might they have been published?
Textl

I
Dr. Kirill V. Larin
Dr. Kiri II V. Larin is an Associate Professor of Biomedical Engineering at the
University of Houston. He also holds joint appointments at the Departments
of Mechanical Engineering and Electrical and Computer Engineering at the
University of Houston and Department of Optics and Biophysics at Saratov State
University (SSU) in Russia.
Larin received his first M.Sc. in laser Physics and Mathematics from the SSU
(1995), his second M.Sc. in Cellular Physiology and Molecular Biophysics (2001)
and Ph.D. in Biomedical Engineering from the University of Texas Medical Branch
in Galveston (2002). His research contributions are in Biomedical Optics and
Biophotonics and the development and application of various optical methods
for the noninvasive and nondestructive imaging and diagnostics of tissues and
cells.
Larin has authored more than 70 peer-reviewed journal and conference
publications and chapters in several textbooks on Biomedical Optics. He is
a member of the General Program Committee for the annual International
Meeting on Optics, Laser Physics and Biophysics and currently a member of
the Optical Society of America, American Society for lasers in Medicine and
Biology, and SPIE. His contribution to the field of optics was recognized by his
nomination for the Russian Presidential Award. He has also received the Wallace
Coulter Young Investigator Translation Award, the Office of Naval Research the
Young Investigator Award, the Outstanding Young Investigator Award from the
Houston Society for Engineers in Medicine and Biology, and the Herbert Allen
Award from American Society for Mechanical Engineers.
Larin currently serves as an Instructor for short courses on Tissue Optics for
the Optical Society of America.

120
Text2

Dr. Peter Janiszewski is a medical writer and editor, published researcher,

science blogger and an advocate of new media in scientific knowledge
translation.
As a medical writer with an established record of working with
international clients in Asia, Europe and North America, Peter produces
accurate, creative, and engaging content in the form of peer-reviewed
manuscripts, reviews, clinical reports, abstracts, book chapters, grant
proposals, educational content, newsletters, slide decks, posters, websites,
biogs, and onllne social media.
As a researcher, Peter has published numerous studies. reviews and
commentaries in prestigious peer-reviewed medical journals on topics related
to exercise, diet, obesity, diabetes, cardiovascular disease, oncology, and
others. He has also presented his research at various international scientific
conferences and acts as a peer-reviewer for various medical journals.
To aid in the dissemination of scientific knowledge, Peter also contributes
articles for the popular press, health newsletters, and has appeared in
national newspapers and radio. He biogs at Obesity Panacea and Science
of Blogging and is the past Health/Clinical Research Editor for
ResearchBlogging .org.

9 Read Texts l and 2 again and answer the questions.

1 What do these two people have in common?
2 What differences can you find in their professional and academic activities?

10 Work in groups. Share the ideas you had in Activity 9. Use phrases from the
Language Support box ·comparison and contrast' on page 38 and the ones below.
They are both ... I They have both published / They both work ...
Dr Larin is .... whereas Dr Janiszewski is ...

Language focus
11 Work in pairs. Answer the questions.
l Three different verb tenses are used in Text 1. What are they? Complete the sentences
with their names.
a The tells us about an action or state in the past
b '!he tells us about an action or state in the present,
c The tells us about an action or state that began in the past and is
connected to the present.
2 In Text 2. what is the connection between the first sentence and the three paragraphs
that follow?
3 Why are these biographies written in the third person rather than the first person?

121
 Module 3 Teaching and learning in English

12 Read Text 3. What makes it different from Texts 1 and 2? What verb tense is used in
this text? Why?
Text3

Lev Vygotsky
Lev Vygotsky was born in Orsha, a city in the western region of the
Russian Empire. He graduated from Moscow State University with a
degree in law in 1917. He studied a range of topics there, including
sociology, linguistics, psychology and philosophy. However. his
formal work in psychology did not begin until 1924 when he
attended the Institute of Psychology in Moscow and began
collaborating with Alexei leontiev and Alexande·r Luria.
Lev Vygotsky was a prolific writer: he published six books on
psychology topics over a ten-year period. His interests were quite
diverse, but often centred on topics of child deve lopment and
education. He also explored such topics as the psychology of art
and language development.

1 3 Find ph rases in Texts 1, 2 and 3 that you can u se to give information about the
topics below and add them to the list.
• degrees: to receive an MSc in ... fi·om

• research area: {.his}_cg_[Jtribution to the field of_ _ _ _ _ _ _ _ _ _ _ _ _ _ __

• publications: to contribute articles fo.,.r_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __

• a'vards: to receive an aiYard from

14 Read the Language Support box. Add phrases to those you have written in Activity 13.

Language Support: w riting a p rofessional/acad e m ic b iography

... is a well-known researcher on issues relating to ...
ln his/her capacity as head of ...
.. . has written a nwnber of articles/books covering the significant issues in ...
... has researched and published 'videly on ...
... is known for his/ her wide experience in ...
... is/ was in charge ofresearch projects on ...
... has taught...

122
............................................................ ~11111111 10111&• • ·.,-.~.t>--·=

Follow-u p
1 5 Write a short professional biography (60-150 words), using the language presented
in this lesson. Choose one of the options below.
Interview a colleague and write his/ her biography.
• Write your own biography.
16 Bring your biographies to class. Read the biography of one of your classmates and
give feedback. Tick the criteria given in the checklist below.
Cht•t:klist fo1 a profcss1011 ..ll b1ogruphy
()\•t·rall 1n1pr(.•ss1011
Does the text describe the person positively?
Does it present information clearly and concisely?
Is it logically organised?
Content
Does the text contain the information about
• positions?
• degrees?
• fields of interest?
• publications?
• membership of professional bodies?

Does the author use the present perfeci;. past simple and present simple
appropriately?
Are capitals used for names. organisations. courses. etc.?

123
 Nlodule 3 Teaching and learning in English

unit 2 Designing a syllabus in English

By the end of this unit you will be able to
• identify the se<:tions of a syllabus
• write a draft syllabus. including clear learning outcomes. for a course you teach
• write a section about assessment in the syllabus for a course you teach

Lesson 1 What is a syllabus?

Lead-in
1 Work in groups. Discuss the questions.
1 Do you have a syUabus for your subject?
2 Who designed it?
3 How often do you refer to the syllabus?
2 Match words 1-3 wiUt definitions a-c.
1 syllabus a a plan of activiti.e s to be done
2 curriculum b a plan showing the topics or books to be studied in a particular course
3 programme of work c a document listing the group of subjects studied in an educational institution

Listenin g
3 @)32 Listen to the first part of a lecture on course design and answer Ute questions.
l Where does the word syllabus come from?
2 What are its plw·al forms?
4 © 32 Listen again and complete the definition of the word syllabus.
A syLiabus is a brief _ _ _ _ _ or _ _ _ _ _ of the _ _ _ _ _ covered in an

5 Work in groups. Make a Ust of the functions a syllabus has.

to inform students ofthe aims ofthe course

6 @)33 Listen to the second part of the lecture. What functions of a syllabus does the
speaker mention? Compare them with Ute functions you listed in Activity 4.
7 © 33 Listen again a nd answer Ute questions.
I How does the speaker signal the introduction of each function?
2 ls the speaker's style of presentation formal or informal? How do you know?
3 How does the speaker involve the audience?

124
......lllllllllllllllllllll lll....................llllllll..~111!1111 11m;EJ• q'·anJ

Read in g
8 Maleh words l-6 with definitions a-f.
I assignment a a description of the main facts about something. for example. a new plan or idea
2 attendance b a result that you have achieved
3 grading c giving a mark to a student"s piece of work
4 outcome d a piece of work given to students as part of their studies
5 outline c presence at a conference. class or similar event
6 aim f the purpose of doing something
9 Complete the sentences using words l-6 from Activity 8.
l The seminar _ _ may be detailed or not. depending on your expectations of
students" background knowledge.
2 Explain the scale. indicating the weight of each component. such as
homework. papers. exams or reports.
3 Explain in detail the policy concerning class
4 Learning describe what students will be able to do or \vill know when
they have completed a course.
5 BrieOy describe the nature and format of the coursework __ .
6 The of the course is to provide an overview of some of the fundamental
principles behind nanotechnology and nanomaterial.
10 Generally, a syllabus contains a number of sections. Match extracts A-G from the
syllabus scclions of two courses ' vith the corresponding names of sections 1-10. Three
sections do not have n1atching extracts.
l Course Ulle 6 Outline or content
2 Contact details of the tutor 7 Assignments
3 Course description 8 Attendance policy
4 Course aims 9 Grading scale
5 Student learning outcomes 10 Required reading
A

D Oral communication
3 Papers
20%
60%
Rnal project on food ethics 20%

D There are 3 tests and a project. In addition, each term will have a final exam. The final
mark is the average of the final marks for term 1 and term 2.

D It is important that students participate in, and engage fully with all scheduled
activities such as lectures, workshops and seminars. Attendance is therefore
regarded as essential.

D Attendance at all lectures is required . Lab calculations are necessary for the final
project.

125
 Module 3 Teaching and learning in English

c
lo The course is designed to improve students' ability to:
- identify moral and political issues and interpret arguments relevant to food choices
and policies;
- gather and evaluate information relevant to these issues.

0 The purpose of the course is to provide students with an introduction to quantitative

techniques and their applications in the context of international and business
problems.

lo
D

Session 1: Introduction
Sessions 2-6: Overview of Issues and Challenges

O Weeks 1&2: Matrices

Weeks 3&4: Introduction to linear programming

0 This course introduces students to quantitative techniques and their applications in the
context of international and business problems. In addition, the course is designed to
enable students to study the principles of constructing econometric and non-econometric
models and how these models can be used in various practical contexts. Relevant
research outcomes utilising these techniques would be highlighted.

0 This course explores the values (aesthetic, moral, cultural, religious, prudential,
political) expressed in the choices of food people eat. It analyses the decisions

I
individuals make about what to eat, how socie:ty should manage food production
and consumption collectively, and how reflection on food choices might help resolve
conflicts between different values.

0 Lectures: 2 sessions a week, each session 1 hour

Reading, discussing and writing about the assigned readings are the central activities
I of this class. There is a reading assignment for each lecture. Some are quite difficult
and demand careful study.

