Abstract message as a genre of oral scientific speech. How is a report different from an abstract?

Requirements to the design of the abstract message, presentation, their content, volume, and also the criteria for its assessment are established by the teacher, taking into account the specifics of the academic discipline. In their absence, the student is guided by the general requirements set forth in these guidelines.

Presentation performed on the topic of the abstract message in the amount of 12-15 slides.

The abstract message, as a rule, should contain the following structural elements: title page; content; introduction; main part; conclusion; list of sources used; the last sheet of the abstract; applications (in the form of a presentation).

Name of parts of the abstract, number of pages

Title page - 1 page;

Introduction 2 pages;

Main part 15-20 pages;

Conclusion 1-2 pages;

List of used sources 1-2 pages;

Last sheet 1 page;

Applications 12-15 slides.

Title page abstract message, is drawn up according to the established model, given in Appendix 1.

In the introduction a general description of the abstract message is given: the relevance of the chosen topic is substantiated; the purpose of the work and the tasks to be solved to achieve it are determined; the object and subject of the study, the information base of the study are described, and the structure of the abstract report by chapters is briefly characterized.

Main part should contain the material necessary to achieve the goal and tasks to be solved in the process of implementing the abstract message. It includes 2-3 chapters, each of which, in turn, is divided into 2-3 paragraphs. The content of the main part must exactly correspond to the topic of the abstract message and fully disclose it. The chapters and paragraphs of the abstract report should disclose the description of the solution of the tasks set in the introduction. Therefore, the headings of chapters and paragraphs, as a rule, should correspond in their essence to the wording of the tasks of the abstract message. The heading "MAIN PART" in the content of the abstract message should not be.

Heads of the main body abstract messages can be theoretical, methodological and analytical.

Mandatory for the abstract message is the logical connection between the chapters and the consistent development of the main topic throughout the work, independent presentation of the material, reasoned conclusions. It is also obligatory to have references to the sources used in the main part of the abstract message.

Statement it is necessary to conduct from a third person (“The author believes ...”) or use impersonal constructions and indefinitely personal sentences (“At the second stage, the following approaches are explored ...”, “The study made it possible to prove ...”, etc.).

In custody the conclusions that the student came to as a result of the implementation of the abstract message are logically sequentially stated. The conclusion should briefly characterize the solution of all the tasks set in the introduction and the achievement of the goal of the abstract message.

List of sources used is an integral part of the work and reflects the degree of study of the problem under consideration. The number of sources in the list is determined by the student independently, for an abstract message their recommended number is from 10 to 20. At the same time, the list must contain sources published in the last 3 years, as well as the current legal acts regulating the relations considered in the abstract message .

The student bears full responsibility for the scientific independence of the abstract message, which is confirmed on the last sheet of the work. The form for filling out the last sheet of the abstract message is given in Appendix 2. In case of detection of plagiarism, the abstract message is removed from consideration without the right to be revised (the student must write a new abstract message on a new topic).

In applications(electronic version of the presentation) should include auxiliary material that, when included in the main part of the work, clutters up the text (tables of auxiliary data, instructions, methods, document forms, etc.).

Making a referral message:

1. Abstract message and presentation are submitted to the head in electronic form no later than 10 days prior to enrollment.

Email address: [email protected]

2. The text of the abstract message should be executed using the WORD editor, font - "Times New Roman", font size - No. 14, line spacing - one and a half.

3. The text of the abstract message, tables and illustrations should be placed on sheets, observing the following margins: left margin - 30 mm, right margin - 10 mm, top margin - 20 mm, bottom margin - 20 mm.

4. The page numbering of the abstract message is through, starting from the title page. The page number is not put directly on the title page, the numbers of subsequent pages are put down in the upper right corner in Arabic numerals (font No. 10), without a dot at the end.

5. The names of the structural elements of the abstract message and the chapters of the main part are located on separate lines and are in bold, capital (capital) letters (CONTENTS, INTRODUCTION, etc.), without hyphenation and centered. These headings are separated from the text by line spacing. Headings should not be underlined. Do not put a dot at the end of the title.

6. Each structural element and chapter of the main body should start on a new page.

7. Structural elements of the abstract message are not assigned a number, i.e. parts of the abstract message "CONTENT", "INTRODUCTION", "CONCLUSION", etc. do not have a serial number. Only chapters and paragraphs within the main part of the abstract message are subject to numbering.

8. The chapters should have sequential numbers within the entire abstract message, indicated by Arabic numerals. Paragraphs should be numbered within each chapter. The paragraph number consists of the chapter number and the paragraph number, separated by a dot.

9. Paragraph headings should begin with a paragraph indent and typed in lowercase letters without a dot at the end, without underlining. Word hyphenation in headings is not allowed. If the heading consists of two sentences, they are separated by a dot. The font of headings of one level of rubrication should be the same throughout the text.

10. Paragraph indent (indent in the initial line of the paragraph text) should be 12-15 mm.

11. The text of the abstract message should be clear, complete, understandable. The spelling and punctuation of the text must comply with the current rules.

12. Illustrations (drawings, graphs, diagrams, diagrams, photographs, drawings) are united under the single name "drawing". The nature of the illustration can be indicated in its title (for example, "Fig. 1. Flowchart of the algorithm ...").

Each illustration must have a title that is placed below it after the word "Fig." and illustration numbers. If necessary, explanatory data is placed before the name of the figure.

Illustrations should be numbered in Arabic numerals by serial numbering within the entire work.

Tables should be numbered in Arabic numerals in serial numbering within the entire work. The number should be placed in the upper right corner above the table heading after the word "Table".

Each table must have a heading that is placed below the word "Table" and centered. The word "Table" and the heading start with a capital letter, do not put a dot at the end of the heading.

When transferring a table, the head of the table should be repeated, and the words "Continuation of the table" should be placed above it, indicating its number. If the table head is large, it is allowed not to repeat it; in this case, you should number the columns and repeat their numbering on the next page. The heading of the table is not repeated.

If all indicators given in the table are expressed in the same unit of measurement, then its designation is placed above the table, for example, at the end of the heading.

Illustrations along with their titles, as well as tables along with their details, must be separated from the main text from below and above by spaces with single line spacing.

In the field of illustrations and in the table, a smaller text font is allowed than the main text, but not less than font No. 10, as well as a smaller line spacing.

All illustrations and tables should be referenced in the text of the work (for example: “Figure 5 shows ...”, “in accordance with the data in Table 2”, etc.).

13. When referring to a source, after mentioning it in the text of the abstract message, the number under which it appears in the list of sources used is put in square brackets. In necessary cases (usually when using numerical data or quotes), the source pages are also indicated, on which the information used is placed.

The list of sources used should be formed in alphabetical order by the names of the authors. Literature is usually grouped in the list in the following order:

Legislative and normative-methodical documents and materials;

Special scientific domestic and foreign literature (monographs, textbooks, scientific articles, etc.);

Statistical, instructional and reporting materials of enterprises, organizations and institutions.

The literature included in the list is numbered in continuous order from the first to the last title.

For each literary source, the following is indicated: the author (or a group of authors), the full title of the book or article, the place and name of the publisher (for books and brochures), the year of publication; for journal articles, the name of the journal, year of issue and number are indicated. According to collections of works (articles), the author of the article, its title and then the name of the book (collection) and its imprint are indicated.

14. Applications should be drawn up as a continuation of the abstract message in electronic form in the form of a presentation of the abstract message.

Each application must be executed as a separate file. At the top of the file on the right is the word "Application" and its number. The application should have a title that is centered on the slide on a separate line and printed in capital letters.

Applications should be numbered sequentially with Arabic numerals.

All applications in the text of the work should be referenced. Appendices should be arranged in the order in which references to them appear in the text.

Criteria for evaluating an abstract message:

The deadline for submitting the finished abstract message is determined by the approved schedule.

