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22. Fill in the gaps with the appropriate words from the list.
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20. Do the following statements agree with the claims of the text from ex. 19? There are three possible options (YES, NO, NOT GIVEN). Choose one option. Discuss your opinions with your groupmates.
1. Nineteenth-century studies of the nature of genius failed to take into account the uniqueness of the person's upbringing.
2. Nineteenth-century studies of genius lacked both objectivity and a proper scientific approach.
3. A true genius has general powers capable of excellence in any area.
4. The skills of ordinary individuals are in essence the same as the skills of prodigies.
5. The ease with which truly great ideas are accepted and taken for granted fails to lessen their significance.
6. Genius can be easily destroyed by discouragement.
7. Giftedness and genius deserve proper scientific research into their true nature so that all talent may be retained for the human race.
8. Geniuses often pay a high price to achieve greatness.
9. To be a genius is worth the high personal cost.
10. Genius will always reveal itself.
21. Group discussion on the topic “Some Researchers Became Advocates of Peace. What Led Them to Their Fateful Decision? ”. Discuss the points in the group. Express and prove your opinions; support them with the examples from your experience.
22. Fill in the gaps with the appropriate words from the list.
virtually, contradict, guidelines, ambiguity, charting, displaced,
paragraphing, inspection, random, terminated
1. Captain James Cook refined his navigational skills while _______ the coasts of Newfoundland and Labrador from 1763 to 1767. 2. Over 2000 years ago, Socrates complained, “Children today are tyrants. They _______ their parents, gobble their food, and tyrannize their teachers. ” 3. It is _______ impossible to get tickets for the concert now; they were all sold out within hours. 4. There is always a certain degree of _______ in language, which can be difficult for language learners to accept. 5. Clearer _______ on defining what is to be considered organic food will help consumers make informed choices. 6. Her angry remark _______ the discussion. 7. An essential aspect of _______ samples is that the population must be explicitly defined or identified. 8. As male buffalo get older and are _______ by new dominant males, they leave the herd and live on their own. 9. A firefighter came to our office to do an _______ for fire safety. 10. This writing course will focus on spelling, punctuation, and _______.
23*. Read the text and render it in English.
Presenting your Thesis
To make the most out of one’s limited amount of time, one should select to present only the most-important elements of the thesis. Obviously, one cannot cover the contents of an entire paper in a short period of time, especially for an audience that may not be expert in the area. One needs to realize that the proof details of one’s favorite theorem cannot be appreciated in a ten-minute talk. Complex theorems often require an extensive mathematical background, so merely presenting the preliminaries may take fifteen minutes. If a particular theorem is the most-important result in the work, then it may be worth the extra time. If the theorem is not critical, then simply motivate the theorem, state it, and move on to other considerations. One can state that the thesis contains more details, and interested audience members can read the proof of the theorem on their own.
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One needs to be realistic about the time slotted for the presentation. Conference-paper talks are usually between ten and forty minutes, with twenty minutes being the norm. Deep results that require extensive proof can be discussed, but only briefly. In mathematical talks of twenty minutes or less, proofs are almost always excluded, unless they are extremely short and easy-to-grasp.
It is usually preferable to explain why a result is important rather than to go through its proof in a rushed fashion.
Typically, one will begin a talk by providing background for the research. This introduction may include a discussion of the problem’s origin. For example, does the work solve a long-standing open problem? How does the work relate to previous research? One must to be sure to credit and cite other people’s work if one’s results are an expansion of theirs. It is important to discuss the motivation behind one’s work before one jumping into specific results. Why are the results interesting and important? As one introduces a topic, one should show illustrative examples so that the audience can quickly grasp definitions. One should avoid long technical definitions, if possible, and to the extent that is possible, one should try to use jargon and notation that is familiar to the audience.
After the including the required preliminary information, one should discuss the results that are described in the thesis. One can briefly state the results without going into elaborate explanations. If there is still time left, one can go into the details of one of the more-important results. One should not choose the most-difficult result or rush through an explanation. Placing an explanation directly after a result should help with the flow of the talk. One must check during rehearsal that one has enough time to complete the talk. One should always try to develop the context for one’s work, and when appropriate, one should include a section on related research. It is a good idea to finish a talk by giving some unsolved problems. Researchers are always looking for new problems to study. Posing interesting open questions is an important and an expected contribution of a talk. One should explain the questions and their significance. Usually, it is appropriate to include three-to-five problems.
In advance, a speaker should find out whether questions will be allowed during a session or only afterward. If one is running late, the speaker can decide to ask the audience to hold their questions until the end. One may also need to defer a question for later discussion. Methods for handling questions are discussed in the section titled “Trouble Spots” that occurs later in this chapter.
One may decide to bring hand-out copies to distribute during the talk. The hardcopies become quite useful when one cannot remember all of the details.
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As of late, it would be more customary to simply provide an online reference for the paper, from where interested audience members could download the paper.
One must remember to be very selective in what one presents. The success of a defense depends heavily on the content that one decides to deliver. Too-little content will result in a weak and short presentation, whereas too-much content may frustrate the audience if one does not cover the material effectively.
The Master’s Thesis should have the standard sections of a research paper, each of which addresses basic questions:
1. Introduction.
What is the project about?
Why is this an important research question?
How will you analyze this issue?
2. Literature Review.
What do we already know about this issue? (What have others said and provided evidence for? )
3. Methodology.
How will you examine this issue?
4. Discussion of Results.
What are the main findings of the project?
In what ways do these modify/add to the existing literature?
5. Conclusions.
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