Irina Korotkina is an experienced EAP/ESP teacher and researcher with over 70 publications, nine of which are books. Her main interests include ESAP course design and academic writing in both English and Russian. She started teaching writing in English in 1998, and pioneered the development of academic writing in Russian ten years later, introducing the terms ‘академическое письмо’ (academic writing) and ‘академическая грамотность’ (academic literacy) into the Russian educational discourse in her dissertation.
Assessing Academic Writing: 100-score scale in 3D literacy model
Assessing students’ papers is the job no teacher enjoys. The variety of mistakes is nearly as wide as the variety of students’ identities and embraces multiple levels of metalingustic and linguistic competences. However, papers ought to be assessed objectively, and the marks should be clear and transparent. As academic writing is developed through discussions and revisions, current assignments are normally marked on the minimal scale (the so called ‘minimalist’ approach), whereas final papers need detailed evaluation (the ‘maximalist’ approach).
Elena Bazanova, PhD in Education, Director of Academic Writing Office at the National University of Research and Technology “MISiS”.
Over the past ten years, Elena has specialized in the sphere of teaching English for Specific Academic Purposes. Elena is the author of the COURSERA Specialization English for Research Publication Purposes, which contains four MOOCs: Academic Literacy, Scholarly Communication, Grant Proposal, and Technical Writing.
Finding your voice as a research writer
One of the questions early-career researchers ask is how they can find or develop their voice as a writer. In research writing, it is important not only to present ideas, facts, and conclusions but to also have a point of view or stance. The workshop offers several concrete suggestions to help research writers achieve this goal. In addition, the workshop focuses on strategies for avoiding academese or researchese to make scholarly publications more accessible to an international audience.
Svetlana Suchkova, Ph.D., associate professor, a teacher of English, teacher trainer, and Cambridge ESOL examiner. She works for Higher School of Economics, Moscow, as Academic Writing Center director. She has widely published in the field of ELT methodology. She authored and co-authored a number of EFL course books for Russian university students and academics. She has participated in numerous national and international conferences with presentations and workshops. She is a member of the Management Board of the Russian Writing Centers Consortium.
Using self-editing strategies for better writing
All tertiary level teachers face the pressure to publish the results of their research in international peer-reviewed journals. This university demand places a heavy burden on writers whose academic writing skills are not developed enough.
Irina Titarenko has been involved in teacher development and TEFL consultancy for over 20 years as a teacher trainer, materials designer, online moderator and project manager. She worked with the British Council Russia from 1996 till 2007 leading on a range of projects in ELT, Arts, Science and Education. In 2009 she was headhunted to take the position of Deputy Director Projects & Innovations in the School of Philology and Language Communication in Siberian Federal University, where she worked until recently being in charge for ELT strategy and staff professional development. Irina is currently acting as a freelance ELT consultant, researcher and teacher trainer. Her professional interests are ranged around digital and blended learning, CLIL, EAP and ESAP. Irina holds MA in Applied Linguistics for English Language Teaching from Lancaster University, UK
Bridging the Gap between Academic Cultures
Introduction of Academic English into University postgraduate curriculum has revealed a range of problems linked to the cultural issues that block or diminish language proficiency growth. The speaker will share her experience of teaching English for Academic Writing and Public Speaking in Siberian Federal University and propose her view on how this academic culture gap can be narrowed down. In this workshop, the speaker will present a range of culture-related problems occurring in an EAP class and will then consider practical examples on how to repair them.
Ashley Squires holds a PhD in English from the University of Texas at Austin and serves as Assistant Professor of Humanities and Director of the Writing and Communication Center at the New Economic School.
Writing Center Professionalization in the United States and in Russia: How Do We Learn from Our Histories?
Professionalization is the process by which an occupation becomes a sovereign set of institutions and practices informed by a set of shared standards and values. Writing centers in the United States took a particular path toward professionalization during the second half of the twentieth century, developing in response to the educational values and concerns of individuals in the American field of Rhetoric and Composition.
Dr. Alexandr Zaytsev is a professional translator. He is Associate Professor in the Department of Foreign Languages at Sechenov University, Moscow, Russia, and Deputy Head of the University’s Academic Writing Office. He took his graduate training during 2003–2006 at Moscow State Linguistic University, where he earned his Kandidat Nauk degree (Russian equivalent of Ph. D.) under Professor Vladimir Nayer. He has published over twenty articles and three monographs in the areas of translation studies and stylistics, including A Guide to English–Russian and Russian–English Non-literary Translation (Springer, 2016).
Models of Text and Medical Academic Writing
In his presentation Models of Text and Medical Academic Writing, Alexandr Zaytsev will discuss the integration of ideas from text linguistics and functional stylistics in academic writing courses. His foundational premise is that one cannot write a text without an implicit or explicit theory of text in mind. The quality of one’s theory of text affects the quality of one’s writing.
Zhenya Bakin is a language teacher and teacher trainer from Moscow. As a Fulbright scholar he has lived in the USA where he taught Russian at college level. Zhenya has also studied in University of Oslo, Norway. Zhenya holds Cambridge CELTA and DELTA with specialism in EAP. He has experience in teaching both in the private sector (IH-BKC) and in public schools. One of his interests is teaching with technology. Zhenya spent 6 years at Higher School of Economics where he was responsible for Academic Writing Center. He is currently working as Head of Foreign Languages in New School, Moscow and studying at NILE towards an MA in education.
A One-Day Academic Writing Course: Designing an EAP Crash Program
This talk presents a successful one-day program on writing for academics. Unlike many pre-sessional courses, it focuses primarily on the needs of experienced non-native speaker researchers who want to publish in English. This interactive program raises participants’ awareness of linguistic and cultural features of academic discourse and practices….
Vasiliy Gorbachev, PhD, is a certified teacher, teacher-trainer, examiner and materials developer. Vasiliy has more than 20 years of experience of teaching EGP (English for general purposes), ESP (English for specific purposes) and EAP (English for academic purposes) in universities, private language schools and businesses.
Workshop “Crafting Course Description as a Key Section of Your Syllabus in English”
The workshop will focus on hands-on strategies of designing an effective Course description. It might appeal to all academics designing syllabi in English or using EMI as well as ELT teacher trainers coaching teachers of other subject areas in implementing CLIL and EMI approaches. We will consider the syllabus as a rhetorical situation, discuss the role of the “Course description” in the overall structure of the syllabus, compare various examples of authentic descriptions from different specialisms, and identify the features that make this section effective. The workshop will be a collaborative, co-constructive experience to all its participants.