Category: Life

A report is called one of the types of homework of a student or student, in the framework of which he reveals in detail the topic (provided by the teacher or chosen independently). Usually the report has a small volume, but it is not just submitted for verification, but is told in front of the group.

How to choose a report topic

If a student has a choice on what topic a report can be made, it is better to proceed from the following principles:

• Personal interest. Within any subject, some topics will be of interest to someone, and others to others.

Example 1

So, according to the “History of the USA”, someone is interested in preparing reports about wars and battles, someone about economic reforms, and someone about the development of culture and science.

If the topic is not interesting to the speaker himself, it is unlikely that he will be able to interest the audience – although it happens that the initially uninterested topic in the preparation process is revealed from an unexpected angle.

• Relevance of the topic. It is better to choose a theme related to modernity. It is difficult to write a good report on obsolete issues (if this is not a historical aspect of the development of a process or object). Almost any topic can be connected with the present, to trace how the situation has changed, or what effect the object in question had on the formation of the phenomenon. Listeners should understand why they need voiced information, why a report on this topic is being made for them.
• Availability of information. There may be little information on some relevant topics (if this is only a discovery), or it may be classified.

Example 2

It is difficult to figure out how to write a report at a university about closed military development – even if the fact of such a development was mentioned in the news, it would be almost impossible to find out the details.

If the teacher does not give a choice, you will have to make a report on an imposed topic.

Where to get the necessary information for the report

A few decades ago, the only way to prepare a report was to visit the library. Students took books (library catalogs and librarians helped in their selection), made extracts, then gathered information together at home. In libraries (especially large, regional or federal scale) you can find rare editions. The structure of the scientific report involves an appeal to many sources, but when writing an ordinary student message on the discipline, in most cases it is possible to do without a personal visit to the book repository.

Lenin said that the most important of the arts is cinema. You can rephrase and say that the Internet is the most important source of information. When using network resources, you need to be critical to their quality:

• It is almost impossible to write a report correctly using examples from the database of finished works. In most of these collections, information does not pass any verification; it may be far from reality. In addition, works have been copied from one collection to another for years. Unverified and outdated information is not at all what a good report consists of.
• Articles posted without attribution on websites and social networks should also not form the basis of the report. Anonymous authors may mislead readers – consciously, pursuing any motives, or by their own incompetence.
• Valuable for use are online libraries and article aggregators. In them you can find digitized books published by reputable publishers and passed the control of competent editors, as well as articles from peer-reviewed journals. It is these sources that will be useful when writing a report. When using articles and digitized textbooks, there will be no problems with links and footnotes, since all output data are indicated.

Writing the main body of the report

After the topic is selected, and the literature is selected, you can proceed to the actual writing of the report.

First, make a report plan that you will follow in your work.

Example 3

Sample plan:

1. The importance of space exploration for humanity
2. The history of space exploration in the USA
3. US international space exploration
4. Prospects for the United States as a Space Power

It should briefly indicate the main idea and sequence of what will be considered and in what order. The beginning of the report in the given sample contains information about the relevance of the topic – this will help to interest the audience.

Then you can start writing a report according to the following scheme:

1. Indicate the main idea of the report, which will be revealed in the future text. If specific terms are needed to understand the topic, they should be clarified (this is done either in the first part of the report, or after the first mention of the term).
2. Describe the largest scientists and their research on the topic of the report. If the topic is debatable, do not limit yourself to one school or course, at least in general terms, describe the positions of several leaders.
3. Write a conclusion containing an extract formulated in a few words from what was considered in the report earlier, and which conclusions can be drawn from this. Also in the last part of the report, you can voice the prospects for the development of the phenomenon or the possible directions for its further research.

How to make a report

The design of the report is much more lenient than the design of abstracts and larger works. The rules for writing a report do not contain any specific design requirements. This is due to the fact that usually the reports are not submitted for examination to the teacher in writing, but are presented in the form of a story to the audience. Therefore, you draw up a report for yourself, and not for someone, and it should be convenient for you. To make it most convenient to use a sheet with text as a cheat sheet, follow a number of rules:

• Text should be printed, not written. No matter how legible the handwriting may be, in a hurry you can hesitate and misread the word.
• Do not use drafts with corrections; it is better to prepare a neat final version so as not to get confused during the presentation.
• The report sheet should look neat, not be wrinkled and dirty. The condition of the paper is clearly visible even to listeners sitting in the far rows.
• Separately, you can prepare a summary of the report – only key points, main ideas.
• If the technical equipment of the audience allows, the report may be accompanied by a presentation. The presentation should be sufficiently contrasting, well read from the audience.

Example 4

The presentation template should correspond to the subject of the report: for example, if the report is dedicated to art, it is inappropriate to use gear images in the design of the template.

• If there is no projector in the audience, you can prepare handouts that listeners will receive at the beginning of the report.

Example 5

A sample of handout – printouts of the artist’s paintings, if the report is prepared on art criticism; charts for economics report.

Additional Report Writing Tips

The report should fit into the time schedule. It is necessary to check with the teacher how many minutes are given to each speaker: usually it is about 5-7 minutes. For 2 minutes, it is enough to cover the topic is unrealistic, but you should not delay the performance. To verify the appropriate volume of the report, you must first read it out loud at home, having measured the time.

You should not write a report with a size exceeding 10 pages, as the work will be more like an essay, from which it follows that you have completed the task incorrectly.

