Грамматика для написания научных статей

МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ

РОССИЙСКОЙ ФЕДЕРАЦИИ

Федеральное государственное автономное образовательное 

учреждение высшего образования

«ЮЖНЫЙ ФЕДЕРАЛЬНЫЙ УНИВЕРСИТЕТ»

 

О. Г. МЕЛЬНИК

ГРАММАТИКА ДЛЯ НАПИСАНИЯ 

НАУЧНЫХ СТАТЕЙ

Учебное пособие 

 

 

 

 

 

 

 

 

 

 

 

Ростов-на-Дону  Таганрог

Издательство Южного федерального университета

2018

УДК  811.11 (075.8)
ББК 81.2Англ-92

М482

Печатается по решению кафедры лингвистического образования Института управления в экономических, экологических и социальных системах

Южного федерального университета (протокол №5 от 20.12.2016 г.)

Рецензенты:

кандидат социологических наук, доцент 

Южного федерального университета Э. А. Сидельник

кандидат филологических наук, доцент 

Таганрогского института им. А. П. Чехова РГЭУ (РИНХ) М. Г. Аханова

 

Мельник, О. Г.

М482
Грамматика для написания научных статей : учебное пособие /

О. Г. Мельник ; Южный федеральный университет. – Ростов-на-Дону ; 
Таганрог : Издательство Южного федерального университета, 2018. –
169 с.

 

ISBN 978-5-9275-2582-9
Данное пособие содержит необходимый грамматический материал, предна
значенный для овладения и совершенствования навыками англоязычного научного письма как вида комплексной деятельности, имеющей социальные, когнитивные и языковые аспекты. Пособие содержит теоретический материал, а также 
упражнения для закрепления.

Пособие предназначено для студентов старших курсов, аспирантов, а также 

магистерских программ Южного федерального университета, а также для широкого круга лиц, интересующихся данной тематикой.

УДК  811.11 (075.8)

ББК 81.2Англ-92

ISBN 978-5-9275-2582-9

© Южный федеральный университет, 2018
© Мельник О. Г., 2018
© Оформление. Макет. Издательство

Южного федерального университета, 2018

 

 

ОГЛАВЛЕНИЕ

 
LESSON 1. WHAT IS SPECIAL ABOUT ACADEMIC ENGLISH?................5

LESSON 2. NOUN..............................................................................................10

LESSON 3. ARTICLES......................................................................................22

LESSON 4. ADJECTIVES AND ADVERBS....................................................32

LESSON 5. PREPOSITIONS AND PHRASAL VERBS ..................................41

LESSON 6. PRESENT TENSES........................................................................50

LESSON 7. PAST TENSES................................................................................58

LESSON 8. FUTURE FORMS...........................................................................66

LESSON 9. PASSIVE VOICE............................................................................72

LESSON 10. MODALS ......................................................................................80

LESSON 11. CONDITIONALS .........................................................................89

LESSON 12. QUOTING, REPORTING, AND CITING SOURCES................99

LESSON 13. RELATIVE CLAUSES...............................................................113

LESSON 14. LINKING MARKERS................................................................121

LESSON 15. PACKAGING INFORMATION ................................................130

LESSON 16. ORGANISING INFORMATION IN WRITING .......................141

LESSON 17. PUNCTUATION.........................................................................159

ПРЕДИСЛОВИЕ

 

Общеизвестно, что в современном глобализированном мире англий
ский язык является своеобразной lingua franca науки, техники и частично 
образования. Особенно важную роль он играет в научной письменной 
коммуникации, о чем свидетельствует постоянный рост количества публикаций на английском языке не только в международных, но и в национальных изданиях. Работа с нормами и канонами современного англоязычного научного дискурса и умение представлять свои научные достижения на английском языке очень важны для тех ученых, кто хочет активно 
общаться со своими зарубежными коллегами и стать равноправными членами международных научно-образовательных сообществ.

Целью пособия "Грамматика для написания научных статей" является 

отработка основных явлений грамматики английского языки, характерных 
для научных текстов, а также выработка стратегии овладения научным 
письмом как видом комплексной деятельности, охватывающей социальные, 
когнитивные и собственно языковые аспекты.

