Registration of the results of scientific activities. How do you write abstracts? What are abstracts and how not to make mistakes when writing them? Thesis structure

Question plan The plan is written in the form of questions to the text. Each question is about one semantic part of the text. Questions should be asked in such a way that the answers to them help to restore the content of the entire text. When drawing up a question plan, it is better to use interrogative words (“how”, “how much”, “when”, “why”, etc.) rather than phrases with the particle “whether” (“is there”, “did you find”, and so on.).

Plan - support scheme This plan consists of “supports”, that is, words and phrases, sentences that carry the greatest semantic load. Using the “supports” it is easy to reconstruct the text. The choice of “supports” depends on the characteristics of your memory, goals and tasks that you set. Each person draws up a reference diagram so that it is convenient for him to use it.

*Thesis is a briefly formulated idea of ​​a paragraph or part of a text. Each thesis corresponds to one semantic part of the text. There are a lot of verbs in this regard. - A turtle was caught in the sea. - The caught turtle cries all the time. - The turtle weeps out excess salt from the body.

A thesis is a briefly formulated main position of a paragraph, the text of a lecture, report, etc. Theses usually coincide with the informative center of the paragraph. 1. Read the text. In each paragraph, highlight the sentences that express the main idea of ​​the paragraph. 2. Write down these sentences in the order in which they are presented in the text. 3. As you write, number them. You will get the abstract of the text.

1. Three principles of Russian spelling 2. The leading principle of Russian spelling... The plan shows what needs to be said 1. Spelling in the Russian language is carried out according to three principles: morphemic, phonetic, traditional. 2. The morphemic principle of spelling is the leading principle of Russian spelling. Each morpheme maintains a consistent spelling regardless of pronunciation. The thesis states WHAT needs to be said

Texts are all around us. Text is a concept that is both philosophical and linguistic, general and specific. But in everyday life, most people are faced with the linguistic aspect of the text, that is, a certain sequence of symbols connected by a common meaning, purpose and form. In this interpretation, the texts were and remain an indispensable source of information about everything in the world, from culinary recipes to the basic principles of string theory. We heard the first texts in our lives, then we ourselves learned to pronounce their simplest examples. And they didn’t think about the complexity of that system until they went to school and learned that texts can also be read, written down and analyzed.

Since text is a truly complex and even multitasking system, there are many different processes associated with them and based on them. Students encounter some of them high school when they undergo a compulsory program for studying the Russian language. As part of mastering text rubrication. The value of this skill can hardly be overestimated, because it allows you to better understand and remember even large amounts of information, the content of book paragraphs, literary works, lecture notes, and simply structures and organizes the thought process. Therefore, it will be very useful for both schoolchildren and their parents to learn how to draw up a thesis plan for a text.

What is a thesis plan
The thesis plan of the text is only one of existing species its structuring. It is based on the fact that each connected text has a certain structure, and its parts are logically interconnected in meaning. Moreover, each part contains an expression of thought that complements the general meaning of the text, but allows it to be divided into semantic subsections. This semantic basis of the text is the basis for drawing up a thesis plan. It consists, accordingly, of theses - that is, laconic phrases that formulate in a concise form the main idea of ​​each part of the text.

As a rule, the authors of the texts have already left a kind of hint for those who will subsequently have to divide their work into parts. Because in a well-written text, paragraphs contain their own provisions, and the theses coincide with them. In other words, it is enough to understand what each individual part of the text is saying in order to derive the thesis from that part. But what if the semantic basis of the text is not very clearly structured? What if the same idea occurs in the text several times in different parts of it or is formulated ambiguously? In this case, other types of plans will come to the rescue, the most common of which are:

• interrogative;
  
• quotation;
  
• nominative (simple and complex).
  