0 Students will have a two-hour session each week. In some weeks, this takes the form
of a one-hour lecture and a one-hour tutorial/laboratory session or tutorial presentation
on using statistical packages. The assigned tab tasks will lead to a final course project.

126
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • - •tin@ ' ss 21f1

O By the end of this course, students will be able to:

- interpret and analyse information in numerical form
- make ettective use of statistical and other packages

D By the end of the course students will have demonstrated their ability to:
- evaluate Information relevant to the issues of food choices and policies
- utilise normative frameworks for making moral decisions with regard to
food choices and policies.

11 Work in pairs. The extracts in Activity 10 arc taken from Lwo different syllabuses.
\>Vritc l or 2 in the boxes in each extract to show which syllabus each comes from:
1 Statistics and Research Methods
2 The Eth lcs of Food Choice
What clues helped you to decide?

Language focus
12 Read Ilic Language Support box. Change the phrases witl1 ofor on below inlo two or
more nouns Logcther. The first one bas been done for you.
1 the design of engines of aircraft aircraft engine design.___________ __
2 an operation on cataracts - - - - - - - -
3 erosion of the land - - - - - - - - - - -
4 the features of the product _ _ _ _ __
5 the department of management and finance
6 the results of the research - - - - - - - -
? a list ofrcfcrences - - - - - - - - - - - - - - - - - - - - - - - - -
8 the policy of the university _ _ _ __
9 ablockofoffices _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
10 aleaderofateam - - - - - - - - - - - - - - - - - - - - - - - - -

Language Support= two nouns together

Very often two nouns can be used together. The firsL noun usually tells us what kind of
thing the second noun is. e.g. a compuler virus is a kind of virus. The first noun is always
singular. e.g. a shoe shop (a shop of shoes). a documelltfolder (a folder for documents).
1l1e rules for arLicle use apply to two nouns together too: a for the first mention of a
countable noun phrase. the for a specific noun phrase. and 'zero article for a general.
uncountable noun phrase or a plural noun phrase.

127
 Module 3 Teaching and learning in English

13 Read the course titles. What do you notice about the language and the use of
a_rticles in thern?
Financial Engineering and Risk Management {Part 1)
Applications in Engineering Mechanics
• £-learning and Digital Cultures
Data Management for Clinical Research
Introduction to Environmental Law and Policy
Foundations for Virtual Instruction
• Game 'Iheory

14 Write the English title{s) of a course or courses you teach .

Follow-up
15 On the internet, search for a course syllabus similar to one you teach. Follow the
steps below.
l Compare the sections in the syllabus you have found with the examples in th.is lesson.
2 In the description of the syllabus. choose phrases that can help you write your own
syllabus.
16 Work in prurs. Discuss the questions.
l What kind of syllabus have )'OU found? Which university offers this course?
2 Is the structure of the syllabus you have found similar to the two presented in this
lesson? If not. what are the differences?
3 Is the structure of the syllabus different from the requirements in your university? Ifyes.
what are the differences?
17 Work in pairs. Exchange the list of phrases you wrote down in Activity 15. From
your partner's list, choose the phrases you may need for writing your syllabus later in
the unit and add them to your own.

128
· · · · · · · · · · · · · · · · · · · · · · · · · · · ·iljflfJ
·· 7 ' di
' · - J

Lesson 2 A syllabus that works

Lead -in
1 Tick the statements ab out syllabus d esign U1at arc tru e for you.
I have written a syllabus in my mother tongue. but I have never written a syllabus in
English.
When I had to write a syllabus in English, I had to do it from scratch.
I just filled in a template.
• I found a similar cou rse on the internet and adapted its format and content to my
needs.
• I t ranslated the existing syllabus from my na tive la nguage into English.
Listening
2 Work in pa irs. Place the words in the p yramid. Explain the sequence.

Appficatio11

1<.noviled9e Comprehension

Analysis Synthesis

3 @ 34 Liste n to the first part of a presentation expl aining a n educational model and
answe r the questions below.
I What is the full name of the model?
2 Who was the author of the model?
3 When was the model developed>
4 How many main domains are there in the model?
5 What is a taxonomy?
4 ® 34 Listen again to c heck the sequen ce you c reated in Activity 2.

129
 ~Iodulc 3 Teaching and learning in English

5 © 35 Listen to the second part of the presentation. Look at the slide from the
presentation and find two differences between the slide and what the speaker says.

Revised Bloom's Taxonomy

6 © 35 Listen again. What does the speaker like about Bloom's taxonomy?
7 Work in groups. Discuss the questions.
1 What information in the presentation is new to you?
2 How useful would Bloom's taxonomy be in designing your course?
3 What levels of thinking skills will/do you target in the course you teach?
Language focu s
8 Write the aims of the course you teach. Follow the steps below.
1 Look again at Extract Con page 126 and identify the phrases used for describing course
aims.
2 Add the phrases to the Language Support box.

Language Support: stating goals/aims

The course aims to (infinitive) ... The course has the following object.ives: (l) ...
The course is aimed at verb+ing The overall goal of the course is ...

3 Use the phrases in the Language Support box to write your aims.
This programme aims to enhance participants' understanding ofacademic practice in higher
education.

9 Read these sentences taken from course descriptions. Complete the table with
phrases from them. The fi.rst one has been done for you.
l The course equips students with knowledge about language description.
2 The course explores how Americans have confronted energy challenges since the end of
World War II.
3 The course acquaints students with guidelines that help them create well-crafted
academic communication.
4 The course focuses on a wide range of subjects wi.thin the field of education and
related areas.
130
lllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllbt~IG~l~'*E'~''liiiiilil€"E;:::::::::~.
33
5 1his course examines how and why communication evolved as a science.
6 1his class develops students' skills in qualitative analysis and presentation.

\ 'l:'rh + '0111t.'thi11~ I \ ·e rh + ltou• + l'lan,t• I \ "l•rh + 1~rl•po,ition +

'on1t•lh1nt:
I
\·erb + ~c~ntt'bod~ +
prcpo~1t1on

equip slude11/s willt

10 Look again at Extract Eon page 126 and add more phrases to the table.

11 Read the tips below on how to write the section in the syllabus on learning outcomes.
Complete the gaps with the words in the box. nie first one has been done for you.

behaviour knowledge action verb leam1Ag etJteemes

attitudes skills achievement purpose

• ' Lenrning outcomes should describe what students should know or be able to do at
the end of the course that they couldn't do before.
• When describing learning outcomes. focus on student performance, 2 , and
3 , not teacher activity.
• Good learning outcomes shouldn't be too abstract (e.g. 'the students will understand what
good literature is'); too narrow (e.g. 'the students will know what a ground is'); or be restricted
to lower·level cognitive skills (e.g. 'the students will be able to name the countries in Africa').
• Leaming outcomes should support the overall' of the course.
• Leaming outcomes should be assessable.
• Experts often talk about using the abbreviation 'SKA' to frame learning outcomes for the course
s : what students should be able to do
'- - _ : what students should know arnd understand
1 : what the students' opinions will be about the subject matter of the course
by the time it is completed.
• Identify what the students should gain throughout the course by writing sentences that
begin as follows
By the end of the course, students will be able to ...
and then supplying a strong, 8 •
• Words or phrases such as know, think, learn, remember. understand, be aware of.
be familiar with and have knowledge ofare NOT measurable and should be avoided.

131
 1v1odule 3 Teaching and learning in English

12 Read the examples of learning outcomes. In each example, underline the action
verbs a nd the nouns that go with them. 'Il1e 6.r st one has been done for you.
l Students will have acquired the skills of evaluating educational research critically.
2 Students will be able to use technology effectively in the delivery of instruction,
assessment and professional development.
3 By the end of the course. students will have demonstrated the ability to describe the
impact of research and other accomplishments in space technology based on scientific
theories and principles.
4 Students will be able to explain a variety of electromagnetic phenomena in terms of a
few relatively simple laws.
5 By the end of the course, students will be able to compare qualitative data
systematically by selecting appropriate strategies.
6 Students will have demonstrated their familiarity with different ways of interpreting
research findings.
7 Students will be able to design spam filtering software.
13 Th is table summarises the categories in the re,~sed version of Bloom's taxonomy.
Put the verbs you underliJled in Activity 12 into the appropriate column .

Rcrnc1nbering Understanding Applrmg i\nalysing Evaluating Creating

list summarise carry out 'Structure experi)llent produce
find exemplify implement arrange test construct
recognise classify execute question monitor plan

14 Work in pairs. Follow the steps below.

l Prepare six cards for your partner. On each card .. write two questions about the subject
you teach for each level of the revised version of Blooms taxonomy. Use the verbs in
Activity 13 where possible.
What research methods are used widely in thefield ofsociology?
Which research methods am most appropriate in sociology and why?
2 Read the questions on each of your partner's cards. Decide what level in the revised
taxonom)' they belong to. Check 'vith your partner.
Whilt research methods are used widely in thefield ofsociology? (remembering)
Which research methods are most appropriate in sociology and why? {evaluating)
Follow-up
15 Prepare to write a dra~ of a course syllabus (maximum length: one page). It could
be the one you named in Lesson l (see Activity 14 on page 128). Follow the steps below.
l Revise the language of Lessons 1 and 2 and the phrases you chose in Activity 15. Lesson
I on page 128.
2 Write a draft of the syllabus. Focus only on Sections 1- 6 that are in the list in Activity 10,
Lesson I on page 125.
3 Edit and proofread your draft. Bring it to class.
16 Work in pairs. Exchange the syllabuses you have written. Read your par tner's
sylJabus and give feedback. Use the questions below as guidelines.
Are the goals clear?
Can the learning outcomes be assessed?
132
Lesson 3 Assessment
Lead-in
1 Work in groups. Discuss the questions.
1 How many times have you been assessed professionally since your graduation from
university?
2 Oo you think you will be assessed in the future? If yes. how?
Reading
2 Read Text 1 and give it a title. Compare your title with your classmates' suggestions.
Tcx-t 1

Although there are very many assessment methods, the most commonly
used in higher education still tend to be the essay and/or the traditional
timed examination. either in the format of MCQs, (multiple choice
questions) or shon answers, or mmhematical problems. Obviously,
choosing an appropriate task to assess students· achievements is not
easy. The primary goal is to set assessment tasks that suppon learning
and help students to achieve the learning outcomes of the educational
programme. In other words, the method of assessment should be relevant
to the learning outcome it is supposed to test. For example, if we want to
test students' ability 10 assess and manage information, then an annotated
bibliography, a project or a dissertation would be appropriate, but if
we are more concerned with students' commun ication skills, an oral
presentation, a discussion, or a role play might be the best assessment
options. Observation of real or simulated professional practice or a lab
repon can be relevant to evaluate science students' laboratory skills.
Now computer-based assessment is increasingly being used in many
institutions. It is thought to be motivating to students, enabling them to
practise discipline-specific skills and abi lities.