Потенциальной аудиторией пособия прежде всего являются аспи
ранты и молодые ученые Южного федерального университета, хотя некоторые его разделы можно использовать в преподавании английского языка 
как практической дисциплины студентам старших курсов и магистерских 
программ. Работа с пособием требует достаточно высокой общей англоязычной компетенции, что примерно соответствует уровню знаний и 
навыков выпускников специализированных групп с углубленным изучением английского языка неязыковых факультетов. Пособие также можно 
использовать как справочный материал для ученых, стремящихся самостоятельно овладеть основами письменной англоязычной коммуникации. Итак, 
пособие ориентировано на довольно широкую аудиторию.

Теоретической основой пособия является концепция научного дис
курса как социально коммуникативного явления и одновременно как типа 
текста с рядом сравнительно устойчивых композиционных и языковых 
признаков. Соответственно, в пособии рассмотрены языковые единицы, 
способствующие когезии и когерентности научного текста в целом, а не 
только их отдельные грамматические черты, а также объяснено влияние 
некоторых социокультурных факторов на особенности организации научного текста.

LESSON 1. WHAT IS SPECIAL ABOUT ACADEMIC ENGLISH?

I. Grammar
Task 1. Find and correct the mistakes.
1. This failure was occurred for two reasons.
2. Intensity is a significant in stress production.
3. He indicated me that he had decided to always choose the second syllable.
4. I do not agree that conclusion.
5. This experiment focuses the role of pitch.
6. We would suggest to find a better connector piece.
7. After reviewing customer specifications, five main design concepts generated.
8. We talked Terry Larrow.
9. $1500 cost our prototype.

II. Sentence structure
Task 2. Each sentence in the following passage contains one word order error. Rewrite the passage, making corrections as necessary. More than one 
answer may be possible.
1. Frederick Douglass, an African-American who was born into slavery, for the 
abolition of slavery fought all his life. 
2. He wrote every month articles in the newspaper he established. 
3. He used again and again his editorials to try to get his point across. 
4. He gave frequently lectures. 
5. However, success he did not find immediately. 
6. He had to urge constantly president Abraham Lincoln to allow men of his race 
to enlist in the army. 
7. Was very' significant his work for the antislavery movement. 
8. Not only he influenced the president, but he also changed the face of the nation. 
9. Why there are no campaigners like him today?

III. Academic vocabulary
Task 3. Insert the omitted words.

interpreted   customize   ambiguities   claimed   expertise   prerogative
varieties   dominant   converse

LESSON 1. WHAT IS SPECIAL ABOUT ACADEMIC ENGLISH?

6

1. English language 1. _____
is becoming a priority academic/professional re
quirement whether international higher education graduates choose to return to 
their home countries or whether they choose to stay in the United States," notes 
Joan Morley.
2. "English is today the 2. _____language in science and technology, medicine and 
health care fields, commerce, business and industry, and much more.
3. It should come as no shock to find that three-quarters of the world's information 
stored in computer banks is in English."
4. According to a recent Wall Street Journal article, a billion persons in the world 
are able to speak English, with more speaking it as a foreign language than as their 
mother tongue. 
5. But the language that non-native speakers actually speak can be thought of as 
many different Englishes. 
6. Some speak only about computers, or oil, or commodities trading or swine; 
they, 3._____ English into forms useful for specific purposes, and those who 
speak these forms are usually unable to 4. _____ comfortably about matters outside their field of interest. 
7. Phrases like "get the hang of it," "to go along with," and "getting at," for example, mystify many non-native speakers.
8. 5._____in English can even be deadly. 
9. An air traffic controller in Madagascar radioed, "Clipper 1736 report clear of 
runway." 
10. The pilot 6._____ that as clearance for takeoff, rather than an order to report 
that he had cleared the runway, collided with an incoming airliner, and 600 people 
died. 
11. Such linguistic mistakes have7. _____ at least 3,000 lives, an expert told the 
Journal.
12. Alan Firth, a British scholar who specializes in foreign 8. _____ of spoken 
English, told the Journal: "What happens to this language is no longer our
9._____. 
13. English is no longer our possession. 14. It's not a monolith. 15. It's in an incredible state of flux."

IV. Punctuation
Task 4. Supply the text with punctuation.
the university of edinburgh unlike other scottish universities is composed of col

LESSON 1. WHAT IS SPECIAL ABOUT ACADEMIC ENGLISH? 

