ACADEMIC MODULE PROGRAM

ACADEMIC MODULE PROGRAM

Lesson 1 Western Educational System. Academic System Differences
Lesson 2 International Academic Environment
Lesson 3 How to Write an Academic Essay. What is an Academic Writing
Lesson 4 Self-Presentation and Personal Branding
Lesson 5 Debates and Persuasive Strategies
Lesson 6 Prioritizing and Managing your Time
Lesson 7 Life on Campus. Job Opportunities
Lesson 8 Being Engaged with the World: Milestones to Success

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Lesson 1

Western Educational System.

Academic System Differences.

• the main differences between Western and Eastern educational systems

• credit hours
• tutorials
• Career Centres
In this lesson you will
• Project-based learning
learn about
• well-rounded education system
• student-centered curriculum
• mentoring and peer teaching
• forward thinking strategies

Work in pairs. What differences between Western and Ukrainian educational

system can you come up with?

Ukraine Western countries

1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

Read the article and check your ideas.

Differences between western and eastern educational system:
A. Teacher-centered and student-centered
The prime difference between the two education systems is that one uses teacher-centered classes, and
the other uses student-centered classes.
In the Eastern education system, the teacher is the only authority; his or her words are not to be questioned.
Students are not expected to speak up in class or respond to the questions that the teacher asks. Therefore,
most of the questions are rather rhetorical. Questions are brought up for the teachers to answer. Thus, there
is no motivation for the students to be active.
Students of the Western education system, on the contrary, participate more in class. They have class or
group discussions and they are forced to express opinions, which are valued. In this way, students also
listen to other’s ideas, which make them not only learn from the teachers, but also their peers.

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 Lesson 1

B. Memorizing and understanding

The way students learn individually (not as members of a class) also differs from East to West.
For instance, Eastern education is mainly based on book learning and memorization. They focus on classics
and exams. Teachers of ten have to rush through the textbooks to meet the deadline of every monthly
examination. Hence, students learn from memorizing facts, which are often forgotten after a short period
of time, rather than understanding. And the lack of understanding all the facts results in the need for cram
schools.
If we take a look in the Western way, they have a comparatively relaxed pace of learning. This all allows
better and deeper understanding of the topic they are working on. They spend more time on class and
group discussion in order to know how to speak up logically and learn to accept other people’s opinions.
They are often given assignments in the format of a report or project and will have to do their own research
and gradually develop their independence. Presentations are also expected to be given properly with a clear
voice and information, good time-control and stable eye contact. The skill of taking notes directly from the
teacher’s lecture replaces following lifeless textbooks.
This is the education of training students to be provided with skills they will need in their further studies and
future careers.

C. Conformity and originality

The Eastern education system puts a great deal of emphasis on conformity.
There are tons of school rules to follow and students are expected to line up like troops when attending
assembly. Rules like: “sneakers and socks have to be white or black”, “shirts need to be tucked in”, and “no
makeup or nail polish is allowed” are common.
All students are basically graded by scores they get in the exams. The disadvantage of this is that some
students might study around the clock but still fail and this would terribly cut down the interest they have
towards studies.
The Eastern education system seems to be working on producing “perfect”, “zero-mistakes” students. Any
action that’s out of the ordinary is regarded as some sort of rebellion and will be questioned or punished.
Occupations like doctors and lawyers are regarded as decent jobs to do while being an artist or designer
is not so respected by others since in our education system, only those who score low in exams attend
vocational schools. This prevents those with special talents from developing into professionals.
Unlike the Eastern system, in the Western education system, mistakes are considered positive. There is
no doubt that humans at least once in a while make mistakes, and for Westerners, these are simply steps
towards learning and are perfect chances to mature.
In contrast to the Eastern grading system, they grade students by assessment of their performance. This
way, students who put lots of effort to their studies can be satisfied with the grades they get and will maintain
the motivation to keep up the good work and those who don’t work hard also learn that lack of effort is not
sufficient to earn a good outcome.
Originality and extracurricular activities are highlighted and encouraged, activities like a donation contest,
visiting an orphanage or building houses for the poor. Consequently, they produce more artists and designers
that dominate the fashion trends and create a more concerned community.

D. Relationship between teachers and students

Students under Western education generally are more willing to speak about their problems to their
counselors and are more flexible about other people’s advice. This is also due to the fact that Westerners
consider emotional problems as something normal and always try to be optimistic about them. Through lots
of discussions and debates in class, teachers have the status of an assistant or guide instead of a director.

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 Lesson 1

Debate.
Work in groups. Based on what you’ve just learnt, GROUP A: name the advantages of Western educational
system and justify your ideas; GROUP B: talk about the disadvantages of Western educational system and
justify your ideas.
Student A Student B
1. Ukrainian system of education is better, You may be right, but…
because…
2. Ukrainian educational system gives the I would agree with you if…
students…
3. If you want to run your own business in Ukraine, Sorry, but I think…
it is better to…
4. In my opinion, Western educational system…
5. I know what you mean, but…

What do you know about tutorials?

Read the text and find out.

A tutorial is a method of transferring knowledge and may be used as a part of a learning process. More
interactive and specific than a book or a lecture, a tutorial seeks to teach by example and supply the
information to complete a certain task.
A tutorial can be taken in many forms, ranging from a set of instructions to complete a task to an interactive
problem solving session (usually in academia).
In British academic parlance, a tutorial is a small class of one, or only a few students, in which the tutor, a
lecturer, or other academic staff member, gives individual attention to the students.
In Australian, New Zealand, and South African universities, a tutorial (colloquially called a tute or tut) is
a class of 10–30 students. Such tutorials are very similar to the Canadian system, although, tutorials are
usually led by honours or postgraduate students, known as ‘tutors’.
At the two campuses of St. John’s College, U.S. and a few other American colleges with a similar version
of the Great Books program, a “tutorial” is a class of 12–16 students who meet regularly with the guidance
of a tutor. The tutorial focuses on a certain subject area (e.g., mathematics tutorial, language tutorial) and
generally proceeds with careful reading of selected primary texts and working through associated exercises
(e.g., demonstrating a Euclid proof or translating ancient Greek poetry).

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The key focus of tutorial groups is the interactive,
participatory nature of the discussion. Tutorial
discussions rely for their success on what you do
before and during a tutorial. The role of the tutor is
to facilitate and encourage the exploration of the
relevant issues and problems.
Before the tutorial
• read the required articles or chapters as set out
for your tutorial topic in your subject guide.
• think about the topic and formulate some basic
ideas that you can contribute to the tutorial
discussion about the topic.
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Lesson 1
During the tutorial: Listen to other tutorial
participants and contribute your ideas to the
discussion. Ask questions. Do not leave the tutorial
feeling confused.
After the tutorial: Write down any notes of
comments or ideas that you think are important to
remember. Add these to your other subject notes.
Answer the questions:
1. What is the main difference between a
lecture and a tutorial?
2. What is the key focus of tutorial groups?
3. Do you have to prepare to tutorials? How?
Lesson 2

International Academic
Environment.

• academic degrees, roles and titles

• academic courses and programs
• academic rules & responsibilities
• extracurricular activities
In this lesson you will learn • class policy
about • academic integrity and academic dishonesty
• in-class activities
• examinations and tests
• grading policy
• dress code for students
Studying in another country provides you with transformative experiences, makes you a more informed and
empathetic global citizen, and creates lifelong memories.

academic degrees& An academic degree is a qualification awarded to students upon

institutions successful completion of a course of study in higher education.