3 Which problem witJ1 assessment is mentioned ln Text 1? ls it a problem for you?

4 Read Text I again and make a list of possible assessment tnsks. You will need them
later in the lesson.
Listening
5 0 36 Listen to a lecture on assessment and answer the questions.
1 What is the difference between formative and su mmative assessment?
2 What does the choice of an assessment task depend on?
3 What should students be clear about when they are assessed?
6 r. 36 Listen ngain and add more assessment tasks to the list you started in
Activity4.

133
 Module 3 Teaching and learning in English

Language focus
7 Read the phrases in the box. Classify them into two groups and give each group a
heading.

Could you stop there for a moment?

Could I just add that ... ?
May l i11terrupt you for a moment?
Can I break in for a second?
IC! just like to point out that ...
Sorry for interrupting, but may I put in a word?
Before you go on, let me make a point ...
There's something else IC! like to say ...
!Cl like to add that ...
What IC! also like to say is ...
8 W'ork in groups. Go back to Activities 4 and 6 and put the assessment tasks on a
continuum from more 'closed' (objective) types to more 'open' (subjective) types.
While discussing where to put them, use the phrases in Activity 7.
open

closed

9 Read these final learning outcomes and choose the most suitable assessment tasks
from your List.
By the end of the course students will demonstrate an !lbility
l to develop software
2 to compare economic events
3 to determine the most effective strategy for a company entering an international market
4 to define the different medications according to their composition and applications
5 to apply formulae to mathematical problems

l3'1
------------------------------11 1- i ljilf&

Reading
10 Read the cxtrocts from different syllabi (A-C) and match them with courses 1-3.
1 Introduction to Programming
2 Financial Markets
3 Introduction to Public Speaking

A
Assessment methods will seek to relate current academic and practitioner thinking to the
changing demands of financial markets.
The assessment tasks will include:
• a report on a case study (Module 1)
• a group presentation (Module 2)
• a research project (Module 3-5)

Students should demonS1fate:

• evidence of the breadth of research supported with references to theory
• currency of thought
• evidence of critical reflection
• clarity of argument

B__
Students' grades were based on the following scheme:
15% Lab average
5%Homcwork
30% Three programming projects
30% Three tests
20% Final examination

c __
The course assignments and activities are:
Video lectures and follow-up quizzes: Most of the course content is delivered through
video lectures focused on specific aspects of speaking in public. Quizzes are embedded
after each video to reinforce basic knowledge of certain concepts and argument
structures.
Samples Analysts: In order to refine their skills, students are required to examine and
discuss sample speeches and speakers' behaviour. Discussion forums aim to facilitate
sharing Ideas and learning from your peers.
Peer Assessment Tasks: There are three options for a final course assignment: an
impromptu, informative or persuasive speech. All students are asked to record and post
videos of their speeches and also p rovide feedback on at least two speeches of their
peers.

135
 .tvfodule 3 Teaching and learning in English

11 Work in groups. Discuss the questions. Use phrases from Activity 7 i.n your discussion.
1 What is assessed in each course: skills o r knowledge?
2 What forms of assessment are used?
3 How do these three texts d iffer in tJ1eir format? Why do you think they use different
formats?
4 Compare tllese English-medium assessment specifications with those in you r subject in
your own language. What are the similarities and differences?
5 What tasks do you use to assess your students"achievement of learn ing o utcomes?
6 1.n your subject. do you assess mainly knowledge or skills?
Language focus
12 Read the samples generated by a concor(!nncer . Answer the questions. concordance r:
a software program
l What verb form follows a means oj a way ofand involve? that generates
2 What adverbs collocate witJ1 evaluate? sentences \Vith
3 Can the verbs assess and evaluate be used without an o bject? a particular 'vord
4 What verbs collocate witll the noun task? in them

........ a means of a ssessing the work of .......