The report is perceived by ear. Therefore, unnecessarily complex and lengthy sentences, overloading with scientific terminology, and an abundance of numbers should be avoided. All this information will not be adequately perceived. If numerical data is still required, it is better to design it as a handout.

Do not delay writing the report to the last moment. Although the amount of work is small, and in theory the preparation does not take much time, calm and thoughtful preparation will allow you to find interesting (possibly not widely known) facts that will interest the students and demonstrate to the teacher a serious approach to the assignment.

Although the volume of the report is usually not done in small and clear sections, it should logically be divided into the introductory part, the main part and the final part (conclusions). The introductory part serves to attract the attention of listeners, to describe what will be discussed at all. The final part summarizes and contains the main ideas voiced in the main part of the report.

Report writing process

When selecting information, a situation may arise that you will find a book or article whose content is fully consistent with your topic. Great temptation to limit this source (if necessary – reducing its volume). Such a report will inevitably be “one-sided”, since it will reflect the position of only one researcher. It is reasonable to prepare a report in the following order:

• Find sources of information on the topic of the report.
• Critically weed out unreliable, obsolete and dubious sources.
• To dwell on 5-7 fairly authoritative sources that consider the problem from different angles.
• Compose a single text from the information contained in the sources. It’s better not to copy entire paragraphs, but to rewrite it in your own words. Written scientific speech and speech for live performance in front of an audience differ in their syntactic structure. Speaking with “your” text will be easier and more natural.
• Read the text aloud, evaluate its volume and time taken. Reduce or add information if necessary. You can ask someone to read the text for you so that you can appreciate how easy it is to hear.
• Prepare a presentation or handout.
• To make a presentation.
• Answer questions on the report, if students ask them.

An abstract is not considered such a large-scale work as a term paper or a diploma. Requirements for an abstract are softer, protect it without a commission. But the essay must be properly executed so that the teacher accepts it and puts a decent mark.

How to write an abstract

The main parts that should be part of the abstract:

• Title page.
• Content in which you indicate all sections and subsections of the abstract.
• Start with the introduction (determine the choice of topic, the relevance of the topic, the purpose of the work).
• Further, the main part (here you are relying on authoritative sources, analyze the topic, state your point of view).
• Finish with conclusions (conclusions or conclusions summarize all of the above). Provide a list of sources used (list the literature, sites, etc. The more, the better, but for a standard essay, 5 or more sources are enough).

In terms of volume, the introduction should consist of 1-2 pages, the main part is 12-15, the conclusions are 1-2. You can include tables and diagrams, diagrams, etc. in the abstract. Sometimes large volumes of essay are required of students, but this is a teacher’s whim, unconditioned by state standards. In order for the work to be properly built, adhere to the following procedure. This will facilitate writing and design. First you decide on a topic, after which you study literature, choosing the most interesting thoughts and information. Carry out an analysis, and then present the information logically and clearly.

The correct design of the title page of the abstract in 2019

The title page is the first thing a person who picks up an abstract sees it. Errors in the design of the title page are striking in the first place. The title page should contain the information necessary for searching and processing the document.

The list of details that are written on the title page of the abstract is slightly reduced in comparison with the full list. It is enough to indicate:

• The name of the parent organization in relation to the one on the basis of which this essay is performed.

Example 1

For most institutions of secondary vocational education, this is the Ministry of Education, for most higher education institutions – the Ministry of Science and Higher Education. For sectoral universities, a higher organization may be another ministry – this must be clarified before completing the essay. A sample can be any intra-university document (methodological manual, order, etc.), on which this attribute is also indicated.

• The name of the organization in which the abstract is written. A sample design of this name is available for students on the university website or on a tablet in front of the university entrance.

Example 2

On the title page, the full name must be indicated, in addition, an abbreviated name can be indicated.

• Type of document (Abstract).
• Theme of the abstract. How to title the abstract is indicated in the assignment issued by the teacher?
• The discipline within which the abstract is written.
• Information about the contractor (s) and the work manager.
• City and year of writing the abstract.

Proper presentation of the content of the abstract

The second page (after the title page) at registration of the essay is the content. Sometimes it is called a “table of contents”. There are requirements for what information should be indicated:

• Introduction
• Names of sections and their parts available in the abstract — having the name of subsections and paragraphs. Abstracts usually use one-level or two-level division (two sections, two subsections), the selection of the third level is impractical due to the small amount of work.
• Conclusion
• List of sources used.
• Names of applications.

The content (if there are no applications in the abstract) looks something like this:

Introduction

1. Title of the first chapter

1.1. First paragraph

1.2. Second paragraph

2. The second chapter

2.1. First paragraph

2.2. Second paragraph

Conclusion

Bibliography.

On the sheet with the contents not only the names are indicated, but also the page numbers on which the corresponding structural elements begin. The requirements for how this abstract should look like differ in different institutions: somewhere they require the use of a placeholder (dots or lines) between the name of the section and the page number, somewhere they forbid it to be done.

To correctly draw up an abstract, it is best to take a sample prepared specifically for your university.

Design of the main parts of the abstract

The content is followed by an introduction in which the student should describe the goals and objectives of his research in such a way as to interest the reader. The volume of the introduction is from 1 to 3 sheets.

In the main part of the abstract, the student should describe the analysis of sources on a given topic, research methods and its results. It is not necessary to completely rewrite the sources, it is important that the text is unique, and there are no grammatical errors in it. All chapters should be approximately the same in volume.