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 Lesson 3 Lesson 2

The program of studying for any major/minor is usually described in the curriculum which contains all the
lessons and academic content taught in a specific course or program and includes all academic experiences
students are supposed to go through while studying, including:
• the learning objectives;
• the lessons that teachers teach;
• the assignments and projects given to students;
• the books, materials, videos, presentations, and readings used in a course;
• the tests used to evaluate student learning.
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Extracurricular activities are college activities for students’ free time, not included into the curriculum and
usually give the best opportunities to explore new hobbies, try different things, and see what you’re passionate
about and get a better idea of who you are.

Among the most popular extracurricular activities in colleges and universities are playing a varsity sport, being
a member of a student committee, building homes for the poor and many other social and voluntary activities.

Academic rules & responsibilities

A syllabus is an academic document usually prepared by a course instructor for course participants.
It communicates course information and defines expectations and responsibilities.
An academic honor code is a set of rules and ethical principles for an academic community based on ideals
of honorable behavior. Honor codes are also used to avoid academic dishonesty.

UNIVERSITY ENGLISH SYLLABUS

SEMESTER: Summer/2017
INSTRUCTOR: Elizabeth Nudelman
E-MAIL: elizabeth.nudelman@gmail.com
COURSE DESCRIPTION

This is an introductory course to provide students with understanding of a studying process in the international
academic environment – specifically, in colleges and universities abroad. The course lasts ten days and
consists of 45 hours of instruction in total. Each day of the course is based on a separate topic (basic
skills and knowledge necessary for starting higher education abroad) and includes theory, individual writing
practice and group speaking practice. Extra class activities are English-learning blocks, guest-speakers’
presentations, individual speeches and presentations, watching videos, reading texts, etc.

COURSE OBJECTIVES

1) to immerse the participants into international academic environment, introduce its principles, rules,
regulations, traditions and notions;
2) to provide the participants with universal theoretical knowledge and practical academic skills, essential
for successful studying;
3) to form the participants’ effective academic habits;
4) to provide the participants with real-life experience in project development and other academic activities
including public speaking and examination process;
5) to teach the participants practical academic English and improve their general level of English knowledge.

CLASS POLICY

Preparation / Homework:

• each student is expected to come to class prepared: it means that students have to come to class having
read the assigned materials / having fulfilled their home assignments if any;
• homework can consist of reviewing the class information, coming up with specific ideas, English grammar
exercises, and is given in the end of each chapter.
Attendance:
• regular attendance of classes is expected of all students;
• attendance is required, obligatory and critical; however, attendance does not guarantee a passing grade
in the class;
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 Lesson 3 Lesson 2

• attendance sheet will be used to control the attendance;

• illness of inability to attend must be verified in writing by doctor;
• if a student misses a class, he/she will automatically receive zero points for any activity done in class;
students are not allowed to make up any missed quizzes/essays/exams/etc.

Class Participation:

• participation of all students in all class activities is expected in each class;

• participation is graded in terms of a student’s effective contribution to the class, including answers to
instructor’s questions and participation in general class discussion;

• participation is important as it can favorably affect your grade: a portion of the final grade often consists of
participation points; they will be awarded to students at the end of every class session;

• the number of those points will remain at the instructor’s discretion; the maximum number of such points
received by one student throughout the course, however, will not exceed 20;

• participation points are never automatically awarded to students simply on the basis of their presence in
class; it is the student’s responsibility to earn participation points during the session by actively participating
in class activities.

Class Disruption:

• talking out loud, surfing the Internet, playing games on your phone, chatting with friends, or disrupting the
class in any other way will not be tolerated;

• if someone disrupts the class, a warning is given; if the person continues disrupting the class after the
warning, 2 points will be deducted from the person’s grade every time.

Time Commitment:

! students must complete and submit their tasks on time.

ACADEMIC INTEGRITY & ACADEMIC DISHONESTY

• academic integrity is the moral code of the school, which includes such values as avoidance of cheating
or plagiarism and honesty in academic work;
• any violation of this principle is called academic dishonesty and can result in failing the grade;
• cheating is a form of academic dishonesty which means collaborating or using any help materials during
an exam, a quiz or an essay (such as using cheat-sheets, copying somebody else’s work, etc.);
• facilitating academic dishonesty is another form of academic dishonesty which means helping somebody
commit an act of dishonesty, such as substituting for an examination or completing an assignment for
someone else.
IF A STUDENT IS DISCOVERED CHEATING OR FACILITATING ACADEMIC DISHONESTY, HE/SHE
WILL BE IMMEDIATELY AWARDED A FAILING GRADE FOR THE ASSIGNMENT.

IN-CLASS ACTIVITIES
Essays:
• throughout the course, the participants will write eight individual essays;
• the topics and requirements will be specifically announced by the instructor;
• each essay can bring participants up to 10 points to the course grade.
Debates:
• throughout the course, the participants will participate in ten team debates;
• the topics and requirements will be specifically announced by the instructor;

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 Lesson 2 Lesson 3

• each debate can bring participants up to 10 points to the course grade;

• each member of the team winning the debate will get 5 extra points to the course grade;
• each member of the team winning the final debate tournament on day 10 of the course will get 10 extra
points to the course grade.
Individual Speeches / Presentations:
• throughout the course, the participants will make three individual speeches;
• the topics and requirements will be specifically announced by the instructor;
• each individual speech can bring the participants up to 10 points to the course grade.
Dress code for students

To maintain the good image of the University, students are reminded to be appropriately attired in a manner
befitting the status of university students as well as the occasion, when you are on campus.

You should dress appropriately in lecture theatres/tutorial rooms/laboratories/workshops/library/offices. For

example,

• Clothing
• you must not expose your midriff, chest, upper thigh or show visible cleavage or undergarment
• you must not wear clothes that are transparent (see-through)
• your clothes must not bear any vulgar, offensive or obscene prints or language
• Footwear
• you must not wear flip-flops or slippers (thong sandals are allowed unless proscribed)
For security purposes, students must be readily identifiable at all times with their faces uncovered.

Students shall not wear anything that prevents ready identification such as full-face motorcycle helmets,
masks or veils.

In addition to the above, students shall adhere to the safety guidelines issued by their respective

Schools on appropriate attire and footwear for laboratories/ workshops.

Canada Ottawa University

Dress Code

The student must at all times project a professional image.

Unless the clinical site requires a specific dress code or uniform, the student must abide by the following
details during clinical placements, practical exams and clinical visits.

The dress code includes:

• Dress pants;
• A plain shirt (without writing or messages) with long or short sleeves and a collar;
• Stockings or socks;
• Closed-toe and low-heeled, non-slip shoes - maximum height of heel 2.5 cm. (1 inch);
• University program identification badge bearing the student’s name and status.
If indicated by a clinical facility, a clean white lab coat should be worn as well as the above.

It is unprofessional for students to wear the following:

• Tight or transparent clothing;
• Jeans (any colour), shorts or short skirts;
• Camisoles or T-shirts / tops that expose the abdomen;
• Boots or sandals;
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• Excessive jewelry that affects a client’s, another professional’s or your own safety.
• Perfume or scented lotions.

Hampton University

The Dress Code is based on the theory that learning to use socially acceptable manners and selecting attire
appropriate to specific occasions and activities are critical factors in the total educational process.

Understanding and employing these behaviors not only improves the quality of one’s life, but also contributes
to optimum morale, as well as embellishes the overall campus image. They also play a major role in instilling
a sense of integrity and an appreciation for values and ethics.

The continuous demonstration of appropriate manners and dress insures that Hampton University students
meet the very minimum standards of quality achievement in the social, physical, moral and educational
aspects of their lives - essential areas of development necessary for propelling students toward successful
careers.