........being able to assess data you 're ........
........commun ication skills are assessed and there's ........
........ reasonable way of assessing this exercise is ....... .
........ that does involve eva luating board position ........
........ should be forinally <!valuated before making a decision ..... ...
........ colleagues who will evaluate ii critically ....... .
........after practising a task over and over ....... .
.. ... .. .perform both these tasks in order to ...... ..
........ depending on the task you have d ifferent ........
........g roup discussion tas k during class ....... .
........ to do the tas k just talking t hrough ....... .
~~~~~~~~~~~~~

13 Imagine that yodre teach ing a class in English. What would you say in class if you
wanted to explain
how students are going to be assessed at the end of the course?
what knowledge/skill will be tested?
Use pltrases from Activity 12, if appropriate. Start yom explanations with
You're supposed to ... You'll be expected to ...
You'll be required to... You should be able to ...
You'll have to ...
You'll have to find a means ofassessing the effectiveness ofthe company decision.
Yoiti-e supposed t.o do all the tasks assigned in the lab.

136
····························••11111- iijUflQ $
5
# §,

14 Work in groups. Try your instructions on the 0U1er members of your group. Ask them
whether your explanations were clear. Use the language in the Language Support box.

Language Support: checking understanding I showing understanding

Checking understanding
Can you follow me?
Arc you with me?
Arc you all clear about what you have to do?
Lack of understanding
Sorry. I didn·t get it.
It's not clear. I'm afraid.
Could you explain it again?
Showing understanding
I see.
I've got that.
OK/ All right.
That's clear now.

Follow-up
1 5 Write the Assessment section in a syllabus for a course you teach. Use the language
presented in this lesson.
16 \'\'ork in pairs. Share your Assessment section with your partner and ask for feedback.

137
 Module 3 Teaching and learning in English

Unit 3 Using English as the medium of instruction

By the end of this unit you w ill be able to
• write a post with an announcement of your course
• give definitions and instructions to students
• use the language of sequencing to describe the stages of preparation for a class you teach

Lesson 1 Presenting your syllabus

Lead -in
1 Work in groups. There is a trend nowadays in the global educational world to 'sell'
institutional or an individual's courses Online. Discuss the questions.
I What is your attitude to this trend?
2 Is it necessary to have a biog or a personal/ institu tional site? What for?
Listening
2 (!) 37 Listen to a presentation of a course. Answer the questions.
l When could this presentation have been made?
2 Who are the audie nce?
3 What is the purpose of the presentatio n?

3 (!) 37 Listen again. Complete !lie table about the course.

Course t 1tle
Reqt1irc1ncnts
Course lcngt h
·rypcs of asscssnlcnt
·rypc of course
Ho\\' to enrol
Deadline for enrolment

4 Work in groups. Discuss the questions.

Do you think students will be motivated to take the course after the p resentation?
Why? I Why not?
• Have you ever presented your courses? If yes. what points did you highlight?
Readin g
5 Read Text I quickly and answe r the questions.
l Where does this text come from?
2 What kind of text is it?
3 How many sections are there in it?

138
------------------------.... Unit 3 ::

Textl

Gain an understanding of the natural world, how the web of life works,
with illustrations from around the world.
ABOUTTHE COURSE

If we don't grasp why ecosystems function, it becomes harder to determine possible

reasons for when they don't. and makes it difficult to identify possible environmental
threats to humans. In this course you will djscoxec hc>w organisms are linked tc>gether by
complex interrelationships, how such links are studied and how the physical properties of
a particular habitat interact with the organisms that inhabit it. Using case studies. you
will come to learn how knowledge of ecosystems leads to understanding of their
individual importance. and how they can be preserved.

All Open University Science courses presented on Futurelearn are produced with the kind
support of Oangoor Education.

David Robinson

REQUIREMENTS

This course is intended for those with an interest in natural history. conservation or the
environment and does not require any previous experience of studying these subjects.

SHARE
lif!i

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 Module 3 Teaching and learning in English

6 Read Text l again and complete the sentences below in your own words.
l 'Th.is course is suitable for

2 Participants in the course will learn - - - - - - - - - - - - - - - - - -

3 Case studies will show _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __

7 Read Text 2. Compare 1exts land 2. Look at tne sequence of information, layout,
paragraphing and length. Are they similar or different? In what ways?
Text2

I
= Web science: how the Web is changing
the world
Explore how the Web has changed our world in the past 25 years
and what might happen next.
ABOUT THE COURSE
You may be an avid user of the Web but this introductory course in Web Science !lli!L
lWJ2 you to understand the Web as both a social system and a technical system: a global
information infrastructure built from the interactions of people and technologies.
We wm examjne the origins and evolution of the Web, and consider key questions of
Security, Democracy, Networks and Economy from both computational and social science
perspectives.
By following this course, you wW haye a greater understanding of the Web and begin to
develop skills for the digital era - skills that are useful for everyday life and widely sought
by the technology driven employers of today.
This is the start of a journey that could help you to shape the future of the World Wide
Web.

8 Work in pairs. Discuss the questions about Texts l and 2.

l What is the function of the section coming just after the title in both texts?
2 Which verb form occurs in this section? What is its function?
9 Write one sentence to encournge students to enrol on youl· course. You can use verbs
such asjoin,find ou.l, tliscover, learn, explore, uncover, etc.

140
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • - 11 1.111r1 FE 1 '

10 Read the extracts below from online advertisements for different courses. Write AG
if the extract is from the attention-getter section./ ifilis from the information about
the course section or ER if it is from the enrolment requirements section .
1 The course is pitched at first-year undergraduate level.
2 To prepare for the course, join us on 1\vitter or in blogging with the hashtag IFLsustain.
3 Everyone enrolled in Designing Cities \vill be expected to complete three assignments.
1hese 'viii be posted on the course site and they will be in the form of peer assessments.
4 Discover the basic fluid dynamics concepts behind aircrall analysis and design.
5 111e course \viii combine video introductions. on-screen examples. articles and
discussions to help you understand the principles behind computer programs.
6 Explore how to identify and develop great ideas into great companies.
7 Join us on an exploratio n to uncover new technology tools to connect your classroom
and students to the Common Gore.
Language focus
11 Work in pairs. Fill in the gaps ' viU1 the correct prepositions. '!hen go back to Texts J
and 2 and check yo11r answers.
l The course is intended intermediate-level students.
2 Have you read the introduction _ _ the third edition?
3 nm did a three-year course linguistics at Newcastle.
4 The reason the disaster was engine failure. not human error.
5 lhe course will appeal to anyone 'vith an interest world affairs.
6 He writes a Marxist perspective.
7 Reducing speed limits should lead fower deaths on the roads.
12 What verb form is underlined in Texts I and 2? Why is it used in the texts?
13 Head the La nguage Support box. Then complete sente nces 1- 6 " 1th eitl1er will or be
going to and th e verbs in brackets.

Luni,'llagc Support; will and be going to for pred ictions

lJe going to is used to make firm predictions when there is a strong evidence for them.
e.g. lt'sgoing to rain. (There are clouds in the sky.)
Will is used to make predictions that aren't based on evidence. but may be true in the
future. e.g. I think he willgel this granL
In many cases. however. it is possible to use either be going to or will e.g. I don't tJUnk
the presentgovemment will/ is going to win the next election.
Will is more ollen used in writing. ln speech. both '// nnd be going to are used.

1 Look at all those students. The room _ _ (be) full for his lecture.
2 MOOC platforms (allow) students to connect directly "~th employers.
I think.
3 It (be) a difficult meeting. There arc lots of problems to discuss.
4 His presentation (attract) a lot of people. 'lhe title is so catchy.
5 She She isn't enjoying her work. I think she (leave) the university.
6 National authorities (recognise) international qualifications. I hope.

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 Module 3 Teaching and learning in English

Follow-up
14 Imagine that you have been asked to promote your course on MOOC. Write a post
with an announcement of your course (maximum 180 words). Follow the structure
below. Use phrases from the texts and activities in this lesson. You can refer to the
syllabus you have written in Unit 2. Remember, however, that the style here is less formal.
• the course t itle
• an attention-getter
• some brief information about the course
• the enrolment requirements
15 Work in pairs. Give the text of your announcement to your partner. Provide
feedback to each other using the questions below as guidelines.
• Is the text clear?
• Is the information interesting?
• Is the language accurate?
• Axe all the structural elements included?

142
·······························-li !J:Uil il~fEJl•J••••••
Lesson 2 Giving definitions and instructions

Lead-in
1 Read the definitions and say what is wrong "1th them.
• Transformation is a kind of way of making one thing look like another.
• Company acquisition is when one company acquires another.
• A quince is a type of apple that people make jam with.
2 How oO:cn do you give definitions in your classes? What do you usually have to defin e?

Wr iti.ng
3 Work in pairs. nead three definitions of the word c11rrlc11/11m and identify patterns for
definitions.
• A curriculum is a document which lists and describes all the subjects learned in a
school. college or university.
• A curriculum is a document listing and describing all the subjects learned in a school.
college or university.
A curriculum is a document designed to list and describe all the subjects learned in a
school. college or university.

4 Complete deflnitions 1-6. Use the given words in the same order, adding appropriate
phrases from tJie Language Support box below. 'The first one has been done for you.
l physics /matter and energy /effect
Physics Is the study olmtUter and e11ergr a11d their effect 011 each_pJhe="- - - - - - -
2 a project I a subject I a period of time

3 Cu I chemical I copper

4 a portfolio I documents I represent I somebody's work

5 a biog I online diary I someone I express views I record experiences

6 assessment I evaluate I somebody's work

7 a barometer I measure I atmospheric pressure

Language Support: defining

X is a kind/sort of ... X is the symbol for ...
X is the study of ... X is a means ofverb+lng
X is a collection of ... X is a device used for verb+ing
X is an element of/for ... X is an instrument of/for verb+ing

5 Write definitions oftJrree key terms from the subject you teach. Use the tJrree
different patterns in Activity 3.

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 Module 3 Teaching and learning in English

6 Work iri pairs. Read out your defin itions from Activity 5 without saying the terms.
(Just start with ll is ...) Ask your partner to guess the terms. If necessary, try several
times. Use th e phrases from the Language Support box below.

Langun{;e Support: asking for clarification and clarifying

Asking for clarincation Clarifying
Can it be defined as ...? ln other words ...
Sorry. could you say that in a different way? To put it another way ...
Axe you saying that ...? \>Vhat I'm tr}<ing to say is ...

Reading
7 Work in pairs. Read these tips for giving instructions and rank th em from the least
important (l) to the most important (7).
Text I

How to give instructions

You wil l need lo have a repcnoirc of ways of g iving instructions in praclicaJ classes
such as workshops, lab work. elc. The development of this skill of giving instructions
will also be relevant to you if you want to make your lectures more interactive. Effective
instructions will help your students to better understand what you expect them lo do.

Think of different techniques to attract students' attention. for example c lapping your
hands or knocking on a desk.
2 The best way to tell students how to do something is to actually do it yourself.
3 Always give instructions in the same language. Use common ly used words and shon,
si1nple sentences.
4 Avoid multi-layered instructions. Instructions should be divided into small chunks
according to the different phases of the task that s.tudenlS have to perform.
5 Choose where to stand in the room when giving d irections, for example stand close
to the students who have difficulty in following you. ln this way, you will be able to
contro l them.
6 Check for understanding by asking questions related to the instructions.
7 Make the instructions sound polite. Use modal verbs and imperatives appropriately.

8 Work in groups. Discuss the order in which you have p ut the tips in Text 1.

144
······························~- iljflflliiiiil2

List e nin g
9 Read the list of phrases below and identify the function (a-c) of each. Put the letter of
the function next to each phrase.
I Before you begin. you should ...
2 I would start by ...
3 Merthat•...
4 Once you've done that. then ...
5 To begin with, ...
6 What I'd like you to do is ...
7 When you finish that. then ....
8 You'll have to ...
a explain the task in general terms
b explain how to get started
c explain how to continue
10 ·• 38 Listen to the explanation of how ed.ted.com works. Put the steps below in the
order the speaker mentions them.
Find a suitable video
Create a discussion
Set the context or learning objectives
Register
Check comprehension
Add articles. references, links. etc.
11 @ 38 Listen to the explanation again. Add the phrases t.hat the speaker uses to
Activity9.
12 Work in groups. Discuss the questions.
I Would you like to use ed.ted.com in teaching your subject in English? Why? I Why not?
2 How can students benefit from such classes?
3 What arc the advantages and disadvantages for a teacher?
4 What similar online tools do you use in your classes?

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 Module 3 Teaching and learning in English

Reading
13 Read Text 2. Answer the questions.
l Wh ere might this text appear?
2 Who are the instructions intended for?
Text2

·Registration
ALL new students must register online and full-time students must also confirm their
attendance in person.
1. Online registration
Online registration opens three weeks before your start date. To register you should go to the
university web portal.
Log on with the temporary usemame and password you used for the Applicant's Portal. If you
were not given your temporary username and password you 1 , contact the Student
IT Helpline by email or phone. Contact details are on the lback page of this booklet.
You will be shown a series of screens and asked to confirm or amend the details the University
holds for you. At the end of the process (there may be a delay of up to 24 hOurs) you will be
issued with your University username and password which will allow you access to all the
University's Information Services, including email.

2. Full·tlme students
Full-time students 2 also confirm their attendance in person to complete the
registration process. Full details of this process are available on the University's registration
webpage.

14 Read Text 2 again. Answer the question.

How is the language of this written instruction diffe-rent from the language in the
explanation you Listened to in Activity 10?

Language focus
1 5 Read the Language Support box b elow. Fill in t he gaps in Text 2 with the modal
verbs must and should.

Language Support: must and should

The modal verb must expresses obligation and is often used in regulations. e.g. You must
always follow the sefety rules when working in the lab.
The modal verb should is used to make recommendat ions. e.g. You should use an up-to-
dat.e anti-virus program on your computer.

!46
----- ----- ----· -
16 Read the sentences below and decide whether they are obligations or
Unit 3 ,,-. -- -

recommendations. n1en fill in the gaps with must or should. Use the negative forms.
if necessary.
l Laboratory equipment - - - - - be renewed regularly. if finance permits.
2 All students read the document regarding emergency procedures prior to
the first laboratory class.
3 You keep the work area clear of all materials except those needed for
your work.
4 You _ _ wash your hands thoroughly after a lab session.
5 You - - - - - eat. drink or smoke while worlting in the laboratory.
6 You be careful not to draw too many conclusions from a single experiment.
7 You look into any laser beam. It's dangerous.
8 You - - - - - read the labels carefully.
9 You _ _ wait until the same experiment has been successfully replicated.
17 From the list below, choose two situations suitable for your class. Think of an
instruction for each situation. Use the tips in Activity 7.
l Draw students' attention to a visual and say what to do \vith it.
2 Refer students to the list of background reading and say what to do with it.
3 Ask students to work in pairs/ groups and set a task.
4 Ask students to submit a paper/ task by a certain deadline.
5 Ask students to start finish an activity.
6 Ask students to pay attention to a definition and ask them to write it down.
7 Any other situation that arises in your teaching context.
18 Work In groups. Take turns and try your instructions out on each other.
Follow-up
19 Prepare some instructions (lasting 1-2 minutes) for your students. Choose an option
below which is appropriate for the subject you teach . Use U1e language of the lesson.
• Give some detailed instructions for a lab activity.
• Set a task for a seminar.
• Put students into groups for a project and explain what they have to do.
• Show students how to use a web tool.
Instruct students in any other situation that arises in your teaching context.
20 Work in groups. Take turns to give your instructions. Your classmates will play the
role of students and ask you questions.

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 Module 3 Teaching and learning in English

Lesson 3 Planning makes perfect

Lead-in
1 Work in groups. Discuss the questions.
1 Have you ever taught a class that was totally unplanned?
2 Ifso. what was the result?
Language focus
2 Match tbe types of class (1-6) with their descriptions (a-f).

1 lecture a a way of teaching through informal interaction in a group of about 20 students;

