How is a report different from an abstract? Informative genres: abstract message, lecture, report. Abstract and abstract message: requirements and evaluation criteria, methodological recommendations for independent work of students

The abstract report sets out in detail (or briefly), usually without evaluation, the content of one or more book sources.

The information that the listener receives in response to his question is absorbed better (that is, in the process of dialogue).

Lecture- an oral presentation of an academic subject or some topic, as well as a recording of this presentation.

The lecturer must rework the content of the subject, i.e. change the form of presentation - composition, style, language of content.

It is necessary to distinguish educational lectures (for future professionals) and popular lectures for people who have a need to receive

certain information on the issue of interest.

Scientific report- this is a message about the statement of the problem, the progress of the research, its results. This scientific message contains objectively new information.

Written speech – it is speech recorded in writing. Unlike the speaker, the writer has more opportunity to choose linguistic means.

Written scientific speech – This is the speech of monographs, scientific articles, textbooks, reference books, dissertations.

The scientific style has a significant variety of speech genres. Among them: scientific monograph, scientific article, dissertation, textbooks, educational and teaching aids, scientific reports.

Research Article -a short essay in which the author presents the results of his own research.

Monograph –scientific work devoted to the study of one topic, one question. Scientific article and monograph – original research essays. They are written by specialists for specialists. This group of genres can include coursework and diploma work.

The scientific style of speech has its own varieties (substyles):

– strictly scientific (monograph, article, report, course work, diploma work, dissertation);

– scientific and informative (abstract, annotation, synopsis, theses, patent description);

– scientific reference (dictionary, reference book, catalogue);

– educational and scientific (textbook, dictionary, methodological manual, lecture, abstract, abstract, explanation);

– popular science (essay, lecture, article).

The most important task of the scientific style of speech is to explain the causes of phenomena, communicate, describe essential features, properties of objects of scientific knowledge. The named features of the scientific style are expressed in its linguistic characteristics and determine the systematic nature of the actual linguistic means of this style.

Scientific style is a type of literary language, its functional-style subsystem, which consists of units of various language levels: vocabulary, phraseology, word formation, morphology, syntax. Like any functional style, the scientific style has its own characteristics in the use of elements of these levels and in the choice of linguistic means.

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Ministry of Education and Science of the Russian Federation

Federal State Educational Budgetary Institution of Higher Professional Education

"Tver State Technical University"

Department of Russian Language

ABSTRACT AND ABSTRACT: REQUIREMENTS AND EVALUATION CRITERIA

Abstract and abstract message: requirements and evaluation criteria. Methodological recommendations for independent work of students / I.V. Tsvetkova, T.E. Potapova. - Tver: Oktava Firm LLC, 2011. - 42 p.

The purpose of the methodological manual is to develop in students of a technical university the skills and abilities of independent work in the educational and scientific field of activity, in particular, training in written abstracting and oral public speaking on the information base of an educational abstract. Methodological recommendations are addressed primarily to first-year students studying the disciplines “Speech Communication in Professional Activities”, “Russian Language and Speech Culture”, “Business Communication”, “Speech Culture and Business Communication”.

PREFACE

One of the effective forms of organizing student’s independent work at a university is the preparation of an abstract on the studied disciplines of the humanities block and an abstract message based on its information material. Working on an educational written essay and abstract message contributes to the development of undergraduate and specialty students’ skills in organizing and managing their educational activities; helps develop the skills of independent information retrieval, analysis, processing of material, including compression of scientific text, its logical and semantic processing.

In addition, in the process of preparing an educational abstract and an abstract report, students develop their cognitive activity, their creative thinking, and their abilities in the field of productive speech activity, in particular, they acquire the skills of independently producing written and oral abstract scientific text, which are necessary for their further educational and scientific work. and research work.

As is known, the general cultural competencies that graduates of bachelor’s and specialty degrees must master also include the ability to speak publicly, formulate and defend their point of view, conduct a dialogue, and argue for put forward positions. It is these skills and abilities that first-year students acquire in the process of preparing an oral abstract presentation.

The purpose of this publication is to help students create a high-quality intellectual product, gain primary experience and initial skills in independent research work, and acquire skills in oral public speaking in educational, scientific and educational and professional fields of activity.

The manual contains two sections and appendices. The first section, “Abstract as a genre of written scientific speech,” includes information about the language of science, features of a scientific text, recommendations for preparing an educational abstract, requirements for its content, and design. Criteria for evaluating a written abstract are also provided. The second section “Abstract message as a genre of oral scientific speech” contains information about the features of oral scientific speech, provides recommendations for preparing the text of an abstract message and tips for conducting an oral public presentation. Criteria for assessing an oral abstract message by a teacher are also proposed.

The Appendices provide a sample title page design, an approximate list of abstract topics in the disciplines “Russian Language and Speech Culture”, “Speech Communication in Professional Activities”, “Business Communication”, “Speech Culture and Business Communication”, and examples of bibliographic descriptions of literature in in accordance with the requirements of GOST 7.1-2003, GOST 7.1 - 84, and also contains information about the linguistic format of the content of the abstract text.

Dear freshmen!

You have become students of a higher educational institution. Obtaining an education requires a lot of independent work in the disciplines studied. One of the forms of independent educational and scientific work of students at a university is the preparation of an abstract.

The proposed manual contains recommendations on the methodology for writing an essay; you will become familiar with the requirements for its content, format, and learn by what criteria a written essay is evaluated. In addition, the manual provides advice on preparing and conducting an oral public presentation based on the content of your abstract and the criteria for evaluating the abstract message.

Theoretical information is presented in the manual in the most concise, schematic form in the form of references, tables, memos, and comments. Pay attention to the Applications. The information contained there will be necessary when working on the text of the abstract and summary message.

We hope that our methodological recommendations will help you quickly get involved in the educational process and complete training programs not only in the disciplines “Business Communication”, “Speech Communication in Professional Activities”, “Russian Language and Speech Culture”, “Speech Culture and Business Communication”, but in other courses in the humanitarian block of your field of study.

Section 1.Abstract howgenre of scientific writing

1.1 General characteristics of the language of science

Science is a sphere of human activity, the function of which is the development and theoretical systematization of objective knowledge about reality. Communication in the scientific field is conducted within the framework of the scientific style of speech

The main features of the language of science are accuracy, objectivity, abstractness (generalization), and logic. These features are manifested at all linguistic levels.

Please note the table below:

oral scientific speech abstract

Table 1 - Characteristic features of the scientific style of speech

1.2 The concept of a scientific text. Main genres of scientific texts

Speech communication in any sphere of communication, including educational and scientific ones, is carried out using texts. Text is understood as a speech work that has meaningfulness and integrity. Texts come in different types, or genres. Speech genres are standard ways of constructing speech adopted in certain situations and intended to convey certain content.

Pay attention to the substyles of scientific style and, accordingly, to the main genres of scientific texts, both written and spoken:

Table 2 - Classification of substyles and genres of scientific speech

1.3 Composition of scientific text. Types of informationin a scientific text

The composition of a typical scientific text is a reflection of the phases of scientific research, in which the following stages are distinguished: 1) awareness of the problem (question, task) and goal setting - “introduction”; 2) searching for ways to solve the problem, considering possible options and putting forward a hypothesis, proving the main thesis (hypothesis) - the “main part”; 3) solving a research problem, obtaining an answer - “conclusion”.

In any scientific text, two types of information can be distinguished: 1) factual, i.e. information about the object of study; 2) information about how the author organizes this factual information, i.e. the author indicates what logical actions he performs (justification, comparison, contrast; giving an example, reference; addition, explanation, digression, updating information (see Appendix 1. Characteristic features of the scientific style of speech at the level of a coherent text).

Information in a scientific text can also be qualified as follows: 1) basic (main) information that directly reflects the topic of research; 2) additional, containing information not directly related to the topic of research; 3) secondary information (duplicate information, explanatory information, illustrative information).

1.4 The concept of an abstract. Types of abstracts

Abstract (lat. refere - report, inform) - a brief summary of the content of the source text (article, book). Source texts include genres of the scientific substyle itself (see Table 2. Classification of substyles and genres of scientific speech). These are primary scientific texts, or source texts. Abstract, annotation, review, review refer to secondary scientific texts, or metatexts. They represent a description of the content of the source text.