Rules for drawing up a thesis plan for a text
Theses, as the main semantic component of the text, are not homogeneous in their essence and significance for conveying information. There are original and secondary theses. If we are talking about completing a school assignment or preparing for a public speech, you can neglect secondary theses and concentrate your attention on the original ones, because they play the role of a supporting scheme for restoring in memory the main ideas of the text and their development in a logical sequence. When starting to compile a thesis plan for the text, to obtain an optimal (that is, concise but meaningful) result, follow these recommendations:

1. Read the text slowly. You may need several readings to understand all the details of its content and form.
   
2. Mentally answer the question: “What did the author want to say?” Then determine not only the main idea of ​​the entire text, but also those logical “steps” by which the author of the text led the reader to the final idea.
   
3. Match these sequential thoughts with the structural parts of the text. If it is written in a draft or electronic document, you can even label each one by listing it next to the corresponding sentence and/or paragraph.
   
4. These individual thoughts are the basis of the thesis. Make sure that they all differ in content and do not repeat each other.
   
5. Close your eyes or hide the written text, and then mentally reformulate each individual thought in your own words. Your task is to talk about its main content, getting rid of unimportant little things and details that do not carry the main content. Reduce artistic, “decorative” elements, leaving only the significant ones, without which the idea will be lost.
   
6. Thus, you have already done the lion's share of the work: identified and formulated theses. If they can be shortened without losing meaning, do so. If they already contain only the essence, proceed to drawing up the plan.
   
7. Unlike other types of plan, a thesis plan does not require the creation of a special heading for each item: they are already formulated theses. Write them down sequentially in the same order in which they are located in the author's text, without disturbing it.
   
8. In some cases, it is permissible to change the order of theses if this is justified by the development of the plot (for example, several parallel storylines) or helps you better navigate the content.
   
9. After writing down the abstracts and numbering them, close the original text and get distracted for a while, do something else and don’t think about the plan. Then re-read it and try to use it to reconstruct the content of the original text. It is best to do this the next day, after a night's rest.
   
10. If the content, logic of arguments and idea of ​​the author’s text can be easily reproduced using your thesis plan, then you can be congratulated. It is compiled correctly and will allow you to speak well in front of an audience and/or get an excellent grade in class!
    

Unfortunately, in domestic schools they do not teach such a useful thing as writing a thesis. The only oratorical effort, the report that we read to the class, is an abstract - that is, an overview of the views existing in the scientific world on this topic. But now we grow up and become students. And here scientific adviser puzzles us with a task: to write a thesis for a course work. Or for a student conference. But how the theses are written, the leader does not specify. As if we should know about this a priori. Well, let's study. Moreover, these two or three pages of text create your portrait as a scientific researcher and predetermine the success of your work.

and how to write them

Inexperienced students assume that everything course work or big scientific article. Others consider the abstract to be a recorded conference presentation. Still others - a simple list of main provisions. All these students are right and wrong at the same time. The abstract is a small but self-sufficient article. It includes the main provisions of your scientific research. At the same time, it is written in simple and clear language and is a short summary of all the great work. There are certain requirements for how to write abstracts for an article, for a conference, for a dissertation defense, but, in principle, the essence of such an essay is the same: to make it clear to the reader what the work is about, what its novelty and uniqueness are, what postulates you defend and what is your evidence base . At the same time, the progress of your logical reasoning should be clearly visible in your work.

Thesis structure. Subject

As we have already mentioned, these are 2-3 pages of text, written with 12 crucibles in Word. Or 10 minutes of leisurely reading. The report is usually given about 15 minutes, so you can mention in it what could not be included in the abstract. This short article should have a clear structure. Let's start with the topic. It should be as specific as possible and really get to the point of the article. In addition, it must correspond to the theme of the conference. And it is desirable that it touches on something new. The topic should not be too long - a maximum of one and a half lines. There are two approaches to how abstracts are written. The first is that they first choose a topic that they want to cover, and then, without deviating from it, create a short article. And the second method is to write abstracts for which you come up with a title. You can do what is more convenient for you. Students are often deprived of choice because the topic is assigned to them by their supervisor.

