Реферирование и реферативный перевод

МИНИСТЕРСТВО НАУКИ И ВЫСШЕГО ОБРАЗОВАНИЯ  
РОССИЙСКОЙ ФЕДЕРАЦИИ 
 
РОСТОВСКИЙ ГОСУДАРСТВЕННЫЙ 
ЭКОНОМИЧЕСКИЙ УНИВЕРСИТЕТ (РИНХ) 
 
 
 
 
 
 
 
 
 
 
 
 
Казанская Е.В., Бачиева Р.И. 
 
 
РЕФЕРИРОВАНИЕ 
И РЕФЕРАТИВНЫЙ ПЕРЕВОД 
 
Учебное пособие 
для специальности 38.05.02 «Таможенное дело» 
 
 
 
 
 
 
 
 
 
Ростов-на-Дону 
Издательско-полиграфический комплекс РГЭУ (РИНХ) 
2021 

УДК 81(075) 
ББК 81 
К 14 
 
 Казанская, Е.В. 
К 14     Реферирование и реферативный перевод : учебное пособие для специальности 38.05.02 «Таможенное дело» / 
Е.В. Казанская, Р.И. Бачиева. – Ростов-на-Дону : Издательско-полиграфический комплекс Рост. гос. экон. ун-та 
(РИНХ), 2021. – 92 с. 
ISBN 978-5-7972-2877-6 
 
 
Учебное пособие состоит из разделов, упражнения которых 
позволяют развить коммуникативные умения в разных видах речевой 
деятельности, таких как чтение, говорение, письмо. Авторами разработан 
целый ряд заданий коммуникативного характера, полезных для подготовки 
будущих специалистов к реальному общению в профессиональной среде. 
Упражнения учебного пособия могут быть использованы как для работы в 
аудитории, так и для самостоятельного выполнения. 
Предназначено для студентов, обучающихся по специальности 
38.05.02 «Таможенное дело». 
УДК 81(075) 
ББК 81 
 
Рецензенты: 
Агасиева И.Р., к.п.н., доцент кафедры иностранных языков  
Дагестанского государственного технического университета; 
Самарская С.В., к.п.н., доцент кафедры иностранных языков  
для экономических специальностей  
Ростовского государственного экономического университета (РИНХ). 
 
Утверждено в качестве учебного пособия  
учебно-методическим советом РГЭУ (РИНХ). 
 
  
 
ISBN 978-5-7972-2877-6    
 
      Казанская Е.В., Бачиева Р.И., 2021 
 Ростовский государственный 
экономический университет 
(РИНХ), 2021 
 

ОГЛАВЛЕНИЕ 
 
Introduction .......................................................................................... 4 
Unit 1. Discussing Professional Literature ........................................ 5 
1.1 Rendering an article ................................................................ 5 
1.2 Writing a summary ............................................................... 12 
Unit 2. The main key-patterns to be used for rendering  
an article ............................................................................................. 18 
2.1 Clichés for rendering an article and writing an abstract ...... 19 
2.2 Common lexical units used in scientific literature ............... 21 
Unit 3. Reading ................................................................................... 29 
Unit 4. Grammar ............................................................................... 36 
4.1 The Infinitive ........................................................................ 36 
4.2 The Gerund ........................................................................... 43 
4.3 The Participle ........................................................................ 47 
Unit 5. Scientific papers and articles for rendering ....................... 52 
Unit 6. Practice ................................................................................... 66 
Unit 7. Texts for reading ................................................................... 78 
 
 
 
 
 
 
 

INTRODUCTION 
Данное учебное пособие предназначено для студентов 
направления 38.02.05. «Таможенное дело». Целью учебного 
пособия является развитие умения аннотирования и реферирования научной литературы по специальности на русском и 
английском языках. Наряду с краткими сведениями о видах 
рефератов и аннотаций, экскурсом в историю развития реферирования 
и 
стандартными 
речевыми 
оборотами, 
рекомендуемыми для составления аннотаций и рефератов на 
английском языке, в учебном пособии нашли отражение правила 
их оформления с учетом действующих в настоящее время 
государственных стандартов оформления печатной продукции 
подобного рода. 
Предлагаемое пособие построено на специальных, научнопопулярных и собственно научных текстах. Текстовые материалы 
служат основой для продолжения формирования словарного 
запаса специальной лексики и навыков перевода литературы по 
специальности. Пособие снабжено словарным минимумом и 
практическими заданиями. 
 