In case of a negative conclusion of the teacher, the student is obliged to finalize or rework the abstract message. The term for finalizing the abstract message is set by the head, taking into account the nature of the comments and the amount of necessary revision.

Figures of speech - a form, the purpose of which is to enhance the impression of something, emphasize, make it more visual, highlight.

Anaphora - places accents.

Epiphora - places accents.

Antithesis - opposition.

Oxymoron - based on unique, unexpected semantic associations; shows the complexity of the phenomenon, its multidimensionality, attracts the reader's attention, enhances the expressiveness of the image.

Gradation - specifies the concept in the direction of increasing or decreasing

Ellipsis - shows the emotional state of the speaker (excitement), accelerates the pace.

Silence - makes you think about what the author does not say.

Rhetorical appeal - emphasizes the emotionality of the author's speech, directed to the subject of the artistic image.

Rhetorical exclamation - emphasizes the emotionality of the author's speech, enhances the expression of feelings.

Rhetorical question - emphasizes the emotionality of the author's speech (the question does not require an answer)

Polyunion - gives solemnity to speech, slows down the pace.

Non-union - makes speech more dynamic, excited.

Lexical repetition - highlights the most significant keyword of the text.

Anaphora - monotony - is the repetition of individual words or phrases in the passages that make up the statement:

I swear on the first day of creation

I swear on his last day

I swear on the shame of crime

And eternal truth triumph ...

(M. Lermontov)

Epiphora - repetition of words or expressions at the end of adjacent passages:

... When the ocean rises

Around me the billows are roaring,

When the clouds roll in like a storm,

Keep me, my talisman.

In the solitude of foreign countries,

In the bosom of boring peace,

In the anxiety of fiery battle

Keep me, my talisman ...

(A. Pushkin)

Silence is a turn of speech, consisting in the fact that the author deliberately does not fully express his thought:

No, I wanted...maybe you...I thought it was time for the baron to die (A.P.)

What did both of them think that they felt (Who knows? Who will say? There are such moments in life, such feelings ... You can only point at them - and pass by (T.).

The girl found a machine gun in the field. Nobody lives in the village anymore.

Polyunion is a stylistic figure that consists in the deliberate use of repeating unions for logical and intonational underlining of the members of the sentence connected by unions, to enhance the expressiveness of speech:

Thin rain was sown on the forests, and on the fields, and on the wide Dnieper (G.).

The ocean was moving before my eyes, and it swayed, and thundered, and sparkled, and faded, and shone, and went somewhere to infinity. (King).

And now I'm dreaming

Under the apple trees is a white hospital,

And a white sheet under the throat,

And the white doctor looks at me

And a white sister stands at her feet

And moves the wings.

(A. Tarkovsky)

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ABSTRACT AND ABSTRACT REPORT: REQUIREMENTS AND EVALUATION CRITERIA

Abstract and abstract message: requirements and evaluation criteria. Methodical recommendations for independent work of students / I.V. Tsvetkova, T.E. Potapov. - Tver: Firma Oktava LLC, 2011. - 42 p.

The purpose of the methodological manual is to develop the skills and abilities of independent work in the educational and scientific field of activity among students of a technical university, in particular, teaching written abstracting and oral public speaking on the information base of the educational essay. The methodological recommendations are addressed primarily to first-year students studying the disciplines "Speech Communication in Professional Activities", "Russian Language and Culture of Speech", "Business Communication", "Culture of Speech and Business Communication".

FOREWORD

One of the effective forms of organizing a student's independent work at a university is the preparation of an abstract on the studied disciplines of the humanitarian block and an abstract message based on its informational material. Work on a written academic abstract and abstract message contributes to the development of undergraduate and specialist students' skills in organizing their educational and educational activities and managing it; helps to form the skills of independent information retrieval, analysis, processing of material, including the compression of a scientific text, its logical and semantic processing.

In addition, in the process of preparing an educational abstract and abstract message, the development of students' cognitive activity, their creative thinking, abilities in the field of productive speech activity, in particular, they acquire the skills of independent production of a written and oral abstract scientific text, which are necessary for their further educational and scientific and research work.

As you know, the general cultural competencies that bachelor's and specialist's graduates should master also include the ability to speak in public, formulate and defend one's point of view, conduct a dialogue, and argue the put forward positions. It is these skills and abilities that first-year students acquire in the process of preparing an oral abstract presentation.

The purpose of this publication is to help students create a high-quality intellectual product, gain primary experience and initial skills of independent research work, acquire the skills of oral public speaking in educational, scientific and educational and professional fields of activity.

The manual contains two sections and appendices. The first section "Abstract as a genre of written scientific speech" includes information about the language of science, features of a scientific text, recommendations for preparing an educational abstract, requirements for its content, design. Criteria for evaluating a written abstract are also given. The second section "Abstract message as a genre of oral scientific speech" contains information about the features of oral scientific speech, recommendations are given for preparing the text of an abstract message and tips for conducting oral public speaking. Criteria for evaluating an oral abstract message by a teacher are also proposed.

The Appendices give an example of the design of the title page, an approximate list of topics for essays on the disciplines "Russian language and culture of speech", "Speech communication in professional activities", "Business communication", "Culture of speech and business communication", examples of bibliographic descriptions of literature in in accordance with the requirements of GOST 7.1-2003, GOST 7.1 - 84, and also contains information about the language design of the content of the abstract text.

Dear freshmen!

You have become students of a higher educational institution. Getting an education involves a lot of independent work in the studied disciplines. One of the forms of independent educational and scientific work of students at the university is the preparation of an essay.

The proposed manual contains recommendations on the methodology for writing an abstract, you will get acquainted with the requirements for its content, design, and learn by what criteria a written abstract is evaluated. In addition, the manual provides tips on preparing and conducting an oral public speaking based on the content of your abstract and criteria for evaluating the abstract message.

Theoretical information is presented in the manual in the most concise, schematic form in the form of references, tables, memos, comments. Pay attention to Applications. The information contained there will be necessary when working on the text of the abstract and the abstract message.

We hope that our methodological recommendations will help you quickly get involved in the educational process and complete training programs not only in the disciplines of "Business Communication", "Speech Communication in Professional Activities", "Russian Language and Culture of Speech", "Culture of Speech and Business Communication", but in other courses of the humanitarian block of your field of study.

Section 1.Abstract asgenre of written scientific speech

1.1 General characteristics of the language of science

Science is a sphere of human activity, the function of which is the development and theoretical systematization of objective knowledge about reality. Communication in the scientific field is carried out within the framework of the scientific style of speech

The main features of the language of science are accuracy, objectivity, abstractness (generalization), logic. These features are manifested at all language levels.

Pay attention to the table below:

oral scientific speech abstract

Table 1 - Characteristic features of the scientific style of speech

At the vocabulary level

At the level of morphology

At the level of syntax

1. The predominance of words with a generalized, abstract meaning (application, phenomenon, process, etc.)

2. Availability of scientific terminology (predicate, radioactivity, gravitational field, etc.)

1. Quantitative predominance of nouns and adjectives in the texts

2. The use of a large number of short adjectives and participles (equal, proportional, subordinate, common, etc.)

3. The predominance in verb forms of the present permanent or present timeless (chemistry studies, the cell consists, etc.)

4.Using the 1L mold. pl. h. The future tense of the verbal predicate in the meaning of the imperative mood (= an invitation to take an action) (Consider the first option, compare the two forms, etc.)

1. The predominance of complex sentences over simple ones.

2. Widespread use of participial and participle sentences.

3. The quantitative predominance of impersonal, indefinitely personal, and generalized personal sentences (As mentioned above, as already mentioned, etc.)

4. Wide use of passive constructions (considered in the work, analyzed in the monograph, etc.)

1.2 The concept of scientific text. The main genres of scientific texts

Speech communication in any sphere of communication, including educational and scientific, is carried out with the help of texts. The text is understood as a speech work that has meaningfulness and integrity. Texts come in different types, or genres. Speech genres are typical methods of constructing speech adopted in certain situations and intended to convey certain content.