Students will be denied admission to various functions if their manner of dress is inappropriate. On this
premise, students at Hampton University are expected to dress neatly at all times. The following are examples
of appropriate dress for various occasions:

1. Classroom, Cafeteria, Student Center and University offices - neat, modest, casual or dressy attire.
2. Formal programs in Ogden Hall, the Convocation Center, the Little Theater and the Memorial Chapel -
business or dressy attire.
3. Interviews - business attire.
4. Social/Recreational activities, Residence hall lounges (during visitation hours) - modest, casual or dressy
attire.
5. Balls, Galas, and Cabarets - formal, semi-formal and dressy respectively.

Examples of inappropriate dress and/or appearance

1. Do-rags, stocking caps, skullcaps and bandanas (prohibited at all times on the campus of Hampton
University except in the privacy of the student’s living quarters).
2. Head coverings and hoods for men in any building.
3. Baseball caps and hoods for women in any building. This policy item does not apply to headgear
considered as a part of religious or cultural dress.
4. Bare feet.
5. Shorts that reveal buttocks.
6. Shorts, all types of jeans at programs dictating professional or formal attire, such as Musical Arts, Fall
Convocation, Founder’s Day, and Commencement.
7. Clothing with derogatory, offensive and/or lewd messages either in words or pictures.
8. Men’s undershirts of any color worn outside of the private living quarters of the residence halls.
9. Sports jerseys without a conventional tee-shirt underneath.
10. Men and Women’s pants that show underwear.

Dress code: Procedures for cultural or religious Head coverings

1. Students seeking approval to wear headgear as an expression of religious or cultural dress may make a
written request for a review through the Office of the Chaplain.
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2. The Chaplain will forward a recommendation to the Vice President for Student Affairs for final approval.
3. Students that are approved will then have their new ID card picture taken by University Police with the
headgear being worn.
All administrative, faculty and support staff members will be expected to monitor student behavior applicable
to this dress code and report any such disregard or violations to the Offices of the Dean of Men, or Dean of
Women for the attention of the Vice President for Student Affairs.

#extra.vocabulary
extracurricular
integrity
to pursue
syllabus
honor code
to immerse into
disrupting
cheating
plagiarism
cheat-sheets
attire
befitting
transparent
vulgar
obscene
scented
embellish
derogatory
disregard

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 Lesson 3

How to Write an Academic Essay.

What is Academic Writing.
In this lesson you will learn
• what academic writing is
• how to write an academic essay
• academic writing style
• how to understand purpose and register
• how to select key points and paraphrase
• how to organize paragraphs
• how to write a conclusion

1. Do you consider writing skills to be important? Why?/Why not?

2. What writing assignments do you get at school? Are you good at writing?
3. What is academic writing?

Writing is a skill that is required in many contexts throughout life. However, academic writing does many of
the things that personal writing does not: it has its own set of rules and practices.
• These rules and practices may be organised around a formal order or structure in which to present ideas,
in addition to ensuring that ideas are supported by author citations in the literature.
• In contrast to personal writing contexts, academic writing is different because it deals with the underlying
theories and causes governing processes and practices in everyday life, as well as exploring alternative
explanations for these events.
• Academic writing follows a particular ‘tone’ and adheres to traditional conventions of punctuation, grammar,
and spelling.

Academic writing style

Discuss the questions. Then read the information about academic writing style and do exercises.
1. What is an academic essay?
2. What are the main types of academic essays?
3. What is the structure of an academic essay?
There’s no great mystique about an “academic writing style”.

The most important thing is to keep your writing clear and concise and make sure that you get your ideas
over in a comprehensible form. Its clear expression of these ideas that will impress your tutor, not a string
of long, inappropriate words found in your dictionary. A wide range of vocabulary is of course important, but
you must use the right word, and shorter ones are often better than longer ones.

An academic essay can be defined as a document that has a defined structure – an introduction, a body
and a conclusion.

The main types of academic essays are:

• descriptive – describes a subject, e.g.: a person, place or event;
• expository – explains a concept theory;
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 Lesson 3 Lesson 4
• argumentative – presents an argument through reasoning and the use of evidence.
The most important thing to remember is:
• try to avoid informal language, especially colloquial expressions and slang. Also, spoken language is
naturally full of hesitations, repetitions, grammatical errors and unfinished ideas.
• structure IS important: sentences should be complete and ideas arranged into paragraphs or sections,
and you should aim for perfection in your grammar and spelling. However, especially if English is not your
first language, don’t become too obsessed with this, to the point perhaps of copying word for word from
your sources.
• it is important that you clearly show your understanding of the subject and your ability to manipulate
information to answer a specific question or complete a specific task, and as long as any grammar errors
you make don’t impede this, then it shouldn’t be a problem.
Here are a few general points to remember when you are writing your assignments. As well as using
appropriate language and aiming for 100% accuracy in your grammar and vocabulary, you should also
remember that you’re writing for someone else, and hence the importance of punctuation, sentences,
paragraphs and overall structure, all of which help the reader.

AVOID SOME ASPECTS OF INFORMAL ENGLISH

• don’t (do not!) use contractions (e.g. it’s, he’ll, it’d etc.): always use the full form (it is/has, he will, it
would/had).
• don’t use colloquial language or slang (e.g. kid, a lot of/lots of, cool)
• always write as concisely as you can, with no irrelevant material or “waffle”.
• generally avoid “phrasal verbs” (e.g. get off, get away with, put in etc.): instead, use one word
equivalents.
• avoid common but vague words and phrases such as get, nice, thing. Your writing needs to be more
precise.
• avoid overuse of brackets; don’t use exclamation marks or dashes; avoid direct questions; don’t use
“etc.”.
• always use capital letters appropriately and never use the type of language used in texting!

STRUCTURE YOUR WRITING CAREFULLY

• make sure you write in complete sentences.
• divide your writing up into paragraphs.
• use connecting words and phrases to make your writing explicit and easy to follow.
• check your grammar and spelling carefully.

Exercise 1
Replace the phrasal verbs in the sentences with a more appropriate verb from the list below. Don’t forget to
keep the same tense.

fluctuate investigate eliminate raise reduce propose intervene establish

1. Researchers have been looking into the problem for 15 years.

2. This issue was brought up during the seminar.

3. It is assumed that the management knows what is happening and will therefore step in if there is a problem.

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4. Schools cannot altogether get rid of the problem of truancy.

5. The number of staff has been cut down recently.

6. It was very difficult to find out exactly what happened.

7. House prices have a tendency to go up and down.

8. A potential solution was put forward two years ago.

Exercise 2
Replace the following phrasal verbs with a more formal single word.

1. The locals could not put up with the visitors from the city.

2. The decline was brought about by cheap imports.

3. The university is thinking about installing CCTV.

4. Sales are likely to drop off in the third quarter.

5. He went on speaking for over an hour.

6. The meeting was put off until December.

7. The cinema was pulled down ten years ago.

8. People have cut down on their consumption of beef.

Exercise 3
Which of the two alternatives in bold do you think is more appropriate in academic writing?
1. The government has made considerable/great progress in solving the problem.
2. We got/obtained excellent results in the experiment.
3. The results of lots of/numerous tests have been pretty good/encouraging.
4. A loss of jobs is one of the consequences/things that will happen if the process is automated.
5. The relationship between the management and workers is extremely/really important.
6. Some suggestions springing up from/arising from the study will be presented.

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 Lesson 3 Lesson 4

Exercise 4
Use a more formal word or phrase to replace those in bold.
1. The reaction of the officials was sort of negative.