At the end of the study, a brief conclusion should be made. In conclusion, the student’s task is to express precisely his opinion on the solution of the task. He must draw this conclusion after studying the publications of other authors. The volume of the conclusion should be slightly larger than the volume of introduction.

How to draw up abstract text

The design of the entire text has the same requirements:

• To correctly print the abstract, you need to use A4 white paper. Printing is done on one side.
• The text is executed in a single font. It is allowed to use other fonts only to highlight significant elements, but this is undesirable. Most often, an abstract is drawn up in Times New Roman font.
• The font size in the abstract should be at least 12 pt., in most cases 14 pt. is used.
• The requirements of the university for the design of the abstract contain the parameters of the paragraphs. A sample of such requirements: one and a half line spacing, indentation of the first line 1.25 cm, alignment in width, there are no indents on the right and left, the interval before and after the paragraph is zero. The correct paragraph indentation in the abstract is enough to configure once and use throughout the text.
• It is forbidden to highlight bold headings (using bold in research reports is generally prohibited). The headings of the structural elements – introduction, conclusion, list of used sources and chapters – can be printed in capital letters. The headings of the subsections begin with an uppercase letter, followed by lowercase letters (as in the usual sentence). After the number of the section or subsection, as well as at the end of the heading, a dot is not put. The use of dots is permissible only if the name consists of two sentences.
• Mandatory pagination in the abstract. The title page is considered the first, but the number is not put on it.

An example of the design of the list of references in the abstract

The list of references (or the “list of sources used”) is the most strictly regulated element of the essay. Each source should be described according to a specific template, which is determined by the type of this source (the requirements for the design of printed books, articles in periodicals, and electronic sources differ). These requirements should allow unambiguous identification of the source and correspond to reality: you cannot write the year of publication 2016 for a book published in 1996.

All sources indicated in the bibliographic list should be referenced in the text of the work. Links can be made either in square brackets with the number of the source and page, or footnotes.

Tips for writing an abstract in Word

Text editors – such as Microsoft Word and similar office applications – allow you to beautifully draw up an abstract using special tools. Despite their convenience and ease of use, it’s almost impossible to download a properly formatted essay: students still do everything manually, which leads to numerous errors.

If a typewriter had to press the space bar a certain number of times to make a “red line,” now only people who do not know how to use a computer do this. The correct indentation in Word for the abstract can be set in the “Paragraph” dialog box.

Substantially facilitated and design content. If the headings in the text are executed in the appropriate style (heading of the first or second level), then just insert a special object – an automatically collected table of contents. Word will determine the page numbers of the relevant sections and update them when changes are made (if you add or reduce one of the sections).

Automation has affected both the formatting of lists (bulleted and numbered), and the implementation of links and footnotes. All these tools allow you to automate the update as much as possible when making changes, which reduces the likelihood of making a mistake: for example, in a numbered list, numbers are guaranteed to go in order, without omissions and duplications; an automatically installed link will always lead to the desired source in the list of references.

Applications in the research paper are quite rare, so finding a design sample can be difficult. Moreover, the requirements are no different from the requirements for the design of applications in other scientific papers.

What is placed in the annex to the research paper

Before considering the design of applications in the research paper, you need to understand what can fit in them. This directly depends on the content of the research paper.

Research papers are of two types:

• Productive.
• Reproductive.

Productive essays suggest that the author makes a critical reflection or comparison of several positions, points of view of different scientists or schools, directions, and draws his own conclusions. Alternatively, a critical analysis of one source of information may be carried out. Reproductive essays are a summary (brief retelling) of the primary source, which can be a book, article, study.

The easiest way is with applications in reproductive research papers: if there were important applications in the original source, they can also be placed in the research paper.

Example 1

For example, a research paper is written on the basis of an article on art history, as illustrations of which reproductions of paintings are given – they can also be placed in the research paper’s appendices.

In productive research papers, borrowing applications from sources can be performed, as well as adding own applications.

Example 2

Let us give an example of the logic of adding an application: one scientific trend claims that inflation is connected with the money supply, the second – that it is mainly influenced by other factors. The author of the essay gives both points of view, and then takes real statistics for verification, taking statistics figures (voluminous tables) into the application.

The general principle of how to write the application correctly in the research paper: large (more than 1/3 – 1/2 sheets) pictures, tables, intermediate calculations and documents of an auxiliary character are taken out of the text from the application.

How to draw up applications in the research paper

Registration of applications to scientific documents – including research papers – is regulated by certain standards. The main provisions of this standard are:

• In most cases, the appendices form a single whole with the main text, acting as a continuation (after the list of references). Page numbering is not interrupted.
• All applications must be referenced in the text. If the application is really needed, there are no problems with this. If the link is not inserted anywhere, it is better to simply remove such an unnecessary application.
• The order of placement of applications is determined by the order of their first mention in the text.
• Each application is printed from its page (even if there is a lot of space left on the last sheet).
• In the upper line of the first sheet in the center it says: “ANNEX” and its designation, for example, “ANNEX A”. On the next line (also in the center), a heading is placed that reflects the contents of the application.
• For designation of applications use letters, but not numbers. The first application is designated A, the second B, etc. If the application is only one, it still has its own designation (APPENDIX A).
• Appendices are indicated in the table of contents (contents) of the document.