Metatexts differ in the form of description of the source text (compressed or expanded), in the purpose for which they were created, and in the nature of the description (statement of facts set forth in the source text; or, along with statement of facts, assessment of the information presented and communication of one’s own views in connections with issues raised in the primary text(s).

The creation of metatexts can pursue a variety of goals: 1) provide information about the main problem raised in the source text; 2) describe the main content of the source text; 3) characterize the cognitive/intellectual activity of the author of the source text; 4) describe the composition of the source text; enter into a discussion with the author of the source text or 7) support the opinion of the author of the source text, etc.

The abstract, as a secondary text, has its own characteristics. It is characterized by a brevity of presentation of the main content of the source text (source texts), i.e. it not only gives an idea of ​​the main topic and list of issues raised in the source text, but also reveals in a condensed form the main content of the primary text, giving an idea of ​​the facts and conclusions presented in the scientific work.

Brevity of presentation is achieved through compression (compression) of information in the primary text, selection of basic information, exclusion of additional and secondary information from the source text from the abstract text, logical construction of the abstract text in compliance with its compositional features and the use of special clichéd language means (see Appendix 2, 3, 4, 5).

Based on the completeness of the content, abstracts are divided into informative and indicative. Informative abstracts (summary abstracts) contain in a generalized form all the main provisions of the primary text, illustrating their material, the most important argumentation, information about the research methodology, the equipment used, the scope of the object. Indicative (indicative, or summary abstracts) contain only basic information.

Summarizing skills (a brief description of the content of primary texts) are necessary for students when writing coursework and dissertations. In particular, an indicative essay is an integral part of a course work, a bachelor's final qualifying work or a specialist's thesis, since in them a mandatory element of the structure is a brief description of the content of the work (10-12 lines).

Appendix 6 provides examples of informative and indicative abstracts (summary abstracts).

1.5 Educational essay as a special type of independent student writinggood work

In addition to informative and indicative abstracts, there is another type - an educational abstract. This is a special type of student written work. It is written in order to expand and consolidate the student’s theoretical knowledge in a particular discipline, as well as to show how deeply he has studied the material and understood it. Based on the content of these abstracts, students prepare reports, abstracts and present them at seminars, practical classes, conferences, they are prepared for tests, exams, and submitted for admission to graduate school. The volume of such an abstract is usually 10-30 pages (A-4 format, one-and-a-half spacing, font size -14 pt, Times New Roman Cyr font, see below for formatting requirements).

Writing an essay does not mean taking notes on the texts of recommended articles or books, much less rewriting them. An educational abstract, as well as indicative and informative abstracts, involves a description of the content of the source text(s). It should not be compilative in nature. It should not contain mechanically rewritten provisions. The information from the studied sources must be processed, in other words, the abstract is a presentation of a question based on generalization, analysis and synthesis of several sources. It must contain references to the literature used. An educational essay contains elements of scientific research, as it implies

studying the problem;

own systematization of the material;

presentation of the most significant provisions and conclusions of the reviewed source texts;

formulating your own position on the stated problem (topic).

The purpose of writing an essay as a form of independent educational activity for students at a university is to learn:

independently find scientific literature on the topic;

work with literature;

analyze the problem, facts, phenomena, systematize and summarize data, draw conclusions;

formulate your point of view in a reasoned manner;

evaluate the theoretical and practical significance of the problem;

build a logic for presenting the material;

create stylistically competent written scientific text;

correctly format scientific work (quotes, links, list of references, tables, figures).

1.6 Stages of working on an abstract

Preparation of an educational essay includes the following main stages:

choosing a topic;

selection and study of main sources on the topic;

compiling a bibliography;

processing and systematization of information;

development of an abstract plan;

writing an abstract.

Selecting a topic. Work on the abstract begins with choosing a research topic in agreement with the teacher from the list of topics developed at the department. The student can also propose his own topic, justifying his choice. The wording of the topic of the work should be:

clear in form (avoid double interpretation);

specific (do not contain vague words like “some”, “special”, etc.);

be compact.

Selection and study of main sources on the topic. As a rule, when compiling an educational abstract, at least 8-10 source texts (articles, monographs, dissertations) are used. Information search is carried out using library catalogs or Internet search engines.

Compiling a bibliography. Compiling a bibliography requires certain skills, which is associated with the subsequent preparation of a list of used literature. When getting acquainted with it, you should write down bibliographic information about printed publications, as well as electronic sources: 1) the author of the source (book, article and collection containing it); 2) name; 3) place of publication (city); 4) name of the publishing house; 5) date of publication; 6) for periodicals - issue number; 7) source volume (pages or bytes); 8) access mode and date of site visit for the Internet resource.

For example:

Stepanov, Yu.S. Concepts. Thin film of civilization / Yu.S. Stepanov. - Moscow: Languages ​​of Slavic Cultures, 2007. - 246 p.

Smirnov, S.D. Worlds of images and the image of the world // Bulletin of Moscow State University, series 14. - 1981. - No. 2.

Processing and systematization of information.

Selected source texts should be read repeatedly.

Forms of material processing include recordings of reading summaries, abstracts, annotations, extracts, quotes, photo, xero, and electronic copies of texts.

A summary is the most complex form of recording what has been read, combining a presentation plan, extracts and theses. This is a brief written record of the contents of an article, book, lecture, intended for subsequent restoration of information with varying degrees of completeness. The summary contains the main conclusions, provisions, facts, evidence. It can be planned, textual, free, thematic. The points of the planned outline correspond to certain parts of the outline. The textual one is composed of logically related quotations. Free is a combination of extracts and quotes; thematic refers not to the entire text, but to a specific issue.

Thesis is a briefly formulated main idea of ​​the semantic part of the text. An abstract is a brief description of the work, which provides the topic of the original source and a list of the main issues discussed in the publication.

A quotation is an exact, literal excerpt from the source text. Unlike a synopsis, an abstract must be written in your own words, which does not exclude the possibility of using quotations. Very often, a quote helps confirm the correctness of a point of view and gives weight and meaning to the entire work. However, it is important to observe moderation: the quote should only confirm the idea, and not obscure it. Each quotation must have a bibliographic link to the author; there can be no more than 2-3 quotations on one page; it is not recommended to use several quotations in a row. For methods of introducing quotations into the text of the abstract, see Appendix 7.

Development of an abstract plan.

Work on the outline of the essay must begin at the stage of studying the literature.

The outline of the abstract is an accurate and concise list of provisions in the order in which they will be located in the abstract, the stages of disclosure of the topic; the shortest entry reflecting the sequence of presentation of thoughts and revealing the content of the text. The rough outline of the plan will be supplemented and changed during the work. The work plan defines the main goal of the research, outlines the directions, the order of work on the abstract and sets the deadlines for its completion.

The plan could be:

Chronological (the topic is considered in historical sequence);

Descriptive (the topic is divided into component parts that generally reveal individual aspects of the object);

Analytical (the topic is explored in cause-and-effect relationships, interdependent problems).

There are two main types of plan: simple and complex (expanded). In a simple plan, the content of the abstract is divided into paragraphs, and in a complex plan, into chapters and paragraphs.

The requirements for the abstract plan are as follows:

The plan must contain the questions necessary to fully cover the topic;

The plan must contain a consistent, interconnected, logical presentation of the chosen topic;

The plan should not contain questions, the answers to which are partially contained in previous or subsequent sections of the work.

There are two main approaches to the plan development procedure.

The first approach is to think through the topic, determine the range of questions that allow it to be revealed comprehensively and deeply. Selection during further work with various sources only that material that corresponds to the rigid scheme of the drawn up plan.

The second approach is that drawing up a plan is preceded by a search and study of sources. The rough outline of the plan in the second approach is not a rigid, unchanging scheme. Working with sources, the student finds a lot of interesting information, the existence of which he had not previously suspected. This allows him to look at the topic differently and think about it again. The plan drawn up after such preliminary work will be more accurate, and the abstract will be more meaningful and information-rich. Obviously, this approach to drawing up an abstract plan is more effective.

