- •Государственное образовательное учреждение высшего профессионального образования «Сибирский государственный аэрокосмический университет
- •Preface
- •Credits
- •Table of contents
- •Unit 1 what is science?
- •Part 1: principles of effective reading
- •Skimming: for getting the gist of something
- •Detailed reading: for extracting information accurately
- •Text a the discovery of X-rays
- •Text b call for tolerance towards some 'stem cell tourism'
- •Text c general guidelines
- •Part 2: oral or written?
- •Group 1
- •The academic audience
- •Levels of formality
- •The range of formality Technical → Formal → Informal → Colloquial
- •Part 3: what is science?
- •What is science?
- •Part 4: technology: pros & cons
- •Part 5:listening for academic purposes
- •The Computer Jungle
- •Unit 2 science to life: between the lines
- •Part 1: how effectively can you read?
- •Reading skills for academic study
- •Using the title
- •Part 2: paragraph development and topic sentences
- •Text a Science and Technology
- •Text c Research: Fundamental and Applied, and the Public
- •Part 3: scientists' brain drain Task 16. You are going to read a magazine article (Text a). Choose the most suitable heading from the list (1 – 9) for each part (a – j) of an article
- •Text a highlights of the north
- •Text b bio tech brain drain: are too many talented scientists leaving the southeast?
- •Part 4 reading skills for success
- •Reading skills for success: a guide to academic texts
- •Collocations
- •Part 5: listening for academic purposes
- •Going Digital: The Future of College Textbooks?
- •Part 6: grammar review sentence structure
- •1. Simple sentence:
- •2. Compound sentence:
- •3. Complex sentence:
- •Unit 3 order of importance
- •Part 1 academic vocabulary
- •C a social occasion to which people are invited in order to eat, drink and enjoy themselves
- •A a way of dealing with a problem, an answer
- •Part 2 Coherence
- •The importance of stupidity in scientific research
- •Consumerism is 'eating the future'
- •Now fly me to the asteroids as well
- •Cohesion: Using Repetition and Reference Words to Emphasize Key Ideas in Your Writing
- •Repetition of Key Words
- •Rotation may solve cosmic mystery
- •Part 3 writing & speaking fundamentals
- •Article 1 shapefile technical description
- •Article 2
- •Article 3
- •Article 4 disposable containers for a disposable society
- •Article 5 knowledge, theory, and classification
- •The table of the useful vocabulary
- •Part 4: listening for academic purposes
- •Part 5:grammar review (punctuation)
- •Unit 4 matter of perspectives
- •Part 1 mistakes and negligence
- •Text a mistakes and negligence
- •(1) Changing Knowledge
- •(2) Discovering an Error
- •Part 2 Comparison and Contrast
- •Part 3 listening for academic purposes
- •Recognising lecture structure
- •1. Introducing
- •Unit 5 research misconduct
- •A Breach of Trust
- •Task 4. Study the second case.
- •Treatment of Misconduct by a Journal
- •Part 2 reading skills for academic study: note-taking
- •How to take notes
- •Part 3 preparing an abstract
- •Abstract 1 The hydrodynamics of dolphin drafting
- •Abstract 2 Recomputing Coverage Information to Assist Regression Testing
- •Abstract 3 Methods for determining best multispectral bands using hyper spectral data
- •Abstracts and introductions compared
- •Introduction
- •Introduction
- •Text a The Biosphere: Its Definition, Evolution and Possible Future
- •Introduction
- •Text b The Environment: Problems and Solution
- •Text d The Biosphere: Natural, Man-Disturbed and Man-Initiated Cycles
- •Part 4 listening for academic purposes Giving background information
- •Showing importance/Emphasising
- •Unit 6 finding meaning in literature
- •The Selection of Data
- •Lexical & grammar review
- •Part 2 avoiding plagiarism
- •3. Plagiarism!
- •4. Plagiarism is bad!!
- •5. The importance of recognizing the plagiarism
- •Is It Plagiarism?
- •Part 3 evaluating sources
- •Sample mla Annotation
- •Sample apa Annotation
- •Task 22. Analyse an extract of the following annotated bibliography. Define its format.
- •Ethics in the physical sciences course outline and reference books
- •Philosophy
- •The life of a scientist
- •Ethics for scientists
- •A few cautionary notes on saving Web materials
- •Unit 7 writing & publishing Objectives
- •Part 1 sharing of research results
- •The Race to Publish
- •Part 2 how to read an academic article
- •Article 1
- •50 Million chemicals and counting
- •Article 2 sun is setting on incandescent era
- •How to read a scientific article
- •Part 3 how to write an academic article
- •Publication Practices
- •Restrictions on Peer Review and the Flow of Scientific Information
- •Guidelines for Writing a Scientific Article
- •Part 4 listening for academic purposes
(1) Changing Knowledge
In the early part of the 20th century, astronomers engaged in a prolonged debate over what were then known as spiral nebulae—diffuse pinwheels of light that powerful telescopes revealed to be common in
the night sky. Some astronomers thought that these nebulae were spiral galaxies like the Milky Way at such great distances from the Earth that individual stars could not be distinguished. Others believed that they were clouds of gas within our own galaxy.