2. The economic outlook is nice.

3. Car manufacturers are planning a get together to discuss their strategy.

4. The resulting competition between countries is good.

5. The economy is affected by things that happen outside the country.

6. She was given the sack because of her poor record.

7. The examination results were super.

Exercise 5
Replace the contractions in the following sentences with full forms where necessary.
1. The results weren’t very encouraging.

2. We’ll have to conduct another experiment.

3. She’s been all around the world.

4. It’s the best solution to the problem.

5. Our questionnaire shows that teachers aren’t paid what they’re worth.

6. His response was, “A job’s a job; if it doesn’t pay enough, it’s a lousy job’.

7. He’d rather announce the findings at the conference.

8. The department’s approach didn’t succeed.

Exercise 6
Suggest improvements to the following sentences to avoid use of “you” and “we”.
1. You can apply the same theory of learning to small children.

2. You can only do this after the initial preparation has been conducted.

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3. The figures are accurate to within 1%, but you should note that local variations may apply.

4. In the second section of the report, we will consider the environmental consequences.

Exercise 7
Suggest alternatives to the following to avoid use of personal language.
1. In this essay I will discuss the main differences between the English and Scottish legal systems.
2. I have divided my report into five sections.
3. I will conclude by proposing that all drugs should be legalized.
4. The opinion of the present author in this essay is that the importance of the monarchy should be reduced.
5. In the third part of the essay, we will look at the reasons for public hysteria over the SARS virus.
6. Although I am not an expert in the field, I have tried very hard to understand the main ideas.

Exercise 8
Make these statements more cautious.
1. Today everyone uses credit cards for all their shopping.

2. Drinking wine is bad for you.

3. Global warming will have disastrous consequences for the whole world.

4. Teleworking leads to isolation.

5. Women are worse drivers than men.

Exercise 9
Rewrite the following in a more formal style.
1. The positive feedback made up for the problems we came across during the trials.

2. You can clearly see the differences between these two learning processes.

3. The subjects didn’t have much difficulty with the task.

4. We found example after example of autonomous systems in lots of countries.

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 Lesson 3 Lesson 4

How to Write an Essay

Standard American argumentative essays begin with an introduction that gives the main point (thesis).
The thesis is supported by a series of body paragraphs with sub-points, and the essay ends with a
conclusion.
Below is a visual representation of this structure, adapted from the Seattle University Writing Center; on the
back is an example of the typical format for an academic paper.

Academic Paper Format

Here is an example of what an academic paper typically looks like.
Using standard fonts, margins, and indentations helps your paper gain credibility with an academic
audience; readers who are comfortable with your paper’s format can pay close attention to the ideas you’re
communicating.
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Introduction Paragraph: Body Paragraph 2:

• Hook • Weakest point
• Thesis • Introduction
• Transition • Examples
• Explanation
Body Paragraph 1:
• Conclusion that ties to thesis
• Strongest point
• Transition
• Introduction
• Examples Body Paragraph 3:
• Explanation • Second-strongest point
• Conclusion that ties to thesis • Introduction
• Transition • Examples
• Explanation
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• Conclusion that ties to thesis • Summarize

• Transition • Provide an analogy or comparison
• Suggest a specific plan of action
Academic Essay Planning • Speculate about the future
BEFORE PLANNING AN ACADEMIC ESSAY • Refer to relevant research

CONSIDER the PURPOSE Making an Essay Plan

Questions to ask yourself: All of the stages below are needed to produce good
• What is my goal in writing this piece? academic writing.
• What information do I need to include?
• How shall I organize the information? Outlining:
An outline is:
CONSIDER the AUDIENCE • A way of planning and inventing.
Questions to ask yourself: • A logical, general description.
• What do my readers need to know? • A summary of your plans.
• Who are my readers? • An organizational pattern.
• A visual and conceptual arrangement of your
BRAINSTORM/CLUSTER writing.
Generate some ideas: create a network of related • It is used to show a relationship between ideas and
information that covers the main and supporting can look like this:
ideas of the topic.
l. Major topic
Basic Essay Structure A. Division of major topic
1. detail concerning division A
INTRODUCTIONS
2. second detail
Thesis statement is a statement of the main idea or
B. Second division of major topic
central argument that most commonly appears in
the introductory paragraph. This is how you begin to ll. Second major topic
articulate your position.
A. Division of second major topic
BODY 1. detail concerning division B
2. second detail
Description/Analysis/Argumentation/Comparisons/
Facts/Evidence

CONCLUSIONS: these represent the most common

approaches to writing conclusions for academic
papers

Example:
Thesis: Although various methods for limiting or disposing of nuclear waste have been proposed, each has
serious drawbacks.
I. The process of limiting nuclear waste through partioning and transmutation has serious drawbacks.
A. The process is complex and costly.
B. Nuclear workers’ exposure to radiation would increase.
II. Antarctic ice sheet disposal is problematic for scientific and legal reasons.
A. Our understanding of the behavior of ice sheets is too limited.
B. An international treaty prohibits disposal in Antarctica.
III. Space disposal is unthinkable.
A. The risk of an accident and resulting worldwide disaster is great.
B. The cost is prohibitive.

22
 Lesson 4 Lesson 3

IV. Seabed disposal is unwise because we do not know enough about the procedure or its impact.
A. Scientists have not yet solved technical difficulties.
B. We do not fully understand the impact of such disposal on the ocean’s ecology.
V. Conclusion

Drafting
Drafting is writing a first copy of your plans and outline and making meaningful connections among your
ideas and information. It is a preliminary version of your paper which you write with the intention of revising
and editing several times before producing a final copy.
Think about all the points below before you start your draft.
Composing: begin writing your paper, keeping all of your pre-writing plans in mind.
Paragraphing.
Organizing: arranging and sequencing the information to be included in your paper in a logical and
Coherent manner. Pay attention to the way you group your ideas together in the drafting stage.
Incorporating sources: draw on the readings and external sources you have summarised or paraphrased
for inclusion in your paper.
Synthesizing: joining pieces of information from different sources together in a smooth and coherent manner.
Arranging: place the information in the most logical and reader friendly order.
Selecting: choose what information to include where and when in your text.

Writing task.
Using the described above steps, write 250-300 word essay.
“It is believed that good writing skills are very important. How can they help to become successful in
the future? Why university students have to follow the established rules and standards for an essay
writing?”

#extra.vocabulary
to adhere
concise
obsessed
fluctuate
eliminate
thesis
hook
margin
synthesizing
coherent
comprehensible
expository

23
 Lesson 4

Self-Presentation and
Personal Branding.
• self-presentation
In this lesson you will learn
• personal branding
about
• effective ways to build your personal brand

Answer the questions.

1. What is your definition of personal branding?
2. Make a list of criteria you need to consider when branding yourself. Compare it with a
partner.
3. How can your personal brand become known?

Read the information below and check your ideas.

What is Personal Branding?

Personal branding is the process of how we market ourselves to others (general)

The process by which individuals differentiate themselves by identifying and articulating their unique value
proposition and then leveraging it across platforms with a consistent message and image to achieve a
specific goal (specific)

self-presentations and We’re living in a world where people are looking to connect directly
personal branding with each other and hear each other’s stories from the first person

Social technologies, such as blogs, Facebook and Twitter, have enabled people to become known, connect
directly with their audience and build relationships on a global scale. That is the main reason why you need
to become a brand and use branding yourself for self-presentation.

24
 Lesson 4

What is your brand?

• Self-Impression=Perception
• Personal Branding is a state of mind (make it a priority)
• Remember the basics: Who are you? What do you do? What makes you unique?