a group discussion allows deeper investigation of the topic; students are asked to
present their views on certain topics
2 seminar b a way of teaching that allows more individual student attention; arranged as a
small "class· or an individual consultation with a teacher; it often has a specific
focus. e.g. a close study of a text
3 workshop c practical work conducted by a student or a group of students outside, rather than
in a laboratory or in class
4 tutorial d a formal presentation to a large group of students: a way of conveying information
about a subject. usually with the use of visual aids and handouts: students take
notes and ask questions
5 labwork e working on practice-oriented assignments which are usually scheduled after
lectures and discussions; students work under the supervision of a teacher or on
their own; usually devoid of any 'kind of discussion
6 fieldwork f a teaching session often \vith a practical focus; it is likely to involve hands-on
activity around a task as well as structured group work: students engage in
intensive discussion of a particular subject or project

3 Work in groups. Discuss the questions.

1 Wh.ich of these types of class do you use in your course?
2 Which of them do your students find most effective?
Listenjng
4 @ 39 Listen to a lecturer in intercultural communfoation talking about how she
prepares for a lecture. Nmnber the steps below in the order she mentions them.
• identifying students' needs and interests
• choosing types of activities
• observing and collecting real-life ideas
• thinking of ways of involving students
• background reading
5 Work in pairs. Discuss the questions.
1 How often do you have to improvise during a lecture? When do you improvise?
2 How is the balance between preparation and improvisation different when you lecture
in your own language and when you teach throug)1 the meclium ofEnglish?

148
11111111111111111111111111111111111111111111111111111111111111111111111 ,~m~i~ia•~·iiiit~ll'::::::::i1
1
6 Work in groups. Share ideas on how you prepare for a lecture. Start your sentences
with the phrases below.
\>\'hat I usually do is ...
\\'hat works very well for me is ...
• 1 think that the most effective way is ...

Reading
7 Read the statements and tick the column which is true for you.

St.tt<.·1ncnt ah\'ays I often so1nc11n1cs nc\'(•r

l I use different visuals in my classes.
2 I give handouts of my lectures before the class.
3 Before the class I post tasks and my presentation online.
4 I ask students to take notes in class.
5 I give students background reading before the class.

8 Read the first and the last paragraphs ofa biog post below (Text 1) quickly. Identify
the research topic and its major results. Why are th ese parts of the text important?
Text l

the refore rather than by contrast I

The common ·sense arguments for and against providing student s
with slide handouts before a lecture are well rehearsed . Having rehearse: rllpeat
the handouts means students need take fewer notes, '- - - - -
a llowing them to sit back and actually listen to what's said.
Withholding the handouts, 2 , encourages students to
ma ke more notes , perhaps ensuring that they' re more e ngaged with
the lecture material 3 mind-wa ndering.

even when still hOwever

'The data reported here represent only a first step and do not resolve
this Issue,' the researchers concluded. 'In no case, •- - - - -
did having the handou ts during a lecture im pair performance o n hnpnir: mak<! \vorse
the final tests. s there were no d ifferences in final test
performance, students 6 benefited In the sense that they
reached the same level of learning with less work.'

9 Read Text 1 again. Fill in the gaps with the words in the boxes. Why are they necessary?

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 Module 3 Teaching and learning in English

10 Read the main body oft.he biog post (Text 2) quickly. What do these munbers refer to?
1 74% 2 50% 3 21% 4 29% 5 12minutes
Text2

A To find out what really works better, Marsh and Sink had several
dozen students watch a few 12·minute videos of real·life PowerPoint
science lectures. Sometimes they were g iven the handouts for use
during the lecture; other times the handouts were only provided later.
Half the students were subsequently tested on the lecture material
after a 12·minute delay; the other students were tested a week later.
In both cases, a few minutes before testing, t.he students were allowed
to review their own notes and the handouts (for some of the lectures,
this was the first time t he handouts were prov ided). The key find ing is
that having handouts in the lecture versus only receiving them at the
review stage made no d ifference to test performance. Although the
students who had the handouts in-lecture made fewer notes, this didn't
harm their test performance at either the 12·minute or 1·week delay.

B The find ings provide preliminary evidence that lecturers should

provide their students with handouts during the lecture. Regarding
the more extensive note·taking that took pla·ce when handouts were
held back until after a lecture, the researchers speculated that t his
was 'unlikely to be a deep encod ing task', which wou ld normally be
expected to aid memory retention. and may instead have acted merely
as a distraction.
C A follow-up study with 34 students was identical to the first but
the testing only took place 12 minutes after the lectures and this time
the review session was self·paced for half the students but j ust two·
minutes long for the others. Students provided w ith handouts during
the lectures again took fewer notes but this time they actually out·
performed those who only rece ived the handouts after the lectures.

D Elizabeth Marsh and Holli Sink began their investigation of this

issue by surveying university students and lecturers. The student
verdict was clear: 74 per cent said they preferred to be given slide
handouts prior to the lecture, the most comnnonly cited reason being
that having the handouts helps w ith note·taking. T he lecturers were
more equivocal\ Fifty per cent said they preferred to provide handouts equivocal: having
prior to the lecture , but 2 1 per cent said they never gave out handouts opposing opinions
and 2g per cent preferred to distribute afterwards. The most common
lecturer reason for retaining handouts was ~tudents wouldn't pay re-lain: keep
attention if they had the handouts.

150
111111111111111111111111111111111111111111111111111111111111
~~ 10011• I

11 Read Text 2 again and put the paragraphs in the logical order. Underline the phrases
that helped you do this.
12 Work in groups. Go back to Activity 6 on page 149. How are your answers different
from the research results in Text 1? Are you for or against giving handouts in advance?
Give your reasons.
Language focus
13 Go back to Texts I and 2. Find all the verbs that can be used "~th the word handout.
Which of the phrases can you use in the classroom?
14 Imagine that you're teaching a class ii\ EngUsh . What would you say in class if you
wanted to
• ask students to pass the handouts around
• refer students to Task 3 on the handouts
• refer students to page I on the handouts
• have the handouts back
• ask learners not to write on the handouts.
•Start your instructions
with Could you ... ,I'd like you to ... , WiUyou,pkase. ....
15 Find phrases from Text 2 that have similar meanings to the phrases below. You will
need this sequencing language in the next activity.
• to start something with
before
• after
• all through a particular period
FolJow-up
16 Prepare to present a Oowchart demonstraling the stages of preparation for your
class (lecture. lab, seminar, etc). Follow the steps below.
I Go back to Activities 4-6 for ideas.
2 Create a flowchart Write short notes and indicate the sequence of stages with symbols.
e.g. arrows.
3 Add useful language from other modules to sequence the steps and to refer to visuals.
Use language from Activity 15 in this lesson.
17 Work in groups. Present the flowchart and answer your classmates' questions.

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 J\'1.odule 3 Teaching and learning in English

unit 4 Giving a lecture in English

By the end or this unit you will be able to
- use language appropriately to structure and deliver part or a lecture in English
- develop the language you need to interact with students during a lecture
- use English for classroom management

Lesson 1 Why do we lecture?

Lead -in
1 Complete the quotation below with the adjectives in the box.

I great mediocre good superior

·me 1 teacher tells. The 2_ _ _ _ _ teacher explains. The 3_ _ _ __

teacher demonstrates. The 4 teacher inspires. (William Arthur Ward)
2 Work in pairs. Compare your answers and discus.s the questions.
l Do you agree with the quotation?
2 How would you define a good university teacher?
Listening
3 Work in groups. Draw up a list of ski lls a teacher needs to cope with changes and new
challenges i n education.
4 @ 40 Listen to two teachers and make notes io the table on the skills they mention.

Teacher I

Teacher 2

5 Work in the same groups as in Activity 3. Compare your notes. Are the speakers'
aJ1swers simila1· to yours in Activity 3? Which of the sk.il.ls are most importaot, in your
opinion, and why?
Lan guage focus 1
6 @ 40 Fill in tlie prepositions in the sentences. Listen again to check your answers.
l Actually. technology has allowed everyone. social networks. to engage
_ _ _ _ _ what"s called ·cooperative intelligence·.
2 We shouldn"t be afraid taking risks and failing sometimes.
3 Just standing them and talking them about the subject
does not mean that they're learning anything.
4 Every teacher should be ready to learn every lesson and to be as good
_ _ _ _ _ learning as teaching.
5 A teacher asks questions and involves learners thinking.
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1111111111...................... ...................... ........1111111111 11m111 1iff;(.• 1

Reading
7 Read Text 1. Answer the three questions at the end of the text. Then work in pairs and
discuss your answers. Give your reasons.
Text 1

For centuries, the lecture has been the most economical way to 'educate' a
large number of students. Since it was first employed in Plato's Academy, the
lecture. which emphasises knowledge delive{)' from the teachet \O 'i.\11\len.\'i.
as the purpose of education, has been favoured as the dominant leaching
model across the globe. Recently, this time-honoured method has come under
attack for preventing interaction between students and the professor. Also its
ability to foster higher order thinking skills is being challenged. Is this age-old
model of learning sufficient to prepare students for tomorrow? Are lectures
less effective than active learning techniques in promoting students' learning?
Should the lecture be replaced with the newer, more ·active' methods?

Language foc us 2
8 Find words and phrases in Text 1 that arc similnr in meaning to the words and
phrase below.
l use (v}
2 stress (v)
3 prefer
4 proved by tradition
5 develop
6 substitute (by)
9 1he words in italics in the sentences below are misplaced. Correct them using
words from Activity 8.
l Electrons in atoms can be emphasised by muons.
2 Another alternative for solving the problem is to foster the principle of minimal
change.
3 These figures employ the importance of protecting these habitats.
4 1he course is designed to favour language skills.
5 Students usually replace particular types ofinteractive learning, for example. debates.

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 Module 3 Teaching and learning in English

Reading
10 Read the conversation between two university teachers q uickly and answer the
questions.
1 What is the 'flipped classroom'?
2 What higher order thinking skills does the 'flipped classroom' target?
3 Does the 'flipped classroom' really improve student performance?
Text2
A: •Everyone seems t.o be talking about '(l;pp;ng' their classroom these da ys.
What~ it all about?
B: Actually, it's something I've also been experimenting with. Most of the lite rature and
research on it seems to come from America. but it's attracting interest over here too. I
picked up the idea at a conference last year, at a presentation by a Californian physicist.
He claimed to have noticed significant improveme:nts in his students' engagement with
learning by turning his existing practice on its head.
A: 2~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
B: Well, instead of transmitting knowledge through a standard lecture and then leaving
students to work out applications for themselves, he provides the basic input before his
classes through a combination of reading and video lectures.
A: 3~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
B: Yes, the material is all made available on the university's learning platform - Moodie or
whatever - and the students are expected to access it and come to the class prepared.
A:•~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
B: Good question! The class itself is centred on discussion. problem-solving and lots of
questioning aimed at getting students to think critically about what they have leamed.
The students can reaUy only engage in all this if they alread)' have some basic subject
knowledge.
A: s·~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
B: Absolutely. The emphasis is on developing students' higher order thinking skills - you
know. as defined in the revision of Bloom's taxonomy- getting them to apply knowledge
to the solving of problems. for example. to analyse issues. synthesise ideas and to create
new meanings for themselves. rather than just relying on others. In a way it's about
developing a research mentality in them through engaging them actively in addressing
challenging questions and formulating questions of their own. One guy who the presenter
quoted - Mazur. I think he was called - gives mini-le ctures. then uses conceptual
questions in class. and the students have to answer by clicking on a hand-held device. He
sees the results in percentage terms immediately and if fewer than 65% give a right answer
he immediately engages the class in small group discussion of the question to enable them
to reconsider it and go deeper. Again promoting higher order thinking.
A: 6·~~~~~~~~~~~~~~~~~~~~~~~~~~~~~-
B: There's no research yet to prove that this is the case, only anecdotal evidence
from J>roponents , but l have to say that the students in my third-year m.icrobiology proponent: someone
class are definitely more engaged and motivated. and that's got to be good ... who speaks publicly in
support of an idea

154
.2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

11 Rend Text 2 agrun and write teacher A's quest ions in the box below in the correct
place. The first one has been done for you.

I see ... but l)<epared tor what?

lhat sounds inttiguing. but what does it mean 1n pract•oe?
But how do we know that thiS really improves student performance?
E'tiePfSAe seems te ~ tellciAg a6e1:Jt .. Ai1313iF\g' tAeir elaSSfeeM Oiese
Efa)'S: ·.vAars it all aBettt?
so there's a bit of learning technology involved?
That seems like quite a radical Shift in teaching method.

12 Work In pairs. Look at flowcharts A and B. Which of them refers to traditional

lecturing and which one to flipped classes? ComJ>lcte the boxes with your notes from
Texts I and 2.

Flowchart A

Main class actlvltln: listening, taking notes

Knowledge asslmllatton: doing homework after class

Flowchart 8

Main class activities: - - - - - - -

Knowledge assimilation: answering conceptual questions in class

13 Work in groups. Discuss the advantages and disadvantages of both the traditional
and the ruppcd classroom. Use your notes from Activity 12. Do you use a flipped
classroom in teaching your subject? If not. wouJd you like to try it? Why? I Why not?

155
 ::vfodule 3 Teaching and learning in English

Language focus
14 Tick the features that make Text 2 conversational. Find examples in the text to
illustrate these features.
• full verb forms phrases of agreement
phrasal verbs • contracted verb forms
incomplete sentences informal vocabulary
phrases of opinion • questions and answers
• formal vocabulary • complete sentences
• responses showing understanding
15 Replace the underlined words and phrases in the sentences below with phrasal
verbs from the box.

pick something up work out take in turn on ttneir head

l How is your new series oflectures developing?

2 It was an interesting lecture but there was just too much to absorb.
3 He had11't done any Skyping before. but he learned really quickly.
4 These new findings made people think about the accepted theories in a completely
d ifferent way.
16 'Work in pairs. Match the lecturer's questions (l-6) to with the reasons for asking
them(a-f).
l Can you give us an example of what you mean? a to probe reasons and evidence
2 Does this always happen? b to question a point of view
3 Why do you support this idea? c to clarify a concept
4 ls there another way of looking at this? d to encourage reflect.ion
5 How will it affect the environment? e to challenge assumptions
6 Why do you think I asked this question? f to examine consequences
17 Work in groups. Discuss what kind of questions you usually ask your students and
what kind of questions students like most. E>.'J>lain why.
Follow-u p
18 Start prepariog' for a lecture (traditional or 'flip,ped') that you are goi.ng to deliver at
the end of this unit. Follow the steps below.
l Think of the topic of your lecture.
2 Decide which part of a lecture (lasting7-JO minutes) in your specialism you are going
to simulate, e.g.
• presenting a classification
• explaining and illustrating a concept/ theory
presenting a controversial issue
describing a visual
• giving a task or advice on readings
• any other situation that arises in your teaching context
3 Draft a plan . Share your plan with a partner and give each other feedback.
4 Collect materials. 'TI1ink of appropriate examples. statistics and illustrations of the ideas.
5 Refer to the list of purposes in Activity 16. Prepare two questions for each of these
purposes to ask your students at the right moment in your session.

156
•••••••••••• •••••••••••• ••••••••••• - 11m;t''ffi"* 1
Lesson 2 An effective lecture
Lead-i n
1 Have you ever fallen asleep in a lecture or seen olher people do so? Ifso, why did il

u
happen? Work in groups and share your experien ces.

Headjng
2 Read these sludcnLs' posLs on a forwn (below nnd on page 158), answering the question
'What's your ntlitude to lectures?' Make notes on tlheir positive and negative attitudes.
positive: great delivery
negative: lecturers read, not speak

Most of the time, lectures suck. . Best sleeping pill. Professors reciting their own suck: be unpleasant
textbooks that I can read myself (but don' really want to). In the seminar format,
you - sometimes - have an opportunity to talk to the professor and to your
classmates, which is conduc·ive to learning something; it doesn't even matter
what you talk about. I remember reading one sentence of Plato and discussing
It for the rest of the class. However, I've heard a few great lectures. delivered by
Individuals who simply had something to share. In those cases the format didn't
matter: I sat there completely taken by a personality. or a story, and could feel
things going through my mind and j ust changing my world view.
~~~~~~~~~--'