When drawing up a plan for an essay, you need to take into account that the wording of the points of the plan should not repeat the wording of the topic (a part cannot be equal to the whole).

Writing an abstract. When working on an educational essay, you must remember that it belongs to the genres of the scientific style of speech. Therefore, the language design of the abstract must meet the requirements for the language of science (see Table 1). In addition, when describing the referenced sources, it is necessary to use appropriate language means (see Appendix)

1.7 Approximate withstructureeducationalabstract

Title page.

Introduction. The essence of the problem under study is formulated, the choice of topic is justified, its significance and relevance are determined, the purpose and objectives of the abstract are indicated, and a description of the literature used is given.

When formulating the purpose and objectives of an abstract, the following constructions are usually used:

reveal the specifics...;

identify patterns...(identification of patterns...);

describe the functions...(description of functions...);

characterize the system...(characteristics of the system...);

summarize the facts...(generalize the facts...);

study the features...(study the features...);

consider the features...(consider the features...);

establish relationships…(establish relationships…), etc.

The formulation of the tasks of the abstract research must be done carefully, since the description of their solution will form the content of the headings of the main part of the abstract.

Main part. The sections outlined in the plan are revealed. Each of the sections, demonstrably revealing a separate problem (issue) or one of its aspects, is logically a continuation of the previous one; the main part may contain tables, graphs, and diagrams.

Chapter 1. (full title of the chapter).

(full name of the paragraph, paragraph);

(full name of the paragraph, point).

Chapter 2. (full title of the chapter).

2.1. (full name of the paragraph, paragraph);

2.2. (full name of the paragraph, point).

Excessive fragmentation of questions or, conversely, their absence leads to a superficial presentation of the material. Each question should end with an intermediate conclusion and indicate a connection with the subsequent question.

Conclusion. The conclusion reflects the main results of the study. The conclusions contained in the conclusion should confirm the achievement of the goals and objectives specified in the introduction.

The conclusion may contain a brief repetition of the main theses of the work, as well as the general conclusion reached by the author of the abstract. In conclusion, proposals for further development of the topic can be formulated and practical recommendations can be given.

List of literature and sources. This is a mandatory structural element of the abstract, which is a listing of the source texts used by the author in preparing and writing the abstract. It is drawn up in accordance with the requirements of GOST 7.1-2003 “Bibliographic record. Bibliographic description". When preparing an abstract, 2 methods of arranging literature and sources are most often used: 1) alphabetical - authors or titles (if there is no author) are placed in alphabetical order, with foreign sources placed at the end of the list; 2) by type of publications - it is possible to distinguish the following groups: official, state, normative and instructional, descriptive (monographs, manuals), conference materials, articles from collections and periodicals.

In each subsection of such a list, sources are most often arranged in alphabetical order (by author's last name or title - if there is no authorship or there are more than three authors).

Appendix 8, 9 provide examples of bibliographic descriptions of some types of source texts and a list of literature in the disciplines “Russian language and speech culture,” “Business communication,” and “Speech communication in professional activities.”

An optional element of the abstract structure is an appendix - tables, diagrams, graphs, etc.

1.8 Basic requirements for the content and format of the abstract

The text of an educational abstract, as a genre of scientific speech, must meet the following requirements:

informativeness, or completeness of presentation of the basic information of primary texts;

objectivity - the abstract should reveal the main provisions of the primary sources from the point of view of their authors;

brevity and conciseness when describing the content of primary texts (presentation of the basic information of source texts), i.e. a sufficient degree of compression of source texts;

consistency of presentation (in accordance with the designated topic and the drawn up plan);

compliance of the abstract language with the requirements of the scientific style of speech and the norms of the Russian literary language.

There are also certain requirements for the formatting of the abstract. The text of the abstract is presented in computer execution (as an exception, a handwritten version is allowed), without stylistic and grammatical errors. The text should have a portrait orientation, typed at 1.5-2 intervals on A4 sheets (210 x 297 mm). To type text in the Microsoft Word text editor, it is recommended to use the Times New Roman Cyr font, font size - 14 pt, spacing - one and a half. When using other text editors, the font is selected independently, based on the requirements - 60 lines per sheet (2-spaced). Page margins: left - 3 cm, right - 1.5 cm, bottom - 2 cm, top - 2, portrait orientation. The paragraph (red line) should be equal to four characters (1.25 cm). Footnotes - page-by-page, continuous. Alignment of text on sheets should be done according to the width of the lines. Each structural part of the abstract (introduction, sections of the main part, conclusion, etc.) begins on a new page. Section headings, introduction, conclusion, bibliography are typed in capital bold font. Heading underlining and hyphenation in heading words are not allowed. There is no period after the title, located in the middle of the line. The distance between the title and the following text, as well as between the chapter and the paragraph, is 2 spaces. Illustrations, drawings, drawings, graphs, photographs that are given in the text of the work must be numbered. References to literary sources are written in square brackets, where the serial number according to the bibliographic list is indicated first, and the page number separated by a comma. All pages of the abstract, except the title page, are numbered in Arabic numerals. The number is placed at the bottom center of the page. The title page of the abstract is included in the general numbering, but the page number is not indicated on it.

The average volume of an abstract is 15-20 pages (or 25-40 thousand printed characters) in A4 format, typed on a computer on one (front) side.

The list of used literature in the abstract must contain at least five sources.

The title page is drawn up in accordance with the established form (Appendix 10).

An outline of the abstract is printed on the page following the Title Page. At the end of the abstract, a list of used literature is presented with a precise indication of the authors, title, place and year of publication.

1.9 Evaluation criteriateacherquality of educational essay

The abstract prepared and formatted in accordance with the requirements is assessed by the teacher according to the following criteria:

Compliance of the content with the topic and outline of the essay -2 points.

Information content of the abstract (completeness and depth of the topic) -3 points.

Validity of the choice of source texts - 2 points.

The degree of compression of the sources used (the ability to perform compression operations on text information is assessed) - 2 points.

Independence and correctness in describing the content of source texts (the ability to paraphrase text information is assessed) - 3 points.

Logicality, argumentation, objectivity, accuracy of presentation of the material -2 points.

Compliance of the design of the abstract with the standards (the presence and correct design of all structural elements of the abstract, including the assessment of mastery of lexical and syntactic means for the design of structural and semantic parts of the abstract) -3 points.

Language literacy (compliance with spelling, punctuation, lexical, grammatical and stylistic norms of the Russian literary language) -3 points.

The maximum number of points for a prepared essay is 20.

The points scored for the written essay are summed up with the points for the current rating control.

If a student scores 7 points or lower for an essay, they are not taken into account in the point-rating system.

Attention!

1. It is not allowed to submit abstracts downloaded from the Internet, since, firstly, this will be considered as an attempt to deceive the teacher, secondly, it leads to the formalization of knowledge acquisition, and thirdly, in world practice there is a fight against plagiarism when submitting abstracts up to the expulsion of students from universities. http://ru.wikipedia.org/wiki/%D0%A0%D0%B5%D1%84%D0%B5%D1%80%D0%B0%D1%82 - cite_note-4#cite_note-4

In such a case, the abstract is not accepted and a new topic is issued instead.

2. A student who has not prepared an essay is considered to have failed the curriculum and cannot be admitted to the test.

Section 2.Abstract message as a genre of oral scientific speech

2.1 general characteristicsoralscientificspeeches

Oral speech, including oral scientific speech, is spoken speech. Therefore, intonation plays a big role in it (melody of speech, volume and duration, tempo and timbre of pronunciation). The place of logical stress, the degree of clarity of pronunciation, the presence or absence of pauses are also important.

The perception of oral speech occurs simultaneously through the auditory and visual channels. In this regard, such non-verbal means of communication as facial expressions, gestures, gaze, spatial arrangement of the speaker and listener carry a certain semantic load, making the content of the sounding text more information-rich.

Since oral speech is characterized by irreversibility, progressive and linear development, the speaker must ensure that his speech is logical and coherent, and choose the appropriate words to adequately express thoughts. The linguistic features of oral speech include

lower lexical accuracy (compared to written speech);

short sentence length;

limiting the complexity of phrases and sentences;

absence of participial and participial sentences;

dividing a single sentence into several independent communicative units.

