UNIT 4 READING AND DISCUSSING PROFESSIONAL LITERATURE

4.1. Study the information below:

manuscript – author’s originally produced work not officially printed or reproduced;

monograph – a formal piece of writing on a particular subject;

research report – well-documented writing about your research topic;

paper – a piece of writing on an academic subject;

essay – a piece of writing by a student on a particular subject;

review – a short description of a paper, book, article, film, performance etc. with author’s viewpoints and recommendations;

annotation – short notes to a piece of writing in order to explain parts of it;

abstract – a condensed version of a long piece of writing, it appears at the beginning of a research article, thesis, etc. as a point-of-entry for any given academic paper;

summary – a short statement that gives the main information without giving details;

synopsis – a short summary of a piece of writing.

4.2. Give your definitions of the following words and phrases:

4.3. Are these statements true (T) or false (F)?

1. A monograph may be released in the manner of a book or journal article, that is why research libraries usually have a large collection of monographs.

2. Authors today usually submit manuscripts printed from a computer.

3. Students often need to write reports on their research, in an extended form these become dissertations or theses.

4. A manuscript is essentially the earliest draft of a book.

5. An abstract adds no new information, but simply summarize the report.

6. Summaries of books or dissertations present the major facts in scientific language.

7. An effective abstract allows readers to decide whether they want to read the paper or not.

8. Any research paper should be submitted with a structured abstract of not more than 250 words.

9. Usually you write your summary after the rest of the paper is completed.

10. You must list all literature cited in your paper in alphabetical order, by first author.

4.4. Read the sentences below and explain the words in bold, then add them to your working vocabulary.

1. In general, a monograph is very dense with information, and is of little interest to people outside the field.

2. Leading scholars have been invited to present papers at the conference.

3. In the scientific literature, review articles are a category of scientific paper, which provides a synthesis of research on a topic at that moment in time.

4. Preliminary data have been obtained.

5. If available, I would appreciate your sending me preprints or reprints of your and your colleagues work, especially work on subject.

6. The most desirable outcomes of any research project may be student presentation of research results at a professional meeting.

7. Recommendations are usually listed in order of priority.

8. Each appendix must be named and numbered.

9. If you are citing an on-line journal, you must use the journal citation (name, volume, year, page numbers).

10. This book acquaints the reader with the latest achievements in medicine.

4.5. Match the words in A with the words having the same meaning in B.

A B

4.6. Match the questions with the answers.

4.7. Do the following exercises.

A) Translate the word-combinations given below and explain the difference.

l. The latest book, the last book. 2. The latest journal, the last journal. 3. The latest publication, the last publication. 4. The latest edition, the last edition. 5. The latest issue of the newspaper, the last issue of the newspaper.6. The latest article, the last article.

B) Insert the correct word: last or latest.

1. My aim is to acquaint the reader with the ….. discoveries in this field of research.

2. The ….. chapter of my thesis is devoted to the experimental technique 3. The introductory is concerned with the discussion chapter of the ….. approach to the problem. 4. The summary is given at the ….. two pages. 5. The second chapter deals with the ….. models of the device. 6. This is the ….. model produced.

C) Translate the following sentences into English.

1. – Вы читали последнюю статью доктора С. в последнем номере журнала?

–Да.

–Чему она посвящена?

–Самым последним методам исследования.

2. – Чему посвящен последний журнал этого года?

3. – О чем идет речь в последней статье, которую вы прочитали? – О последних достижениях в моей области исследования.

4. – Вы знакомы с этой статьей?

– Да. Я прочитал ее вчера.

– Интересная статья?

– Очень.

– Меня тоже интересует эта проблема. Надо прочитать эту статью.

– Прочитайте. В вводной части автор знакомит читателя с историей вопроса, а в последующих разделах мы знакомимся с методом исследования, полученными данными и выводами автора.

5. –Из скольких частей состоит ваша диссертация?

– Из двух. В первой части содержится описание истории вопроса и метода исследования, а во второй – само исследование и его результаты.

6. – Из скольких глав состоит книга?

– Из десяти.

– И в каждой главе есть (содержатся) новые данные?

– Да. В каждой главе много новых данных.

4.8. The sentences given below represent notes for contributors of manuscripts. Translate them carefully, explain words in bold and add them to your working vocabulary.

1. The Editorial Committee welcomes submission of articles, but wil1 consider only papers that represent original work not previously published.

2. Papers should be typed with double spacing and wide (4cm) margins. Three copies should be submitted to the executive editor.

3. An article should not exceed, without consulting the editors, a maximum of 6,000 words, notes and references included.

4. An excessive number of headings and subheadings should be avoided.

5. Authors will greatly assist the editor by setting up their typescript, headings, abstract, acknowledgements, notes, references, etc., exactly in the manner of recent issues of the Tijdschrift.

6. Each paper should accompanied by an abstract of 100-150 words in English, typed on a separate sheet.

7. References to papers should be given thus: Compton, P.A. (1972), Internal Migration in Hungary. Tijdschrift voor Economische en Sociale Geografie 63, pp. 25-38.