2 Interesting, we're rarely asked which type of lectures we'd like to have, but
should such a chance arise, I'd deflnltely choose Interactive lectures. Just
receiving Information , not being emotionally Involved, Is useless. U don't have
the feeling that u need the info. I like It when a lecturer Invites a specialist in this
field, a practitioner, to speak. It becomes clear why we learn all this stuff. I guess
a lecture shouldn't be boring even if the subject Is not very exciting. Jokes, real·
life examples, slides and video can help students stay focused. And of course,
the manner of presentation: the voice, expressing emotions. I like teachers who
are good narrators.

157
 Module 3 Teaching and learning in English

3 You know, I can't confidently say If I'm for or against lectures as a type of
teaching . It's a waste of time if a teacher stays in their p lace, looks at their
papers and reads all the materials in a quiet, monotonous voice. No eye
contact, no interaction with students. But when a lecturer is interested in their
subject their eyes sparkle, they present their information in a lively way, t alk
to students. ask leading questions and tell interesting stories. Students always
come to such lectures. even If t he teacher does.,,·t make a note of attendance. If
only all lecturers were like this ...

4 Many students I know skip the lectures of some teachers 'cause there's nothing
new or different from what they can learn from the coursebook. And UR always
aski ng yourself why can't we just get t hose materials & read them at home.
Seems the most efficient way 2 study Is 2 make students think. Otherwise
lectures become natter when students've nothing 2 do, only listening, or textlng natter: talk for a long
o r googling sth. Monotonous lectures are weary for t hose who come 2 listen, 2 time without any
discover, not j ust 2 attend. purpose

S In many universities, lecturing is t he most common teaching method. In my

opinion, it is the best way to get facts across. A teacher can give a lot of
Information during the lecture without wasting time on discussion and practice.
Besides. in lectures students are able to get infor mation that we can't get from
o ther sources.

3 Work in pairs. Put the words in the correct order to make a list of tips on how to
make a lecture effective.
1 students I Find I about I out I topic. I what I know I the

2 during I the I Check I lecture. I understanding

3 them I give I Ask I a I and I question I to I time I discuss I it. I students

4 more I six I Present I than I points. I no I main

5 )'Our I Use I support I ideas. I visuals I to

6 concepts I examples I Use I vivid I related I the I explain. I to I you

7 to I Refer I online I learners I to I knowledge. I resources I expand I and I printed I their

8 explaining I Involve I some I students I in I illustrating I or I points.

9 and I answer I Leave I for I sessions. I question I time

10 platforms, I technology: I etc. I onl.ine I presentation/ videos. I Use I tools.

158
lllllllllllllllllllll lllllllllllllllllllll llllllllllllllllll..lllllllllll!I•umn~t~·elllllilllllllll•

4 Work in groups. Rank the tips in Activity 3 from the least important (1) to the most
important (10). Discuss your choices.

5 Work in groups. Go back to Activities 2 and 3 and make n list of criteria for an
effective lecture. You will need these later i.n Acti,'ity 10.

Lis t enin g
6 (!>41 Listen to the beginning of a lecture on nonvcrbal communication. Put the
steps below in the order you hear them.
• giving a definition
• greeting the audience
• giving an interesting fact to emphasise the importance of the topic
• introducing the topic
• probing what students know about the topic
7 (!>42 Listen to another part of the lecture and answer the questions.
l What does the lecturer want students to learn?
2 How is the lecture organised?

8 (!>42 Listen to the extract again and fill in U1e gaps \vith words signalling
classi6cation.

There Is qu~e a range of 1 of l\ORll8fbal communication. All nonvert>at

messages can be 2 into four major 3
They are: kinesics, para1an9ua9e. proxemics and Image. These four groups in their turn
• _ _ several 5_ _ _ _ __
Gestures also ' the category of kinesics as well as the subcategory of
oculeslcs ...
The second 8 of nonvert>al messages Is paralanguage, which includes
vOice quality. its ... hm ... colour and styte. as well as P<osodic features such as rhythm,
intonation and slfess ....
Let's tum to the third • - - - - - - - . proxeml<:s. or tenitoriality ...
And lhe last 10 of nonvertlal messages for today is image or Object
communication ...

9 Work in groups. Discuss

the questions.
• What information in the
lecture was new to you?
• How important is this
information to you as a
lecturer?
• What aspects of nonverbal communication do you think you need to develop?
10 Work in groups. Go back to the list of criteria for nn effective lecture that you made
in Activity 5. Evaluate the lecture you have listened to. using your criteria. Share your
ideas with other groups.