 
 
 
 
 
 
 
 

UNIT 1. DISCUSSING PROFESSIONAL LITERATURE 
 
1.1 Rendering an article 
 
Research is the pursuit of new knowledge through the process of 
discovery. Scientific research involves diligent inquiry and systematic 
observation of phenomena, so doing research it is vitally essential to 
be able to read, render and summarize information from different 
sources.  
Rendering is defined in the Webster‟s dictionary as «art of 
making presentations». Art indeed, as it requires a lot of your skills 
and knowledge of reconstructing and rearranging written passage 
without any considerable damage to its context and idea(s). 
Rendering can‟t be produced without thorough comprehension 
of the passage. Dividing the text into logical parts and singling out the 
main idea of each of them can be an essential help in understanding 
the passage. The material in a rendering is presented from the point of 
view of the author of the original and does not include any elements of 
interpretation or evaluation. But at the end of your rendering, you will 
still be asked to give your opinion of the original text.  
 
Rendering is usually kept to the following structure: 
1. Introduction, where you provide all necessary background 
information such as the title and source of the passage and state the 
main idea. 
2. The body, where the main idea is revealed. 
3. The conclusion, containing the deductions. 
4. Your opinion of the problem (position) introduced in the 
passage. 
The plan of rendering scientific papers and articles 
1. The headline of the paper/the article. 
2. The author of the paper/the article, where and when it was 
published. 
3. The message/ the main idea of the paper/the article. State it 
briefly and in your own words if possible. Indicate what seems to you 
to have been the paper‟s (the author‟s) purpose. 

4. The contents of the paper/the article: 
a) find the answers to the major questions: Who? What? When? 
Why? and How? 
b) the main problem discussed; 
c) minor problems; 
d) look through the paper/the article for the figures which are 
important. 
5. The conclusion, the author comes. 
6. Your opinion and your assessment of the paper/the article. 
 
Word combinations and clichés to be used in discussing 
scientific papers and articles 
1. 
The headline of the paper/the article. 
The paper/ the article is headlined … 
The paper/ the article is entitled … 
The title of the paper/ the article is  
The subtitle of it is … 
The screaming headline of the paper/the article is … 
The headline reads … 
2. 
The author of the paper/the article, where and when it 
was published. 
The author of the paper/the article is… 
It is written by… 
The author is a well-known (distinguished, outstanding) scientist 
in the field of ... 
The article originally appeared in … 
The paper/the article is/was published in… 
The article is from а newspaper under the nameplate. 
3. The message/ the main idea of the paper/the article. 
The paper/ the article is devoted to … 
The paper/ the article deals with … 
The paper/ the article touches upon … 
The paper/ the article addresses the problem ... 
The paper/ the article raises/ bring up the problem of … 
The paper/ the article describes the situation … 
The paper/ the article assesses the situation … 
The paper/ the article is concerned with … 

The aim of the paper/ the article is to provide the reader with the 
information about … 
4. The contents of the paper/the article. 
The paper/ the article begins with a discussion of (chapter on, 
introduction to, introductory discussion of) … 
The first paragraph deals with... 
First (at first, at the beginning) the author points out/ notes/ 
describes that ... 
Next (further, then) the author tries to (indicates that, explains 
that)... 
The author writes/states/agrees/argues/admits/stresses/ underlines/ 
emphasizes/ points out that… 
The paper/ the article also has a word about … 
The paper/ the article provides the reader with some data on … 
(some material on …, some information on …, a treatment of …, a 
study of …, a summary of …, some details on …, a useful 
bibliography, a list (set) of references, key references) 
The author has succeeded in showing (providing, presenting) the 
results of… 
The author failed to show (to exhibit, to provide, to present, to 
give an account of, to direct our attention to )… 
5. The conclusion, the author comes. 
The author comes to the conclusion  that … 
In the conclusion, the author draws the attention of the reader to 
… 
The paper/ the article ends with a discussion of … 
Summing up the results of … the author … 
The author concludes that (summarizes the)... 
To sum up (to summarize, to conclude) the author emphasizes 
(points out, admits that...) 
Finally (In the end) the author admits (emphasizes) that... 
6. Personal opinion and assessment of the paper/the article. 
In my opinion (To my mind, I think)... 
The paper/ the article is interesting, of importance (of little 
importance), valuable (invaluable), up-to-date (out-of-date), useful 
(useless)... (not interesting)... 
I am perfectly aware that … 

I am confident that … 
I find the paper/ the article important/ dull/ useful/ too difficult 
to understand and asses. 
7. Personal view on the topic/idea/problem. 
The message of the writer is clear to understand... 
I share the author‟s view... 
I see the problem in a different way... 
I don‟t quite agree with the fact (that)... 
 