Design individual elements of applications

Applications can be “heterogeneous” – that is, within the framework of one application, both text and tables with illustrations and formulas can be used. In this case, the inserted objects should be executed according to the rules similar to their design within the main text:

• After the illustration, the name and explanation are written. The peculiarity is that the numbering includes the designation of the application and the number of the figure within this application: “Figure D.2 – Worm robot”. The caption text is placed in the middle of the line.
• Application tables are also indicated in a double way (application number, then dot, table number), but the signature is placed not after the table, but before it: “Table A.1 – Monthly exchange rate of the dollar against the euro in 2010-2018.”
• Formulas are written in the middle of the line, and their numbers (also double) are right-aligned and are framed by parentheses. No special words (formula, equation) are used in this case: (B.4).

All inserted objects must be referenced in the text. This requirement is also not application specific.

How to technically design applications in a research paper

After completing the list of references, you need to insert a page break (this is better than using a lot of jumps to a new line using the Enter key, because after making the changes the applications will not slip), set the center alignment, the font format is all uppercase, and type “APPENDIX A “. After pressing Enter, type the title of the application, and then its text.

Difficulties arise with applications that the author of the essay does not write himself, but takes from some source. Materials may be issued on paper. To design an application in a research paper, you can do the following:

• If applications are textual (numerical, tabular) in nature, they can be re-enumerated.
• If it is precisely the images (drawings, diagrams, financial statements with signature and seal) that are valuable, you can scan them and paste them after the heading as a picture.
• If the image quality is not very good and when scanning and printing deteriorates to unreadable, or the document has a larger format (A3, A2 …) than the available scanner can handle, you can directly sign the title and heading in black letters in black letters on the document, and below – page number. In this case, you will have to take care of the correct inclusion of such an application in the table of contents of the research paper.

Requirements for the font (headset and size), as well as paragraph parameters, are more loyal for the application than for the main document.

A research paper is not as large as a diploma or a term paper, but it is still a scientific work, and for scientific works an introduction is an obligatory element. Therefore, the question is whether an introduction is needed in the research paper, the answer is unequivocal: necessary.

What should be in the introduction of the research paper

We list what you need to write in the introduction of the research paper:

• Justification of the relevance of the topic. This is an explanation of why it makes sense to research the chosen topic.

Example 1

Most often, the topic for the essay is given by the teacher in a forced manner (at best, providing the opportunity to choose from the list), and the topics do not change for years. Nevertheless, in any topic you can find something interesting and useful.

• This is what the author of the work plans to achieve as a result of its implementation. To be completely honest, the goal of most research papers is to get a mark on the classification or intermediate certification, but this is not at all what can be written in the introduction of the research paper. The correct goal is to study, analyze, compare, systematize something.
• Tasks of work. They represent steps towards a goal. Tasks are associated with the points of the research paper plan: each point is a separate task.
• The object and subject of the study is not necessary (the introduction to the research paper may not include them if the sample issued by the teacher does not have these items).
• Overview of sources. In this part of the introduction, the research paper should write about the works of which authors were used. It is not necessary to list the entire list of references; it is enough to mention a few of the most significant sources.

Thus, the introduction to the research paper contains the same points as in other scientific works, adjusted for the secondary nature of the work (in this regard, it makes no sense to indicate research methods, scientific novelty).

How to draw up an introduction to the research paper

Introduction of the research paper is written on a separate sheet following the content.

The first line is the heading – “Introduction”.

The design of the introduction as a whole coincides with the design of the rest of the research paper: as the text of the chapters is written, the introduction to the research paper is also written:

• The introduction page is numbered (usually its number 3: the first is the title page on which the number is not put, the second is the table of contents).
• The margins of the introduction page are the same as on the other pages.
• The title is drawn in the same way as the headings of other structural parts of the research paper (center alignment or paragraph indentation can be used, highlighting the title in capital letters is permissible).
• The text of the introduction is written in the same way as the text of the paragraphs. The standard for research papers is 14 Times New Roman font with one and a half line spacing and indentation of the red line 1.25 cm.
• The names of the points of introduction do not stand out in bold or italics.

How to start an introduction to the research paper

Many students are faced with the problem of how to start a research paper. Introduction is the first text section (the title page and the table of contents are made using examples or templates, and the introduction requires a creative approach). Let’s give some tips on how to write an introduction to the research paper:

• Read on the Internet what the introduction looks like in other essays. Even if the topic does not exactly match yours, you can borrow general starting phrases: “In modern conditions, the importance is increasing …”, “In recent years, there has been a trend …”.
• The first sentences should lead the reader to the relevance of the topic of work, but not yet to describe it. It is necessary to use more general characteristics, to consider a wider field.

Example 2

So, if the essay is devoted to value added tax, you can write several proposals on the taxation system as a whole, and only then move on to the role of the tax in question.

How to make an introduction to the research paper

By studying how the introductions are written in the research paper, one can identify typical phrases, the use of which will facilitate the task. Here are the design patterns that will tell you how to write an introduction to the research paper. Examples of phrases to justify relevance:

• The interest of researchers in this topic is due to the fact that …
• The relevance of the topic of work is due to the fact that …
• The problem … seems relevant in connection with …
• Questions … play an important role in …

It is even easier to solve the problem of how to write a goal and tasks in the introduction of a research paper. Sample wording:

• The aim of this work is …
• The purpose of the essay is …
• To achieve the goal, it seems necessary to solve the following tasks: …
• In accordance with the stated goal, the tasks are formulated as follows: …

Moreover, the goal practically repeats the topic of work, and the tasks correspond exactly to the chapters of the essay (each chapter represents a solution to a specific task). To get the wording of the tasks, you need to add the verbs to the titles of the chapters:

• To study.
• To systematize.
• To characterize.
• To consider.
• To analyze.
• To classify.
• Compare.