4-Step Branding Process

Discover your brand
Develop your brand
Communicate your brand
Maintain your brand
Here is the list of questions to answer while presenting yourself and making a brand out of yourself at the
same time.
• What are your greatest achievements?
• What has been your most valuable experience?
• What are your greatest strengths?
• What are your most outstanding personal characteristics?
• What are you proud of the most about yourself?
• What is the thing you can do best of all?
• What are your ambitions?
• How would you like to improve yourself? What are the steps you take for it?
• What is your best motivation?
• What are your long-term goals?
• What is the thing nobody knows about you?

7 Things You Can Do To Build An Awesome Personal Brand

The term branding has long been relegated to companies, but today almost every individual has a personal
brand.
Not many of us have consciously cultivated these brands, but they exist nonetheless. According to an AVG
study, 92 percent of children under the age of two already have a digital footprint.
The question is no longer IF you have a personal brand, but if you choose to guide and cultivate the brand
or to let it be defined on your behalf.
Here are seven ways to start building an awesome personal brand.

Start thinking of yourself as a brand

What do you wish for people to associate with you when they think of your name? Is there a certain subject
matter in which you want to be perceived as an expert or are there general qualities you want linked to your
brand?
Once you understand how you wish your brand to be perceived, you can start to be much more strategic
about your personal brand.

Audit your online presence

You can’t mold perception without first understanding the current status. In other words, Google yourself
and set up alerts for your name on a regular basis. Have a fairly common name? Consider using your middle
initial or middle name to differentiate.
Cultivating a strong personal brand is just as much about being responsive to what is being said as it is
about creating intellectual property.

Secure a personal website

Having a personal website for yourself is one of the best ways to rank for your name on the search engines.

25
 Lesson 4

It doesn’t need to be robust. It can be a simple two to three page site with your resume, link to your social
platforms, and a brief bio. You can always expand on the website with time.

Find ways to produce value

We’ve all been there. Someone in your network posts something utterly mundane or ridiculous, and you
wonder what compelled them to do so? A medium is not a substitute for a message.
Find ways to add value to your audience by creating or curating content that’s in line with your brand.

Be purposeful in what you share

Every tweet you send, every status update you make, every picture you share, contributes to your personal
brand.
It is an amalgamation of multiple daily actions. Once you understand how you wish your brand to be per-
ceived, you can start to be much more strategic about your personal brand.

Associate with other strong brands

Your personal brand is strengthened or weakened by your connection to other brands.
Find and leverage strong brands which can elevate your own personal brand.
Start with the three C’s: company, college, colleagues.
Which school did you attend? Are there groups you can join? An alumni newsletter you can contribute to?
What hidden opportunities are available within your company which you have yet to tap?
Consider submitting a guest post to the company blog or look at other digital assets you can connect to
your brand.

Reinvent
A strong personal brand is dependent on a strong narrative. In other words, what’s your story?
Take a second to think of celebrities you know who have a strong personal brand.
Mark Cuban. Martha Stewart. Richard Branson. They all have a very clear story and a consistent brand.
If you have multiple passions or areas of interest, a narrative becomes even more crucial so there can be
unified theme.
If you need help defining your story, I highly recommend reading Reinventing You by Dorie Clark.
Most importantly, remember that a strong personal brand should be ubiquitous and ever evolving.
(Shama Hyder, https://www.forbes.com/sites/shamahyder/2014/08/18/7-things-you-can-do-to-build-an-awesome-
personal-brand/2/#5fc93efd57e5)

Exercise.
Answer the questions above and make a plan of building and developing your personal brand. Present
it to your class.

26
 Lesson 4

#extra.vocabulary
perception
to be perceived
outstanding
consciously
a digital footprint
to mold
to set up alerts
robust
utterly mundane
to compel
amalgamation
to leverage
alumni
assets
consistent
crucial
ubiquitous
to enable
to stand out
to be relegated
ridiculous
to wonder
to substitute

27
 Lesson 5

Debates and Persuasive

Strategies.

• about main rules, structure, preparation and assessment of a debate

In this lesson you will learn • key strategies of persuasive speaking
• ways to make people listen to you

Work in pairs and answer the questions:

1. What is a debate?
2. What debating rules can you come up with? Make a list.
3. Have you ever taken a part in a debate? What was it?

Read the article to know more about debates and their rules.

Debating Rules
A debate is a discussion or structured contest about an issue or a resolution.
A formal debate involves two sides: one supporting a resolution and one opposing it. Such a debate is
bound by rules previously agreed upon.
Debates may be judged in order to declare a winning side.
Debates, in one form or another, are commonly used in democratic societies to explore and resolve issues
and problems. Decisions at a board meeting, public hearing, legislative assembly, or local organization are
often reached through discussion and debate. Indeed, any discussion of a resolution is a form of debate,
which may or may not follow formal rules.
In the context of a classroom, the topic for debate will be guided by the knowledge, skill, and value out-
comes in the curriculum.

Structure for Debate

A formal debate usually involves three groups: one supporting a resolution (affirmative team), one opposing
the resolution (opposing team), and those who are judging the quality of the evidence and arguments and
the performance in the debate.
The affirmative and opposing teams usually consist of three members each, while the judging may be done
by the teacher, a small group of students, or the class as a whole.
In addition to the three specific groups, there may an audience made up of class members not involved in
the formal debate.
A specific resolution is developed and rules for the debate are established.

Debate Preparation:
• Develop the resolution to be debated.
• Organize the teams.
• Establish the rules of the debate, including timelines.
• Research the topic and prepare logical arguments.
28
 Lesson 52 Lesson 5

• Gather supporting evidence and examples for position taken.

• Anticipate counter arguments and prepare rebuttals.
• Team members plan order and content of speaking in debate.
• Prepare room for debate.
• Establish expectations, if any, for assessment of debate.

Conducting Debate:
Debate opens with the affirmative team (the team that supports the resolution) presenting their arguments,
followed by a member of the opposing team. This pattern is repeated for the second speaker in each team.
Finally, each team gets an opportunity for rebutting the arguments of the opponent.
Speakers should speak slowly and clearly.
The judges and members of the audience should be taking notes as the debate proceeds.

A typical sequence for debate, with suggested timelines, is as follows:

• The first speaker on the affirmative team presents arguments in support of the resolution.(5 – 10 minutes)
• The first speaker on the opposing team presents arguments opposing the resolution.(5 – 10 minutes)
• The second speaker on the affirmative team presents further arguments in support of the resolution,
identifies areas of conflict, and answers questions that may have been raised by the opposition speaker.
(5 – 10 minutes)
• The second speaker on the opposing team presents further arguments against the resolution, identifies
further areas of conflict, and answers questions that may have been raised by the previous affirmative
speaker. (5 – 10 minutes)
• The rules may include a short recess for teams to prepare their rebuttals.(5 minutes)
• The opposing team begins with the rebuttal, attempting to defend the opposing arguments and to
defeat the supporting arguments without adding any new information.(3 – 5 minutes)
• First rebuttal of the affirmative team (3 – 5 minutes)
• Each team gets a second rebuttal for closing statements with the affirmative team having the last
opportunity to speak. (3 – 5 minutes each)
• There cannot be any interruptions. Speakers must wait their turns. The teacher may need to enforce the
rules.

Post-debate Discussion and Assessment

When the formal debate is finished, allow time for debriefing and discussion.
Members of the audience should be given an opportunity to ask questions and to contribute their own
thoughts and opinions on the arguments presented.
Members of the debate teams may also wish to reflect on their performance and seek feedback from the
audience, including the teacher.
If some form of assessment was part of the debate plan, it would be conducted at this time.
Assessment could be conducted by the teacher, the judging team, or the entire class.

Task. For the next class prepare to have a class debate about the following:
Parents should be allowed to choose their baby’s gender.