Tasks and exercises 
 
A. Read the title of the article and explain in your own words 
what microeconomics deals with. Read the text and check your 
explanations. 
What is microeconomics all about? 
 
Microeconomics is the branch of economics that is concerned 
with the details of this “big picture”. In microeconomics we focus on 
the individuals, firms, and government agencies that actually comprise 
the larger economy. Microeconomics is the study of how decisions are 
made by consumers and suppliers, how these decisions determine the 
allocation of scarce resources in the marketplace, and how public 
policy can influence market outcomes for better or worse. A basic 
understanding of microeconomics is essential to the study of 
macroeconomics because “micro” provides the foundations upon 
which “macro” is built. It is pointless to try to explain, for example, 
the demand for money and how it affects interest rates in the economy 
without a grasp of how suppliers and buyers interact in a market.  
Economists think of there being two sides to a market, the 
demand side and the supply side. The demand side consists of 
economic agents, households and sometimes firms, who come to the 
market to buy a specific good or service. The supply side consists of 
the suppliers of the good or service, generally firms that produce the 
item.  
We study the demand and supply sides of markets separately, 
because each involves different groups of agents. Within each group 
there is a common goal but the two groups have very distinct goals. 
Buyers all come to the market with the same goal of getting as much 

satisfaction, or what economists call utility, as they can from their 
limited budget. Suppliers are maximizing profit by using the factors of 
production – land, labor, capital, and entrepreneurship, as effectively 
as possible, given the costs of those factors and the price at which they 
can sell their product.  
An inverse relationship between price and the quantity 
demanded is called the Law of Demand. It is one of the most firmly 
established principles in the social sciences and it is no exaggeration 
to say that it is the keystone of economics.   
Why are economists so convinced that there is an inverse 
relationship between price and quantity demanded? First of all, we all 
see the law of demand at work in everyday life. If Ford has too many 
trucks left over at the end of the model year it offers discounts to 
stimulate demand. What we call a “sale” is just the use of the law of 
demand to increase the quantity sold by cutting price. We saw that 
when personal computers became cheaper, the number of homes 
owning one increased rapidly.   
Secondly, the way that price affects consumer choice is easily 
and well understood, and that analysis is compelling in its support of 
the law of demand.   
To sum up, the law of demand is the one main laws of the 
market.  It says that the quantity of a good or service that is demanded 
varies inversely with changes in the price, holding other factors 
constant. This effect has two components, the substitution effect and 
the income effect.  Both work in the direction of making the quantity 
demanded change in the opposite direction to a change in price. 
From Review of the Principles of Microeconomics,  
Charles R. Nelson,  
Internet Edition as of Apr. 7, 2006 
 
1. Answer the questions: 
a) What are the title and the source of the paper? Whom is it 
addressed? 
b) What does the subject matter of paper relate to? 
c) What is the key message of the article? 
d) How is macroeconomics defined in the article? 

2. Look through the paper and indicate the paragraphs that 
contain information about: essence of microeconomics; different types 
of economic agents; relationship between price and the quantity 
demanded. 
3. Commit the main statements of the paper as a plan.  
4. Render the text article the phrases according to the plan. 
 
B. Read and translate the article.  Render it in written form 
using all necessary structures and patterns. 
 
Solving the main economic problem 
by Joseph M. Bryan Jr., PhD in Economics, 
Princeton University 
Throughout time, the inhabitants of earth have been faced with 
the challenges of acquiring resources and using them to their benefit. 
Academically put, the economic problem faced by humans is the 
production and distribution of resources. The three solutions to this 
economic problem channel the work of mankind to productive outlets, 
but also ensure the correct allocation of the results of these efforts. 
These systems of economies are run by tradition, command, and 
market. Through these institutions of economic organization, the 
United States has successfully produced goods but failed to 
adequately solve the issue of “Who Gets What?” 
With each of these three types of economies in mind, the United 
States has most greatly benefited from its use of the market economy. 
By incorporating concepts of tradition and command, the U.S. has 
gone to great lengths in its attempts to solve the economic problem. It 
has solved the production half of this problem by producing enough of 
the right types of goods (or acquiring them through trade), but it has 
not correctly solved the issue of distribution.  
With policies closer resembling laissez-faire ideas and favoring 
big business during the early 1900s, the government now has in place 
methods of redistributing wealth and ensuring that most of the basic 
needs of the lower lass/unemployed are met. These funds are collected 
through taxation and given out by way of programs such as Medicaid, 
unemployment benefits, and food stamps. These changes, more