When writing an introduction, it is necessary to adhere to a scientific style, using the pronoun “I” and colloquial (slang) words is unacceptable.

How to make an introduction to the research paper easier

There are several secrets to simplify the introduction:

• Find a thesis or dissertation on a related topic. In these works, relevance is substantiated very qualitatively and voluminously, it will not be difficult to select a few sentences and retell them in your own words (so that the originality of the work when checking for anti-plagiarism is high).
• Do not rush to write an introduction. After the main part of the work is written, it is much easier to do than at the very beginning. The topic will already be familiar to you, you will be able to come up with your own ideas about what’s interesting in it (perhaps, when selecting material, you will encounter some scientific disputes or information about active changes and transformations of the subject of research). There will be clarity with the tasks and with the sources used.

Term paper along with the mandatory parts may include additional, added at the request of the author. These optional parts include applications.

Why insert the application in the course

Term paper with applications has several advantages over term paper without applications. Examples of cases when applications are useful:

• The volume exceeds the set. As a rule, managers impose rather specific requirements on the volume of term paper, and the restriction is made both from above and from below (in other words, not only the minimum but also the maximum amount is indicated).

Example 1

Excess volume is regarded as the student’s inability to choose the most important and leads to a decrease in the score. At the same time, there is a loophole for students: the volume of applications is not included in the scope of work, applications can be as large as desired. This allows you to make some extra fragments from the main part, where instead of placing the material itself, you simply make references to applications.

• In the term paper can be developed a project, build a drawing. Applications allow you to use not only A4 sheets accepted in the main part, but also larger ones. Also in the application is placed the source code of programs (which is typed in a font that is convenient for the perception of the code, and not accepted for regular text Times New Roman).
• Making a link to the application in the course is appropriate in the event that they fit a large array of “raw” data.

Example 2

For different disciplines, these data may be of a different nature: the results of experimental measurements, financial statements, primary accounting documents, contracts, court rulings. The main part in this case is only a generalization, analysis of these data, and not themselves.

What can be done in the course application

Applications may contain materials that are related to the term paper being done, but which for one reason or another cannot be included in the main part.

You do not need to add to the application materials related to the term paper very distantly related.

Example 3

So, if the term paper is devoted to calculations with suppliers and contractors, the annex may include a contract with the supplier of the analyzed company (to illustrate what conditions for the calculations it contains), the invoice, the act, and similar source documents for work performed, services rendered, invoices for goods.

It seems appropriate and the inclusion of the financial statements of the company, which was used to analyze the financial situation. And the inclusion of an employment contract with employees will naturally raise the question of why it is needed.

Applications may contain:

• Formulas, intermediate mathematical calculations and proofs.
• Auxiliary digital data in tabular form.
• Description of instruments and apparatus used in experiments and trials.
• Protocols of experiments and tests.
• Auxiliary illustrations.
• Techniques and instructions.
• Acts of implementation.

Application design in the course

The basic requirements for how to properly arrange the application in the course:

• The rules for the design of applications in the term paper involve the placement of applications after the list of references (at the very end of the course).
• Be sure to have a link to each application in the course.
• The order in which you need to specify the application in the course, is determined by the order of their mention in the text.
• Each application begins with a new page, and it is necessary to sign (headline) all applications in the course.
• The numbering of applications in the term paper is carried out using capital letters of the alphabet. A common question is whether a single application is numbered in a term paper. It is referred to as “Appendix A”.

Technical issues of application design

Designing applications created (like the main text of the work) using text editors is usually not a problem. Application headers are made in the same heading style as the heading of the course — this allows you to include them in the automatically generated table of contents.

Difficulties arise in how to design applications obtained in finished form. For example, in an enterprise a student may be given copies of financial statements. In this case, there are two ways:

• Sign at the top of the application header black pen. Use the same pen to number the pages.
• Scan the available sheets and paste the resulting images into a text editor, after preparing the headings.

Example 4

If the volume of the application is not very large, and the quality of the printout is satisfactory, the second option is preferable – such applications look neater and allow adjustments if necessary. If, however, when scanning and printing the application loses readability, you can use the first method.

When writing a course student, one has to formulate many different tasks, goals, objects, objects, methods, etc. We will talk about the latter in more detail. Research methods – this is how you will approach the study of the topic of their work. It is important to correctly formulate research methods, since the assessment of the entire study will depend on it. An example of research methods in the term paper, as well as explanations are given below.

Definition of the “research method”

This is a combination of ways to get new information, knowledge, ways to solve the tasks.

The method also includes systematization, evaluation of new information.

What are the methods

Methods are generally divided into two groups:

• Theoretical (scientific data processing)
• Empirical (practical data processing)

We can distinguish the following theoretical methods that you can use:

• Logical statements – theory
• Assertion requiring proof – hypothesis
• Clear statement is law
• Thoughtful statements – idealization
• The result of the thinking process is formalization.
• The study of phenomena – reflection
• The transition of study from the general to the particular and vice versa – deduction and induction
• The study of one side of the object in order to identify its properties – abstraction
• The process of combining objects into groups – classification

The following empirical methods can be distinguished, which you can use:

• Actions to prove the hypothesis – an experiment
• The perception of subjects for the purpose of description – observation
• Quantitative Study – Measurement

There are several other methods that students use when writing papers:

• The division of the subject into parts for the purpose of general study – analysis
• Combining individual characteristics to create a solid description – synthesis
• Creating conclusions about the subject on the basis of similarity with other subjects – analogy
• Creating an artificial model to demonstrate its functions – modeling

How to choose the right methods for your term paper?