Students A will be members of the affirmative team, students B will represent the opposing team. When
you get ready, follow the rules of debate preparation.

Persuasive speaking: key strategies

Persuasion is involved in most of our communication as we try to encourage others to share our attitudes,
feelings, beliefs and behavior – to share our view of the world.

29
 Lesson 5 Lesson 52

Could you stand up and make a line. Imagine you are all in a bank and have to queue. Take turns to
persuade a person near the cash desk to let you get your service without waiting in the queue. Students
near the cash desk should be tough and not give up easily.
Did you succeed in persuading other students to let you do what you wanted? Why?/Why not? Was it
difficult?
What techniques/words did you use to get what you wanted?

How can you make people listen to your speech?

Make a list of tips. Compare it with other students.

Watch the video and answer the questions.

https://www.youtube.com/watch?v=eIho2S0ZahI
1. What are the seven deadly sins of speaking?
2. What are the four cornerstones to make our speech powerful?
3. Why do we need to warm up our voice? How can we do it?
4. Do you agree with the presenter? Why?/Why not?

Read the summary about persuasive techniques and get ready to use them in practice.

Persuasive speakers should:

• make listeners choose between options;
• rely on emotions to move audiences to action;
• adapt the message to the values, beliefs and interests of the audience;
• create common values, needs and interests;
• create word pictures which provide vivid images;
• show choices clearly and destroy opposing arguments;
• give reasons for the choices they want the audience to make;
• use antithesis: setting one idea off against another.
There is a number of language devices to engage your audience, keep their attention, make the issues stand
out clearly and support your point.
In a speech, certain keywords, transitions and persuasive phrases can be used:

Transition words examples Persuasive phrases examples

• because • I am speaking to you today because…
• besides • certainly/obviously/of course…
• in the same way • We can solve the problem by…
• on the other hand • I believe that…
• in this situation • Just think about…
• to be sure • Do you really think…
• unquestionably • What would happen if…
• specifically

Persuasive speech: structure

Here is the structure of a successful persuasive speech and the steps contained in it:
Step 1: Attention
Generally explain why the topic of your speech is actual.
Step 2: Need
Explain the way your topic is related to your specific audience.
30
 Lesson 12 Lesson 5

Step 3: Satisfaction
Give your reasons to prove that your opinion is right and the opposite opinion is wrong.
Step 4: Visualization
Give a real-life situation which your audience can imagine to understand that your opinion is right.
Step 5: Action
Make the general conclusion and ask your audience to do something specific based on your reasons, call
them to act somehow - let it be kind of a slogan to show your point of view again and to finish your speech
impressively.

Exercise. Prepare a speech on one of the topics using persuasive tips.

1. Homework should be banned.
2. School uniforms should be required.
3. Schools should block Youtube.
4. Single-sex schools are better for students.
5. All people should be vegetarians.
6. Human cloning should be banned.
7. People should be fined for not recycling.

Useful links:
http://www.ismckenzie.com/how-to-communicate-with-confidence/

31
 Lesson 5 Lesson 52

#extra.vocabulary
contest
to be bound to
affirmative
evidence
established
to anticipate
a rebuttal
a sequence
a recess
to defeat
to enforce
to reflect on
to seek
an attitude
a deadly sin
a cornerstone
to undermine
exaggeration
over-the-top
to ban

32
Lesson 6

Prioritizing and Managing

Your Time.
• why you need time management skills
In this lesson you will learn • what prioritizing is
• what skills are required for effective time management

1. Are you punctual? Are you often late for meetings or appointments?
2. What excuses do you make when you miss deadlines?
3. What is time management?
4. What are the consequences of poor time management?

Watch the video and check your ideas.

https://www.youtube.com/watch?v=UDIzwlaK7-g

What techniques can be used to develop and improve time management skills? Make a list.
1.

2.

3.

4.

Watch the videos and check your ideas.

https://www.youtube.com/watch?v=VUk6LXRZMMk
https://www.youtube.com/watch?v=go5XyuI7DkA

Read the text and learn more about time management.

Why use time management skills?

It’s important that you develop effective strategies for managing your time to balance the conflicting demands
of time for study, leisure, earning money and job hunting.
Time management skills are valuable in job hunting, but also in many other aspects of life: from revising for
examinations to working in a vacation job.
Sometimes it may seem that there isn’t enough time to do everything that you need to. This can lead to a
build up of stress.
When revising for examinations or during your final year when you have to combine the pressures of intensive
study with finding time to apply for jobs good management of your time can be particularly important.
Once we have identified ways in which we can improve the management of our time, we can begin to adjust
33
 Lesson 6 Lesson 63

our routines and patterns of behaviour to reduce any time-related stress in our lives.
Watch the video.
https://www.youtube.com/watch?v=tT89OZ7TNwc

Do you think it will help you to accomplish your goals?

It can be hard to eliminate time wasting activities if you aren’t sure what you are working toward. There are
two questions that can help clarify the entire process behind the Eisenhower Method.
Those two questions are…
1. What am I working toward?
2. What are the core values that drive my life?

What skills are required for effective time management?

Keeping a to-do list
You should have a reminder system to tell you of when you need to do what: don’t try to remember every-
thing in your head as this is a recipe for disaster!
Carry a pen and paper or organiser wherever you go. At the simplest level your reminder system could sim-
ply be to use your diary to write down the things you need to do, including appointments and deadlines.
A daily list of tasks that need to be done is an essential part of action planning. Refer to and update this
regularly. Prioritize items on the list into important/not important and urgent/non-urgent.
Update your list daily, crossing off completed tasks and adding new tasks that need to be done. Urgent or
important tasks can be highlighted.

Advantages of using a to-do list

• Focuses your mind on important objectives
• You are less likely to forget to do tasks
• Writing a list helps order your thoughts
• It helps show the bigger picture
• You don’t need to hold everything in your head.
• It saves time
34
 Lesson 63 Lesson 6

• It helps you decide on priorities: the most important and the most urgent
• You are less likely to become sidetracked
• You get the reward of ticking off your achievements
• You feel more in control
• You have a record of what you’ve done
• You always have something to work on

Setting Goals
Set yourself specific and clearly defined goals, and make sure that these are realistic and achievable.
To do this, you first need to examine your present situation and assess what goals are important to you and
what action you need to take to achieve your target.
Have a contingency plan or alternative route to your goal in case you have to change your plans, for example,
taking a relevant postgraduate course if you can’t get a job.

Prioritizing
Efficiency and effectiveness are not the same. Someone who works hard and is well organized but spends
all their time on unimportant tasks may be efficient but not effective.
To be effective, you need to decide what tasks are urgent and important and to focus on these. This is called
prioritizing.
It’s important to list the tasks you have and to sort these in order of priority, and then to devote most time to
the most important tasks. This avoids the natural tendency to concentrate on the simple, easy tasks and to
allow too many interruptions to your work.
Differentiate also between urgent and important tasks: an urgent task may not necessarily be
important!

Avoiding Procrastination
In the professional environment people are so easily distracted by ‘noise’.
Whether it’s emails, admin or politics, there will always be something that seems so much more important
than the actual task. More often than not, people will get caught up with the nice to have activity rather than
the critical work which creates more value for the business.
Being ruthlessly focused means you have the ability to cancel out this noise and focus on what is important.
It’s a strength in itself to be able to say something is not critical.
Procrastination is the scourge of action planning. It’s important that you manage ‘Your fear of doing things’
you don’t want to do and realize that the fear is often far worse than any possible negative results.
The best time to do something is usually NOW.