Introduction. Novelty

The small volume of the article excludes all the spilling of thoughts on the tree. No lyrical digressions or departures from the topic are allowed at all. Therefore, the very first sentence should contain valuable information. It answers two questions at once: “What will I write about?” and “Why is what I say here important?” From this, listeners or readers understand whether there is something new in your story, or whether it is just a school essay listing well-known facts. This is how experienced presenters write abstracts. They begin their text with the following words: “In this work we will consider...” or “Our article is devoted to the problem...”. And the next sentence: “Despite popular belief that...”, “I will try to prove...”. The introduction is usually devoted to one paragraph.

Main text. Examples and evidence base

A novice speaker is torn between the desire to lead specific examples to confirm that you are right, and presenting global conclusions. It is important to stick to the golden mean here. A simple statement of facts will lose all meaning, and unconfirmed conclusions will seem like an unfounded statement. Compose good text Structured thinking will help you. There are several methods for making theses. The most common is an analysis of the logic of the development of your thoughts. Why did you come to these conclusions and not others? What facts did you base yourself on? How did you analyze them? At the same time, try to avoid logical gaps. It doesn’t matter if you first structure your thoughts into points: 1, 2, 3. Then from this draft it will be convenient to create a presentation or But the points themselves are best told in a lively but clear language. There should be one or two examples for each position to prove that you are right.

Conclusion

This part of the theses summarizes everything said above. It repeats the introduction, only reformulated in the past tense. “We have therefore justified...” is the most common phrase starter for conclusions. It would not hurt to remind the audience again about the novelty and uniqueness of your work. But if in the introduction it is appropriate to ask the question: “Is this really the case, as I will now justify?”, then in the conclusions you need to be completely categorical. How do you write abstracts with bibliography? It would be stupid to cite all the sources you use for your dissertation in a three-page text. It is enough to mention four or five works that are either authoritative in this field or are cited in abstracts.

Conference report

At scientific symposia, speakers are asked to write abstracts in advance. Sometimes these articles are published in collections. But regardless of whether this text of yours goes into print, it has its own specifics. How to write abstracts for a conference? Such a text may be more condensed - after all, you will have time to more fully cover the topic in the report. Typically, conference abstracts are limited to two pages. Or even one. This is necessary in order to educate the potential listener what your article will be about. Sometimes work is carried out in sections, and a program with abstracts of speeches will allow those interested in this topic to find a speaker. In such articles, you can do without tables, diagrams and diagrams - all this can be presented in handouts or beautifully highlighted in a presentation. You also need to prepare for the fact that after the report you may be asked questions. Think in advance where the weak points are in the evidence base so as not to get into trouble. The report at the conference should definitely be larger and more extensive than the abstracts. Otherwise, why did you even go to the podium if you read from a piece of paper what is in the hands of the audience? But exceeding the regulations in scientific circles is a sign of bad taste. Make up a speech and practice - your recitation should take fifteen minutes.

Theses are briefly formulated main thoughts and provisions of the material being studied. In order to make a thesis summary you need to:

1) Read the whole paragraph (even better, look at the entire text first). Highlight the main idea ( keywords) in a paragraph. Find key offers. They contain keywords.

2) discard details and explanations in the sentence. It is possible that the main idea is “scattered” over two or even three sentences.

3) reformulate the highlighted thought in a simpler form.

Ex: the story about the memory of the Mowgli girl (i.e., the essence or name is briefly indicated if we are talking about a well-known experiment, scientific or historical fact)

Example: fragment of the transcript of Gordon’s TV show with D. Leontyev and S. Bratchenko “The Dotted Man”)

...The great psychologist Carl Rogers made a huge mistake when he identified human potential with what is inherent in us by nature. The concept of “personal growth,” which was coined by Carl Rogers, implies that everything is laid out, you just need to water it and everything will sprout on its own. But it is not what makes a person a person that sprouts; it is that which is only a prerequisite that sprouts. Our natural potential is not our human potential. Human potential is not within us, it is in our relationships with the world.