Of all the existing methods, you should choose a few that will be suitable for your research. So what will the choice be based on?

When choosing methods, consider first of all that they must be useful and adequate to the object and subject of work, and also allow to perform the tasks assigned.

Do not use outdated methods. Use more modern.

You need to understand where the research method will lead you. Will he get the desired result?

In the work you will use more than one method. All of them must be interconnected, all must create a whole work, support each other.

You can use examples of research methods in your term paper to see which ones are right for you. Sometimes it happens that a student, without knowing it, studies the subject using a certain method, but does not indicate it in the introduction. After writing the work, review them again and add, if necessary.

You can also use the methodological recommendations of the department to write term papers. It indicates the most used methods. This will help with the wording.

If you have difficulties with the definition of research methods or writing the work as a whole – contact our specialists. They have extensive writing experience and sufficient qualifications to prepare excellent term paper. We will be happy to assist you!

If you like foreign languages and dream about a job that will suit your language skills, we suggest you read an article on how to find and get the “same” job.

1. So, first, combine your knowledge of the language with a specific subject of specialization

If you are going to use the language in a particular field, linguistic education alone can not help: the language must be linked to the knowledge of the subject to be worked on. Adam Marshall, executive director of the British Chamber of Commerce, says: “Many companies view the language as part of a broad base of necessary skills – very few people hire only on the basis of language skills. Purely linguistic education is often considered less valuable than what is combined with other subjects and skills.”

2. Set career goals in advance

Do not leave such questions at the end of training, when it’s time to submit a resume for work. Darren Paffe, a teacher of Spanish and an employment officer at the University of Southampton, I’m sure that thinking about employment is necessary throughout the training period. Thus, you will clearly see the tasks of the upcoming studies. Adam Marshall adds that “from the very beginning it is necessary to see the potential return on the costs of training.”

3. “Sell” your experience of studying abroad

The experience of studying in a foreign country will help you to get ahead in the face of other job seekers. “Show what” soft skills “you have acquired during your life abroad: this includes understanding the specifics of intercultural communication, and being independent and adaptable to solving non-standard issues,” suggests Jack Porteus, a language and culture adviser in the UK.

In addition, it is important to show how the skills that helped you speak freely in a foreign language are used in a professional environment. These include multitasking and rapid perception of information.

4. You do not need to speak as freely as a native speaker

Many employers do not seek to find a person who speaks at the level of the carrier. If there is such an item in the requirements – let it not frighten you! Many employers are enough that you are able to communicate on a specific topic. If they see that you can potentially develop language skills, you will be accepted.

5. But do not exaggerate your language abilities in the summary

Do not overestimate the level of your knowledge. Marshall believes that honesty is the best policy. If you have the basic knowledge, and you can show them at the interview, but the company gets maximum benefit from you, the language requires additional practice, – report it. The employer your honesty is likely to impress.

6. And tell me about your experience working with the language

Lizzie Fain, the founder of the thirdyearabroad and globalgraduates programs that help young people find work in international companies, advises: “you probably wrote in the summary of the level of language proficiency. But did they add information that they already worked on this language 5 days a week? And that your language skills helped in attracting new customers? Do not forget to mention this fact. ”

7. Look for companies focused on the international market

If you are looking for an application for your language skills, consider international companies. In American companies operating in the domestic market, your language is most likely not in demand. “Companies focused on the international market, understand the importance of owning foreign languages and check the relevant skills at the interview stage”.

8. Look for work on the Internet correctly

Do not drive into the search word “languages” – the choice will be narrow. Conduct research first – what is in demand today? In which area do you need specialists? Where would you like to work? Do not think that the set of your skills is in great demand – see for yourself what business needs. Perhaps the candidacy will be suitable.

9. Expect the unexpected

Finally, we offer to be ready for unexpected suggestions: language can take you, in the truest sense, very far. For example, Japan is a key player in the export market of the fashion industry. Knowledge of the Japanese language, along with effective communication and other skills and knowledge, can be in demand anywhere in the world. Popular today and the German language: in sales, marketing and even the gaming industry. Be open to new opportunities!

One of the urgent problems of modern pedagogy is the study of the motivational means of influencing the human psyche with the aim of forming certain skills and skills in the conditions of a modified picture of the world.

In our opinion, the operative implementation of pedagogical projects and the solution of methodological problems are possible within the framework of language courses where the structure of instruction is flexible and not limited to curricula, work programs, approved textbooks and selected contingent of pupils of certain age groups and intellectual abilities.

Such a contingent is conventionally referred to as people between the ages of 20 and 40 According to research at this stage of their development, the person activates abstract thinking, integrates the verbal and logical functions of the intellect, and increases the level of creative activity. At the first stage of early adulthood, a person has the ability to self-posing problems, and the second – to solve problems organizational way, in a team with other participants. In addition, the context of solving problems is expanding, and the interests of society as a whole are taken into account.

Along with the awareness of responsibility for their actions, a person has an increased understanding of the contradictions that are solved through the integration of the ideal and reality, and the structuring of the system of correlation between themselves and the surrounding world continues.