Pay attention to the sub-styles of scientific style and, accordingly, to the main genres of scientific texts, both written and oral:

Table 2 - Classification of substyles and genres of scientific speech

Scientific style substyles	Scientific style genres
Actually scientific	Monograph, article, report, term paper, thesis, dissertation
Scientific and informative	Abstract, annotation, synopsis, theses, patent description
Scientific reference	Dictionary, reference book, catalog
Educational and scientific	Textbook, teaching aid, lecture, oral answer, explanation, abstract message
Popular science	Essay, book, lecture, article, speech on radio, television

1.3 Composition of scientific text. Types of informationin scientific text

The composition of a typical scientific text is a reflection of the phases of scientific research, in which the following stages are distinguished: 1) awareness of the problem (question, task) and goal setting - “introduction”; 2) finding ways to solve the problem, considering possible options and putting forward a hypothesis, proving the main thesis (hypothesis) - “the main part”; 3) solving a research problem, getting an answer - “conclusion”.

In any scientific text, two types of information can be distinguished: 1) factual, i.e. information about the object of study; 2) information about how the author organizes this factual information, i.e. the author indicates what logical actions he performs (justification, comparison, opposition; giving an example, reference; addition, explanation, digression, updating information (see Appendix 1. Characteristic features of the scientific style of speech at the level of a coherent text).

Scientific text information can also be qualified as follows: 1) basic (main) information that directly reflects the research topic; 2) additional, containing information not directly related to the topic of the study; 3) secondary information (duplicate information, explanatory information, illustrative information).

1.4 The concept of the abstract. Types of abstracts

Abstract (lat. refere - report, report) - a summary of the content of the source text (articles, books). Source texts include genres of scientific substyle proper (see Table 2. Classification of substyles and genres of scientific speech). These are primary scientific texts, or source texts. Abstract, annotation, review, review refer to secondary scientific texts, or metatexts. They are a description of the content of the text - the source.

Metatexts differ in the form of description of the source text (compressed or expanded), by the purpose for which they were created, and by the nature of the description (stating the facts stated in the source text; or, along with the statement of facts, assessing the information presented and communicating one's own views in links to issues raised in the primary text(s).

The creation of metatexts can pursue a variety of goals: 1) provide information about the main problem raised in the source text; 2) describe the main content of the source text; 3) to characterize the cognitive/intellectual activity of the author of the source text; 4) describe the composition of the source text; enter into a discussion with the author of the source text, or 7) support the opinion of the author of the source text, etc.

The abstract, as a secondary text, has its own characteristics. It is characterized by the brevity of the presentation of the main content of the source text (source texts), i.e. it not only gives an idea of the main topic and the list of issues raised in the source text, but also in a concise form reveals the main content of the primary text, giving an idea of the facts, conclusions set forth in the scientific work.

The brevity of the presentation is achieved by compressing (compressing) the information of the primary text, selecting the main information, excluding additional and secondary information from the source text from the abstract text, logically constructing the abstract text in compliance with its compositional features and using special clichéd language tools (see Appendix 2, 3, 4, 5).

According to the completeness of the presentation of the content, abstracts are divided into informative and indicative. Informative abstracts (abstracts-summaries) contain in a generalized form all the main provisions of the primary text, illustrating their material, the most important argumentation, information about the research methodology, the equipment used, and the scope of the object. Indicative (indicative, or summaries) contain only basic information.

Abstracting skills (a brief description of the content of primary texts) are necessary for students when writing term papers, theses. In particular, an indicative abstract is an integral part of a term paper, a bachelor's final qualifying work or a specialist's thesis, since a brief description of the content of the work (10-12 lines) is an obligatory element of the structure.

Annex 6 contains samples of an informative and indicative abstract (abstract-summary).

1.5 Educational abstract as a special type of independent student writingwork

In addition to informative and indicative abstracts, there is another type - an educational abstract. This is a special kind of student written work. It is written in order to expand and consolidate the theoretical knowledge of the student in a particular discipline, as well as to show how deeply he studied the material, understood it. According to the content of these abstracts, students prepare reports, abstract reports and speak with them at seminars, practical classes, conferences, they are prepared for tests, exams, and provided for admission to graduate school. The volume of such an abstract is usually 10-30 pages (A-4 format, one-and-a-half interval, font size -14 pt, Times New Roman Cyr font, see below for formatting requirements).

Writing an abstract does not mean summarizing the texts of recommended articles or books, much less rewriting them. The training abstract, as well as indicative and informative abstracts, involves a description of the content of the text(s)-source(s). It should not be of a compiling nature. It should not contain mechanically rewritten provisions. The information of the studied sources should be processed, in other words, the abstract is a presentation of any issue based on the generalization, analysis and synthesis of several sources. It must contain references to the used literature. The training essay contains elements of scientific research, as it implies

study of the problem;

own systematization of the material;

presentation of the most significant provisions and conclusions of the reviewed source texts;

formulating one's own position on the stated problem (topic).

The purpose of writing an essay as a form of independent educational activity of students at a university is to learn:

independently find scientific literature on the topic;

work with literature

analyze the problem, facts, phenomena, systematize and generalize data, draw conclusions;

argue your point of view;

evaluate the theoretical and practical significance of the problem;

build the logic of the presentation of the material;

create a stylistically competent written scientific text;

correctly draw up scientific work (citations, references, list of references, tables, figures).

1.6 Stages of work on the abstract

Preparation of a training abstract includes the following main steps:

choice of topic;

selection and study of the main sources on the topic;

compiling a bibliography;

processing and systematization of information;

development of the abstract plan;

writing an abstract.

Topic selection. Work on the abstract begins with the choice of a research topic in agreement with the teacher from the list of topics developed at the department. The student can also propose his own topic, arguing his choice. The wording of the topic should be:

clear in form (avoid double interpretation);

specific (do not contain indefinite words like “some”, “special”, etc.);

be compact.

Selection and study of the main sources on the topic. As a rule, at least 8-10 source texts (articles, monographs, dissertations) are used when compiling an educational abstract. Information search is carried out in the catalogs of the library or through Internet search engines.

Compilation of a bibliography. Compiling a bibliography requires certain skills, which is associated with the subsequent design of a list of references. When getting acquainted with it, one should write out bibliographic information about printed publications, as well as electronic sources: 1) the author of the source (book, article and collection containing it); 2) name; 3) place of publication (city); 4) the name of the publishing house; 5) date of publication; 6) for periodicals - issue number; 7) the volume of the source (pages or bytes); 8) access mode and date of visiting the site for the Internet resource.

For example:

Stepanov, Yu.S. Concepts. Thin film of civilization / Yu.S. Stepanov. - Moscow: Languages of Slavic cultures, 2007. - 246 p.

Smirnov, S.D. Worlds of images and the image of the world // Bulletin of Moscow State University, series 14. - 1981. - No. 2.

Processing and systematization of information.

Selected source texts should be read repeatedly.

The forms of material processing include notes of the abstract of what has been read, abstracts, annotations, extracts, quotations, photo-, xero-, electronic copies of texts.

An abstract is the most complex form of recording what has been read, combining a presentation plan, extracts and abstracts. This is a brief written record of the content of an article, book, lecture, intended for subsequent restoration of information with varying degrees of completeness. The abstract contains the main conclusions, provisions, facts, evidence. It can be planned, textual, free, thematic. The points of the planned outline correspond to certain parts of the outline. Textual is made up of logically connected quotes. Free is a combination of extracts and quotes, thematic refers not to the entire text, but to a specific issue.

Thesis - briefly formulated the main idea of the semantic part of the text. Abstract - a brief description of the work, which contains the theme of the source, a list of the main issues discussed in the publication.