References to thesesshould be given thus: Roeleveld, W. (1974), The Groningen Coastal Area (Ph.D. thesis, Free Univ. of Amsterdam).

References to booksshould be given thus: Yeates, M.H. and Garner B.J. (1971),

The North American City. New York: Harper & Row.

References to chapters of booksshould be given thus: Alonso, W. (1964), Location Theory. In: J. Fried-Mann and W. Alonso, eds., Regional Development and Planning, pp. 78-81. Cambridge, Mass.: The M.I.T Press.

8. In the case of a publication by three or more authors, it should be cited in the text as Smith et al (1975). In the list, however, all names must be given in full. The initials of the first-named author (only) should be placed after his name.

9. Figures, diagrams, and maps should be included in a single numbered series and designated ‘Figures’. They should be drawn in such a way that lines and black patches are sharp and even.

10. Illustrations will be returned on request only.

(Tijdschrift voor Economische en Sociale Geografie: Journal of Economic and Social Geography. Vol. 85, Amsterdam: the Royal Dutch Geographical Society KNAG, 1994.)

4.9. Study the information below.

A) We write an annotation when we need explanatory notes to a paper (book, article, text). If an annotation is clearly constructed, it will create a good impression on a reader.

Grammatical features of annotations are:

1. Passive Voice: e.g. to be concerned with / to be informed / to be reported / to be listed / to be based / to have been studied / to be observed / to be discussed / to be applied / to be given.

2. Impersonal forms: e.g. it is clear / it is said / it may be assumed / it is reported / it is known / it is expected / it is estimated / it is considered / it is interesting / it is noteworthy / it should be mentioned.

3. “Noun + adjective” structure: e.g. the problem investigated / the data available / the information given / the results obtained / the chapter discussed.

4. “Noun + noun” structure: e.g. weather change / research paper / surface sediments / animal life / equilibrium behaviour / amplitude ration / oxidation system / workshop presentation / standard style / computer storage.

5. Adverbs: e.g. increasingly / readily / particularly / practically / theoretically / currently / consequently.

6. Connectives: e.g. as well as / that is why / provided that / in order to / in addition to / apart from / under consideration / so far (See Unit 3).

B) Below there are useful phrases which are commonly used in annotations:

The text deals with … The paper is concerned (with) …

In this (present) paper: ● the main principles of …. are given

● an interesting method of ….. is suggested

● the problems of ….. are stated

The paper is headlined

The author: ● emphasizes the ideas (that) ….. ● points out

● proves that … ● states

● shares the idea that … ● expresses his viewpoint …

● suggests a hypothesis of … ● gives the basic principles of (on)

● tries to solve ● analysed

● puts forward the new hypothesis of (on) …

● presents a comprehensive analysis of …

● investigated complex processes of development …

● worked out new experiment technique (procedure) …

Upon reading the paper one realized that …..

4.10. Read 5 examples of annotations carefully and find out:

a) the most distinctive grammatical features;

b) common patterns for annotations;

c) scientific spheres of the books mentioned.

1. Bednarz M.M., Janvier B. The Understanding of Numeration in Primary School// Educational Studies in Mathematics (N.Y.). 1982. №13.

This article presents results of a research projects concerned with primary level pupils’ understanding of numeration. The two main objectives of this research were to clarify the notion of numeration and to make explicit, as much as possible, what an understanding of this concept, implies. We were also concerned, not to limit ourselves only to a theoretical study, but to make our research results usable by teachers. We shall provide a detailed analysis of the theoretical framework that specifies the concept of numeration in a much wider sense than is usually encountered in primary school mathematics.

2. Baker J.M. Evidence for Covalency in Tm2+ and Yb3 + in Calcium Fluoride// J. Phys. (N.Y.) 1968.

Axe and Burns have discussed the effects of covalency in Tm24 in calcium fluoride, with particular emphasis on its contribution to the crystalline-field splittings of the energy levels. This theory has been developed to give a consistent interpretation of the transferred hyperfme interaction with neighbouring fluoride ions and the orbital reduction factor, as well as the crystal-field splittings. The contribution to the transferred hyperfme structure from polarization of the 5p electrons of the rare earth ions is extrapolated from the configuration 4f7 and is shown to be fairly small. The treatment is extended to the isoelectronic ion Yb3 + where the covalency is larger. The larger crystal-field splitting is predicted by the theory, as well as larger transferred hyperfme structure and orbital reduction factor, and the quantitative estimates of the crystal field splittings are as good as those of Axe and Burns for Tm2+. No attempt is made at exact calculation, but it is demonstrated that the fairly crude covalent calculation gives a consistent interpretation of all of the available experimental information for the two isoelectronic ions.

3. Michaud G., Charland Y., Vauclair S. and G. Diffusion in Main sequence Stars: Radiation Forces. Time Scales, Anomalies // The Astrophysical J. (N.Y.) 1976.