In a person there is not only the biological and the social, but also the strictly personal, which does not belong to either one or the other. A very beautiful model that describes this was proposed by the American psychologist Salvatore Maddi, the author of a very original theory of needs. He identifies three groups of human needs: biological, social and psychological. Muddy considers the psychological needs of imagination, judgment and symbolization: something that no one has ever classified as needs. And then Muddy describes two ways of personality development. The first way is when we perceive ourselves exclusively as the embodiment of biological needs and social roles, biological and social needs dominate in us, and we perceive ourselves as the embodiment of these biological needs and social roles and behave in their logic. This is the conformist path. But there is also a second option, when psychological needs are dominant. We have our own images, our own world. We build ideals, we project ourselves into the future... And we begin to behave differently, like humans. You can do without it, but human potential will never be realized. This is a choice that each of us makes...

Abstracts:

Carl Rogers falsely equalized the potential of h-heredity. A personal growth– self-discovery of abilities.

DAL What is inherent in heredity is only a prerequisite. Human potential lies in relationships, not within a person.

DAL: Three aspects of a person’s “content”:

biological,

social

actually personal

A similar idea by American psychologist Salvatore Maddi about 3 groups of needs (biological, social, personal).

There are 2 routes along Muddy:

1) conformist: when we perceive ourselves as the embodiment of biological needs and social needs. roles.

2) when psychological needs dominate. Ch-k builds ideals, projects himself into the future. (= personal path according to DAL.)

Ch-k chooses his own way of life

Lesson objectives.

Educational:

• know the definitions of the concepts: “thesis”, “summary”;
• give definitions of the studied concepts;
• know the algorithm for compiling abstracts and notes;
• master the skills of writing abstracts and taking notes;
• contribute to the development of note-taking and thesis writing skills.

Educational:

• improve basic communication skills - listening and speaking;
• develop the ability to highlight the main points in the text;
• develop attention to words.

Educational:

• fostering independent thinking;
• education of speech etiquette.

Lesson objectives:

• give the concept of thesis and outline;
• introduce recommendations (algorithm) for drawing up abstracts and notes;
• practice the skills of writing abstracts and taking notes;
• identify the connection between the preparation of abstracts and notes.

Methods and forms of work:

• verbal-visual;
• heuristic and frontal conversation;
• practical (exercises).

Equipment:

• textbook, dictionary;
• Handout:

1) definition and algorithm for compiling abstracts and synopses;

2) sheets with practical tasks;

3) text for working at home.

During the classes

First lesson

I. Theoretical part.

1. Organizational moment (greeting and recording the topic of the lesson).

2. Definition of concepts (vocabulary work).

At this stage of the lesson, students, using a textbook or dictionary, become familiar only with the concepts of thesis and synopsis, types, purpose and scope of their application (primarily, use in educational activities). The latter is clarified during a conversation with students:

On what subjects have you already used notes (thesis)? When performing what tasks?

In what life situations might this be useful? and so on.

Definitions of concepts are written down in a notebook.

It is better to print out the theoretical information of the lesson in advance in the form handouts for each concept separately. (Annex 1)

3. The teacher's word.

Where to start working on your notes? How to see the most important information, how to write it down economically and rationally? We will try to solve these and many other problems together. Our goal is to master the skills of taking notes and writing theses, that is, a brief logical recording of what we read or heard. Working on an outline is the creation of a “secondary” text.

Having written theses in a logical sequence, providing them with examples (no more than two), we will get abstract .