A quotation is an exact, literal excerpt from the source text. Unlike the abstract, the abstract must be written in your own words, which does not exclude the possibility of using citations. Very often a quote helps to confirm the correctness of a point of view, gives weight and meaning to the whole work. However, it is important to observe the measure: the quote should only confirm the thought, and not obscure it. Each citation must have a bibliographic reference to the author, there can be no more than 2-3 citations on one page, it is not recommended to use several quotations in a row. See Appendix 7 for information on how to include citations in the text of an abstract.

Development of the abstract plan.

Work on the abstract plan must begin at the stage of studying the literature.

The abstract plan is an accurate and concise list of provisions in the order in which they will be located in the abstract, the stages of the disclosure of the topic; the shortest record, reflecting the sequence of presentation of thoughts and revealing the content of the text. The rough outline of the plan will be supplemented and changed in the course of work. The work plan defines the main goal of the study, outlines the directions, the procedure for working on the abstract, and sets the deadlines for its implementation.

The plan could be:

Chronological (the topic is considered in historical sequence);

Descriptive (the topic is divided into component parts, revealing in general the individual aspects of the object);

Analytical (the topic is explored in cause-and-effect relationships, interdependent problems).

There are two main types of plan: simple and complex (expanded). In a simple plan, the content of the abstract is divided into paragraphs, and in a complex one into chapters and paragraphs.

The requirements for the abstract plan are as follows:

The plan should contain the questions necessary for the full disclosure of the topic;

The plan should contain a consistent, interconnected, logical disclosure of the chosen topic;

The plan should not contain questions, the answers to which are partially contained in the previous or subsequent sections of the work.

There are two main approaches to the planning process.

The first approach is to think over the topic, determine the range of issues that allow you to comprehensively and deeply reveal it. Selection for further work with various sources of only that material that corresponds to the rigid scheme of the drawn up plan.

The second approach is that the preparation of the plan is preceded by the search and study of sources. The rough outlines of the plan in the second approach are not a rigid, unchanging scheme. Working with sources, the student finds a lot of interesting information, the existence of which he had not previously suspected. This allows him to take a different look at the topic, rethink it. The plan drawn up after such preliminary work will be more accurate, and the abstract will be more meaningful and informative. Obviously, this approach to drawing up an abstract plan is more effective.

When drawing up an abstract plan, it should be borne in mind that the wording of the points of the plan should not repeat the wording of the topic (a part cannot equal the whole).

Abstract writing. When working on a training essay, it must be remembered that it belongs to the genres of the scientific style of speech. Therefore, the language design of the abstract must meet the requirements for the language of science (see Table 1). In addition, when describing refereed sources, it is necessary to use the appropriate language tools (see Appendix)

1.7 Approximate fromstructureeducationalabstract

Title page.

Introduction. The essence of the problem under study is formulated, the choice of the topic is substantiated, its significance and relevance are determined, the purpose and objectives of the abstract are indicated, and the characteristics of the literature used are given.

When formulating the purpose and objectives of the abstract, the following constructions are usually used:

reveal the specifics ...;

identify patterns ... (identify patterns ...);

describe functions ... (description of functions ...);

characterize the system ... (characteristic of the system ...);

summarize the facts ... (generalization of facts ...);

study features ... (study features ...);

consider features ... (consideration of features ...);

establish relationships ... (establish relationships ...), etc.

The formulation of the tasks of the abstract research must be done carefully, since the description of their solution will form the content of the headings of the main part of the abstract.

Main part. The sections outlined in the plan are revealed. Each of the sections, demonstratively revealing a separate problem (question) or one of its sides, is logically a continuation of the previous one; tables, graphs, charts can be presented in the main part.

Chapter 1. (full title of the chapter).

(full title of paragraph, paragraph);

(full title of paragraph, paragraph).

Chapter 2. (full title of the chapter).

2.1. (full title of paragraph, paragraph);

2.2. (full title of paragraph, paragraph).

Excessive fragmentation of questions or, conversely, their absence leads to a superficial presentation of the material. Each question should end with an interim conclusion and indicate a link to the next question.

Conclusion. The conclusion reflects the main results of the study. The conclusions contained in the conclusion must confirm the achievement of the goals and objectives specified in the introduction.

The conclusion may contain a brief repetition of the main theses of the work, as well as a general conclusion reached by the author of the abstract. In conclusion, proposals for further development of the topic can be formulated, practical recommendations can be given.

List of literature and sources. This is a mandatory structural element of the abstract, which is an enumeration of the source texts used by the author in preparing and writing the abstract. It is drawn up in accordance with the requirements of GOST 7.1-2003 “Bibliographic record. Bibliographic description. When preparing an abstract, 2 methods of arranging literature and sources are most often used: 1) alphabetical - authors or titles (if there is no author) are placed alphabetically, while foreign sources are placed at the end of the list; 2) by types of publications - the following groups can be distinguished: official, state, normative and instructive, descriptive (monographs, manuals), conference materials, articles from collections and periodicals.

In each subsection of such a list, sources are most often arranged in alphabetical order (by author's last name or title, if there is no authorship or there are more than three authors).

Appendixes 8, 9 give examples of bibliographic descriptions of some types of source texts and a list of references in the disciplines "Russian language and culture of speech," Business communication "," Speech communication in professional activities.

An optional element of the abstract structure is an application - tables, charts, graphs, etc.

1.8 Basic requirements for the content and design of the abstract

The text of the educational abstract, as a genre of scientific speech, must meet the following requirements:

information content, or completeness of presentation of the main information of primary texts;

objectivity - the abstract should reveal the main provisions of the primary sources from the point of view of their authors;

brevity and conciseness in describing the content of primary texts (outlining the basic information of source texts), i.e. a sufficient degree of compression of source texts;

consistency of presentation (in accordance with the designated topic and the drawn up plan);

compliance of the abstract language with the requirements of the scientific style of speech and the norms of the Russian literary language.

There are also certain requirements for the design of the abstract. The text of the abstract is submitted in a computer version (as an exception, a handwritten version is allowed), without stylistic and grammatical errors. The text should have a portrait orientation, typed at 1.5-2 intervals on A4 sheets (210 x 297 mm). For typing in the Microsoft Word text editor, it is recommended to use the Times New Roman Cyr font, font size - 14 pt, spacing - one and a half. When using other text editors, the font is selected independently, based on the requirements - 60 lines per sheet (with 2 intervals). Page margins: left - 3 cm, right - 1.5 cm, bottom - 2 cm, top - 2, portrait orientation. The paragraph (red line) must be four characters (1.25 cm). Footnotes - page by page, continuous. Alignment of text on sheets should be done according to the width of the lines. Each structural part of the abstract (introduction, sections of the main part, conclusion, etc.) begins on a new page. Section headings, introduction, conclusion, bibliographic list are typed in capital bold. Heading underlining and hyphenation in heading words are not allowed. After the title, located in the middle of the line, a period is not put. The distance between the heading and the text following it, as well as between the chapter and the paragraph is 2 intervals. Illustrations, drawings, drawings, graphs, photographs that are given in the text of the work must be numbered. References to literary sources are made in square brackets, where first the serial number according to the bibliographic list is indicated, and the page number separated by a comma. All pages of the abstract, except for the title page, are numbered with Arabic numerals. The number is placed at the bottom center of the page. The title page of the abstract is included in the general numbering, but the page number is not indicated on it.

The volume of the abstract is on average 15-20 pages (or 25-40 thousand printed characters) of A4 format, typed on a computer on one (front) side.

The list of references in the abstract should include at least five sources.

The title page is drawn up in accordance with the established form (Appendix 10).

On the page following the title page, the abstract plan is printed. At the end of the abstract, a list of used literature is presented with an exact indication of the authors, title, place and year of publication.

1.9 Evaluation criteriateacherthe quality of the academic essay

The abstract prepared and formatted in accordance with the requirements is evaluated by the teacher according to the following criteria:

Correspondence of the content to the topic and the plan of the abstract -2 points.

