University as an institution

social institution

educational institution

Activity

• trains specialists in different fields of economy, science and culture

• provides the basis for scientific knowledge

• teaches disciplines in different fields

• carries out research

As you see this Cognitive Map shows the main theme (‘University as an institution’) of the text and one more theme (‘Activity’) that develops the main one. The arrows point at the development of each theme. We highlighted the main words in these developments with bold italics. Provided that the text were longer, these words could become separate sub-themes. The blue double-edged arrows show the interdependence of the notions denoted by the phrases.

You can read this Cognitive Map in different ways. Below we give you just one possible variant:

The dictionary entry ‘University’ pays special attention to its institutional nature. Universities are defined here as both social and educational institutions and are characterized through their activities. As educational establishments Universities carry out research and teach different courses that cover all the fields of economy, science and culture. These activities contribute to the fulfillment of Universities' social functions. As social institutions they provide the society with highly qualified specialists and with the basis for scientific knowledge and, thus, further progress.

Appendix 8 Semantic Map

You have already studied how to build your personal vocabulary with the help of a Vocabulary Map (see Appendix 5). You can use your Vocabulary Map when you speak up your ideas about this or that topic. However, from Appendix 7 you have learnt that topics (= themes) can be subdivided into minor themes. So, it is just logical to suggest that when you plan a speech on a topic, a specific map that combines a Cognitive and a Vocabulary ones can be of use. In this book we call such a map, that represents a topic through several concepts and wordings for them, a Semantic Map.

For example, if you are asked to speak about University teachers you can present this concept as a combination of four minor ones – status of University teachers, their professional and personal qualities, teaching formats and scientific work:

If necessary, it is possible to further develop the map and subdivide each concept into even smaller ones. In this case they become similar to themes and you get an extended Cognitive Map. Anyway, your next step is to fill in this scheme with suitable vocabulary units, that is with proper wording for each concept that you mention:

You can group the words and expressions in each sub-theme according to the rules of Vocabulary Map building. In this case you will get an extended Vocabulary Map.

The Semantic Map given above can be read as follows:

The teaching staff of my University can be described in terms of their status, personal and professional qualities, teaching formats that they use, and their scientific activity.

According to their status teachers vary greatly. Among them there are professors with a doctoral degree and international recognition, associate professors with a PhD degree, senior teachers and teachers who just started their University career. ...

Our teachers are special. Their professional and personal qualities are beyond reproach. They are competent and experienced, though some of them are very young…

Scientific work is an inseparable part of a University teacher's job. So, many of our teachers are scientists, experts in this or that field. They carry out their research, write articles and deliver reports at conferences. They are of demand not only in this country but also abroad. ...

As a student I had lots of opportunities to evaluate the repertoire of the teaching formats that the teachers at my University use. Professors and associate professors deliver lectures and conduct seminars. Teachers and senior teachers are responsible for practical classes. As the teachers are highly qualified they can mix formats, providing the students with interactive lectures and workshops. Besides group activities, students gain all the possibilities to get individual tutorials from the teachers, which is very helpful. …

As you can see, a Semantic Map is a tool for you to plan your own speech on the given topic. It helps to present the topic in terms of constituent concepts and to find proper wording for each of them.

Appendix 9

Five-minute speech format

INTERNATIONAL PUBLIC SPEAKING COMPETITION:

JUDGING CRITERIA

Audibility, presence on the platform, rapport with the audience, a coherently presented argument and demonstration of the ability to think on one's feet are all key elements in the competition. It is important that Speakers should not appear over prepared and spontaneity will earn them credit.

Speakers should remember that the competition offers them the opportunity to develop and demonstrate public speaking skills. When asking questions, other Speakers should remember that this is not a debate and there are no points for the questioner. Questions should therefore be questions and not statements.

The competition is about the participant's ability to speak in public, not their ability to speak English. Therefore the Judges are asked not to give undue weight to a Speaker's level of English but principally to judge their rhetorical skills. However, the competition organizers recognize that the competition presents a special challenge to Speakers whose native language is not English. The Judges therefore award a prize to the ‘Best Non-Native English Speaker’. This prize is awarded entirely at the Judges' discretion to one of the Speakers in the final.

Use of notes

The use of notes is encouraged but Speakers who rely too heavily on their notes will be penalised. The Judges may penalise speeches which have been closely memorised. Speakers who do this should remember that their speech will lack spontaneity and should also bear in mind that answers to questions cannot be memorised!

JUDGING CRITERIA

Judges will assess a Speaker by reference to the following criteria:

1. Substance

2. Style and Technique

3. Questions

4. General Effectiveness

Substance

(Clarity, structure, focus, development, exposition, knowledge of subject, balance)

Irrelevance should be penalised, whereas carefully selected and relevant evidence will be rewarded.

The speech should hold the audience's attention and be clearly structured.

It should be evident from a good speech that the Speaker has carefully considered the topic. The Speaker should demonstrate an understanding of the issues involved and should develop these into a logical and balanced speech.

Judges should consider how the Speaker has chosen to approach the theme of the competition. Weak or frivolous interpretations are likely to be unsuccessful.

Style and Technique

(Delivery, posture, eye contact, use of gestures)

This section covers not what is said, but how it is said. Speakers are expected to display style and flair, but should avoid being overly pretentious. Speakers who give the impression of reading a script will be penalised.

The following areas should be considered by both the Speakers and Judges:

Oral technique

Speakers should take care to craft their oral presentation. In particular appropriate volume and tone of voice, pitch and pauses should be used, as well as appropriate eye-contact and gesture.