As we see, all modifications are related to the requirements of the psychological characteristics of students of language courses.

Thus, the purpose of this study is to prepare a theoretical platform for adapting the immersion method to the cognitive features of members of early adulthood.

The general principles of the immersion method intersect with certain provisions of the immersion method and the direct method of teaching foreign languages (M. Berlitz), namely: the impact on students through suggestion rather than logical conviction, reliance on intuition, imitation, mechanical repetition, verbal speech, material, the use of audio and video materials, careful selection of language material. In order to exclude the use of the native language, the methods of demonstrating objects (concrete vocabulary), mental associations (abstract vocabulary), and examples and visual aids (grammar) are used from the educational process.

At the first stage of early adulthood human attention is distinguished by selectivity, intensity, and mobility. In its development, attention at this stage is ahead of memory and thinking. Stability and concentration of attention in the representatives of early adulthood can provide methods that stimulate active mental activity. It is in this phase of development that a person’s attention is focused on aspects of professional or vital interest. Possessing a “crystallized” intellect, adult students prefer performing tasks that require the use of life experience and a general level of knowledge. Attention in early adulthood is maximally concentrated at the time of assignments requiring the exchange of vital observations.

Given this peculiarity, we propose to conduct classes at an advanced stage of language learning exclusively in the form of a colloquial club with little involvement of new lexical and idiomatic material and correction of some grammatical skills,

not sufficiently learned in the early stages. Thus, linguistic phenomena are not explained in isolation, but are presented purely in the context, inductively. Students formulate their ideas on the basis of the proposed lexical and idiomatic units applied to each topic of the club.

In the period of early adulthood, according to observations of psychologists, human memory is characterized by a certain stability. Against the background of a decline in eidetic memory, there is an increase in the level of verbal memory. It is the first phase of early adulthood that is favorable for the effective assimilation of information by verbal means. The concept of transformational exercises developed by us is based precisely on the multiphase execution of training exercises – independently, in pairs, front. At the same time, the student fulfills the role of both the learner and the instructor, which according to the “educational pyramid” raises the percentage of memorized information to 90%, and ensures the transfer of the fixed information to long-term memory.

The most reliable in the memory of a person is fixed information related to actions, emotional load, a circle of knowledge and interests. Based on this, the mnemotechnics immersion method will include a game episode of each lesson.

In order to strengthen the functions of involuntary memory, we have created, tested and implemented in the educational process a sightseeing club and a cookery club.

From various classifications we selected such types of games and communicative tasks: tic-tac-toe, domino, bingo, board games, e.g. Snakes and Ladder), jigsaw, guesser, collaborative crossword, interview, quiz, Venn diagram, description of pictures, viewing comic videos and their commentary, guessing the heard sounds, “taboo” (guessing the word), jeopardy, “match-up” (finding correspondences), verbal association, expert game.

Several classes at the level we are conducting as part of the students’ role as a guide-guide. We have developed special routes for historical places of the city with text support from the students themselves. The program of the walking tour includes a preliminary stage of memorizing the text by heart (the student is also provided with an audio file), its reproduction during the walk itself, and video recording of speeches.

So, the psychological approach in the immersion method is:

• Individualization of training (taking into account the temperament and character of an adult student);
• reliance on instinctive motivation, subconsciously dominant in early adulthood (prevention, endorphinization, socialization, informatization);
• selection and training of language material that is modern and idiomatic;
• cognitive features: the specifics of thinking, attention and memory in an adult (incorporation).

Online education as a phenomenon began with the fact that people simply projected the experience from offline and transferred it to the Internet. So there were consultations in Skype, the first webinars, encyclopedic articles. Online was a tool, and no one had the understanding that the distance learning methodology could be different from the academic environment. This applies, in the first place, to professional additional education, where there is a lot of independent and practical work.

Any full-time lesson is a live communication of students among themselves, and the teacher reacts promptly to changes or comments – adjusts the program or lecture on the go. In online practice, the approaches and approaches to group learning are very different from the approaches tested over the years. Therefore, online programs have to be constantly changed or transformed – only so the methodology remains relevant, and students receive knowledge that can apply, and not simply put on the shelf.

This is especially true for asynchronous education, that is, recording sessions where a large amount of materials for self-study is expected. In this case, the materials must be thoroughly worked out. If you give such a material, you need to be sure that everything is built consistently and logically.

Skills, Not Knowledge

On any topic on the Internet you can find tons of materials – I do not want to learn! The value of educational platforms is that they issue strictly necessary information. The issue of cutting off unnecessary – the most acute in the methodical study of programs.

It is not enough to tell a person about something, now in the price of practice and specific real skills. Online education should be integrated. A student should not just watch a webinar, but also practice to consolidate skills, test yourself on a real project. And the purpose of the platform is to help in the search for such a project.

A person of the future is not just learning, but doing it regularly. But if you do not update the product line, do not upgrade knowledge, then students will not return.

Own Technologies

Previously, all online training looked trite: here is a lecturer, he reads from paper, sometimes he drinks water, and we recorded it on video and dumped it on the site, the bay on YouTube. Now new players immediately develop their own LMS – learning management systems. And these systems need to be constantly updated – what worked two years ago is already outdated.