Informativeness of the abstract (completeness and depth of disclosure of the topic) -3 points.

The validity of the choice of source texts - 2 points.

The degree of compression of the sources used (the ability to perform operations of compressing textual information is assessed) - 2 points.

Independence and correctness in describing the content of source texts (the ability to paraphrase textual information is assessed) - 3 points.

Logic, reasoning, objectivity, accuracy of presentation of the material -2 points.

Compliance with the design of the abstract to the standards (the presence and correct design of all the structural elements of the abstract, including the assessment of the possession of lexical and syntactic means for the design of the structural and semantic parts of the abstract) -3 points.

Language literacy (compliance with spelling, punctuation, lexical, grammatical and stylistic norms of the Russian literary language) -3 points.

The maximum number of points for a prepared abstract is 20.

The points scored for the written abstract are summed up with the points for the current rating control.

If a student scored 7 or less points for an essay, they are not taken into account in the point-rating system.

Attention!

1. It is not allowed to submit abstracts downloaded from the Internet, because, firstly, this will be considered as an attempt to deceive the teacher, secondly, this leads to the formalization of knowledge acquisition, and thirdly, in world practice, plagiarism is being combated when submitting abstracts up to the expulsion of students from universities. http://en.wikipedia.org/wiki/%D0%A0%D0%B5%D1%84%D0%B5%D1%80%D0%B0%D1%82 - cite_note-4#cite_note-4

In such a case, the abstract is not accepted and a new topic is issued instead.

2. A student who has not prepared an abstract is considered not to have completed the curriculum and cannot be admitted to the test.

Section 2Abstract message as a genre of oral scientific speech

2.1 general characteristicsoralscientificspeeches

Oral speech, including scientific oral speech, is sounding speech. Therefore, intonation plays an important role in it (the melody of speech, loudness and duration, tempo and timbre of pronunciation). The place of logical stress, the degree of clarity of pronunciation, the presence or absence of pauses are also important.

Perception of oral speech occurs simultaneously through the auditory and visual channels. In this regard, such non-verbal means of communication as facial expressions, gestures, gaze, spatial arrangement of the speaker and listener carry a certain semantic load, make the content of the sounding text more information-rich.

Since oral speech is characterized by irreversibility, progressive and linear nature of deployment, the speaker must ensure that his speech is logical and coherent, choose the appropriate words for an adequate expression of thought. The linguistic features of oral speech include

less lexical accuracy (compared to written speech);

short sentences;

limiting the complexity of phrases and sentences;

lack of participial and participle sentences;

division of a single sentence into several independent communicative units.

Oral speech can be prepared (report, lecture, etc.) and unprepared (conversation, conversation, etc.).

Oral scientific speech is, to a greater extent, a prepared, informing speech. Oral scientific-informative genres include abstract message, lecture, report.

2.2 Abstract message features

Abstract message - an oral public presentation, during which the content of the written abstract prepared by the student is summarized. The duration of the performance is 5-10 minutes. During this time, the speaker must report on the purpose, objectives of his research, reveal the main points of the abstract plan, and introduce the conclusions presented in his work. It is also assumed that the referent should be able to answer the questions of the teacher and students on the content of his speech.

The abstract message differs from the abstract itself primarily in the volume and style of presentation, since the features of oral scientific speech and public speaking in general are taken into account. In the abstract message, the content of the abstract is presented in detail (or briefly) and, as a rule, is not evaluated, that is, the presentation acquires an overview character and solves the communicative task (to convey orally information that should be perceived by the audience).

Given the public nature of the abstract message, the speaker should:

Make a plan and theses of the speech;

Briefly present the problematics, purpose, structure, etc.;

Provide portioned presentation of the material not in accordance with parts, sections and paragraphs, but segment it depending on the novelty and importance of the information;

Observe the clarity and accuracy of expressions, their pronunciation; pay attention to intonation, tempo, volume, etc. features of public speaking;

Demonstrate the prepared nature of statements, allowing, as in any other oral speech, verbal improvisation.

Since public speaking is not an easy task even for a trained person, it is recommended to write the text of your speech. Check out the practical tips for writing it.

At the beginning of your speech, briefly dwell on why you are interested in this particular topic, justify its relevance, name the goals and objectives of your research.

In the main part of the speech, in the thesis form, convey the content of the main points of the abstract plan.

At the end of the message, make a brief summary of the topic.

Follow the proportionality of the structural parts of your speech (introduction and conclusion should not exceed the main part in volume).

Divide the text into simple sentences, which will greatly facilitate reading for you when memorizing, and for the audience - the perception of your words in the process of speaking.

In the course of the message, it is necessary to explain to the audience the meaning of new terms and terminological combinations.

Don't overuse numbers. The abundance of digital information can confuse not only listeners, but also the speaker himself.

Select from the text of the abstract the most vivid quotes on the topic of the speech. However, avoid copious quoting.

Think about what questions you might have as you speak. Think about your answers.

Check for logical connections between all parts of your speech.

Memorization and preliminary pronunciation of the text completes the process of preparing a speech. Repeat difficult words several times. Mark in the text of the speech the places where you will need to change the intonation. Make a timing of the speech - the time of the preliminary reading of the text should coincide with the time allotted for you to make a speech at the defense of the abstract (from 5 to 10 minutes).

Of the special oratorical techniques, the following can be advised: speak loudly and clearly enough - this will attract attention and facilitate the process of listening. Don't forget about the role of visual contact with the audience. Try to look your listeners straight in the eyes, looking from one face to another: this usually makes you feel like you are addressing each person personally and encourages them to keep their eyes on you as well. Please note the note below. It will help you make oral public speaking more effective.

Memo for the analysis of the execution of the report

1. Contact with the audience.	Is the speaker addressing everyone? Looking at listeners? To what extent does it depend on the written text?
demeanor (posture, posture).	Is the speaker upright? Free? Are you sure? Is the position comfortable? Are there gestures?
	The pace of speech (did you manage to perceive, write down?)? Doesn't he speak too loudly (quietly)? Tone - interested (friendly, indifferent, etc.)?
Facial expressions, gestures.	Natural? Appropriate (relevant)? Is the face alive? Was there anything special in the facial expressions and gestures of the speaker?

2.4 Evaluation criteriateacheroralabstractmessages

The maximum number of points for an oral abstract message is 15. The scores for the abstract presentation are added to the scores for the current rating control.

If a student scored 6 or less points for an abstract presentation, they are not taken into account in the point-rating system.

Abstract presentation is evaluated according to the following criteria:

1. Correspondence of the content of the speech to the topic - 2 points.

2. Informativeness of the speech, completeness of the disclosure of the topic (the main provisions of the abstract are presented, revealing the topic of the speech) -2 points.

3. Compliance with the logical sequence and coherence of the presentation -2 points.

4. Degree of knowledge of the material (depth and correctness of understanding of the main problems on the stated topic, knowledge of terminology) - 2 points.

5. Compliance with time parameters and requirements for the volume of the text of the speech -2 points.

6. Correctness of speech - 2 points.

7. Possession of public speaking skills (contact with the audience, demeanor, sound of voice, etc. see Memo) - 3 points.

Students who scored 8 or more points for a written abstract and 7 or more points for an oral abstract presentation receive a credit for the discipline automatically if the relevant parameters for the current rating control and the milestone rating control are met.

REFERENCES

Gilmutdinova N.A. Methods of preparing and writing a scientific abstract, report and theses on philosophy / N.A. Gilmutdinova, O.Yu. Markovtsev. - Ulyanovsk: UlGTU, 2005. - 23 p.

Kuzin F.A. Thesis. Writing technique. Design rules. The order of protection / F.A. Kuzin. - M.: "OS-89", 2001. - 320 p.

