Unit 3. At the Conference

 What first comes to mind when you hear the word

 “МШЧПОrОЧМО”?

Do you often attend conferences? When was the last one that you

went to?

LТst tСrОО tСТЧРs tСКt вШu ХТФО/НШЧ’t ХТФО КЛШut sМТОЧtТПТМ МШЧПОrОЧМОs.

Can you associate the pictures (pic. 7, a f) with scientific conferences?

a

b

c

d	e	f
	Pic. 7

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Listen to the speaker and practice pronunciation of the words related to scientific conferences:

conference	guest
gathering	delegate
seminar	secretariat
workshop	participant
congress	plenary
symposium	discussant
colloquium	keynote
assembly	concurrent
attendee	parallel
chairman	programme
audience	discussion
committee	criticism
session	praise

Draw a diagram to represent relations between the words from the box. Compare your diagram, first with those of your groupmates, then with the information from text A.

seminar	symposium academic gathering	conference	colloquium
workshop	academic conference	congress	assembly

Seminars, workshops, conferences, symposiums etc. are events that are held mostly in academic environments. An academic conference is a meeting for researchers in a particular discipline during which recent research results can be presented and discussed.

Conferences are one of the most important forms of scholarly interaction and exchange of ideas and contacts. In general though, a conference refers to a meeting of lots of people coming from different places at the conference venue and discussing their views on a number of topics. A conference stretches over a period of few days with formal discussions taking place on chosen days and according to the agenda of the conference.

A symposium is a formal gathering in an academic setting where participants are experts in their fields. These experts present or deliver their opinions or viewpoints on a chosen topic of discussion.

Seminars and conferences are formal meetings of like minded people. Participants congregate and discuss topics of common interest. A sem-

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inar has an educational connotation to it whereas a conference is more about sharing of opinions and thoughts on a topic of common interest.

A colloquium typically consists of a single lecture given by a member of the academic community about his or her work to colleagues who work in the same or an allied field. Colloquia provide scholars with the opportunity to face and respond to criticism in the early stages of the development of new ideas.

A. Work in two groups. Suggest criteria to classify academic conferences. Let the other group classify conferences according to your criteria.

B. Scan text B and sКв iП вou’vО МovОrОН tСО quОstion oП tСО pre-

vious activity exhaustively. What types of academic conferences

НiНn’t вou mОntion?

Conferences have been a key part of academic interaction since medieval times. For centuries academic conferences have bought together researchers to present and discuss their work.

Academic conferences range in size from small with a very specific focus, to very large with a broader range of fields of study and issues. Most academic conferences are categorized geographically by regional, national, or international borders. Generally, smaller/regional conferences are open to graduate students and novice researchers, and provide ample opportunities for networking at a personal level. Of these, some are targeted toward graduate students, while others may have an extremely specific sub-discipline or interdisciplonary focus. Contrasting with these smaller or more specilized conferences are the high-profile, international conferences (e.g. the Association of American Geographers), which are more competitive in nature. Mid-size national conferences (such as the Canadian Assosiation of Georaphers Annual Meeting) fall somewhere in between.

Academic conferences also fall into the following categories: - theme-based conferences organized around a particular topic;

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-general conferences that feature sessions on a wide variety of topics; (these conferences are often organized by regional, national, or international societies, and are held on a regular basis);

-professional conferences or any large conference not limited to academics, but with academically-related issues.

Accessibility to new media is the key to developing online academic conferences. Like a traditional conference an online conference can be organized into tracks and sessions. An online conference includes the same activities as in a classic physical conference such as presentations, speakers, Q&A session.

In pairs make a list of valid reasons of why you should attend conferences. Try to convince your groupmates of going to an up-

coming academic conference (below you can see some tips).

It is the space where you can get feedback on your work.

It forces you to think on your feet as you are likely to face a few

unexpected questions. It gives you ideas for future research.

It is always interesting to see how your argument has been received.

It can help you to flesh out your ideas in a longer article or book

chapter.

It provides an opportunity for fellow academics to critique your work and in return you are expected to show that you know what you are

talking about.

It is a good opportunity to present papers and meet colleagues and old

friends.

It is a good opportunity to get a job or get your book published.

It is the best place to find most of the people you want to find.

It is a chance to learn about various types of research being conducted

in your field.

It is an opportunity to learn from and interact with the leaders and

greatest minds in the field.

It helps to gain an understanding of the types of presentation styles that

are common in your field.