The abundance anomalies generated by diffusion in the envelope of main-sequence stars are studied. It is shown that in slow-mass stars (M < 1.2 Mg) diffusion leads to underaboundances while in more massive stars (M > 1.3 Mg) diffusion leads to overaboundances of at least some elements. In general the overabundance and underabundance factors generated (up to 107) are larger than the observed anomalies in stars of the main sequence (rarely up to 106). It is established that diffusion can lead to the largest anomalies observed. For particular elements (Sr, Eu,...) it is shown where more accurate calculations are needed. Approximate formulae are developed for radiative accelerations. They allow the reader to carry out calculations for cases of special interest to him and also to evaluate the uncertainty of the calculations.

4. Harris J.Using a Computer to Assist in the Teaching and Learning of Science. Aspects of Education // J. of the Institute of Education. 1980. № 12.

In this paper the author discusses examples of computer – based work in science. In his opinion they can be used to enrich science coursesand can lead to effective learning. The author believes that the computer based work in the classroom should involve students in an active way, and this active involvement is one of the essentials for learning.

Most of the examples referred to are taken from projects developed for use at secondary school level in this country. They do not require any programming skill on the part of students or teachers. Most are intended to be used interactively by a small group at a printing or visual display terminal, though some should be adapted for demonstration to a larger group, and a few might be used, though less effectively, in batch mode.

5. Rommel Th. С. An Introduction to Ecology and Population Biology. N.Y., 1973.

Current widespread interest inenvironmental problems has addedthe word ecology to everyone’s vocabulary: yet few appreciate the scientific bases of the subject. With this brief and clearly written introduction,Dr. Rommel has made it possible for everyone, even one having little previous training in biology, to visualizethe chains and webs of force and action that govern the improvement of the deterioration of life and earth.

“An Introduction to Ecology and Population Biology” explains basicecological processes without unnecessary technical detail, discusses the salient aspects of population biology without begging down in theoretical models, and emphasizes throughout those elementsof greatest relevance to man. It maintains a style and depth appropriate for the interested beginner and employs a minimum of technical terms, all of which are defined in the Glossary.

4.11. When we write an abstract we need a brief summary of a research article or thesis, always at the beginning. An academic abstract usually outlines four elements:

● The research focus (i.e. statement of the problem).

● The research methods used.

● The results / findings of the research.

● The main conclusions or recommendations (not always).

Abstract length varies, but typical length ranges from 100 to 500 words, very rarely more than a page and occasionally just a few words. The practice of using key wordsin an abstract is vital and first of all because of today’s electronic information retrieval systems.

Two types of abstracts are typically used:

1. Descriptive Abstracts

● tell readers what information the report, article, or paper contains;

● include the purpose, methods, and scope of the report, article, or paper;

● do not provide results, conclusions, or recommendations;

● are always very short, usually under 100 words;

● introduce the subject to readers, who must then read the report, article, or paper to find out the author’s results, conclusions, or recommendations.

2. Informative Abstracts

● communicate specific information from the report, article, or paper;

● include the purpose, methods, and scope of the report, article, or paper;

● provide the report, article, or paper’s results, conclusions, and recommendations;

● are short – from a paragraph to a page or two, depending upon the length of the original work being abstracted. Usually informative abstracts are 10% or less of the length of the original piece;

● allow readers to decide whether they want to read the report, article, or paper.

4.12. Now read 7 examples of abstracts and find out which abstract:

● is descriptive? ● is informative?

● includes research methods? ● is very short?

● attracts your attention? ● provides recommendations?

● uses more than one well developed paragraphs?

● is understandable to a wide audience?

1.LABOUR FLEXIBILITY: A TALE OF TWO MILLS

ROGER HAYTER Department of Geography, Simon Fraser University, Burnaby, British Columbia V5A 1S6, Canada.

ERIC GRASS Vancouver Community College, Langara Campus, 100 49th Street, Vancouver, British Columbia V5Y 2Z6, Canada.

TREVOR BARNES Department of Geography, University of British Columbia, 1984 West Mall, Vancouver, British Columbia V6T 1W5, Canada.

In many established industries survival during the 1980s has required productivity improvements, massive job loss and the achievement of hew, more ‘flexible’ working conditions. Yet, the search for smaller, more flexible work forces is necessarily an uncertain and contentious process, especially in situations characterized by IN SITU adjustments and entrenched Fordist labour relations. This article focuses on IN SITU restructuring arid the search for flexibility in a Fordist labour relations environment, notably the coastal lumber industry of British Columbia, by comparatively analyzing the recent experiences of the Chemainus and Youbou sawmills. The differences in the introduction of new technology reflect the presence of an irreducible local component in labour control which in turn show variations in the strategies of management and labour in imposing and resisting that control. We also note that in contrast to the consistent profitability of the Chemainus mill, at Youbou the failure of management and union to achieve more comprehensive – forms of flexibility is a reflection, and cause, of Youbou’s marginality.

(Tijdschrift voor Economische en Sociale Geografie: Journal of Economic and Social Geography. Vol. 85, Amsterdam: the Royal Dutch Geographical Society KNAG, 1994.)

2. LANGUAGE AND ECONOMY IN FRIESLAND: A FIRST

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