Section 7. WRITING
The purpose of a summary essay is to convey to others an understanding of a text you have read. Thus for your readers, your summary essay functions as a substitute for the text that you are summarizing. An important feature of the summary essay is its fidelity to the text; you must represent your source accurately and comprehensively, with as little of your own interpretation as possible.
33. Read the information about some specific features of writing a summary essay of a text.
A summary essay should be organised so that others can understand the text or evaluate your comprehension of it. The following format works well:
1. The introduction (usually one paragraph) provides'.
(i) the title of the text;
(ii) the name of the author of the text;
(iii) the title of the journal/book in which the text was published;
(iv) the place and year of publication;
(v) a one-sentence thesis statement expressing the mam idea of the source.
The introduction should not offer your own opinions or evaluation of the text you are summarizing.
2. The body of a summary essay (one or more paragraphs).
This paraphrases and condenses the original piece. In your summary essay, be sure that you:
(i) include important data but omit minor points;
(ii) include one or more of the author’s examples or illustrations (these will bring your summary to life);
(iii) do not include your own ideas, illustrations, metaphors, or interpretations: you are simply repeating what the source text says, in fewer words and in your own words. But the fact that you are using your own words does not mean that you are including your own ideas.
3. The conclusion gives:
(i) a one-sentence summary of the entire text;
(ii) your opinion of the text.
Using the linking words and phrases given in exercise 25 and following the above instructions, practise writing summary essays of the texts given in the Unit or in the Supplementary Reading Section of the course book. Present the summary essays to the class and discuss them.
Unit 6.
RESEARCH PRESENTATIONS
Section 1. READING FOR DETAIL
1. Before you read Text 6A “Preparing Research Presentations”, discuss these questions with your groupmates or teacher.
a) Why is presenting research results an important aspect of postgraduate work?
b) What does presenting academic material require?
c) What elements for research presentation do you know?
d) Do you know how to present the problem statement?
e) What can dialogue over research results provide?
Read and translate Text 6A. The Active Vocabulary List following the Text may be helpful. Find out if your answers a re right or wrong. Use the introductory phrases given in Unit 1.
Text 6A. PREPARING RESEARCH PRESENTATIONS
Presenting research results is a vital aspect of postgraduate work. It is an exciting time in a postgraduate student’s degree programme because it represents the culmination of many hours of hard work. The communication of research findings provides a valuable opportunity to inform others of a current investigation and it can lead to future speaking opportunities at conferences, grants for future research projects, school and business meetings and offer natural connections to new job opportunities.
Presenting academic material requires careful preparation and planning to effectively communicate to your audience. It is important to consider the diversity of expertise within a group of educators. Audiences will usually contain people who are experts in your subject area, others who have a general knowledge of the topic and the remainder who have basically little or no knowledge. How do you plan to effectively reach such a wide range of knowledge levels within one group? A popular communication strategy is to directly address the experts while integrating relevant and interesting illustrations and ideas into the presentation that make the results accessible to entire audience. It is a multidimensional speaking technique that demonstrates respect for those who attend your presentation. Some essential elements for research presentations are as follows.
Problem description and documentation. The problem statements should be presented in descriptive language that the audience can easily understand. The presentation should include several key studies from the literature review to provide solid support for the rationale for pursuing your research problem. There is a real temptation to share a host of studies but it tends to distract people who generally are more interested in understanding why an individual has undertaken a particular study.
Solution strategy. Presenting possible solutions to the problems under study is a vital part of the research process. It is important to present information in a concise manner. Therefore, stress three or four aspects that will help you keep your presentation focused and reduce potential resistance to your ideas.
Analysis of results (anticipated and otherwise). Interpretation of qualitative and quantitative data is always a very challenging task. Reviewing your results in light of the concepts of significance, generalisability, reliability and validity is recommended. The generalisability of a research project requires you to ask specific questions which examine the degree of broader applicability of your particular study.
Recommendations for change. As you prepare your presentation, take the time to consider the questions for those who might be skeptical of your findings, and share recommendations for changes. A research project may:
— address gaps in knowledge by investigating an area of research that fills a void in existing information;
— expand knowledge by extending research to new ideas and practices;
— replicate knowledge by testing old results with new participants or new research sites;
— add voices of individuals to knowledge, individuals whose perspectives have not been heard or whose views have been minimised in our society.
Solicitation of audience feedback. The audience can be a good resource for advice and feedback on your presentation and a forum to enhance professional knowledge and practices. Naturally, researchers are somewhat anxious about the personal risks involved having their project being scrutinized by others. Audience feedback can help individuals identify shortcomings or flaws in their research project which can be addressed in a future journal article or in future investigations. Dialogue over research results can provide the basis for a deeper understanding about current interpretations of educational practices and theories. Postgraduate students should be encouraged by the fact that their presentations will give others the opportunity to publicly affirm the positive elements and educational contributions of your work.
The research project can be a good resource for sharing valuable knowledge with the academic community. It is wise to investigate potential speaking opportunities at your school, national and international conferences. Today’s technology and educational conferences often provide websites with specific details about their expectations for papers. As you explore various speaking opportunities, it is a good time to examine publication of your research results in journals, magazines and newsletters (print and online).
Research presentations are excellent opportunities to demonstrate originality and inform others of valuable investigation findings. Contemporary educators appreciate quality work because it encourages improvement in educational practices and refinement of research skills [Muirhead, 2004].
ACTIVE VOCABULARY LIST
expertise [,eksp9:'ti:z] n — специальные знания, компетентность relevant ('reliv(o)nt] adj — уместный, относящийся к делу entire [in'taia] adj — полный, совершенный, целый
entirely [in'taiali] adv — полностью, всецело, совершенно
challenge [ 't/aelindj] n v — вызов; испытание; сложная задача, проблема; бросать вызов; требовать (усилий)