Conferences typically host book fairs at the conference site. This is an excellent way to look at resources common to the field, find out who is publishing and once again, gain a better grasp of what is currently

occurring in your field.

It is a valuable chance to work on building your list of publications. In most cases, organizations publish the proceedings of each conference.

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 It can help you make a name for yourself and an impression on potential employers and colleagues. PhD/faculty positions are offered; reputations are made; ideas are hatched; professional partnerships, research collaborations and new projects are established; colleagues are transformed into friends (or enemies) at conferences.

A. Look at the pictures (pic. 8, a e) and say how you will call those people at the conference.

a

b

c

d

e

Pic. 8

B. Match the pictures above and the words from the box. Describe the pictures.

a)attendee, deputy chairman, speaker, audience, conference committee, guest professor, conference officer, delegate, chairman, secretariat, participant, keynote speaker, discussant, panel, presenter;

b)plenary talks, round-table, session, academic discussion, workshop, parallel session, plenary session, hall, room.

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A. Study the conference programme sample and describe general format of academic conferences.

MAPPING THE GLOBAL DIMENSIONS OF POLICY 2013

Day 1 January 26

08:45 OPENING REMARKS Katie Boothe

09:00-10:30 PLENARY 2 SPEAKERS

CIBC Hall

Introduction of Guest Speakers and Chair of Plenary 1: Meagan Kinsella

Phil Triadafilopoulos (University of Toronto)

TТtХОμ “BОМШЦТЧР Multicultural: Postwar Norms and the Transformation of Membership Policy in Canada and Germanв”

Thaddeus Hwong (York University)

TТtХОμ “TrКЧsЧКtТШЧКХТsЦ КЧН PШХТМв PКrКНТРЦs”

10:30 COFFEE

10:45-12:00 CONCURRENT SESSIONS

ENVIRONMENT/ CLIMATE / ENERGY Chair: Kaelan Moat Rooms 311/313

Graeme Ball (McMaster University)

TТtХОμ “GХШЛКХ EЧЯТrШЧЦОЧtКХ GШvernance: Constrained Coalition-

BuТХНТЧР”

Olabanji Akinola (University of Guelph)

TТtХОμ “TКМФХТЧР ОЧОrРв pШЯОrtв КЧН uЧНОrНОЯОХШpЦОЧt ТЧ NТРОrТКμ tСО rШХО ШП ТЧtОrЧКtТШЧКХ НОЯОХШpЦОЧt pШХТМТОs КЧН ТЧstТtutТШЧs”

Discussant: Derek Hrynyshyn, Labour Studies

12:00-01:00 LUNCH

01:00-02:30 PLENARY 3 SPEAKERS 02:30 COFFEE

02:45-04:00 CONCURRENT SESSIONS

B. Share your ideas on the following questions.

What part of conferences is the most interesting? Why? What part of conferences is the most useful? Why? What part of conferences is of no importance? Why?

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A. Get acquainted with some experience of attending a conference (passage below). Do you think this conference was worth going to? Account for your opinion.

I presented at the Institute an hour-long paper based on three chapters from my PhD thesis. It was about two years worth of work that I had con-

densed down and tried to make engaging for a room full of people. For

КЛШut tаШ ЦШЧtСs ЛОПШrО I РКЯО tСО tКХФ I НТНЧ’t НШ ЦuМС ШtСОr tСКЧ scramble to get the research done, create the graphs, build the Power Point presentation, and craft the 8,000 words that I was to deliver. It was an incredible amount of work. I wore a jacket and tie, and I think I might have even gotten a haircut. Good thing because some of the most eminent scholars in the world happened to be in town and decided to come to my talk.

The talk was followed by a really engaging discussion – at least from my perspective. I had a number of people offer suggestions for improving my argument, or on sources and archives I should visit. A couple of scholars who also write on similar topics challenged my findings – though were collegial and offered their own suggestions. Afterwards we continued onto the pub to dinner as a group and over the course of the evening I must have heard ideas, criticisms, and praise from about 25 individuals on what I was doing.

B. Tell your group about your own experience of attending a conference. You should cover the following points (see question below). Let your groupmates clarify some details.

1. Conferences of what types have you attended?

3.How do you usually find out about conferences?

4.Did you join any conferences mailing list? Do you find it useful?

5.Do you know any sites where you can find calls for papers?

6.What procedures did you follow to attend the conference?

7.Did you fill in an application form?

8.Did you have any problems with submitting/accepting your abstract?

9.Did you fund your attendance yourself?