Of course, you can not invest in technology and use what is. Here is an online broadcast via YouTube. And tomorrow the channel was banned and that’s all. Or consultation through Skype, which at one point can simply shut down, and you can not affect it – will not you go kick programmers from Microsoft? It is necessary to develop the project not for the sake of development, but for updating approaches to education.

A look into the future

If we talk about the futuristic future, then I see it like this: a huge amount of information is available to a person. All education is reduced to obtaining a certificate or diploma from a special organization that tests knowledge and applied skills. Do you want to be an engineer? Choose the best institution, but confirm the knowledge in the certified center. Do you dream of becoming a doctor? The marketer? The artist? Learn where you like best. And already certified centers will confirm their skills and will repeatedly check how they have mastered. Probably there will be several such centers around the world. Pass the test, take a diploma and rejoice.

Now every platform issues its own diplomas, which, in fact, just paper. To improve the situation, we have been licensed for several months and from day to day we will be able to issue diplomas of the established type. Of course, this is extra red tape, but so the student will receive confirmation of the received skill.

Perhaps, everything will be completely different, but it seems to me that educational platforms should work in these directions:

• skills, not knowledge;
• training support;
• assistance in finding a job;
• Confirmation of skills.

And most importantly – that the training was useful for your students.

The study of the problem of the formation of skills and abilities in a foreign language is historically conditioned, since it involves a scientific solution to the problem of creating an optimal system of exercises for teaching practical knowledge of foreign languages.

One of the main aspects of the discussion is the question of the differences in foreign language and language skills. Speaking about the basic qualities of a speech skill, it can be defined as “the unity of automatism and consciousness, fixity and lability.”

There are traits of a speech skill such as spontaneity and integrity of the performance of speech actions, situational and communicative motivation of its functioning. The use of language means in speech is based on speech skills – lexical and grammatical.

Under the speech grammatical skill in the “norm”, i.e. normally functioning with perfect knowledge of speech (in any language) is understood as the skill of grammatically correct speech “by feeling” based on grammatical speech automatisms or speech automated communications.

A lexical speech skill means the skill of correct word usage and word-formation “by feeling”, based on verbal automated lexical connections.

Speech skills in their native language a person acquires from the first year of life, develops and improves them during all subsequent development and, especially, during school education.

This improvement takes place, first of all, along the lines of learning by the students of various kinds of operations with linguistic material in connection with the mastery of written speech and the assimilation of theoretical knowledge in grammar and spelling.

These operations acquire the character of skills, and therefore they can be called, unlike speech, language skills.

Language skills are understood as skills of operating language material outside the conditions of speech communication, based on the appropriate language knowledge – the rules. These skills include formative skills (in particular, the formation of case endings of nouns and adjectives, personal endings of verbs), structural and educational skills (skills of constructing sentences). Language skills can be attributed to those types of skills that in psychology were called “intellectual”, “mental” skills, which are characterized by a predominance of awareness, discursiveness over “automatism”. Intellectual skills usually include fewer automated elements, and in some cases some of these components are not automated at all and require continuous focused attention and awareness of the actions. Such skills include, for example, the skills of solving typical problems, where only certain computational operations and the order of their execution are automatized, as well as language operational skills.

Language grammatical and lexical skills in the native language are created in the process of teaching literacy, spelling, in the performance of analytical grammatical and lexical language exercises.

In school, students, mastering literacy and spelling in their native language, improve at the same time and their speech skills – their speech acquires such qualities as greater awareness of not only content, but also its formal side, greater lexico-grammatical correctness.

If language exercises in teaching the native language, i.e. in conditions of possession of a speech skill, contribute to their improvement, then in the practice of teaching a foreign language, where they were transferred, without taking into account the fact that students still do not speak with speech skills, these exercises will play a negative rather than a positive role. They are not able to replace themselves with speech exercises, in the performance of which speech skills are mainly formed.

Being analytical, non-practical, communicative-unmotivated, such exercises can not form the basic qualities of a speech skill.

The concept of teaching grammatical skills of a foreign language on the basis of linguistic analytical grammatical exercises was first reflected in the works of V. Tsetlin. The author claims that speech skills are based on memorizing language material and on mastering language skills. The author does not use the term “speech skills”, as, however, did not use this term earlier and other methodologists.

In connection with the intensive development of the theoretical foundations of creating exercises in the methodical literature, an attempt was made to determine the role and place of linguistic and speech exercises, their correlation in teaching a foreign language in the context of differences in speech and language skills. It was found that since only speech skills function in the use of oral speech, and only in case of difficulties, and more often in written speech, language skills are used, the main attention should be paid to the formation of speech skills, speech automatisms in speech exercises.

For the formation of speech grammatical skills, it is recommended to perform grammatically directed communicative (or conditionally-speech) exercises, to create speech lexical skills – lexically-directed conditionally-speech exercises. The irrational use of language exercises for the purpose of forming speech skills was indicated in the methodical literature in the sixties.

At the same time, one should not underestimate the role of language skills and, accordingly, language exercises. Although language exercises can not ensure the mastery of speech skills, this does not mean that they are useless and should be excluded from the system of exercises. Language exercises are a means of comprehension and memorization of linguistic material when teaching a foreign language, as well as a means of forming an indicative basis for mastering the complex language of a foreign language. They are also a means of forming a mechanism of conscious self-control over the correctness of speech and the “compensatory mechanism” in the event of the failure of automatisms or their insufficient formation.

Thus, in the system of exercises for teaching a foreign language, a certain number of language exercises should be provided along with the speech exercises.