Kuznetsov I.N. Abstracts, term papers and theses. Methods of preparation and design: Educational and methodological manual / I.N. Kuznetsov. - M.: Publishing house "Dashkov and K", 2008. - 340 p.

Kolesnikova N.I. From abstract to dissertation: textbook for the development of writing skills / N.I. Kolesnikov. - 4th ed. - M.: Flinta: Nauka, 2008. - 288 p.

Novikov A.I. Scientific and experimental work in an educational institution. - M., 1998.

Organization of research activities of students: in 2 hours. Part 1. Abstract: a manual for independent work of students / comp. E.Yu. Panin, R.N. Ziyatdinov. - Perm: PGPU, 2004. - 31 p.

From student to doctor of science: Ref. manual for students, graduate students, doctoral students and applicants / V.P. Shamanin, V.P. Pyankov, V.V. Leonova, S.I. Starikov. - Omsk: OmGAU Publishing House, 1997 - 194 p.

Salnikova T.P. Research activities of students: textbook. allowance / T.P. Salnikov. - M.: Sfera, 2005. - 96 p.

Solovieva I.N. Fundamentals of the organization of educational and scientific work of the student: textbook.-method. manual for independent work of students / I.N. Solovyov. - M.: Publishing House of APK and PPRO, 2005. - 55 p.

Manual on the scientific style of speech: for technical universities. Textbook / I.G. Proskuryakova, R.K. Bozhenkova, N.A. Bozhenova, author-comp. - M.: Publishing house: Flinta, Nauka, 2004. - 320 p.

Russian language for non-philologists: textbook / M.Yu. Fedosyuk, T.A. Ladyzhenskaya, O.A. Mikhailov, N.A. Nikolina.- M.: Flinta, 1997.- 256 p.

Shtreker N.Yu. Russian language and culture of speech: textbook. allowance for universities /N.Yu. Strecker. - M.: Unity-Dana, 2003. - 384 p.

ANNEX 1

Characteristic features of learning style at the level of a connected text

A scientific text is characterized by an underlined expressiveness of all logical connections between pieces of information; A variety of linguistic means are used to form relationships such as:

underlining the identity of information (this, given, here ...);

the introduction of duplicate information (that is, in other words ...);

introduction of additional information (at the same time, at the same time ...);

introduction of illustrative information (for example, so, namely ...);

indication of the cause / effect of the appearance of information (because, therefore, from here, therefore, depending on this ...);

comparison of information (on the one hand ..., on the other ...);

opposition of information (but, however, while ...);

generalization / conclusion / result from the forthcoming information (so, therefore, from what has been said, it follows, in conclusion ...);

assessment of the degree of reliability of information (obviously, indeed, apparently, as we know, ...; as we know, ...);

the order of the information (first, then, then ...);

connection of information with previous and subsequent information (as it was said ..., in accordance with this ..., above, below ...);

indication of the source of information (as the author indicates, according to the authors ...);

an invitation to analyze information (let us dwell in more detail ..., consider ..., compare ...) and similar

APPENDIX 2

Ilanguage structures used when writing an essay

1. In the bibliographic description, the following constructions are frequent:

The book explores (what?)...

Shown (what?)...

Consideration of (what?)...

The monograph describes (what?)...

The research is conducted through the consideration of such problems as ...

The book analyzes (what?)...

The focus is on (what?)...

It is noted that...

It is emphasized that...

The book gives (what?)... reveals (what?)... describes (what?)...

Particular attention is paid to the questions (what?) ...

The work reflected the development of problems (what?), questions (what?)...

The (creative) character (of what?) is shown...

Criteria are set (what?)...

The book details (what?)...

Characterized by (what?)...

Considering (what?)...

Based on the analysis of (what?), the article shows (what?)...

It is stated that...

Talking about (what?)...

2. List of structures for the main abstract presentation:

a) topic, general characteristics of the abstract:

Abstract topic...

Abstract on the topic...

The essay is devoted to the topic (problem, question) ...

The abstract is a presentation, description, analysis, review ...

The abstract is called (called, under the title) ...

The abstract states (talks about; gives an analysis, presentation, description, review, generalization; summarizes; presents a point of view) ...

b) abstract problem:

The abstract highlights the following issues, questions…

The presentation concerns the following problems (questions, facts) ...

The paper presents a point of view on…

The essence of the problem boils down to ... (/consists, consists in) ...

It is important to note...

It needs to be emphasized...

Of particular note are the following...

The work (book, monograph) is a detailed (general) presentation of issues ...

The work under consideration is devoted to the topic (problem, question ...)

The article deals with issues that are important for...

The relevance of the problem under consideration, according to the author, is determined by the fact that ...

The topic of the work (issues considered in the article) is of great interest...

The main theme of the article answers the tasks ...

The choice of the research topic is natural, not accidental...

3. In the final part of the abstract, the following constructions can be used:

In the paper, a generalization is given ..., well-argued proofs are given ...

The questions (problems) set out (considered) in the work are of interest not only for ..., but also for ...

It should be noted (underlined) that ...

next...

This is, firstly..., secondly..., thirdly..., finally...

APPENDIX 3

List of verbs used in abstracting

1. Verbs used to list the main questions.

2. Verbs used to refer to research or experimental material:

3. Verbs used to convey definitions and gradations, classification of specific problems, questions.

4. Verbs used to list issues considered in the original source in passing, along the way.

5. Verbs that convey words and thoughts that the author of the original source emphasizes.

6. Verbs used for generalizations, summing up.

8. Verbs used to express the position of the author.

APPLICATION 4

WITHlist of evaluation structures

The article presents a point of view on...; contains controversial provisions, contradictory statements, well-known truths, valuable information, experimental provisions, important unpublished data, attempts to prove (what?), Convincing evidence; paths are outlined; the importance (of what?) is noted; clearly formulated (what?), proved (what?).

2. Matching expression.

3. Expression of significance.

It is important to note that; the essence of this is as follows; from a theoretical point of view it is .., from a practical point of view it is ..; it must be emphasized that.

4. Expression of confidence.

Convinced, sure, consider, believe; from the point of view of the author; the author convincingly proves that; it proves that; it is proved that; it goes without saying that; it's obvious that; there is no doubt that; in this regard, it is clear that; the author defends the point of view, adheres to the point of view.

5. Expression of consent.

Approve, praise, admire, agree, share a point of view, confirm, recognize the merits, hold a similar opinion.

6. Expression of criticism (disagreement).

To note shortcomings, reproach for negligence, inaccuracy, reveal shortcomings, criticize, object, challenge, disagree, refute, neglect, ignore, lose sight of.

7. Expression of the assumption.

admit; express your opinion; offer; put forward a hypothesis (about what?); suggest that; agree that...

APPLICATION 5

WITHlist of evaluative definitions

The problem is scientific, fundamental, topical, urgent, important, key, leading, acute, private, global, far-fetched, insoluble.

The question is topical, fundamental, theoretical, practical, general, specific, important, fundamental, complex, controversial, legitimate.

The goal is important, main, basic, scientific, practical, concrete, real, set, indicated.

The task is a priority, immediate, final, set, scheduled, root, nodal, special, specific, definite.

Direction - leading, main, decisive, basic, general, most important, correct, erroneous, chosen, planned, indicated, next.

Study - objective, experimental, theoretical, practical, comparative, experimental, direct, special long, constant, systematic further, in-depth, intensive deep, comprehensive, detailed, thorough, attentive.

Research - scientific, objective, theoretical experimental, experimental, general, specific, classical, fundamental, comprehensive, systematic, extensive, in-depth, deep, detailed detailed, relevant, serious, complex, valuable.

The path (of learning) is simple, complex, wrong, right, rational, optimal; by experience; through careful analysis, long study, comprehensive observation.

Observations - scientific, objective, special, visual, accurate, thorough, numerous, multiple, constant, regular, important, deep, further, immediate, simple, complex, given, indicated, conducted.