10.Did you get financial support from your institution?

11.How long did it take you to prepare for your presentation?

12.Was your presentation followed by a discussion? Do you think it was useful?

13.Did you talk to any prominent scholars about your research?

14.Did you get a lot of criticism/praise?

15.Did you meet/have a talk with a lot of people at the conference/during coffee brakes?

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Practise your writing skills.

A. Copy this conference application form in your notebook and fill it in.

Name_____________________________________________________

Institution__________________________________________________

Department ________________________________________________

Level

MA / PhD__________________________________________________

Contact details: email/ address/ phone____________________________

__________________________________________________________

Would you like to be considered for a travel subsidy?

Yes / No ___________________________________________________

Title_______________________________________________________

250 word abstract

B. Copy this conference registration form in your notebook and fill it in.

Participant's Full Name (Required)

Subject (Required)

Special Needs or Requirements (please, specify)

Reception Registration (Day 1)

Yes

No

Lunch Registration (Day 2)

No preference

Vegetarian

Dietary restrictions (please, specify)

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BrКinstorminР: аСКt НoОs it mОКn to ЛО “К РooН НisМussКnt”?

Here are some FAQs on Q&A sessions. In groups suggest your answers and check them on reading text C.

What questions are “good” for a conference?

What is a “respectful” tone?

How can I respond to a presenter who misunderstood

the intent of the question, and so reacted negatively?

Is it okay to question the theoretical framework of an-other scholar?

Should I start to answer the question immediately a f-ter it was asked or should I say anything else?

What shall I do if I don’t knoа the ansаer?

What or who should I look at when speaking? Shall I move when speaking?

What questions are “good” for a conference?

A “РШШН” quОstТШЧ sСШuХН ЛОμ К quОstТШЧ rОХКtОН tШ tСО МШЧtОЧt of the presentation, a new question, a specific question and delivered in a respectful tone. A "good" question can be generated by asking for clarification of a key term or idea, asking about methodology, asking about the theoretical framework for the presentation, asking about how an aspect of the presentation to could be applied/extended to another area, or asking the presenter to comment on an idea/article related to their presentation. In large rooms questions should be asked standing up and facing the audience. If you encounter a language barrier, you could ask a colleague to read your question, or you could speak with the presenter after the session.

What is a “respectful” tone?

A respectful tone is one which addresses the content of the presenta-

tion and does not personally attack the speaker. E.g. rather than saying “You did not talk about X” К rОspОМtПuХ tШЧО ЦТРСt sКв “Could you please

148

comЦОЧt ШЧ Б”. Use of “pХОКsО” КЧН “tСКЧФ-вШu” contribute to a respectful tone. A respectful tone can be also be achieved by beginning your question with a brief comment about an aspect of the presentation you enjoyed, or by thanking the presenter for their talk. When in doubt, ask the question as you would like to have it asked to you.

How can I respond to a presenter who misunderstood the intent of the question, and so reacted negatively?

If the presenter responds to your question with hostility, or defensively, he may have misunderstood your intent, or you may have asked a difficult question. Thank the presenter for his response, and then approach him after the session has ended to clarify your question and intent.

Is it okay to question the theoretical framework of another scholar?

Yes, you can ask questions about the theoretical framework of a presentation. Ensure that you are asking out of curiosity or clarification,

КЧН ЧШt Кs КЧ “attack” question. Begin your question by asking “Could you tell me a little bit more about your tСОШrОtТМКХ ПrКЦОаШrФ ...” Шr “I'm curi-

ous about your theoretical framework, can you comment on why you used

Б ТЧ tСТs ТЧstКЧМО?”

Should I start to answer the question immediately after it was asked or should I say anything else?

When receiving a question, do not rush into answering it. First, listen to the entire question to make sure you understand it; do not interrupt the questioner. Then, make sure the other attendees understand the question: If they might not have heard it, repeat it; if they heard it but might not understand it, rephrase it. Finally, and even if you know the answer, think: Take time to construct a concise, to-the-point answer. You will not appear more knowledgeable by answering questions quickly; you reveal your expertise

by answering them usefully.

What shall I do if I don’t know the answer?