Breaking down tasks

Break goals down into their components so that you can accomplish them one step at a time. Write these
steps down, and try to be as specific as you can when you do this. Try to complete one task before you go
on to the next.
Reward yourself for achieving these goals to maintain your enthusiasm. For example, when you are
invited to your first interview, treat yourself to a good meal with friends.
Regularly review your progress towards your goals and revise plans as appropriate to take account of
unforeseen changes.

Persevering
Inevitably, things will not always run smoothly as you progress towards your goals. When things are not
working out, you need to persevere and learn how to take a positive attitude towards frustration and failure.
Mistakes are a crucial part of any creative process and each is a lesson leading you towards the right
35
 Lesson 6 Lesson 63

solution. Fear of making or admitting mistakes is a major handicap to taking effective action.
It is said that the people who have achieved the most have made the most mistakes!
Work at effective strategies to deal with pressure - these can vary from taking exercise, to relaxation
techniques such as Yoga, to simply sharing problems with friends.

Organizing your time

Identify areas of your life where you are wasting time and try to reduce these. A good way to do this is to
log everything you do for a week in meticulous detail and then examine your record to see how you use (or
misuse!) your time.
Develop a regular work routine. Keep your work space tidy so that you can work efficiently - it’s hard to do
this if things you need to find are buried under a pile of paper!
Work to schedule so that you meet deadlines in good time - don’t leave everything until the last minute. If
you have a difficult essay to write, start by drafting out the structure first- this will break the ice.

USING A TIME LOG

One useful way to eliminate wasted time is to use a time log.
First you need to make up a chart for the next seven days divided into half hour intervals starting at the time
you get up and finishing at the time you go to bed.
Write down what you did in each half hour of the day for the next seven days. Choose a typical week.
At the end of the week examine your time log and ask yourself the following questions:
• Are there any periods that I could use more productively?
• At what time of day do I do my most effective work? Some people are most alert in the morning, whilst
others concentrate best during the afternoon or evening. Schedule your most important tasks for these
times of day.

Revising for examinations

Have a regular venue for revision such as the library where you are free from distractions. You should after
a while become conditioned to starting work immediately in this location.
Plan out a revision schedule or timetable so you devote enough time to each subject.
Summarise your lecture notes and use diagrams and graphics where appropriate - a picture is worth a
thousand words! Use a highlighter pen or underlining to emphasise key facts.
Use past examination papers when revising to familiarise ‘yourself with the sort of questions that might be
asked. When revising, take a few minutes break every so often to clear and refresh your mind and allow
some time off for complete relaxation.

Exercise.
Write a list of the typical things you do every day.
1.

2.

3.

4.

5.

36
 Lesson 13 Lesson 6

Do you manage your time efficiently? What are your main time-killers?
What can you do to start using your time more efficiently?
Write an action plan to help you improve productivity.
1.

2.

3.

4.

5.

37
 Lesson 6 Lesson 13

#extra.vocabulary
a consequence
to apply for
particularly
to accomplish
to adjust
to eliminate
core values
urgent
to become sidetracked
a contingency plan
a route
procrastination
ruthlessly
scourge
to take account of
to persevere
inevitably
to run smoothly
frustration
to admit
a handicap
to vary
meticulous
to draft out
to break the ice
a time log
alert
a venue

38
Lesson 7

Life on Campus.
Job Opportunities.
• living on campus
In this lesson you will learn • establishing good relationship with your roommate
about • Greek life
• choosing your major

Discuss the questions:

1. Have you ever shared your room with other students?
2. What problems can you face when living in a hall of residence/dormitory?
3. How can those problems be avoided and tackled?

Attending your first year of college presents a lot of new experiences: living away from home, meeting new
people and managing your own time. Prepare for life on campus by figuring out what to bring, how to handle
challenging circumstances and what you can do to manage your workload.

Checklist: Off-to-College
When you go away to college for the first time, you want to make sure you’re properly prepared. You may
be living on your own for the first time, so there could be some items (that someone else usually takes care
of at home) you wouldn’t normally consider.
Consult your college acceptance literature for any specific items your college asks you to bring, and then
consult our comprehensive Off-to-College Checklist. While everyone’s needs are slightly different, the fol-
lowing checklist covers everything a first-time college student should consider bringing.
And remember to touch base with your roommate prior to school, if you’re able to, to make sure you’re not
bringing duplicates of large items such as TVs, couches or refrigerators. Having double will just take up
space and make for a less comfortable environment.

Dealing With Roommates

Rooming with someone during college is most people’s first experience with having a roommate who is not
related to them. It’s one that comes with both benefits and challenges.
Getting a college roommate you get along with can enhance your college experience. You get an instant
friend, someone to confide in and keep you company during your first time away from home.
However, since many colleges randomly assign your first roommate, you also run the risk of getting some-
one you find challenging or don’t relate to right away. Either way, here’s some good advice:

Establish Some Rules at the Beginning.

Make your preferences known from the start so you and your roommate are clear on what to do to avoid
conflict.
Establish what space is whose, when you need quiet time to study, if you can share shampoo, what time you
go to bed, if you like to sleep in on weekends and who’s allowed to eat what in the refrigerator.

39
 Lesson 7

Some residence halls even require roommates to write up a roommate contract containing such rules. Per-
haps this is something you and your roommate could do on your own. Make it a fun introductory exercise
and hang your contract somewhere in your room as a reminder. This way, if you do find yourselves disagree-
ing, you have something to help negotiate a solution that works for both of you.

Have Good Communication.

Practicing direct communication will help you in good times and bad.
Dorm rooms are close quarters, so even if you get along with your roommate, there is bound to be a conflict
or two. Handle such conflicts with open communication.
If you get upset or frustrated, communicate it to your roommate right away. You can’t expect him or her to
be a mind reader.
Be respectful with your tone and choose your words carefully. You’ll find such communication gets better
reception and ultimately a better response than if you just attack or criticize. Good communication also
comes into play during everyday interactions.
Try to engage your roommate. Ask how his or her day was or congratulate him or her on that good essay
score.
A little praise and interest can go a long way.

You Need to Compromise.

Whenever you’re dealing with the wants and needs of two people, you need to compromise.
Compromising will ultimately have to come into play when it comes to doing chores around the room, listen-
ing to certain kinds of music, watching different TV shows and when someone requests privacy.
Remember, if you give a little, your roommate will give a little. Compromising does not mean giving in to all
of someone’s requests; it means coming to a mutual agreement. So utilize positive communication as just
mentioned, and talk through the things you and your roommate differ on until you can reach a compromise.
Even if you find yourself in a situation where you and your roommate just don’t get along, moving out should
be the last resort.
Dealing with roommate conflict can be an important lesson, and moving out is a hassle.
However, if the situation is burdening you after three months, it may be in both your best interests to consult
student housing. You can always talk to your Resident Advisor (RA) and ask for help to resolve conflict.

Greek Life
Greek life is something you will find on most college campuses, and it can be divided into two categories:
fraternities for men and sororities for women.
Both are organizations of students that come together based on common goals or interests who are very
active in their community and school. They also offer a sense of belonging and built-in social network to
those who are members.
Millions of college students take a part in Greek life to network, build friendships and interact with their
community.
Millions of college students also choose not to join; it is really just a matter of personal preference. If you
think you might be interested in Greek life, find out what percentage of students are ‘Greek’ at your school,
and research the organizations available.
Every campus is different. Talk to your parents to see if they participated in Greek organizations. Also, con-
sider some things about yourself, such as whether you consider yourself a social person, if you can handle
the time commitment a Greek organization requires and what your financial status is.
Most Greek organizations require fees, so if you’re on a tight budget you may not be in a good position to
join.