Experiment - similar, similar, testing, new, important, interesting, brilliant, convincing, unique, successful, intended, conceived, carried out.

Analysis - scientific, objective, specific, carried out, comprehensive, detailed, complete, exhaustive, detailed, comparative, thorough, accurate, deep.

Material - scientific, experimental, reference, statistical, actual, collected, systematized, obtained, available, used, large, rich, extensive, varied, sufficient, reliable, inappropriate.

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VORONEZH REGION

State budgetary professional educational institution of the Voronezh region

"Semiluk Polytechnic College"

ABSTRACT AND ABSTRACT REPORT: REQUIREMENTS AND EVALUATION CRITERIA

Semiluki

2015

Approved by the Methodological Council of GBPOU VO "SPK"

Compiled by:

Borozdinova N.A. teacher of the highest qualification category GBPOU VO "SPK"

Abstract and abstract message: requirements and evaluation criteria. Methodical recommendations for independent work of students / N.A. Borozdinova, teacher of the highest qualification category.

The purpose of the methodological manual is to develop the skills and abilities of students to work independently in the educational and scientific field of activity, in particular, teaching written abstracting and oral public speaking on the information base of the educational essay. Methodological recommendations are intended for first-year students studying general education disciplines.

FOREWORD

One of the effective forms of organizing a student's independent work is the preparation of an abstract on the discipline of the humanitarian block and an abstract message based on its information material. Work on the educational written abstract and abstract message contributes to the development of students' skills in organizing their educational and educational activities and managing it; helps to form the skills of independent information retrieval, analysis, processing of material, including the compression of a scientific text, its logical and semantic processing.

As you know, the general cultural competencies that college graduates must master include the ability to speak in public, formulate and defend one's point of view, conduct a dialogue, and argue the put forward positions. It is these skills and abilities that first-year students acquire in the process of preparing an oral abstract presentation.

The manual contains two sections and appendices. The first section includes general information about the abstract, about the requirements for the content and design of sections of the abstract, about the evaluation criteria and models for protecting the abstract. Recommendations are given on how to prepare an abstract using the Internet and e-mail addresses of sites that can assist in working on an abstract are presented.

The second section provides information about the features of the abstract message and oral public speaking, gives recommendations for its preparation and conduct, and presents the criteria for evaluating the abstract message by the teacher.

The application contains samples of the design of the abstract and the abstract message

CONTENT

section 1. Abstract as a genre of written scientific speech

The concept of an abstract, its types and structure

Stages of work on the abstract

Processing and systematization of information.

Development of the abstract plan.

Abstract protection models

Section 1. Abstract as a genre of written scientific speech

Essay- a brief record of ideas contained in one or more sources, which requires the ability to compare and analyze different points of view; one of the forms of interpretation of the source text or several sources.

Therefore, the abstract, unlike the synopsis, is a new, author's text. Novelty in this case implies a new presentation, systematization of the material, a special author's position when comparing different points of view.

Abstracting involves the presentation of a question based on the classification, generalization, analysis and synthesis of one or more sources.

The classic abstract is a retelling of existing sources on the topic. The main difference between an essay and an essay or an essay is that its writing does not require the originality of the statements expressed, new ideas, or the individual opinion of the author.

The specifics of the abstract (compared to the term paper):

does not contain detailed evidence, comparisons, reasoning, assessments,

gives an answer to the question of what is new, significant in the text.

The purpose of writing an essay as a form of independent learning activity of students in college is to learn:

independently find scientific literature on the topic;

work with literature

analyze the problem, facts, phenomena, systematize and summarize data,

draw conclusions;

argue your point of view;

evaluate the theoretical and practical significance of the problem;

build the logic of the presentation of the material;

create a stylistically competent written scientific text;

Types of abstracts

In terms of completeness

Informative (abstracts-summaries).

Indicative (abstracts-summaries).

By the number of referenced sources

Monographic.

Overview.

Abstract structure:

1) title page;

2) work plan indicating the pages of each question, sub-question (paragraph);

3) introduction;

4) a textual presentation of the material, divided into questions and sub-questions (paragraphs, subparagraphs) with the necessary references to the sources used by the author;

5) conclusion;

6) list of used literature;

7) applications that consist of tables, diagrams, graphs, drawings, diagrams (an optional part of the abstract).

Applications are arranged sequentially, according to the headings that reflect their content.

The abstract is evaluated by the teacher based on the indicators and criteria for assessing the abstract established by the department.

Stages of work on the abstract

Preparation of a training abstract includes the following main steps:

choice of topic;

selection and study of the main sources on the topic;

compiling a bibliography;

processing and systematization of information;

development of the abstract plan;

writing an abstract.

Topic selection. Work on the abstract begins with the choice of a research topic in agreement with the teacher from the list of developed topics. The student can propose his own topic, arguing his choice.

The wording of the topic should be:

clear in form (avoid double interpretation);

specific (do not contain indefinite words like “some”, “special”, etc.);

be compact.

Selection and study of the main sources on the topic. As a rule, at least 8-10 source texts (articles, monographs, studies) are used when compiling a training abstract. Information search is carried out in the catalogs of the library or through Internet search engines.

Compilation of a bibliography. Compiling a bibliography requires certain skills, which is associated with the subsequent design of a list of references. When getting acquainted with it, one should write out bibliographic information about printed publications, as well as electronic sources: 1) the author of the source (book, article and collection containing it); 2) name; 3) place of publication (city); 4) the name of the publishing house; 5) date of publication; 6) for periodicals - issue number; 7) the volume of the source (pages or bytes); 8) access mode and date of visiting the site for the Internet resource.

For example: Yakushin N.I. N.A. Nekrasov in life and work. - M., publishing house "Academy", 2008.

Processing and systematization of information

Selected source texts should be read repeatedly.

The forms of material processing include notes of the abstract of what has been read, abstracts, annotations, extracts, quotations, photo-, xero-, electronic copies of texts.

An abstract is the most complex form of recording what has been read, combining a presentation plan, extracts and abstracts. This is a brief written record of the content of an article, book, lecture, intended for subsequent restoration of information with varying degrees of completeness. The abstract contains the main conclusions, provisions, facts, evidence. It can be planned, textual, free, thematic. The points of the planned outline correspond to certain parts of the outline. Textual is made up of logically connected quotes. Free is a combination of extracts and quotations, thematic refers not to the entire text, but to a specific issue.

Thesis is a briefly formulated main idea of the semantic part of the text. Abstract - a brief description of the work, which provides the theme of the source, a list of the main issues discussed in the publication.

Development of an abstract plan

Work on the abstract plan must begin at the stage of studying the literature.

The abstract plan developed by the student is recommended to be discussed during consultations with the teacher in order to make sure that the subsequent work is correct.

The plan could be:

Chronological (the topic is considered in historical sequence);

Descriptive (the topic is divided into component parts, revealing in general the individual aspects of the object);

Analytical (the topic is explored in cause-and-effect relationships, interdependent problems).

There are two main types of plan: simple and complex (expanded). In a simple plan, the content of the abstract is divided into paragraphs, and in a complex one into chapters and paragraphs.

The requirements for the abstract plan are as follows:

The plan should contain the questions necessary for the full disclosure of the topic;

The plan should contain a consistent, interconnected, logical disclosure of the chosen topic;

The plan should not contain questions, the answers to which are partially contained in the previous or subsequent sections of the work.

When drawing up an abstract plan, it should be borne in mind that the wording of the points of the plan should not repeat the wording of the topic (a part cannot equal the whole).

Essay writing. When working on a training essay, it must be remembered that it belongs to the genres of the scientific style of speech. Therefore, the language design of the abstract must meet the requirements for the language of science.

How to prepare abstracts using the Internet

In order to select the material needed for work in our time, you can use the Internet. In addition to books and teaching aids on the World Wide Web, you can always find a number of ready-made works on similar topics at various levels (from reports on 1-2 pages to theses up to 100 sheets), which can be used as a sample or basis for a future essay.