Oral speech can be prepared (report, lecture, etc.) and unprepared (conversation, conversation, etc.).

Oral scientific speech is largely prepared and informative speech. Oral scientific information genres include abstract communication, lecture, report.

2.2 Features of the abstract message

An abstract message is an oral public presentation during which the content of a written abstract prepared by the student is briefly summarized. The duration of the performance is 5-10 minutes. During this time, the speaker must report on the purpose and objectives of his research, reveal the main points of the abstract plan, and introduce the conclusions presented in his work. It is also assumed that the referent must be able to answer questions from the teacher and students regarding the content of his speech.

An abstract message differs from the abstract itself primarily in the volume and style of presentation, since the features of oral scientific speech and public speaking in general are taken into account. In an abstract message, the content of the abstract is presented in detail (or briefly) and, as a rule, without evaluation, that is, the presentation acquires an overview nature and solves a communicative task (to convey information orally that should be perceived by listeners).

Considering the public nature of the abstract message, the speaker must:

Draw up a plan and abstract of the speech;

Briefly introduce the issues, purpose, structure, etc.;

Ensure a portioned supply of material not in accordance with parts, sections and paragraphs, but segment it depending on the novelty and importance of the information;

Maintain clarity and precision of expressions and their pronunciation; pay attention to intonation, tempo, volume, etc. features of public speaking;

Demonstrate the prepared nature of statements, allowing, as in any other oral speech, verbal improvisation.

Since public speaking is not an easy task even for a trained person, it is recommended to write the text of your speech. Find out practical recommendations for writing it.

At the beginning of your speech, briefly discuss why you are interested in this particular topic, justify its relevance, and name the goals and objectives of your research.

In the main part of the speech, in thesis form, convey the content of the main points of the abstract plan.

Conclude your message with a summary of the topic.

Make sure that the structural parts of your speech are proportionate (the introduction and conclusion should not exceed the volume of the main part).

Divide the text into simple sentences, which will make it much easier for you to read when memorizing, and for the audience to understand your words during your speech.

During the message, it is necessary to explain to listeners the meaning of new terms and terminological combinations.

Don't overuse numbers. The abundance of digital information can confuse not only the listeners, but also the speaker himself.

Select from the text of the abstract the most striking quotes on the topic of the speech. However, avoid quoting too much.

Think about what questions might arise for you during the presentation. Think about your answers.

Check for logical connections between all parts of your speech.

Memorizing and pre-pronouncing the text completes the process of preparing a speech. Repeat difficult words several times. Mark the places in the text of your speech where you will need to change the intonation. Make a timing of your speech - the time for preliminary reading of the text should coincide with the time allotted to you for delivering a speech to defend your abstract (from 5 to 10 minutes).

The following special oratorical techniques can be recommended: speak loudly and clearly enough - this will attract attention and facilitate the listening process. Don't forget about the role of visual contact with the audience. Try to look your audience directly in the eyes, moving your gaze from one face to another: this usually makes them feel as if you are addressing each person personally, and encourages them to keep their eyes on you as well. Please note the reminder below. It will help you make your oral public speaking more effective.

Memo for analyzing the implementation of the report

2.4 Evaluation criteriateacheroralabstractmessages

The maximum number of points for an oral abstract report is 15. The points scored for the abstract presentation are summed up with the points for the current rating control.

If a student scores 6 or lower points for an abstract presentation, they are not taken into account in the point-rating system.

The abstract presentation is assessed according to the following criteria:

1. Compliance of the content of the speech with the topic - 2 points.

2. Information content of the speech, completeness of the topic (the main provisions of the abstract are presented, revealing the topic of the speech) -2 points.

3. Maintaining logical consistency and coherence of presentation -2 points.

4. Degree of mastery of the material (depth and correct understanding of the main problems on the stated topic, knowledge of terminology) - 2 points.

5. Compliance with time parameters and requirements for the volume of text of the speech - 2 points.

6. Correct speech - 2 points.

7. Possession of public speaking skills (contact with the audience, demeanor, sound of voice, etc. see Memo) - 3 points.

Students who score 8 or more points for a written essay and 7 or more points for an oral abstract receive credit for the discipline automatically if the appropriate parameters for the current rating control and midterm rating control are met.

BIBLIOGRAPHICAL LIST

Gilmutdinova N.A. Methodology for preparing and writing a scientific abstract, report and theses on philosophy / N.A. Gilmutdinova, O.Yu. Markovtseva. - Ulyanovsk: Ulyanovsk State Technical University, 2005. - 23 p.

Kuzin F.A. Thesis. Writing technique. Design rules. Order of protection / F.A. Kuzin. - M.: "OS-89", 2001. - 320 p.

Kuznetsov I.N. Abstracts, coursework and dissertations. Methods of preparation and design: Educational manual / I.N. Kuznetsov. - M.: Publishing house "Dashkov and K", 2008. - 340 p.

Kolesnikova N.I. From abstract to dissertation: a textbook on the development of writing skills / N.I. Kolesnikova. - 4th ed. - M.: Flinta: Nauka, 2008. - 288 p.

Novikov A.I. Scientific and experimental work in an educational institution. - M., 1998.

Organization of research activities of students: in 2 hours. Part 1. Abstract: a guide for independent work of students / comp. E.Yu. Panina, R.N. Ziyatdinov. - Perm: Publishing house PGPU, 2004. - 31 p.

From student to doctor of sciences: reference book. manual for students, graduate students, doctoral students and applicants / V.P. Shamanin, V.P. Pyankov, V.V. Leonova, S.I. Starikov. - Omsk: Omsk State Agrarian University Publishing House, 1997 - 194 p.

Salnikova T.P. Research activities of students: textbook. allowance / T.P. Salnikova. - M.: Sfera, 2005. - 96 p.

Solovyova I.N. Fundamentals of organizing student’s educational and scientific work: educational method. manual for independent work of students / I.N. Solovyova. - M.: Publishing house of APK and PPRO, 2005. - 55 p.

A manual on scientific style of speech: for technical universities. Textbook / I.G. Proskuryakova, R.K. Bozhenkova, N.A. Bozhenova, author-comp. - M.: Publishing house: Flinta, Nauka, 2004. - 320 p.

Russian language for non-philological students: textbook / M.Yu. Fedosyuk, T.A. Ladyzhenskaya, O.A. Mikhailov, N.A. Nikolina.- M.: Flinta, 1997.- 256 p.

Streker N.Yu. Russian language and culture of speech: textbook. manual for universities /N.Yu. Strecker. - M.: Unity-Dana, 2003. - 384 p.

ANNEX 1

Characteristic features of learning style at the level of connected text

A scientific text is characterized by an emphasized expression of all logical connections between pieces of information; A variety of linguistic means are used to formalize relationships such as:

emphasizing the identity of information (this, given, here...);

introduction of duplicate information (that is, in other words...);

introduction of additional information (at the same time, at the same time...);

introduction of illustrative information (for example, so, namely...);

indication of the cause/consequence of the appearance of information (since, therefore, hence, therefore, depending on this...);

comparison of information (on the one hand..., on the other...);

contrasting information (but, however, whereas...);

generalization/conclusion/result from the upcoming information (so, thus, from what has been said it follows, in conclusion...);

assessment of the degree of reliability of information (obviously, indeed, apparently, as is known, ...; as we know, ...);

order of information (first, then, then...);

connection of information with previous and subsequent information (as was said..., in accordance with this..., above, below...);

indication of the source of information (as indicated by the author, in the opinion of the authors...);

an invitation to analyze information (let's dwell in more detail..., consider..., compare...) and similar

APPENDIX 2

Ilanguage structures used when writing an essay

1. The following constructions are frequent in the bibliographic description:

The book explores (what?)...

Shown (what?)...

Consideration of (what?) occupies a large place in the work...

The monograph gives a description of (what?)...

The research is conducted through consideration of problems such as...

The book analyzes (what?)...

The main attention is drawn to (what?)...

It is noted that...

It is emphasized that...

The book gives (what?)... reveals (what?)... describes (what?)...

Particular attention is paid to the questions (what?)...

The work reflects the development of problems (what?), questions (what?)...

The (creative) character of (what?) is shown...

Criteria are established (what?)...