If you do not know the answer, say so, then try to find it. You might ШППОr tШ ХШШФ Тt up. ВШu МКЧ sКв “I do not have the numbers with me, but if

you leave me your e-mail address, I can look them up and send you the answer latОr”. You might refer the questioner to someone who might have an ansаОrμ “OС tСКt is a strongly biological question. I am a chemist myself, so my work focuses on the chemical processes involved. Is there a biolo-

gist in the room who can answer this question?” You might even guess, as long as you make it clОКr tСКt вШur КЧsаОr Тs К РuОss. E.Р. “I have never

calculated it in the case you mention, but if I had to give you an answer right now, I аШuХН РuОss . . . КrШuЧН 5 ЦV”.

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What or who should I look at when speaking?

As with all oral communication, work on eye contact. When speaking (and only when speaking), look at the audience — though perhaps briefly at other panelists when referring to what they said or when handing over to them. When not speaking, look at whoever is speaking. In this way, if attendees look at you, they will follow your gaze to whatever panelist is speaking, and that person will then benefit from their eye contact.

Shall I move when speaking?

Your body movement can help you to keep audience's attention, to indicate a change of focus, to indicate importance or acknowledgement. It’s O’K аСОЧ вШu ЦШЯО forward to emphasize, shrug shoulder to indicate I don't know. You should stand straight but relaxed. Avoid swaying back

and forth like a pendulum. Avoid leaning against walls. Do not look at your notes all the time, make eye contact tШ ФООp КuНТОЧМОs’ КttОЧtТШЧ.

Don't stare, or look blankly into people's eyes. Facial expressions should be natural and friendly. While one hand in a pocket gives a very relaxed pose, both hands in pockets looks too casual and should be avoided.

In your group hold a conference. First, decide on its title, programme, session format, the number of presentations. Choose your roles (chairperson, presenters, and discussants). To pre-

pare for the session study the following phrases and speech patterns (1 6). FinКllв, НisМuss tСО “quКlitв” oП вour МonПОrОnМО.

1. To express you opinion.
	I think (that) …			,	…
				,	…
	I suppose (that) …				,	…
				,	…
	I believe (that) …			(		),	…
	It sООЦs tШ ЦО tСКt …			,		…
	I НШЧ’t tСТЧФ (tСКt) …*		-	, …	…
	I НШЧ’t ЛОХТОЯО (tСКt) …
*					-
	think, believe, suppose, imagine,						-
.			я				-
,		.
	.μ -	,			.
	I Нon’t tСink your approach is correct.
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2. To make assessments.

	very / extremely / highly / exceed-					/
	ingly important
	(extremely) promising				(	)
	(urgently) needed				(	)
	interesting
	useful
	of tremendous significance
	may	provide valuable	information					-
	КЛШut …					…
	may contribute to a better under-
	standТЧР ШП …					…
	may	contribute to	a detailed
	knowХОНРО ШП …						…
	may bring us nearer to the under-							-
	stКЧНТЧР ШП …					…
	may help to elucidate the role oП …							…
	may help to fill in certain gaps in						«
	Шur ФЧШаХОНРО ШП …					»
	may help to understand the mecha-							-
	nТsЦ ШП …
	ЦКв ОХuМТНКtО МОrtКТЧ ПОКturОs ШП …					…
	accurate / accuracy					/
	КНОquКtО ТЧ tОrЦs ШП …						…
	suТtКЛХО ПШr …						…
	efficient
	effective
	satisfactory
	reliable
	valid
	urgent / urgency					(	) /	-
						(	,	)
	up-to-date / outdated					/
	3. To agree.
	I agree with smb.					-
	I agree with smth.					-
	I agree with smb. about smth.					-
				-
	I КРrОО аТtС sЦЛ. tСКt …					-	,	…
			151

	I tОЧН tШ КРrОО tСКt …						,	…
	I аШuХН КРrОО tСКt …
	I agree entirely.					.
	I think so.			,	.
	RТРСt, tСКt’s МШrrОМt.			,	.
	You are right.			.
	Right you are.
	You are correct.
	It’s МОrtКТЧХв МШrrОМt tСКt …				,		…
	(Yes,) certainly. / (Yes,) of			, (	).
	course.
	Sure.
	I’Ц КПraid so.			,	.
	All right.			;
	O’K.		(		-	)
	Looks like that.			,	.		.
	4. To disagree.
	ВШu ЦОЧtТШЧОН (tСКt) … HШаОv-					(	,	) …
	Оr, …			…
	I agree in general with your re-							-
	mark tСКt … HШаОЯОr, …				,	…		…
	I КРrОО tСКt … AХtОrЧКtТЯОХв, …				,		…
				…
	Certainly not.				, .
	Of course not.
	I НШЧ’t tСТЧФ sШ.				,	.
	I’Ц КПrКТН ЧШt.			,			.
	It’s uЧХТФОХв tСКt …				,	…
	It ЦКв аОХХ ЛО tСКt …					,	…
	OЧ tСО МШЧtrКrв…				…;		… (
							)
	I did / said nothing of the kind.			.				/
	I’Ц КПrКТН вШu КrО аrШЧР.			,			.
	I’Ц КПrКТН вШu РШt ЦО аrШЧР.			,
				.
	This is not the point.				.
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5. If you do not know the answer.