159
 lVIodule 3 Teaching and learning in English

La nguage focus
11 Match the phrases that can be used in the classroom (l-6) "~th their functions (a-f).
1 This is the most crucial step of the process. a to finish a class
It is especially important to know that ...
There are three absolutely essential points that need to be made.
2 The idea of this task is to ... b to offer help
Let's start "'ith a look at the difficulties in the ...
What does it mean in this context?
3 Who needs help? c to highlight key points
I'll help you if you get stuck.
Let me know if you run into a problem.
4 Good . I think we can leave it there for a while. d to manage a class
OK. Finally. a brief word about next Monday.
Thank you for the class. Goodbye.
5 Right. Now we'll do some group work. e to explain
Could you discuss it in pairs. please?
Could you work on your own first?
6 Interesting! Could you say more? f to encourage students
Not bad! AJ1y other suggestions?
Great! That's the way to go.
Carry on as you have been doing.
Well done.
12 @ 43 Listen to the conclusion of the lecture 0111. nonverbal communication.
Tick the elements that are part of the conclusion.
• a summary of the main points
• ne\v inforn1ation
highlighting the importance of the topic
• a question-and-answer session
• warning against generalisations
• giving a task
checking understanding
13 Work in groups. Discuss the questions.
1 How do you usually finish your lectures?
2 Why is a summary an important part of a conclusion?
3 What phrases do you use to signal the conclusion'?
Follow-up
14 lo Lesson l you started planning a lecture. Now give some more tJiought to it by
following !Jle steps below.
1 Write a draft of your lecture. Ask yollr English teacher for help if necessary.
2 Decide on the classroom language you may need to use. Review the phrases from
Activity lJ above and in Unit 3 (seeActivity9 on page 145 and Activity 14 on page 151).
3 Prepare visuals if necessary.

160
Lesson 3 Students' involvement
Lea d -in
1 Work in pairs. Complete the Chinese proverb below with the verbs in the box.
Compare your answers with other pairs.

[feiTiember tell involve forget Show learn

me and ru z_ _ _ _ •3_ _
I
me and rn •- - - -
s me and J'll 6 _ _ __

2 Work in groups. Oiscuss the q uestion below.

Do you agree that all students learn you.r subject better if they interact with each other
and the teacher? Why? I Why not?

Reading
3 Read Text I and fill in the gaps with phrases a-fbelow.
a use a show of hands to check the responses
b build rapport "~th the students by chatting to them
c pose a challenging question
d allow you to shift students' attention
c show students a video clip
f use demonstrations
Text l

There ore quite onumber of ways to involve srudents in lhe learning process. One of lhem, which con
be exploited even before your ledure starts, is to 1 •
Moke sure lhol lhe students know how to cootoct you after lhe closs alhey wont to discuss scmelhing
wilh you.
Second~. the lecllJre moy be engaging by the veiy foct thot is it well organised ond interesting.
No motte1 how well intentiooed ond motivoted, students con stoy focused oo~ for about 1S-20
iranutes. When you pion youi dosses, odd O<livities thot 1
The third ond piobobly lhe most important aspect of student engagement is lheir octive
porticipotion in lhe lecllJre. Tbe1e is ovariety of ways, but here ore ofew common ones, portirulorly
suitoble for forge classes.
• 3 . Ask students to discuss it in small groups ond
then toke feedbock from ofew groups to heor whot they think.
• 4 and ask. students to look for specttic facts/
quotations that support porticular orguments. You might ask oll students to address the some
argument or different sllJdents to look ot different arguments.
• Ask the students to vote on the right answer too mu1tiple-<hoice question (MCO).
s • or use on electronic voting system.
• • that con involve sllJdents directly.
Of course, this list con be continued. All teachers hove lheir tricks of the trode.

161
- Module 3 Teaching and learning in English

4 Work in groups. Discuss the questions.

• Which of the techniques in Text l might be useful to teach your subject matter?
Which activities do you often use?
Which of the activities practised by your classmates would you like to try?

Language focus
5 Match the phrases that can be used in the classroom (1-4) \vith Uieir functions (a-d).
1 Raise your hand if you think ifs right a to share a fact or a story
Did you all find the same answer?
Is everything clear?
2 It may surprise you to know that... b to check understanding
There's an interesting story about this.
Do you know that ...
3 You have five minutes to complete this. c to respond to answers
I expect you to finish the task in five minutes.
Your time is up now, I am afraid.
4 That's right. d to set a time limit
Absolutely.
Good try ... Any other views?

Reading
6 'Il1e acronym 'INTRO' is used to describe the five-step process for starting a lecture.
Gu ess which word each letter stands for. (Tip: au of them are no uns.)

7 Read Text 2 an d check if you r guesses were correct.

Text2

The beginning of the lecture is often the most important part of the session as it sets the tone
for the students' response and receptivity. A poo1· introduction can tum the students off while
a good introduction can make even the duUest subject engaging. The 'INTRO' mnemonic is
particularly helpful to introduce the session.
I State something interesting to gain learners' attention: break the ice with an
anecdote highlighting the importance of the topic; refer to a topical issue that is relevant to the
lecture material or pose a question that the leciure will ultimately resolve.
N Establish U1e need for learning. Demonstrate why and how the lecture is
important to the students. This includes making reference to the relevance of the material to
the examination, but also, and of course more importantly. the actual p ractical application of
the ideas and concepts to be cove(ed.
T Specify the time frame. Make dear how the session time will be organised
bct\vcen. various ele1nents: lecture. activities, revie\v of the previous \veck's exercises, and so on.
R Explain the range of the session. Make clear what will be covered during the
lectu(C and what topics are left for self-study.
0 It is also significant that students arc aware of your aims and of the learning
outcomes they arc expected to achieve as a result of the engagement with the topic of the lecture.

162
8 Mntch words 1-7 with words a-g thatnre close in meaning.
1 anecdote n ac:c:omplish
2 actual b outcome
3 demonstrate c story
4 result d beawareof
5 achieve e significant
6 important f real
7 know g show
9 Choose suitable words from Activity 8 Lo complete the sentences.
l We expected 50 people, but the number was a lot higher.
2 It's too early to predict the of the meeting.
3 Mark wasn't of the risks at the time.
4 This research is based on . not fact.
5 The results of the e~riment are not statistically - - - -
Listening
10 ®4~ Listen to the extracts from lectures (1-3) and match them with the attention
getters (a-e) the lecturers use.

l.t't'lUre I
I a asking questions
b physical involvement
2 c giving a task Lo be completed by the end of the lecture
3 d using a visual
e referring to the previous lecture

11 @ 44 Listen to the extracts again. Fill in the table with t11e phrases matching each
hendJng. The first one has been done for you.

I'm going to explain ...

163
 tv!odule 3 Teaching and learning in English

Language focus
12 Put the words in the correct order to make phrases that can be used to start a
lecture.
1 about ... I I'm I talk I Today I going to

2 Can I have I please? I your I I I attention

3 important I because ... / This I is I lecture

4 we I start I today I with ... I don't I Why

5 end I you I be I of I will I By I the I able I lecture I the I to ...

1 3 Work in groups. Discuss the questions.

How do you usually start your lectures?
• Which of the techniques described in this lesson would work in your context?
• What other techniques can be used to raise students' interest in your lectures?
Follow-up
14 Prepare to deliver a 7-10 minute part of the lectu.re you have been working on
in this unit. 'fliink about how you are going to involve the aud.ience. Use the 'INTRO'
pri.nciple at the beginning. Review the classroom English you may need to use. (See
Activity 16 on page 156, Activity 11 on page 160 and Activity 5 on page 162.)

1 5 Before finishing your preparation, check if you are going to

• signal the start and the end of the lecture, and use transitions
• use interactive techniques to involve students
use visuals to support your ideas
• use appropriate classroom English
give clear instructions
check understanding.

16 Now take turns to give your lectures. Your classmates will play the roles ofstudents.
While listening to each other, use the checklist below to prepare comments and feedback.
- Yes No Co1nmcnts
1 ls the beginning of the Lecture engaging?
2 As a learne.r
• do you feel involved?
• can you follow the lecture easily?
• do you understand what's expected from you?
3 Does the speaker use.!1£prop.riate classroom English?

17 Give feedback to each other. Think about the questions below.

• What made you feel involved? (E.g. a question, a metaphor.)
• What can you advise your classmate to do for fu.r ther development? (E.g. make more
eye contact. speak a bit louder.)

164
 I o '.

Module wrapping-up
1 You ha"e finished Module 3. Congratulations! Reflect on the module and evaluate your
progress. Read I.h e statements in the table below and tick them if you agree "ith them.

~lodule :~

I can present my academic profile in English.

I can write a syllabus in English.
I can structure and deliver a class in English.
I can use classroom English in teaching my subject matter.
I can participate in discussions in English.

2 What do you need to improve further? Set you:rselr some goals for further
development. Use the Si\>IART principle: goals should be Specific, Measurable,
Achfovable. Realistic, Time-bound.
3 Shore your responses to the module with the whole class.

165
- Module 3 Teaching and learning in English

Leading a discussion
Module 3, Unit 1, Lesson 2
1 Read the guidelines and the Language Support box below.

Guidelines for a discussion leader

1 Start and conclude the discussion, paying attention to the agreed time limits.
2 Give all group members an equal chance to participate. You may have to control
those who talk too much and to involve quiet participants.
3 Make sure that all group members can understand each other. You may have to ask
l
people to speak more slowly or loudly so that everyone can understand them.
4 Keep the discussion moving. You may have to refocus the d iscussion politely if
members spend too much time on one po int or start repeating the same ideas.
However, you also have to decide when it is usef'UI to allow the discussion to flow.
5 Keep the discussion on the subject. If participants move on to a completely
diffe rent subject or start bringing up irrelevant p oints, you should politely bring the
discussion back to the subject.