The book covers in detail (what?)…

Characterized by (what?)...

Considering (what?)...

The article, based on an analysis of (what?), shows (what?)...

It is stated that...

It's about (what?)...

2. List of constructions for the main abstract presentation:

a) topic, general characteristics of the abstract:

Abstract topic...

Abstract on the topic...

The abstract is devoted to the topic (problem, question)…

An abstract is a presentation, description, analysis, review...

The abstract is called (called, under the title)…

The abstract states (talks about; gives an analysis, presentation, description, review, generalization; summarizes; presents a point of view)…

b) abstract problem:

The abstract highlights the following problems, questions...

The presentation concerns the following problems (questions, facts)…

The work presents a point of view on...

The essence of the problem boils down to...(/is, consists in)...

It is important to note...

It must be emphasized...

The following provisions should be particularly highlighted...

The work (book, monograph) is a detailed (general) presentation of issues...

The work in question is devoted to the topic (problem, question...)

The article discusses issues that are important for...

The relevance of the problem under consideration, according to the author, is determined by the fact that...

The topic of the work (issues discussed in the article) is of great interest...

The main topic of the article meets the objectives...

The choice of research topic is natural, not accidental...

3. In the final part of the abstract, the following constructions can be used:

The work provides a generalization... and provides well-reasoned evidence...

The issues (problems) presented (considered) in the work are of interest not only for..., but also for...

It should be noted (emphasize) that...

next...

This is, firstly..., secondly..., thirdly..., finally...

APPENDIX 3

List of verbs used in summarizing

1. Verbs used to list the main issues.

2. Verbs used to denote research or experimental material:

3. Verbs used to convey definitions and gradations, classification of specific problems and issues.

4. Verbs used to list issues considered in the original source in passing, along the way.

5. Verbs that convey words and thoughts that the author of the original source emphasizes.

6. Verbs used for generalizations and summing up.

8. Verbs used to express the author's position.

APPLICATION 4

WITHlist of evaluation constructs

The article presents a point of view on...; contains controversial statements, controversial statements, well-known truths, valuable information, experimental statements, important unpublished data, attempts to prove (what?), convincing evidence; paths are outlined; the importance of (what?) is noted; clearly formulated (what?), proven (what?).

2. Matching expression.

3. Expression of significance.

It is important to note that; the essence of this boils down to the following; from a theoretical point of view it is.., from a practical point of view it is..; It must be emphasized that.

4. Expression of confidence.

Convinced, confident, believe, believe; from the author's point of view; the author convincingly argues that; this proves that; it has been proven that; of course that; it's obvious that; there is no doubt that; In this regard, it is clear that; the author defends a point of view, adheres to a point of view.

5. Expression of consent.

Approve, praise, admire, agree, share a point of view, confirm, recognize merits, hold the same opinion.

6. Expressing criticism (disagreement).

To note shortcomings, to reproach for negligence, for inaccuracy, to reveal shortcomings, to criticize, to object, to challenge, to disagree, to refute, to neglect, to ignore, to overlook.

7. Expressing an assumption.

Allow; express your guess; offer; put forward a hypothesis (about what?); suggest that; agree that...

APPLICATION 5

WITHlist of evaluative definitions

The problem is scientific, fundamental, relevant, pressing, important, key, leading, acute, private, global, far-fetched, insoluble.

A question is relevant, fundamental, theoretical, practical, general, specific, important, fundamental, complex, controversial, legitimate.

Goal - important, main, basic, scientific, practical, specific, real, set, specified.

Task - primary, immediate, final, set, planned, fundamental, key, special, specific, definite.

Direction - leading, main, decisive, basic, general, most important, correct, erroneous, chosen, planned, indicated, next.

Study - objective, experimental, theoretical, practical, comparative, experimental, direct, special long-term, constant, systematic further, in-depth, intensive deep, comprehensive, detailed, thorough, attentive.

Research - scientific, objective, theoretical, experimental, experimental, general, specific, classical, fundamental, comprehensive, systematic, extensive, in-depth, deep, detailed, relevant, serious, complex, valuable.

Path (of study) - simple, complex, incorrect, correct, rational, optimal; empirically; through careful analysis, long-term study, comprehensive observation.

Observations - scientific, objective, special, visual, accurate, thorough, numerous, repeated, constant, regular, important, deep, further, immediate, simple, complex, data, specified, carried out.

Experiment - analogous, similar, testing, new, important, interesting, brilliant, convincing, unique, successful, planned, conceived, carried out.

Analysis - scientific, objective, specific, conducted, comprehensive, thorough, complete, exhaustive, detailed, comparative, thorough, accurate, deep.

Material - scientific, experimental, reference, statistical, factual, collected, systematized, received, available, used, large, rich, extensive, varied, sufficient, reliable, inappropriate.

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The form of a public scientific presentation can be a report or an abstract message. They differ in the nature of the information prepared and the way it is presented. In a report, not only the content side is important, but also the oratorical abilities of the speaker. In an abstract presentation, attention is focused on the material selected for discussion.

What is an abstract message and report?

Report– independently prepared and compositionally designed material of scientific content, containing analytical information on the topic being covered, presented in the form of theses and evidence.
Abstract presentation– a public speech or printed text, the content of which is a synthesis of previously published scientific, theoretical or research information corresponding to a specific scientific topic.

Comparison of abstract speech and report

What is the difference between an abstract speech and a report?
The report is based on the principle of identifying a range of problematic issues, indicating how to solve them, proving scientific hypotheses, covering current topics or results of scientific research. The structure and stylistic design of the report must correspond to the official nature of the message. To substantiate the topic, the speaker can use scientifically proven facts and his own observations that are of interest to specialists in the scientific field to which this topic concerns.
The basis of an abstract presentation is an abstract - a brief summary of scientific work or a review of published materials thematically related to one scientific problem. The abstract presentation cannot reflect the author's position or critical assessment of the information presented.
The form of preparing a report can be a thesis. In this case, the speaker’s speech is constructed as a logically and compositionally organized speech using oratory techniques.
The abstract presentation must contain full text material with mandatory links to the information source.

TheDifference.ru determined that the difference between an abstract presentation and a report is as follows:

The report is independently prepared analytical material. The abstract presentation is prepared on the basis of the abstract.
The report contains new information about the scientific problem, its research and solutions. An abstract presentation systematizes scientific materials published on a specific topic.
The report can be compiled in the form of abstracts. The abstract speech contains the full text of the message.

The abstract report sets out in detail (or briefly), usually without evaluation, the content of one or more book sources.

The information that the listener receives in response to his question is absorbed better (that is, in the process of dialogue).

Lecture- an oral presentation of an academic subject or some topic, as well as a recording of this presentation.

The lecturer must rework the content of the subject, i.e. change the form of presentation - composition, style, language of content.

It is necessary to distinguish educational lectures (for future professionals) and popular lectures for people who have a need to receive

certain information on the issue of interest.

Scientific report- this is a message about the statement of the problem, the progress of the research, its results. This scientific message contains objectively new information.

Written speech – it is speech recorded in writing. Unlike the speaker, the writer has more opportunity to choose linguistic means.

Written scientific speech – This is the speech of monographs, scientific articles, textbooks, reference books, dissertations.

The scientific style has a significant variety of speech genres. Among them: scientific monograph, scientific article, dissertation, textbooks, educational and teaching aids, scientific reports.

Research Article -a short essay in which the author presents the results of his own research.

Monograph –scientific work devoted to the study of one topic, one question. Scientific article and monograph – original research essays. They are written by specialists for specialists. This group of genres can include coursework and diploma work.

The scientific style of speech has its own varieties (substyles):

– strictly scientific (monograph, article, report, course work, diploma work, dissertation);

– scientific and informative (abstract, annotation, synopsis, theses, patent description);

– scientific reference (dictionary, reference book, catalogue);

– educational and scientific (textbook, dictionary, methodological manual, lecture, abstract, abstract, explanation);

– popular science (essay, lecture, article).

The most important task of the scientific style of speech is to explain the causes of phenomena, communicate, describe essential features, properties of objects of scientific knowledge. The named features of the scientific style are expressed in its linguistic characteristics and determine the systematic nature of the actual linguistic means of this style.