I (rОКХХв) МКЧ’t КЧsаОr вШur quОs-		.
tion.
I’Ц КПrКТН I МКЧ’t КЧsаОr вШur		,		-
question.		.
I НШЧ’t tСТЧФ I МКЧ РТЯО К prОМТsО		,		.
answer to your question.
I cannot give you a figure at this		.
stage.
We are not at present able to			,	-
quote reliable, direct measure-
ЦОЧts ШП … TСО prШЛХОЦ Тs tСКt		…
…	,	…
We have not studied this.			.
We have not done this yet.			.
I have not yet checked this point			(	-
in detail.	)		.
At present we have no data relat-				-
inР tШ … (МШЧМОrЧТЧР …, rОРКrd-		…
ТЧР …, ШЧ …, КЛШut …)
To date we have no (direct) evi-	(	)	.
dence.
АО СКЯО ЧШ МХОКr ОЯТНОЧМО ПШr …				-
(ШП …, ТЧ ПКЯШr ШП …, suppШrtТЧР),		…,		…
tСКt …) Кt tСО ЦШЦОЧt sТЧМО …
We have no valid explanation un-		(	)	-
til now for this quite unusual ob-
sОrЯКtТШЧ. It Тs pШssТЛХО tСКt …		…		.
TСО quОstТШЧ ШП … Тs stТХХ ШpОЧ.		…		-
		.
All I can say at the moment is that			.	,
this question is being looked at.
This question is very difficult to		.		-
answer.
This point requires further exami-	Э	.
nation.
	153

The reasons for this are not				.
known.
TСО ЦОМСКЧТsЦ ШП … Тs tШtКХХв		…		.
unclear.
(I’ЯО) ЧШ ТНОК.			.
Did I get you right?				?
I НТНЧ’t (quТtО) РОt вШu.	(	)		.
How shall I put it?				?
I НШЧ’t ФЧШа СШа tШ put Тt.	,			.
I ЦОКЧ / ЦОКЧt tШ sКв tСКt …	/		,	…
It’s ХТФО tСТs.		.
АОХХ …	… /			…

6. To welcome the audience.

Good morning, ladies and gentlemen.

Hello/Hi, everyone.

Mr. President, Ladies and GentХОЦОЧ …

It is indeed a pleasure to welcome you tШ tСО 10tС CШЧПОrОЧМО ШЧ … On behalf of…, I extend a sinМОrО “аОХМШЦО” tШ ОКМС ШП вШu.

It’s К pХОКsurО tШ аОХМШЦО вШu tШНКв.

It’s РШШН tШ sОО вШu КХХ СОrО.

It gives me great pleasure to declare the session open.

Express your opinion concerning these ideas.

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A

Use appropriate words in the context:

1. Usually a conference includes … (often, scholars of some standing, but

sometimes individuals from outside academia).

β. … КЧН … КrО ПШrЦs ШП МШЧПОrОЧce sessions.

γ. … sОssТШЧs ШpОЧ КМКНОЦТМ МШЧПОrОЧМОs.

4.АТtС … МШЧПОrОЧМОs вШu аТХХ КЯШТН МШsts ШП trКЯОХ tШ tСО ХШМКtТШЧ.

5.TСО МШЦЦТttОО sОЧt Шut ТЧЯТtКtТШЧs ПШr tСО МШЧПОrОЧМО ТЧ tСО …

6.Mediumand larger-sТгОН МШЧПОrОЧМОs СКЯО … sОssТШЧs.

BAnswer some questions about your participation in the conference.

1.Did you cope with your role at the conference well/easily?

2.What was the best thing that you managed to do?

3.What was the most problematic aspect for you (e.g. writing, asking questions, etc.)?

4.Do you think you have improved your language skills to be able to communicate at a conference?

5.Do you know what steps you should take to participate in international conferences?

6.What do you think to be your learning outcomes in this unit?

How do you assess your results?

Excellent

Good

I need more practice

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