During the course of the explanation, the teacher draws up a “visual picture” of the material being presented on the board (this will again be an example of highlighting the main thing). Those interested can transfer the diagram to a notebook:

main idea of ​​paragraph(s)

without examples with examples

abstracts abstract

More detailed instructions on drawing up theses and notes in front of you. (It is better that students receive this material for personal use)

a) theses:

Read the text you are studying repeatedly, breaking it into passages;

In each of them, highlight the main thing, and based on the main thing, formulate theses;

Do not provide facts or examples;

Preserve in the abstract the original form of statement, the originality of the author’s judgment, so as not to lose documentary and persuasiveness;

After finishing work on the abstracts, check them with the text of the source (has the meaning been distorted?), then rewrite and number them.

b) notes:

Familiarize yourself with the text, read the preface, introduction, table of contents, chapters and paragraphs;

Highlight informationally significant places in the text;

Make a “draft” outline of the text (it will help you group the material in the logic of presentation);

Highlight the points in the text (rely on the plan);

Write them down with subsequent argumentation, supported by examples and specific facts;

(In conclusion, summarize the text of the summary, highlight the main content of the material studied, give it an assessment).

II. Practical part. (Sheets with tasks on each desk)

1. Read the text and answer what it says.

To answer, choose the appropriate beginning from the proposed speech samples: The author of the text (article) tells us about... The text (article) examines (what?), says (about what?), gives an assessment, analysis (of what?), summarizes (what?), a point of view is presented (on what?)...

U The Japanese have a curious custom: on their wedding day, the newlyweds are presented with a wonderful gift of nature - a sea basket (an openwork sponge) in which sit two crustaceans, symbolizing fidelity and devotion. These crustaceans crawl into a sponge basket in childhood, grow in it and remain together for life, since they cannot get out through a small hole. This wedding gift is called a Venus basket.

(Possible answer. From the note it became known that the Japanese have a custom of giving newlyweds a sea basket with two crustaceans, symbolizing marital fidelity.)

2. Remove unnecessary information that is not relevant to the note.

Author of the ballet “The Sleeping Beauty” - Peter Ilyich Tchaikovsky. The idea of ​​​​creating an opera based on the plot of Pushkin’s “Eugene Onegin” was suggested to Tchaikovsky by the Russian singer E. A. Lavrovskaya. The “Commonwealth” of two geniuses gave the world a wonderful work.

(Answer. The idea of ​​​​creating an opera based on the plot of Pushkin’s “Eugene Onegin” was suggested to Tchaikovsky by the Russian singer E. A. Lavrovskaya. The “Commonwealth” of two geniuses gave the world a wonderful work.)

3. Using the headings, determine the topic of the articles (several options are possible).

(Topics c), d), e) - for weak students, the rest - for strong ones)

a) The health of the nation is the business of each and everyone.

b) Man and computer.

c) Our garden.

d) History of the Russian state.

d) Save the earth.

e) From the life of linguistic terms.

(Possible options:

a) about a healthy lifestyle; about the negative consequences of bad habits;

b) the role of the computer in the life of a modern person; comparative capabilities of a computer and a person;

c) about gardening;

d) questions historical development Russia; chronicle of Russian history;

e) environmental problems of the earth;

f) popular presentation of scientific concepts of linguistics.)

4. Read the text. Name the sentence that carries the main semantic load.

Take care of your books.

At least twice a year, books in your home library should be cleaned with a brush or cloth. Dust and dampness - enemies of books, books should be rubbed with a dry cloth. Cabinets should be left open so they are well ventilated.

(Answer. Dust and dampness are the enemies of books.)

5. In the proposed text (without paragraphs ): a) find its “subtopics”; b) keywords in each sentence; c) determine the main idea of ​​the text. (Tasks a), b) for strong students, c) for weak students.)

Memory happens different. There is a memory feelings, in which they are stored joy And sadness. There is a memory crazy, preserving deliberate And understood. Can be remembered taste of melon which you ate a month ago because you have a memory on taste sensations. And there is a memory for smells. To people in everything help different types memory. But for them to really helped out, you need to take care of them: train And develop.

(Answer:

a) keywords are highlighted in bold;

b) subtopics: memory can be different; Different types of memory help people; c) the main idea: any type of memory must be trained and developed.)