Scientific style is a type of literary language, its functional-style subsystem, which consists of units of various language levels: vocabulary, phraseology, word formation, morphology, syntax. Like any functional style, the scientific style has its own characteristics in the use of elements of these levels and in the choice of linguistic means.

Lexical features. A characteristic feature of the style of scientific works is their richness terms . On average, terminological vocabulary makes up 15-20% of the total vocabulary. In scientific speech, three types of terms are used: general scientific, interscientific and at highly specialized (term – This is a word or phrase in scientific language that accurately and unambiguously names a special concept and reveals its content). The term tends to be unambiguous, does not express expression and is stylistically neutral: radar, symptom, range, atrophy and etc.

Scientific style has its own phraseology , which includes compound terms, for example: magnetic storm, inclined plane, vacuum measurements, voiced consonants, participial phrase, right angle, solar plexus, thyroid gland, intersection point and so on.

In the lexical system of the scientific style, a desire for generalization and abstraction is manifested ( Bird cherry blossoms in May). Abstract vocabulary prevails over the specific. For example, factor, development, problem, creativity, self-awareness, comprehension, movement, duration, intensity and so on.

Used in scientific speech and various kinds cliche :consists of, consists of, constitutes, is used for and etc.

Morphological features. Scientific text is, as a rule, nominal in nature. There is a quantitative predominance of nouns, adjectives before the verb, and the use of various kinds of verbal-nominal constructions. For example: influence(to influence), new equipment is being tested; calculating devices are used, there is an increase in temperature, there is an increase (instead of growing), to make calculations (to calculate). Adjectives that clarify concepts are widely used. Pale green, deep green, grayish green, golden green, turquoise green.

Real and abstract nouns are often used in the plural form: lubricating oils, deep depths.

Denominative adjectives are used in - ic, -atic,

-al: dynamic, statistical and etc.

Among the nouns, the designations of the concepts of attribute, movement, state stand out, namely: words in - nie, -ost, -stvo, -ie, -ka: radiation, condition, control, observation, conditionality, porosity, strength, interpretation and etc.

There is borrowing of word-forming elements - suffixes, prefixes ( -ism, -ist, anti-, poly-, -er), For example: polyunsaturated, fitting and etc.

In terms of frequency of use, the genitive case comes first: decision making, Newton's law, rock water content, mixture of hydrogen and hydrocarbon components and so on. In passive constructions, the instrumental case forms are common: The project was proposed by engineer Sayakhov; The periodic table of elements was discovered by D. I. Mendeleev and so on.

The scientific style is characterized by a lack of subjectivity of presentation, which is expressed in the absence of verbal forms of the 1st and 2nd person singular. numbers. In the vast majority of cases, verbs are used in the form of the 3rd person plural of the present tense of the indicative imperfective mood ( observed, exists, occurs, is discovered, differs and so on.): Carbon constitutes the most important part of a plant.

Derivative prepositions and conjunctions are common in science: during, in connection with, in accordance with, as a result and so on.

Mostly imperfective verbs are used, and many of them do not have paired perfective verbs, for example: Aluminum is easy to cut.

From syntactic features scientific style, one should note the tendency towards complex constructions. Scientific speech is characterized by the predominance of complex sentences with compound subordinating conjunctions, characteristic of book speech in general: due to the fact that, due to the fact that, due to the fact that, meanwhile, despite the fact that, due to the fact that, while and etc.

Impersonal sentences with modal words and infinitives, with impersonal verbs and personal in the meaning of impersonal are widespread in the scientific style. Vaguely personal and generalized personal sentences are used when introducing terms, deriving formulas, and explaining material in examples: Consider the following example. Let's do this experiment.

Sentences with homogeneous members and a generalizing word are often used.

Simple sentences can be complicated by isolated members, expressed participial and participial phrases, and introductory constructions.

To combine parts, in particular paragraphs, words and their combinations are used that indicate this connection: therefore, in this case, first, then, in conclusion, thus, so, therefore.; introductory words are also used: firstly, finally, on the one hand, on the other hand.

Scientific texts may contain various formulas, symbols, tables, graphs, and diagrams.

Composition of a scientific text. A scientific essay is characterized by a harmonious composition. Composition – this is the structure, relationship, and relative arrangement of parts of a work. Compositionally, any scientific work, regardless of the field of science and genre, contains two interconnected parts: a descriptive (overview), which includes an introduction, and a main one, which includes a conclusion.

In the descriptive (overview) part the progress of scientific research is reflected, while the introduction provides a rationale for the relevance of scientific research, formulates the subject and chosen method of research, the purpose of the work, sets out the history of the issue and the expected result. The introduction should be short and precise. When formulating a goal, you can use the following stereotypes : reveal the specifics; identify patterns (pattern identification); create a typology (creating a typology); explain the phenomenon; describe functions (description of functions); develop a model (model development); characterize the system; summarize the facts; systematize elements (systematize elements).

Scheme of construction of the introductory part:

• justification of the relevance of the problem;

· characteristics of works, theories available on this topic, historiography of the issue;

· highlighting a specific issue (subject of research);

· putting forward a hypothesis (scientific assumption);

· justification for the use of the chosen theory;

• preliminary formulation of conclusions.

In the main part the research methods and techniques and the achieved results are covered; arguments, illustrations, examples confirming theoretical positions - the content of the main part. Heading(title) of a scientific work is an information unit; it usually reflects the topic of a given text and should be consistent with the content of that text. There are several types of headers:

1) general names (Conversations about mechanics; Introduction to ecology; Totalitarian language);

2) names specifying questions of theory: ( Biosphere as a planetary organization of life);

Conclusion has the form of conclusions corresponding to the stages of the study, or the form of a short summary.

The external expression of the compositional structure of a scientific work is rubrication.

Categories – this is the division of text into component parts, graphic separation of one part from another, as well as the use of headings, numbering etc. The rubric reflects the logic of scientific research.

Paragraph division of the text is often combined with numbering - a numerical (as well as alphabetic) designation of the sequence of arrangement of the constituent parts of the text.

When using signs of different types, the system of digital and letter designation is built in a descending manner:

A B C D. …

I. ... II. ...III. ... IV. … .

1. ... 2. ... 3. … .

1)…; 2) …; 3)… .

A) …; b)…; V)… .

It is customary to indicate the serial numbers of parts in words ( Part one), sections - in capital letters of the Russian alphabet ( section A), chapters - Roman numerals ( Chapter I), paragraphs – in Arabic numerals (1).

Capital letters and Roman numerals A. B. C. G. and I. II. III. IV) are used as the highest level of division, followed by a period. Arabic numerals (1. 2. 3. 4. etc.) – as an average level of division, after them there is also a dot. Arabic numbers with brackets and lowercase letters with brackets - 1) 2) 3) 4) and a) b) c) d) etc. - as the lowest level of division, there is no dot after them.

When categorizing with brackets, parts of the text are separated either by commas or semicolons. A period is placed at the end of headings formatted without brackets. Capital letters begin the text of headings,

formatted with letters and numbers with dots, lowercase ones are used after headings formatted with numbers and letters with brackets.

In scientific and technical literature, a digital numbering system is often introduced, according to which the numbers of the largest parts of a scientific work (the first or highest level of division) consist of one digit, the numbers of the component parts (the second or middle level of division) - of two digits, the third level divisions - of three digits, etc.

A scientific work consists of three sections: 1. 2. 3. The section is divided into chapters: 1.1, 1.2, 1.3, 2.1., 2.2., 2.3, 3.1, 3.2, 3.3, etc. The chapter is divided into paragraphs: 1.1.1, 1.1.2, 1.1.3, 1.2.1, 1.2.3, 1.3.1, 1.3.2, 1.3.3, etc.

(Balykhina T.M., Lysyakova M.V., Rybakov M.A. Learning to communicate: a training course in the Russian language and speech culture for students of higher educational institutions of Russia. - M.: RUDN Publishing House, 2004. - 488 pp.)