One astronomer who thought that spiral nebulae were within the Milky Way, Adriaan van Maanen of the Mount Wilson Observatory, sought to resolve the issue by comparing photographs of the nebulae taken several years apart. After making a series of painstaking measurements, van Maanen announced that he had found roughly consistent unwinding motions in the nebulae. The detection of such motions indicated that the spirals had to be within the Milky Way, since motions would be impossible to detect in distant objects.
Van Maanen’s reputation caused many astronomers to accept a galactic location for the nebulae. A few years later, however, van Maanen’s colleague Edwin hubble, using a new 100-inch telescope at Mount Wilson, conclusively demonstrated that the nebulae were in fact distant galaxies; van Maanen’s observations had to be wrong.
Studies of van Maanen’s procedures have not revealed any intentional misrepresentation or sources of systematic error. Rather, he was working at the limits of observational accuracy, and his expectations influenced his measurements. Even cautious researchers sometimes admit, “If I hadn’t believed it, I never would have seen it.”
(2) Discovering an Error
Two young faculty members—Marie, an epidemiologist in the medical school, and Yuan, a statistician in the mathematics department—have published two well-received papers about the spread of infections in populations.
As Yuan is working on the simulation he has created to model infections, he realizes that a coding error has led to incorrect results that were published in the two papers. He sees, with great relief, that correcting the error does not change the average time it takes for an infection to spread. But the correct model exhibits greater uncertainty in its results, making predictions about the spread of an infection less definite.
When he discusses the problem with Marie, she argues against sending corrections to the journals where the two earlier articles were published. “Both papers will be seen as suspect if we do that, and the changes don’t affect the main conclusions in the papers anyway,” she says. Their next paper will contain results based on the corrected model, and Yuan can post the corrected model on his Web page.
1. What obligations do the authors owe their professional colleagues to correct the published record?
2. How should their decisions be affected by how the model is being used by others?
3. What other options exist beyond publishing a formal correction?
Part 2 Comparison and Contrast
When you are speaking at university, you need to do much more than just give information. You should always be trying to do something with your speaking. One common function is comparing and contrasting, speaking about similarities and differences. There are many ways of expressing comparison and contrast in English.
Task 8. Look at the following table and read the text below. Pay attention to the comparisons and contrasts.
|
Price |
Processor Speed |
Screen Size |
Hard Disk |
RAM |
Evesham Axis 1.33 SK |
�1,174 |
1.33 GHz |
17" |
40 GB |
256 MB |
Armani R850 P4. |
�2,467 |
1.7 GHz |
19" |
40 GB |
256 MB |
Mesh Elite 1.7GT Pro |
�1,938 |
1.7 GHz |
19" |
57 GB |
256 MB |
Elonex WebRider Pro |
�1,174 |
1.2 GHz |
17" |
38.1 GB |
128 MB |
Compare your answer with the model:
We compared three personal computers, the Evesham Axis 1.33 SK, the Armani R850 P4 and the Mesh Elite 1.7 GT Pro, with respect to the following factors: price, processor speed and size of hard disk. The Evesham Axis, which costs �1,174, is by far the cheapest of the three, the Armani and the Mesh Elite costing �2,467 and �1,938 respectively. The Evesham Axis has the same hard disk size as the Armani, 40 MB, whereas the Mesh Elite is the largest at 57 GB. Regarding the processor speed, the Armani and the Mesh Elite are similar - the processor speed, at 1.7 GHz, being 0.37 GHz faster than the Evesham Axis.
Task 9. Using the above paragraph as a model, compare the Armani, the Mesh Elite and the Elonex with respect to price, screen size and amount of RAM.
|
Price |
Processor Speed |
Screen Size |
Hard Disk |
RAM |
Evesham Axis 1.33 SK |
£1,174 |
1.33 GHz |
17" |
40 GB |
256 MB |
Armani R850 P4. |
£2,467 |
1.7 GHz |
19" |
40 GB |
256 MB |
Mesh Elite 1.7GT Pro |
£1,938 |
1.7 GHz |
19" |
57 GB |
256 MB |
Elonex WebRider Pro |
£1,174 |
1.2 GHz |
17" |
38.1 GB |
128 MB |
LANGUAGE |
|
COMPARISON |
CONTRAST |
The Evesham Axis is like the Elonex WebRider The Evesham Axis and the Elonex WebRider are similar The Evesham Axis is similar to the Elonex WebRider The Evesham Axis is the same as the Elonex WebRider The Evesham Axis resembles the Elonex WebRider |
The Evesham Axis differs from the Armani The Evesham Axis is unlike the Armani The Evesham Axis and the Armani differ The Evesham Axis is different from the Armani The Evesham Axis contrasts with the Armani |
Task 10. Using the example in the table and the phrases below make up your own examples with comparison and contrast.
with respect to price.
as regards price.
as far as price concerned.
regarding price.
in terms of price.
in price.