6. Summing up.

At the end of the lesson, you should once again repeat the definitions of the main concepts of the topic: summary, thesis, topic and main idea of ​​the text, keywords.

Homework. Know the definitions and algorithms for compiling notes and abstracts.

1. Frontal survey of students:

What is a synopsis? theses?

List the basic rules for writing notes and abstracts.

What is a subtopic? keywords? and etc.

Practical part (continued)

2. Listen to the text and write questions for each sentence (in writing).

The oldest working clock is located on the cathedral building in the English city of Salisbury. They do not have a dial. The signal about the passage of time is carried out using a bell. The clock was created in 1368. In 1956 they underwent major renovations.

(Answer. - Where is the oldest working clock?

What are they missing?

How is the signal about the passage of time carried out?

When was the watch created?

When were they overhauled?)

3. Read the text (the text is not divided into paragraphs) :

a) break the text into paragraphs (subtopics);

b) determine how many main themes are developed in this text, name them.

The experience of space research in near-Earth orbits located at a distance of hundreds of kilometers from the Earth’s surface has shown that from a height one can see not only further, but also deeper. This applies to the observation of continents and oceans. Water in the seas and oceans does not interfere with the observation of deep-sea bottom topography. When observed or photographed from space, individual details of the earth's surface are combined into a single whole, forming large-scale pictures of the structure of the Earth, which sometimes reveal the deep structures of our planet. However, both through the surface of the land and through the depths of the sea, only large-scale objects and formations are visible, in which it is almost impossible to distinguish small details. Isn’t it the same in human history? From the depths of centuries, only significant events, phenomena and the most outstanding personalities reach us. Time sifts out everything small and unimportant and selects only the most significant and major for subsequent generations. Therefore, from the depths of centuries in time, as well as from a great distance, in space, from the scattered (blurred) flow of information for contemporaries, the most outstanding creations and personalities gradually emerge, having a great influence on the development of human society. Scattering of light in sea water, cloud cover, interplanetary and interstellar medium, scattering of matter in continents, dissemination (scattering) of information in human society - These seemingly different phenomena also have common features. In all of these phenomena, scattering is involved in the formation of large-scale but blurry patterns that clearly appear over a significant space-time interval.

(Answer.

a) Isn’t it the same in the history of mankind? – 2nd paragraph.

Scattering of light in sea water, cloud cover, interplanetary and interstellar medium... - 3rd paragraph.

b) Two main interrelated topics:

1) description and analysis of experiments in photography from space;

2) transfer, dissemination of research results to other areas of human life and activity.)

4. Remember and say which line is from which poem by S.A. Yesenina can become the main idea of ​​the article from the assignment № 7. – it doesn’t matter if the students don’t know this, the teacher can briefly quote well-known lines.

(Answer. “Big things are seen from a distance.”)

5. Read the last paragraph of the text and say whether it can be omitted. If not, please explain why?

(Answer. No, because the paragraph contains a general conclusion about the topic.)

6. Compose and write down theses:

a) revealing subtopics of the text;

b) revealing main topic(for stronger students).

(Answer. a) When observed or photographed from space, individual details of the earth's surface are combined into a single whole, forming a large-scale picture of the structure of the Earth.

From the depths of centuries in time, as well as from a great distance, in space, from the flow of information scattered for contemporaries, the most outstanding creations and personalities gradually emerge.

Scattering in various natural phenomena is involved in the formation of large-scale but blurry patterns that clearly appear over a significant space-time interval.

b) In many phenomena, such as: light scattering in sea water, cloud cover; dissemination of information in human society, etc., common features appear. They are united by such a concept as “scattering,” which is involved in the formation of large-scale but blurred patterns that clearly appear over a significant space-time interval.)

The correct answers must be given to students for self-analysis and as a model.

7. Summing up in the form of a conversation (what did you learn in the lesson? what did you master?, etc.)

Homework.

Write a synopsis of an article on a linguistic topic (a text is given to each student, preferably several options from the assignments for the GIA).