Unit 1. Learning to research In the library

↑

Стр 1 из 19Следующая ⇒

МИНИСТЕРСТВО ОБРАЗОВАНИЯ РОССИЙСКОЙ ФЕДЕРАЦИИ

ТЮМЕНСКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ

Кафедра иностранных языков естественных факультетов

Е.Г. Брунова, Н.В. Войтик

English for Science

(Методические рекомендации для студентов математических и естественнонаучных специальностей по аннотированию и реферированию текстов профессиональной направленности и по подготовке соответствующих устных публичных выступлений)

Издательство

Тюменского государственного университета, 2001

English for Science (Методические рекомендации для студентов математических и естественнонаучных специальностей по аннотированию и реферированию текстов профессиональной направленности и по подготовке соответствующих устных публичных выступлений) / Е.Г. Брунова, Н.В. Войтик. Издательство Тюменского государственного университета, 2001. 55 с.

Данные методические рекомендации предназначены для второго этапа обучения английскому языку студентов математических и естественнонаучных специальностей и направлены на развитие навыков поиска информации, реферирования и аннотирования аутентичных иноязычных текстов в рамках выбранной специальности.

Методические рекомендации могут использоваться как для практических занятий по английскому языку на II курсе, так и для спецкурсов или факультативных занятий на III - V курсах, и состоят из вводного раздела и двух основных разделов, содержащих, в частности, методические указания по самостоятельной работе с традиционными и электронными библиотечными каталогами, а также с поисковыми службами сети Интернет.

Разделы первой части сопровождаются упражнениями по составлению аннотации, краткого реферата и другими рекомендациями, полезными для студентов.

Вторая часть методических рекомендаций направлена на развитие навыков и умений устного публичного выступления на английском языке по профессиональной тематике.

Приложения включают ключи к некоторым упражнениям, образец оформления титульного листа реферата, рекомендации по оформлению библиографии, краткий словник терминов и схему устного публичного выступления.

Печатается по решению кафедры иностранных языков естественных факультетов.

Рецензенты:                    ОД Княгницкая, канд. социол. наук, доцент,

и.о. зав. кафедрой иностранных языков

факультета истории и политехнических наук.

ЕВ. Шушакова, ст. преподаватель кафедры

Иностранных языков естественных факультетов.

©Тюменский государственный университет, 2001

©Е.Г Брунова, Н.В. Войтик, 2001

INTRODUCTION

A future specialist is supposed to be able to develop the information he (she) has collected both in writing and in the form of public presentation. There are many forms of condensed writing, the principal ones are below:

· Annotation

· Summary

· Abstract

· Paper (including a synopsis, course or diploma paper).

These recommendations will help you to work with information including the information from the WEB to write a summary of an article or a book, to arrange your references correctly and to prepare for the presentation of your paper in English.

Moreover, we hope you find some helpful hints here while preparing for the Annual Students' Scientific Conference held in our university.

In the process of your work you are advised to use the Step-by-Step Approach:

Step 1 - Getting Started - preparing for the assignment and getting ready to choose f topic

Step 2 - Discovering and Choosing a Topic - reading to become informed

Step 3 - Looking for and Forming a Focus - exploring your topic

Step 4 - Gathering Information - which clarifies and supports your focus

Step 5 - Preparing to Write - analysing and organising your information and forming a thesis statement

Step 6 - Writing the Paper - writing, revising and finalising

Step 7 - Presenting Your Paper before the Audience - public speech

PART I. INFO SEARCH

Searching for information today is both easier and harder than it was when your only choice was the library and its massive card catalogue. More information is available than ever before, and you can access information from across the country or around the world. But finding what you want requires more skills on the part of the researcher, mainly because the human intermediaries - the reference librarian and the skilled cataloguer/indexer - are largely absent from cyberspace.

This means that you, the researcher, need to understand where information is most likely to be found, how it's organised and how to retrieve it effectively using computerised search tools. The reference librarian is an invaluable resource to help teach you and advise you, but won't be there when you're searching Yahoo at midnight on the weekend before your paper's due.

Unit 1, 2 have some resources to help you learn how to become a skilled researcher, both in the library and in cyberspace.

Get to know your library

The resources available to you will vary a lot depending on whether you're using an academic library at a large university, a public library in a large (or small) community, or a high school library. Find out early in your research project what resources your library has, by visiting and taking a tour, if possible. Some college libraries offer an online tour of the library or a self-guided tour using handouts in addition to tours guided by librarians. Librarians are also skilled searchers, both of the library's catalogue and of online resources such as CD-ROM, online databases and the Internet

Learn how online library catalogues work

A library catalogue is a listing of all the items held by a particular library. A cataloguer examines the item (book, video, map, audio tape, CD, etc.) and decides how it will be described in the library's catalogue and under what subject it will be classified. When the item is entered into the library's online catalogue database, information is entered into different fields, which are then searchable by users. Most catalogues are searchable by author, title, subject and keyword.

Searching the catalogue by subject and keyword

The subject field of a catalogue record contains only the words or phrases used by the cataloguer when assigning a subject heading. If the library is using Library of Congress Subject Headings (LCSH), for example, the subject heading for a book about how playing football affects the players' bodies would probably be assigned the subject heading "Football -physiological aspects". Unless you type in that entire phrase as your search term, you won't find the book by searching the subject field.

The keyword field of a library catalogue generally searches several fields in the database record - the author, title, and description fields. The description is any information about the catalogued item which may have been entered by the cataloguer. This is not the full text of the book, nor is it an abstract (summary) of the book but rather a short paragraph containing information the cataloguer thought would be helpful to a user. This is not like searching for keywords in an indexed database like Alta Vista on the Internet, where every word in a document has been recorded.

For this reason, keyword searching alone could miss an item pertinent to your research project if the keyword you use was not included In the short paragraph written by the cataloguer It's best to use a combination of keyword searching and subject-field searching lo make a comprehensive search of the library catalogue.

Searching other libraries' catalogues

There are lots of library catalogues on the Internet - but so what? You can search the catalogue of a library in Timbuktu, but that doesn't get you the book. Remember that library catalogues do not have full text of books and documents but are just a database with descriptions of the library's holdings. There are a few, and will be more, actual online libraries where you can go to read or search full text documents. Just don't confuse these special resources with a library catalogue, which is very different.

Познавательные статьи:



Техника прыжка в длину с разбега

Организация работы процедурного кабинета

Области применения синхронных машин

Оптимизация по Винеру и Калману