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 Lesson 7

In addition to Greek sororities and fraternities, schools often have other interest-based groups. Some stu-
dents consider Reserve Officer Training Corps, as a “co-ed fraternity.” And some school organizations have
additional societies that are major-related, such as the National Society of Black Engineers (NSBE). These
groups offer the same opportunities for networking and socializing as Greek groups and, again, are a matter
of preference.

Living Off Campus

Most colleges require freshmen to live on campus, but after their first year, many students consider living
off campus.
Off-campus living can be appealing for a number of reasons: privacy, independence, responsibility, and, in
some instances, even cost.
But it also comes with its setbacks: isolation, transportation issues and possibly increased cost. So before
jumping right into off-campus housing, make sure you take these things into consideration.
Remember to also think about your school’s housing program and student body norms. Every college is
different, and some support off-campus living more than others.
If, after weighing the pros and cons, you decide you want to live off campus, there are several ways for you
to find a good place to live.
Check your college’s off-campus housing office, which most schools have, or with local real estate agents.
You can also find listings online through various real estate search engines or popular college sites.

Choosing a Major
A major is a concentration of courses in a specific academic subject or professional field, and it is something
many colleges require students to declare at the end of their sophomore year.
Some students know what they want to major in before they even leave for college; however, many students
are initially unsure.
To help decide what major you should choose, consider the following steps:
• Do Some Self-Evaluation. Think about what you really love and what you’re good at; majoring in something
that interests you and that you have a natural knack for will come more easily and be more enjoyable.
You should also consider what you want to do with your life, and what will make you happy, not just what
career you think would pay you the most.
For some students, family, cultural or financial obligations play a big role in choosing what major will fit
their desired lifestyle. Talk to family and friends to get their input.
There are several questionnaires and tests that have been developed in order to help you figure out not
only which careers you might be good at, but also which you might enjoy most. Usually these tests work
by measuring your abilities in a variety of academic areas in addition to asking you questions about your
interests.

• Visit Your School’s Career Center.

Helping students decide what major to choose is one of the main reasons why career centers exist, so
take advantage of them.
Career counselors can give you in-depth information about each major and offer self-assessment tools
such as the ASVAB that can help you choose a major.
They can also put you in touch with professors or alumni who can give you firsthand evaluations of the
coursework and job opportunities for specific majors.

• “Test-Drive” a Major.
Go ahead and sit in on a few classes of the majors you are seriously considering. Chat with the students in
class and probe for their impressions on the major.

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 Lesson 7

Also, speak with the professor to ask questions about coursework expectations and major requirements.
You may even want to get an internship in a field you are considering. There is no better way to evaluate a
field than to get firsthand experience.

Checklist: Managing Academics

During your first year of college you will be juggling many new experiences: new friends, new living situation,
new activities, new classes and new teachers.
While a lot of these new experiences are exciting, they can challenge your time-management skills and ac-
ademic adjustment.
Even if you balanced a full course load and extracurricular activities in high school, in college you alone are
responsible for deciding what your schedule will hold and managing your time accordingly.
You have to get yourself to class on time.
You have to remind yourself to study and do your homework.
And you have to practice good time management.
http://www.myfuture.com/schools/articles-advice/campus-life

Exercise.
Read the information below. What solutions can you come up with for each of the problems? Com-
pare your answers with other students and discuss.

Problem 1: If you’re lucky, you’ll make many new friends. Establishing connections and spending time with
classmates and roommates is important for building community. However, spending too much time together
can be challenging, and conflicts can arise.
How can you avoid becoming distracted?

Problem 2: Partying in itself is not a problem. Parties can be a great way for students to blow off steam.
However, sometimes partying can cause problems. Drugs and alcohol can lead to poor choices, risky be-
havior, health risks, and even potentially deadly situations. Having sex without sober consent and without
taking the necessary precautions can be traumatic, dangerous, and even criminal.
What steps should be taken to stay out of trouble?

Problem 3: Whether they admit it or not, most students will at one point get homesick, especially those who
attend a school that is more than three hours away from home. Freshmen suffer more, as it is presumably
their first year away from home.
What are the possible ways of reducing homesickness?

Possible answers:

Solution 1: Take some time out for yourself. If possible, get away from campus for a break and visit a coffee
shop or a mall, take a walk in a neighborhood, or visit a local park. Prioritize time for studying and taking care
of yourself. If conflicts do arise and you need help, get your RA or another friend involved.

Solution 2: While parties are important, enjoy them in a responsible and legal way so you don’t create prob-
lems for yourself or others. Know your limits. Ask for a ride home if you’ve been drinking. Keep track of your
friends and make sure they’re being safe, too. Make sure to eat and drink enough water when consuming
alcohol. Carry a condom. Understand what it means to have “affirmative consent.”

Solution 3: If you live within three or four hours from home (a comfortable day’s drive), plan to visit home
once every month or two. Ask friends and family to email, call, and send care packages. These steps should
greatly assist in reducing feelings of homesickness.)
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 Lesson 7

#extra.vocabulary
a hall of residence
dormitory
to figure out
to handle
on your own
to touch base with
to take up space
to get along with
to enhance
to confide in
ultimately
chores
a mutual agreement
a hassle
to burden
fraternity
sorority
a tight budget
a setback
to weigh pros and cons
a search engine
a sophomore year
to have a natural knack
in-depth information
self-assessment tool
to put someone in touch
with
firsthand evaluations
to juggle

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Lesson 8

Being Engaged with the World:

Milestones to Success.

• about soft and hard skills

In this lesson you will learn • secrets of success
• what SWAT analysis is and how it can help you to become competitive

1. Work in pairs. Write down a name of one man and one woman that you think are success-
ful. Why do you think so? Compare your answer with other students.
2. What is success for you? Make a list of things that determine it.
3. What qualities do you need to gain success? Make a list.
4. Compare your list with other students and discuss.
5. Watch the video.

Can you remember qualities mentioned in the video that lead to success? Work in pairs and
write down 8 things from the video. Then watch it again and check.
Do you agree with the presenter?
https:/are more important?/www.ted.com/talks/richard_st_john_s_8_secrets_of_success?language=ru#t-192316

Soft or hard? Complete the sentences:

_______________ skills are character traits and interpersonal skills that characterize a person’s relationships
with other people.

_______________ skills are specific, teachable abilities that can be defined and measured, such as typing,
writing, math, reading and the ability to use software programs.

What are soft skills, and why do you need them?

Soft skills are the personal attributes you need to succeed in the workplace.
Regardless of the job you’re applying for, you need at least some soft skills.
The other type of skill set employers seek are hard skills directly relevant to the job they are hiring for.
Hard skills often get more attention in job search advice, because they’re easier to acquire.
That might sound strange, given that hard skills can include things like data analysis, project management,
and very specific and highly technical coding and programming skills.

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 Lesson 8

Write H if you consider each of these skills to be hard, and S if you think it is soft:
• Adaptable
• Willingness to Learn
• Ability to use Java, C++, Smalltalk, PHP
• Troubleshooter
• Creativity
• Thinks Outside the Box
• Sense of Humor
• Knowledge of project management methodologies
• Punctual
• Good at Networking
• Computer skills
• Mathematics and Numeracy skills
• Deals with Difficult People
• Decision Making
• Knowing Foreign Languages

What are your soft and hard skills?

Have you heard about SWOT analysis? What is it?

Complete the SWOT matrix below.

How can you use it to become more competitive and successful?
Work with your partner. Exchange your papers and exchange your ideas regarding the best
ways of self-development.

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 Lesson 8

http://www.businessphrases.net/hard-skills-list/
https://www.thebalance.com/list-of-soft-skills-2063770

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