2 Take notes during the discussion.

3 Be ready to summarise the information of the group discussion and present the
summary to the whole class.

Language Support: leading a discussion

Getting started
ls everybody ready to begin?
OK. Are we ready to start?
Encouraging everyone to participate
What do you think about (name)'s point?
Does anyone have anything to add?
Would anyone like to comment on what (name) said?
Controlling people who talk too much
Let"s hear what some others have to say.
I think you've got a good point there. Why don"t we find out what other people think?
Keeping the discussion moving
Perhaps we should go on to the next point.
We have only a few minutes left. so could we move on?
Are there any more comments before we move on to the next point?
Keeping the discussion on the subject
That"s interesting, but it raises a different point. Could we come back to that later?
Summing up
So. to s um up. we've discussed ...

166
Academic vocabulary proof-reading
quMtitative or qualitative methods
Conferences and seminars rationale
announcement refereed journal
call for papers reference
chairperson reject
chccklist replicale (an experiment)
deadline revise/revision
facilitate/facilitator research gap
facilities roviC\Y (book revie\v, literature: rcvic\v)
feedback sample
moderate/moderator scope
panel discussion speculation
panellist submission
participant survey
plenary validity
poster presentation
proposal Course types and delivery modes
question-and-answer (Q&A) session bachelors degree programme
blended learning
regjsler/ rcgist.ration
crov,rd learning
round table (discussion)
session degree
distance education/learning
ti1ncUnc
fieldwork
venue
Oipped classroom
workshop
gco-leaming
Writing for publication joint course
abstrnct joint/dual degree
annotated bibliography laboratory session
chapter lecture
citation masters degree programme
consider for publication MOOC (massive open online course)
contribute/conlribuior multi-layered instruction
criterion (plurol: criteria) presentation
editor/editorial board scarnlcss learning
evaluation (critical cvaluaUon) self-directed learning
evidence scrninnr
footnote tutorial
guidelines for authors workshop
investigation(• research)
limitation (of research)
manuscript
pttr-rcviewed article/journal

167
- Proce sses in high er educa tion publish/publication
accept/ accepta nce qualify/ qualification
accomplish/accomplishment rank/ra nking
achie\'e/achim·ement reflect/ reflection
annl)'l<e/analys1s reject/ rejection
apply/application register/registration
appoint/appoin tment require/ requirement
asscu/assessrncnt research (verb and noun)
assign/assignnlent revie'" (verb and noun)
assume/assumption sum1Tl4risc/ summa ry
attend/ attenda nce survey (verb and noun)
categorise/categorisation synthesise/synthesis
clarify/clarification validate/validation
collaborate/collnboration
comprehend/ comprehension Curri culum, assess ment and evalua tion
aim
contnb ute/con tnbutio n
assignment
define/definition
computer-based testing/assessment
deliver/delivery
continuous assessment
demons trate/ demonstmtion
credit/c redit rating/credit-bearing
design (verb and noun)
criterion (plural: criteria)
develop/development
essay
discuss/ discussion
formative assessment
engage/engagement
goal
enrol/enrolment
grade/grading
evaluate/ evaluation
mark (verb and noun)
facili to Le/facilitallon
method or assessment
generalise/generalisation
multiple·choicc questio n/test
innovate/innovation
objective (noun)
integrate/integration
objective/subjective assessment
internat ionaJisc/ intemationalisation
outcom e/learn ing outcom e
interpret/ interpretation
!JlOrtfolio
i11troduce/introductjon
quiz
investigate/investigation
set a test/ task/assignment
involvc/ involvcnlcnt
:summativc asscss1ncnt
motivate/ motivation
syllabus/syllabus design
observe/ Obser\'ll tion
templa te
participate/participation
term paper (AmE)
partner (verb and noun)/p artnersh ip
test (verb and noun)
perform/ performance
predict/prediction Teach ing techn iques and s uppor t for
present/ presentation teach ing
progress/progression anecdo te
lbackgrmmd reading

168
 . ..
content (noun)
critical thinking/promote critical thinking
debate
llowchlltl
handout
ice-breaker/break the ace
input
1nake notes
1nne1nonic
1notivale
project
rapport/build rapport
rcviC\\'
revise
simulation
task
technique
trigger interest
visual

Useful combination s with verbs

accept/rejecL a hypothesis/a proposal/an article
attend a course/class/lecture/seminar
build rapport
chair a panel/discussion/debate
clarify a concept/question
design materials/a courte/a syllabus/a curriculum/a
programme/an experiment
dta\\' a conclusion
form a pannersh1plhypothesis
hold an appointment/a position/a qualificat.i onla
degree (in)
host a conference/website/forum/round table/dinner
make a contribution/a suggestion/a proposal/an
application/an assumption/notes
master a skill
meet expectations/objectives
post something online
provide/offer evidence
review progress/a proposal/an anicle/a book
sel a lest/an assignment

169
 Acknowledgements KiengTan for the text on pp.63. 79. 81. 93-94 adapted
from 'Encouraging reOection: Do professional
The British Council "'ould like to express sincere development \VOrkshopS increase the Skill level and USC Of
gratitude to the authors of the book for their dedication reflection in practice?' by Kieng Tan. Angela Cashell and
and professional.isrn. Amanda Bolderston./ouma/ ofRadiotherapy in Practice.
VollU'Oe 11. Issue 03. pp.135-144. 2012 © C.mbridge
Svetlana 6ogolepova. NRU Higher School of Economics. University Press. reproduced \vith pennission:
~10$C0\V
Vasiliy Gorbachev. British Higher School of Art and Mariana Szab6 for the text on pp. 64, 88. 100 from
Design. Mosco\v 'Uncontrolled, Repetitive Eating ofSmall Amounts of
Olga Gro>.a. Siberian Federal University. Ktasnoyarsk Food or 'Grazing': Development and Evaluation of a New
Anisya lvanova. Siberian Federal University. Krasnoyarsk MeasITTC ofAtypical Eating' by Brigitte Land and Marianna
Lyudmila Kuznetsova. St Petersburg State University. SUlb6, Behaviour Change. Volume 30. Issue 02. pp. 57-73 ©
Salnt·Petersbllrg 1he Authors 2013. reproduced 'vith permission:
Tamara Oschepkova, Omsk State Pedagogical University. Taylor & Francis I Routledge for the text on pp. 68-69
Omsk from I.earning and talent development; by Sue Williams
lrina Pervukhina. Ural State University ofF.conon1ic.s. Acti<m Learning Research and Practice. 21.11.11:
Ekaterinburg American Sociological Association for the text on p.
Ekaterina Shadrova, Vologda State University. Vologda 70 from 'Book review of'Families in Today's World: A
Svetlana Suchkova. Samara State Aerospace University. Comparative Approach' by David Chea!; by Pamela Ray
Samara Koch and Debra H. Swanson. Teaching Sociolcgy. Volume
The British Council and the authors would also like to 37. No. 3, pp. 324-325. 2009:
extend its gratitude to the project consultant, Rod Bolitho Atholl Murray and Zoe). Hazelwood for the text on pp. 74,
\Vithout \vhose unfailing support. commit1nent and 80,82.89. 96, 101 from · Being Grateful: Does It Bring Us
expertise this book would not be possible. Closer Gratitude Attachment and Intimacy in Romantic
The British Council would also like to thank all cam bridge Relationships' by Athollj. Murray and ZcJ. Ha>.clwood.
University editors and other staff \\'ho "'ere involved in the Journal ofRelaU011ships. Volume 2. Issue I, pp. 17- 25.
process oflhe book's prodw~tion. 2011 @Cambridge University Pms. reproduced ,,1th
The authors and publishers acknowledge the following perm.ission:
SOITTces of copyright material and are grateful for the 111e American Society for Cell Biology for the text on p. 91
_ern1issions granted. \Vhilc every effort has been toade,
p from 'Teach More by Lectllring Less' by Jennifer K Knight
it has not always been possible to identify the sources of and William B. Wood. Cell Biology Education. Volume 4.
all the material used. or to trace all copyright holders. Winter 2005. pp. 298-310:
If any onlissions are brought to our notice. \ \'C \vill be HarperColuns Publishers for the text on p. S6 excerpted
happy to include tbe appropriate ackno\vledgemcnts from Physics and Phi/oscphy: 111e Revolution in Modern
on reprinting. Science by Werner Heisenbctg; Copyright© 1958
Thomas L. Benson for the text on pp. 4S-49 adapted from by Werner Heisenbctg; Reprinted by permission of
'Five Arguments Against Jntcrdisciplinary Stud.ies: Issues HarperCo!Uns Publishers:
in Integrative Studiu. 1982 Reproduced with permission: UK Higher Education International Unit for the text on
Cambridge University Press for the text on p. 55 from pp.108-110 adapted from 'Horizon Scanning: What Will
'Jnstructions for Contributors. A1tl~vork Science. ~'et'\\•ork ~ligher Education look like in 2020?" by The Observatory
Science 0 Cambridge University Press. reproduced \\'ith on Borderless Higher Education. September 2013:
permJssion: Text on p. 113 adapted from 'Pros and Cons of Technology
Cambridge University Press for the text on p. 56 from in Education' 19.11.ll:
lnstruct.ions for Contributors. Goological Magazine. Text on p. 114 adapted from 'Open University Innovation
Gcclogical Magazine© Cambridge University Press. Report 2' by Mike Sharples. Patrick McAndrew. Martin
reproduced \\ith permission: Weller. Rebecca Ferguson. Elizabeth Fit7.gerald. Tony Hirst.
Fiona Lyddy for the text on pp. 60. 86 adapted from and Mark Gaved. 2014 © The Open University and https://
'Media representation ofdepression in young people: \V\V\v.futurelearn.co1n:
a corpus-based analysis of lrish ne,vspapcr coverage: Text on p.118 from Kiril Lai:in. Ph.D. faculty profile page.
by G. Tobin and F. Lyddy. lrish/oumal ofPsycholcgical University of Houston. Biome<lical Engineering;
Medicine. Volume 31. lssue 01, pp. 21- 30. 2014 © College
Text on p. 119 from About Me. peterjaniszewslti.ccm:
of Psychiatrists of Ireland. published by Cambridge
University Press. reproduced 'vith permission:

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to Ecosystems Coune Description and Web Science.
Tht Open University and httns;llwn)>•.61tureleam mm
Reproduced with pennission;
Chnstianjarrett for the text on p. l48 from 'Lecturers
should pr0\1de PowerPoint handouts before the lecture'.
Research Dlges~ 7.7.10. The British Psychological Society.
Reproduoed with permission.
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