Bachelor's qualification work:

Municipal educational institution

Eastern European Lyceum

Watercress as a test object for evaluation

soil pollution

Abstract message

students of 11th grade "F"

Takhtamysh Olga

Supervisor:

Pavlova Larisa Sergeevna

Saratov

Introduction…………………………………………………….………….3 Chapter 1. Biological features of watercress.................. ..........7 Chapter 2. Setting up the experiment………………………...………….………….9 Chapter 3. Experiment and conclusions……………… …………………..10 Theses……………………………………………………………..….12 Vocabulary………………………… ……………………………………14 List of references……………………………..15

Introduction

In modern conditions, the natural environment is subject to combined technogenic pollution.1 In connection with the life activity of human civilization, new chemical compounds with unknown toxicological characteristics are synthesized and released into the environment. Various compounds of natural and anthropogenic origin, accumulating in the soil, cause its pollution and toxicity. The degree of soil toxicity can be determined using biotesting.

I chose this topic because I was interested in the level of soil pollution in the Volzhsky district of Saratov.

Biotesting methods are increasingly used to determine the toxic properties of the environments around us: air, water, soil, industrial waste, materials, etc. This is explained by a number of circumstances. Firstly, these objects usually contain a large number of ingredients, the toxicological properties of which are not always characterized by the sum of the properties of each of them, taking into account the quantitative composition determined by analytical methods. Secondly, the number of pollutants present in the environment significantly exceeds the number of satisfactory physicochemical methods of analysis that make it possible to control their content at the MPC level. Biotesting makes it possible to obtain an integral toxicological characteristic of natural environments, regardless of the qualitative and quantitative composition of pollutants.

Bioindication is an assessment of the state of the environment using living objects. Living objects (or systems) are cells, organisms, populations, communities. With their help, both abiotic factors (temperature, humidity, acidity, salinity, pollutant content, etc.) and biotic factors (the well-being of organisms, their populations and communities) can be assessed. The term “bioindication” is more often used in European scientific literature, and in the American literature it is usually replaced by the similar name “ecotoxicology”.

The question is often asked: “Why do we have to use living objects to assess the quality of the environment, when it is easier to do this using physical and chemical methods?” According to Van Straalen (1998), there are at least three cases where bioindication becomes indispensable.

1. ^Factor cannot be measured. This is especially typical for attempts to reconstruct the climate of past eras. Thus, an analysis of plant pollen in North America over a long period showed a change from a warm, humid climate to a dry, cool climate, and then a replacement of forest communities with herbaceous ones. In another case, the remains of diatoms (the ratio of acidophilic and basophilic species) suggested that in the past the water in the lakes of Sweden was acidic for completely natural reasons.

2. ^Factor is difficult to measure. Some pesticides degrade so quickly that their original concentration in the soil cannot be detected. For example, the insecticide deltamethrin is active only for a few hours after it is sprayed, while its effect on fauna (beetles and spiders) can be observed for several weeks.

3. ^ The factor is easy to measure but difficult to interpret. Data on the concentration of various pollutants in the environment (if their concentration is not prohibitively high) does not answer the question of how dangerous the situation is for wildlife. Indicators of maximum permissible concentrations (MPC) of various substances have been developed only for humans. However, obviously, these indicators cannot be extended to other living beings. There are more sensitive species, and they may be key to maintaining ecosystems. From the point of view of nature conservation, it is more important to get an answer to the question of what consequences a particular concentration of a pollutant in the environment will lead to. Bioindication solves this problem, making it possible to assess the biological consequences of anthropogenic environmental changes. Physical and chemical methods provide qualitative and quantitative characteristics of the factor, but only indirectly judge its biological effect. Bioindication, on the contrary, allows you to obtain information about the biological consequences of environmental changes and make only

Indirect conclusions about the characteristics of the factor itself. Thus, when assessing the state of the environment, it is desirable to combine physicochemical methods with biological ones.

The relevance of bioindication is also due to the simplicity, speed and

Cheapness of determining the quality of the environment. For example, when the soil in the city is salinized, the edges of linden leaves turn yellow even before the onset of autumn. You can identify such areas simply by examining the trees. In such cases, bioindication makes it possible to quickly detect the most contaminated habitats.

Bioindicators are biological objects (from cells and biological macromolecules to ecosystems and the biosphere) used to assess the state of the environment. When they want to emphasize that bioindicators can belong to different levels of organization of living things, they use the term “bioindicator systems.”

Criteria for choosing a bioindicator:

Quick response;

Reliability (error<20%);

Simplicity;

Monitoring capabilities (an object that is constantly present in nature).

Types of bioindicators:

1. Sensitive. Reacts quickly with significant deviations from the norm. For example, deviations in the behavior of animals and in the physiological reactions of cells can be detected almost immediately after the onset of the disturbing factor.

2. Rechargeable. Accumulates impacts without manifesting disturbances. For example, a forest at the initial stages of its pollution or trampling will be the same in its main characteristics (species composition, diversity, abundance, etc.). Only after some time will rare species begin to disappear, the predominant forms will change, the total number of organisms will change, etc. Thus, the forest community as a bioindicator will not immediately detect a violation
environment.

Bioindicators are usually described using two characteristics: specificity and sensitivity.

With low specificity, the bioindicator reacts to different factors, with high specificity, only one (see examples on specific and nonspecific bioindication).

At low sensitivity, the bioindicator responds only to strong deviations of the factor from the norm; at high sensitivity, it responds to minor deviations.

Test organisms are bioindicators (plants and animals) that are used to assess the quality of air, water or soil in laboratory experiments.

Examples of test organisms:

Single-celled green algae (chlorella, treboxia from lichens, etc.);

Protozoa: slipper ciliates;

Arthropods: crustaceans Daphnia and Artemia;

Mosses: mnium;

Flowering: chaff grass, watercress.

One of the main requirements for test organisms is the ability to obtain cultures from genetically homogeneous organisms. In this case, differences between experiment and control are more likely to be attributed to the disturbing factor rather than to individual differences between individuals.

Bioindication can be carried out at all levels of organization of living things: biological macromolecules, cells, tissues and organs, organisms, populations (spatial grouping of individuals of the same species), communities, ecosystems and the biosphere as a whole. Recognition of this fact is an achievement of the modern theory of bioindication.

At lower levels of bioindication, direct and specific forms of bioindication are possible, at higher levels only indirect and nonspecific forms are possible. However, it is the latter that provide a comprehensive assessment of the influence of anthropogenic impacts on nature as a whole.

Features of the current state of bioindication

Currently, the state of bioindication is characterized by the following most important features:

Recognition of the importance of using bioindicators at all levels of the organization of living things;

Preference for integrated indicators of the state of biological systems;

The growth of research scales due to the understanding that a local threat can become regional and biosphere;

Moving from the view that the optimal state of nature is before human intervention, to recognizing many “acceptable” states under human influence;

Understanding the need to recognize early symptoms of impairment before the costs of recovery become too great.

Biological features of watercress
Watercress is an annual plant of the cabbage family, which is highly sensitive to soil pollution with heavy metals, as well as to air pollution from gaseous emissions from vehicles. The stem is branched, reaches a height of 1 m. The basal leaves are petiolate, the subsequent ones are pinnately dissected. The flowers are numerous, small, white. Blooms in May - June. The fruit is a pod with oval-ovoid wings. The seeds are very small, oblong. The plant is cross-pollinating. This is a cold-resistant crop, the optimal temperature for its growth is about 15...18°C. Watercress has moderate requirements for moisture, but a good harvest is obtained only on moist soil. Lack of moisture in the soil and dry air contribute to the rapid formation of shoots, bypassing the rosette phase. During the hot summer months, plants quickly begin to shoot.
The plant loves light, especially in the early stages of development, although it grows well in partial shade. With a short day, watercress produces better quality products and does not form flowering stems longer, but with a long day and high temperatures, the plants shoot quickly.
Its growing season until technical ripeness is 15-25 days, until seeds ripen - 165 days. Light fertile soils (pH 6.5-6.8) are most suitable for watercress.

Plants

Morphological changes in plants used in bioindication:

1. Changes in leaf color (nonspecific, less often specific, reaction to various pollutants):

Chlorosis is a pale coloration of leaves between the veins. It was noted with an excess of heavy metals in the soil and with gas and smoke air pollution.

Yellowing of leaf areas. Typical for deciduous trees when the soil is salinized with chlorides.