Task 11. Read the following examples and say what they mean comparison or contrast
The Mesh Elite has a large screen. |
Similarly, it has a high capacity hard disk. Likewise, it has a high capacity hard disk. Correspondingly, it has a high capacity hard disk. It has a high capacity hard disk, too. It also has a high capacity hard disk. |
Both the Evesham Axis and the Elonex WebRider cost �1,174. The Evesham Axis is as expensive as the Elonex WebRider. The Evesham Axis costs the same as the Elonex WebRider. The Evesham Axis is the same price as the Elonex WebRider. |
Task 12. Students at university need to organise their lives, control their finances, keep records of phone numbers, remember assignment and exam dates etc. Some students use paper diaries and notes for this, but the use of electronic Personal Data Assistants is becoming more popular. The table below compares 19 PDAs.
Using the information given in the table, recommend one of the PDAs for general student use. You will need to describe what a student has to do, describe some of the PDAs, compare and contrast the ones you have chosen, look at advantages and disadvantages and finally recommend one.
PDA |
Price |
Operating System |
Memory |
Size |
Weight |
Power |
Screen Size |
Casio Cassiopeia E-125 |
£499 |
Microsoft Pocket PC |
32MB |
131 x 84 x 20mm |
250g |
Rechargeable Lithium-Ion |
240 x 320 pixels |
Casio Cassiopeia EM-500 |
£399 |
Microsoft Pocket PC |
16MB |
128 x 82 x 19mm |
218g |
Rechargeable Lithium-Ion |
240 x 320 pixels |
Compaq iPaq H3630 |
£449 |
Microsoft Pocket PC |
32MB |
130 x 83 x 16mm |
179g |
Rechargeable Lith-Polymer |
240 x 320 pixels |
Compaq iPaq H3130 |
£338 |
Microsoft Pocket PC |
16MB |
130 x 83 x 16mm |
163g |
Rechargeable Lith-Polymer |
240 x 320 pixels |
HandEra 330 |
£335 |
Palm OS |
8MB |
81 x 121 x 17mm |
167g |
4 x AA batteries |
240 x 320 pixels |
Handspring Visor Deluxe |
£144 |
Palm OS |
8MB |
130 x 83 x 16mm |
163g |
2 x AAA batteries |
240 x 320 pixels |
Hanspring Visor Edge |
£269 |
Palm OS |
8MB |
119 x 79 x 11mm |
136g |
Rechargeable Lithium-Ion |
160 x 160 pixels |
Handspring Visor Prism |
£349 |
Palm OS |
8MB |
120 x 75 x 21mm |
194g |
Rechargeable Lithium-Ion |
160 x 160 pixels |
Handspring Visor Platinum |
£189 |
Palm OS |
8MB |
122 x 76 x 18mm |
153g |
2 x AAA batteries |
160 x 160 pixels |
HP Jornada 548 |
£389 |
Microsoft Pocket PC |
32MB |
118 x 79 x 18mm |
260g |
Rechargeable Lithium-Ion |
240 x 360 pixel |
HP Jornada 710 |
£599 |
Windows for Handheld PC 2000 |
32MB |
189 x 95 x 34mm |
510g |
Rechargeable Lithium-Ion |
640 x 260 pixels |
HP Jornada 720 |
£665 |
Windows for Handheld PC 2000 |
32MB |
189 x 95 x 34mm |
510g |
Rechargeable Lithium-Ion |
640 x 260 pixels |
Palm m05 |
£169 |
Palm OS |
8MB |
79 x 118 x 18mm |
125g |
2 x AAA batteries |
160 x 160 pixels |
Palm m500 |
£329 |
Palm OS |
8MB |
114 x 79 x 10mm |
113g |
Rechargeable Lithium-Ion |
160 x 160 pixels |
Palm m505 |
£399 |
Palm OS |
8MB |
114 x 79 x 10mm |
139g |
Rechargeable Lithium-Ion |
240 x 320 pixels |
Psion Revo Plus |
£300 |
EPOC 5 |
16MB |
79 x 157 x 17mm |
200g |
Rechargeable N1MH |
480 x 160 pixels |
Psion 5MX |
£400 |
EPOC 5 |
16MB |
90 x 170 x 23mm |
320g |
2 x AA batteries |
640 x 240 pixels |
Sharp ZQ-770PC |
£100 |
Proprietary |
3MB |
82 x 160 x 20mm |
220g |
2 x AA batteries |
239 x 80 pixels |
Sony Clié (PEG-S300) |
£199 |
Microsoft Pocket PC |
8MB |
71 x 115 x 15mm |
121g |
Rechargeable Lithium-Ion |
160 x 160 pixels |
Task 13. Compare and contrast two closely related terms used in your field in order to show their similarities and differences:
Example Term a: computer Term b: word processor
A computer is a device that is similar to a word processor in that it can be used to produce and edit text; however, it differs from a word processor in that it can be programmed and can be used for other applications, such as spreadsheets and databases.
Term a: Term b:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Task 14. (out-class) Read the article (text B) and find the examples of comparison and contrast. (The text is in CD)