However, you should be wary of the temptation to turn in the finished work you like instead of writing your own. Most of the teachers are well acquainted with various abstracts, they constantly look at the new items that appear on the Web and are quite able to determine the source from which this work was downloaded, and this threatens with complications, up to not submitting the work. In addition, the academic essay forms those theoretical skills that will be necessary when writing higher-order papers (term papers and theses). Therefore, it is worth trying to write at least a few training essays on your own. Thus, the active use in the modern educational process of such a form of work as writing an essay is quite justified.

The use of the Internet in self-preparation of an essay is justified, as it helps to obtain the necessary material in a fairly short time. If, when writing an essay, not only books and teaching aids found on the Web are used, but also finished works, then you should pay attention to their quality. At a minimum, it is worth reviewing the finished text for compliance with the topic and material, the presence of a work plan, a list of references and volume. The best way is to use some kind of creativity: take several works of the same subject, compare, choose the best moments, supplement with material from textbooks and periodicals and use them as the basis for creating your own unique work.

Websites such as:

Collection of abstracts on non-technical topics:

Collection of essays "In the middle of nowhere":

Moscow collection of abstracts:

Russian collection of abstracts:

Central bank of Russian abstracts:

Job submission requirements. Content Components

The work is drawn up on white paper (A-4 format) on one side of the sheet.

Title page (the following information is placed on the title page: the name of the educational institution, the type of work (abstract), the name of the discipline, the topic of the work, the number of the course and group, the full name of the student and teacher, the date. When preparing a report or essay, the title page not required.When writing an abstract, its presence is a prerequisite)

The presence of a plan (content) of the work (it sequentially sets out the title of the paragraphs of the abstract, indicates the pages from which each paragraph begins). The work plan differs from the content in that the points of the plan are numbered and titled, and page numbers are not indicated. The content does not imply the numbering of sections of the work, however, it requires headings and page indications. Sometimes found in abstracts of the table of contents. The use of this term for the abstract is inappropriate. The table of contents is provided in works of a higher level: term papers and diploma theses.

Introduction (the essence of the problem under study is formulated, the choice of topic is justified, its significance and relevance of the chosen topic are determined, the purpose and objectives of the abstract are indicated, and an analysis of the literature used is given).

The main part (each section, demonstratively revealing a separate problem or one of its sides, is logically a continuation of the previous one, all definitions of concepts, theoretical reasoning, research by the author or his study of the problem are given). A distinctive feature of the abstract is the presence of such formulations as: "according to the scientist ...", "according to such and such an author ...", "from the point of view of such and such ...", "according to the theory of such and such", "the concept of such and such is based on…”, “the essence of the position expressed by the author is based on such principles…”, etc. The use of such phrases indicates that the author of the abstract is familiar with various types of sources, freely operates with the necessary concepts, understands the differences between certain points of view on the issue under consideration.

The abstract must contain references to the literature used.

Conclusion (summarizes or gives a generalized conclusion on the topic of the abstract, offers recommendations).

References (in accordance with the standards, the sequence of writing the bibliography must be observed)

Applications: drawings, drawings, graphs are drawn up in black. They are not included in the overall scope of work.

Scope of work: 10-15 sheets of typewritten text.

Abstract protection models

1. "Classic"
The oral presentation of the student is focused on fundamental issues;
- research topic
- circle of used literature
- novelty of the work (research of new sources, new versions)
- the main conclusions on the content of the abstract,
2. "Individual"
The student reveals the personal aspects of work on the essay.
- substantiation of the topic of the essay
- ways to work on the abstract
- original finds, own judgments, interesting moments
- personal significance of the work done
- prospects for further research.
3. "Creative" protection involves:
- design of a stand with documentary and illustrative materials on the topic of the study, their comments
- demonstration of video materials, listening to audio recordings prepared in the process of abstracting
- bright, original presentation of a fragment of the main part of the abstract.

Criteria and indicators used in the evaluation of the educational essay

Abstract Requirements

Points

Correspondence of the content of the abstract to the stated topic

Compliance with the general requirements for writing an abstract

Clear composition and structure, presence of content

Logical presentation of the material

+/-

Absence of spelling, punctuation, stylistic and other errors

+/-

Independence of the study of material and analysis

+/-

The abstract is evaluated on a five-point scale.

5 points- the content of the abstract corresponds to the topic stated in the title; the abstract is designed in accordance with the general requirements for writing and the technical requirements for the design of the abstract; the abstract has a clear composition and structure; there are no logical violations in the presentation of the material in the text of the abstract; the list of used literature and references to the used literature in the text of the abstract are correctly designed and presented in full; there are no spelling, punctuation, grammatical, lexical, stylistic and other errors in the author's text; the abstract is an independent study, a qualitative analysis of the material found is presented, there are no facts of plagiarism;

4 points- the content of the abstract corresponds to the topic stated in the title; the abstract is designed in accordance with the general requirements for writing an abstract, but there are errors in the technical design; the abstract has a clear composition and structure; there are no logical violations in the presentation of the material in the text of the abstract; the list of used literature is presented in full, but there are errors in the design; references to the used literature in the text of the abstract are correctly designed and presented in full; there are no spelling, punctuation, grammatical, lexical, stylistic and other errors in the author's text; the abstract is an independent study, a qualitative analysis of the material found is presented, there are no facts of plagiarism;

3 points- the content of the abstract corresponds to the topic stated in the title; in general, the abstract is designed in accordance with the general requirements for writing an abstract, but there are errors in the technical design; in general, the abstract has a clear composition and structure, but in the text of the abstract there are logical violations in the presentation of the material; the list of used literature is presented in full, but there are errors in the design; references to the used literature in the text of the abstract are incorrectly formatted or incompletely presented; there are single spelling, punctuation, grammatical, lexical, stylistic and other errors in the author's text; in general, the abstract is an independent study, an analysis of the material found is presented;

2 points- the content of the abstract corresponds to the topic stated in the title; the abstract contains violations of the general requirements for writing an abstract; there are errors in the technical design; in general, the abstract has a clear composition and structure, but in the text of the abstract there are logical violations in the presentation of the material; the list of used literature is presented in full, but there are errors in the design; references to the used literature in the text of the abstract are incorrectly formatted or incompletely presented; there are frequent spelling, punctuation, grammatical, lexical, stylistic and other errors in the author's text; the abstract is an unedited text of another author;

When evaluating the abstract with 2 points, it must be redone in accordance with the comments received and submitted for verification again no later than the deadline for receiving abstracts.

Not having received the maximum score, the student has the right, with the permission of the teacher, to finalize the abstract, correct comments and resubmit the abstract for verification.

On the defense of the abstract, the following criteria can be added to the review:
- the ability to clearly express one's thoughts orally
- the ability to clearly, essentially answer questions on the topic of research, to make correct and balanced conclusions.

Students can participate in the evaluation of works by filling out judge cards according to several predetermined criteria.

Section 2. Abstract message as a genre of oral scientific speech

General characteristics of oral scientific speech

less lexical accuracy (compared to written speech);

short sentences;

limiting the complexity of phrases and sentences;

lack of participial and participle sentences;

division of a single sentence into several independent communicative units.

Oral speech can be prepared (report, lecture, etc.) and unprepared (conversation, conversation, etc.).

Oral scientific speech is, to a greater extent, a prepared, informing speech. Oral scientific-informative genres include abstract message, lecture, report.

Abstract message features

An abstract message is an oral public presentation, during which the content of the written abstract prepared by the student is summarized. The duration of the performance is 5-10 minutes. During this time, the speaker must report on the purpose, objectives of his research, reveal the main points of the abstract plan, and introduce the conclusions presented in his work. It is also assumed that the referent should be able to answer the questions of the teacher and students on the content of his speech.