Redness associated with anthocyanin accumulation. Occurs under the influence of sulfur dioxide.

Browning or bronzed. Often means the initial stage of necrotic lesions.

The leaves seem to be saturated with water (as with frost damage). Occurs under the influence of a number of oxidizing agents, for example, peroxyacetyl nitrate.

Silver coloring of leaves. Occurs under the influence of ozone on leaves

2. Necrosis – death of sections of leaf tissue, their shape is sometimes specific.

Dotted and spotted. Silver spots on the leaves of Bel W3 tobacco appear under the influence of ozone.

Interveinal – necrosis of tissue between the lateral veins of the 1st order. Often observed with exposure to sulfur dioxide.

Regional On linden leaves under the influence of salt (sodium chloride), which is sprinkled on city streets in winter to melt the ice.

“Fish skeleton” – a combination of interveinal and marginal necrosis.

Apical necrosis. In monocotyledonous angiosperms and conifers. For example, fir and pine needles become brown at the top after exposure to sulfur dioxide; the tops of gladioli leaves become white after fumigation with hydrogen fluoride.

3. Premature withering. Under the influence of ethylene in greenhouses, carnation flowers do not open, and orchid petals wither. Sulfur dioxide causes reversible wilting of raspberry leaves.

4. Defoliation - falling of leaves. Usually observed after necrosis and chlorosis. For example, shedding of spruce and pine needles due to gas and smoke pollution of the air, leaves of linden and horse chestnuts - from salt for melting ice, gooseberries and currants - under the influence of sulfur dioxide.

5. Changes in organ size are usually nonspecific. For example, pine needles near fertilizer plants lengthen due to nitrates and shorten due to sulfur dioxide. In berry bushes, smoke causes the leaves to shrink in size.

6. Changes in the shape, number and position of organs. Abnormal leaf shapes have been noted after radiation exposure. As a result of local necrosis, swelling or curvature of leaves occurs, fusion or splitting of individual organs, and an increase or decrease in parts of the flower.

7. Change in the life form of a plant. The bushy or cushion form of growth is characteristic of trees, especially linden, with strong persistent air pollution (HCl, SO2).

8. Change in vitality. In the presence of many pollutants, the quality of trees decreases from class 1–2 to 4–5. This is usually accompanied by thinning of the crown and a decrease in growth. Changes in growth are nonspecific, but are widely used because they are more sensitive than necrosis. The radial growth of trunks, the growth in length of shoots and leaves, roots, and the diameter of the lichen thallus are measured.

9. Change in fertility. Found in many plants. For example, under the influence of pollutants, the formation of fruiting bodies in fungi decreases,

The productivity of blueberries and spruce is decreasing. Some species of lichens do not form fruiting bodies in heavily polluted air, but are able to reproduce vegetatively.

Monitoring soil pollution using watercress. Seeds are germinated in Petri dishes on filters or test soil.

Observation lasts 10 days. In the presence of harmful substances, the percentage of seed germination decreases and the growth rate of embryonic roots decreases. In plants planted in open ground in urban centers with heavy traffic, under the influence of gas emissions, the length of the seedlings is clearly reduced.

^ Chapter 2

Bookmark experience. 10/25/2009

Soil sampling points.

Soil samples were taken using standard methods in four locations in the city of Saratov:

point No. 1 – highway territory, st. Myasnitskaya;

Point No. 2 – territory from the dacha, village. Pristannoe;

Point No. 3 – territory of Glebuchevo ravine;

Item No. 4 – soil for flowers “Torfpredpriyatie”;

Point No. 5 – tap water.

To begin with, we weighed 100g of soil and added another 100ml of water. To prepare aqueous soil extracts, one part of dry, sifted soil was shaken with four parts of distilled water for 15 minutes. The resulting mixture was periodically shaken and left for two days, shaken again and filtered through the entire thickness of the soil on a folded paper filter, and the jars with a hood were numbered. The extract was used for biotesting.

To germinate watercress seeds, 5 Petre cups were filled with the substrate under study, and the cups were numbered. In each cup, 50 watercress seeds were placed on the surface of the filter. The seeds were covered with the same filters. The upper layers of the filters were moistened to a moisture content of the lower ones using an extractor hood of 25%.

^ Chapter 3

Experiment and conclusions

The level of germination was studied on the seventh day after the establishment of the experiment on November 1, 2009, after which the length of the roots was measured using a ruler (with an accuracy of 1 mm). The results are recorded in the form of a graph.

On November 5, 2009, water was added, and on November 7, 2009, a repeat study was carried out, which is presented in the form of a graph.

Conclusion based on the results of the charts on November 1, 2009:

No. 1 – soil for flowers “Torfpredpriyatie”;

No. 2 – tap water;

No. 3 – soil from the highway area;

No. 4 – soil from. Pristannoe;

No. 5 – soil from the territory of Glebuchevo ravine.

At the initial stage of development, we noticed that the soil for flowers “Torfpredpriyatiye” corresponds to the quality guaranteed by the manufacturer. And the extraction from the soil of the Glebuchevo ravine reduced the germination of seeds. No. 2, No. 3 and No. 4 are average germination rates.

^ Conclusion based on the results of the graphs 11/7/2009:

No. 1 - soil from the territory of Glebuchevo ravine;

No. 2 - soil for flowers “Torfpredpriyatie”;

No. 3 - soil from the territory of the highway;

No. 4 - soil from. Pristannoye;

No. 5 - tap water.

Please note that the best result was shown by soil from the territory of Glebuchevo ravine. This can be explained by the fact that there is a large amount of humus in this area. The soil for flowers "Peat Enterprise" contains many specially improved fertilizers. In the soil from the highway area, the nutrient layer is not damaged, but gas contamination and toxicity of wastewater reduce the nutritional value of the extract. And the soil from the dacha, apparently, is not processed correctly; deep digging, especially with the help of mini-tractors, worsens the structure of the soil, since a fertile layer of 10-15 cm is formed very slowly.

We will take soil samples from possibly dangerous areas of our city:

No. 1 – Akkumulyator plant;

No. 2 – Nitron plant;

No. 3 – land from the Lukoil gas station.

I would also like to know whether object No. 4 – Embankment – ​​is actually a park area;

No. 5 – City Park.

Dictionary

Bioindication is an assessment of the state of the environment using living objects.

Pollutant is a pollutant.

Monitoring - in a broad sense - specially organized, systematic observation of the state of objects, phenomena, processes for the purpose of their assessment, control or forecast.

Bioindicators are biological objects (from cells and biological macromolecules to ecosystems and the biosphere) used to assess the state of the environment.

Chlorosis is a pale coloration of leaves between the veins.

“Fish skeleton” is a combination of interveinal and marginal necrosis.

List of used literature

1. Israel Yu.A. Ecology and control of the state of the natural environment. L.: Gidrometeoizdat, 2007.

2. Guide to methods of hydrobiological analysis of surface waters and bottom sediments. L.: Gidrometeoizdat, 2008.

3. Bogach J., Sedlacek F., Shvetsova Z., Krivolutsky D. Animals - bioindicators of industrial pollution // Zhurn. General biology, 2007, No. 5.

4. Bagdasaryan A.S. // Efficiency of using test systems in assessing the toxicity of natural environments / Ecology and Industry of Russia, 2007. – P. 44-48.

5. Olshanskaya L.N., Tarushkina Yu.A., Sobgaida N.A. Study of the dynamics of accumulation of zinc, copper and cadmium from highly concentrated solutions by aquatic plants // Ecology and industry of Russia 2008. September.

6. Kravu V.V., Accountant L.B., Akolzin A.P. Higher aquatic vegetation as an element of wastewater treatment // Ecology and industry of Russia 2008. August.

7. Protasov V.F. Ecology, health and environmental protection in Russia. M.: Finance and Statistics, 2007.

8. Bioindication of pollution of terrestrial ecosystems / Ed. R. Schubert. M.: Mir, 1988.

9. The influence of anthropogenic factors on populations of terrestrial insects // Results of Science and Technology. Ser. Entomology. T. 13. M.: VINITI, 2007.

1Bagdasaryan A.S. // Efficiency of using test systems in assessing the toxicity of natural environments / Ecology and Industry of Russia, 2007. – P. 44-48.