7

leges there are three of them sciences and engineering humanities and social 
sciences and medicine and veterinary medicine each college covers both undergraduate and graduate programmes of study although students are generally admitted to one college only they may have the opportunity to study subjects of 
another undergraduate programmess generally last three years or four for honours 
there is an extensive variety of postgraduate programmes of study including a 9 
month diploma a 12 month masters and doctoral research programmes lasting at 
least 36 months

(Grammar for Academic Writing: 1)

V. Formal Style
Task 5. Choose a verb from the list that reduces the informality of each sentence. Note that you may need to add tense to the verb from the list.

assist  raise  reduce establish  create  increase  investigate  determine  eliminate  
fluctuate
1. Expert Systems can help out the user in the diagnosis of problems. 
2. This program was set up to improve access to medical care.
3. Research expenditures have gone up to nearly $3,500 million.
4. The use of optical character reader (OCRs) should cut down the number of 
problems with the U.S. mail service.
5. Researchers have found out that this drug has serious side effects.
6. Building a nuclear power plant will not get rid of the energy problem completely.
7. Researchers have been looking into this problem for 15 years now.
8. This issue was brought up during the investigation.
9. Engineers can come up with better designs using CAD.
10. The emission levels have been going up and down.

VI. Audience
Task 6. Consider the following statements. For whom were they written? 
What are the differences between the two?
1a. Thermal system is a very broad field involving many separate fields of engineering. 
1b. Thermal system is an interdisciplinary field which involves the traditional 
disciplines of thermodynamics, mass transfer, and chemical kinetics.

LESSON 1. WHAT IS SPECIAL ABOUT ACADEMIC ENGLISH?

8

Now consider the following. For whom were these written? What are the 
differences between the two?
2a. Inflation is an abnormal increase in available currency and credit, resulting in a 
rise in price levels.
2b. An abnormal increase in available currency and credit, resulting in a rise in 
price levels is called inflation.
Now write a one-sentence definition of a term in your field for two different 
audiences: one will be students in a totally unrelated field, while the other 
consists of fellow-students in your own program. Discuss in class how your 
definitions differ.

VII. Structure
Task 7. Match the question with a title.

What are the main points?
a.
Abstract

Is there any extra information?
b.
Introduction

What does it mean?
c.
Methods

What did I found out?
d.
Discussion

How did I deal with the problem?
e.
Results

Whose work did I refer to?
f.
Conclusions

Who helped me out?
g.
Acknowledgements

What is the problem?
h.
References

What did I do, in a nutshell?
i.
Appendices

VIII. Spelling
Task 8. Find the mistakes.
I have a spelling checker,
It came with my PC.
It plainly marks four my revue
Mistakes I cannot sea.
I’ve run this poem threw it,
I’m sure your please to no.
It’s letter perfect in it’s weigh,
My checker tolled me sew. 
(Source unknown)

LESSON 1. WHAT IS SPECIAL ABOUT ACADEMIC ENGLISH? 

9

Task 9. Consider eleven pieces of advice from the list below. Place a
check mark (V) before the five most important of them (in your opinion) for 
a writer of academic texts.
1.
Use correct spelling, grammar, and punctuation.

2.
Write in an objective, neutral manner.

3.
Accurately use the terminology of your discipline.

4.
Ensure that your language is rich enough.

5.
Write in an academic style, avoid colloquial language, jargon, and slang.

6.
Arrange your ideas in a strict logical order.

7.
Pay special attention to the introduction of your text.

8.
Incorporate visual support (tables, diagrams, graphs) for your ideas.

9.
Cite leading papers in your field.

10.
Think about the general presentation (chapters, sub-chapters, paragraphs, 

etc.) of your text.
11.
Pay special attention to the conclusion of your text.

Task 10. Here is a list of ten features characteristic of academic writing, five 
of them are relatively prominent in Anglo-American research texts. Try to 
find these features in the list.
1. Impersonal style of writing (i.e., without using the personal pronouns "I" or 
"we").
2. Intensive use of logical connectors (words like "therefore" or "however").
3. Heavy load of terminology and specialized jargon.
4. High degree of formal text structuring (i.e., division of the text into sections and 
subsections with appropriate headings).
5. Tendency to cite and to include into the lists of references the most recent 
publications in the field.
6. Frequent occurrence of the phrases which provide reference to the text itself 
(e.g., "This paper discusses ...").
7. Use of long sentences with complicated grammar.
8. Strong emphasis on generalizations and highly theoretical issues.
9. Frequent use of footnotes and long remarks in parentheses.
10. Tendency to follow a certain pattern of textual organization (e.g., problem-solution).

Home assignment:
Academic Vocabulary in Use Unit 1.