Professional Communication

В 2016 году в Издательстве Российской академии народного хозяйства и государственной службы «Дело» выходит в свет учебное пособие А. Чумикова,М. Бочарова и С. Самойленко «Реклама и связи с общественностью: профессиональные компетенции». Книга охватывает все пять направлений развития профессиональных компетенций, зало¬женных в государственном образовательном стандарте «Реклама и связи с общественностью» «3+» и является основой для формирования ГОСТ 4-го поколения.

"A rhetorical, multi-disciplinary guide, Writing in the Sciences discusses the major genres of science writing including research reports, grant proposals, conference presentations, and a variety of forms of public communication. Multiple samples from real research cases illustrate a range of scientific disciplines and audiences for scientific research along with the corresponding differences in focus, arrangement, style, and other rhetorical dimensions. Comparisons among disciplines provide the opportunity for students to identify common conventions in science and investigate variation across fields."

**NOTICE: A free, open access version of the 2010 third edition of _Writing in the Sciences_, with copyrighted material excised, is now hosted as an ebook on the Parlor Press website at: https://parlorpress.com/products/writing-in-the-sciences-exploring-conventions-of-scientific-discourse.

©2020 by Ann M. Penrose and Steven B. Katz ISBN 978-1-64317-186-9.
(PDF, 326 pages. Free purchase.)

_Writing in the Sciences: Exploring Conventions of Scientific Discourse_ is an advanced science writing textbook, grounded in the rhetoric of science, the sociology and history of science, and linguistics. The book treats the major genres of writing in science and research: scientific research reports, grant proposals, conference papers and other professional presentations, and public communication, as well as the social, rhetorical, and ethical bases of these as scientific arguments. Focusing not only on the distinctive features of these genres but also on how and why such texts are created by scientists, the book thus highlights the multiple genres of science writing as distinguished from technical writing and other professional writing domains.

In keeping with the goal of treating genres as they are used in various disciplines, the authors approach the task of teaching students in the sciences how to write in their chosen field in a descriptive rather than a prescriptive way. That is, rather than listing a generic set of prescriptive rules, the authors present general rhetorical concepts and heuristics that students can use to recognize and analyze the conventions actually used by scientists in their own fields, and to use these conventions effectively in their own writing.  Examples are drawn from a range of scientific disciplines, enabling students to recognize and place their own field's practices in the context of those of other disciplines. Such comparisons also provide the opportunity for instructors and students to identify common conventions in science, investigate variation across fields, and recognize relationships between the structure of a discipline's inquiry and the logic of its spoken, written, graphic, and digital texts.
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The third edition of _Writing in the Sciences_ was published by Pearson Education in 2010. The text of this version, with copyrighted material excised and minimal updates,
was prepared for Open Access as a PDF ebook hosted by Parlor Press in 2020. With special thanks to David Blakesley, this book is FREE and available for personal and educational purposes under a Creative Commons License, and the Fair Use Act.

Presents an Integrated Approach, Providing Clear and Practical Guidelines

Are you a student facing your first serious research project? If you are, it is likely that you’ll be, firstly, overwhelmed by the magnitude of the task, and secondly, lost as to how to go about it. What you really need is a guide to walk you through all aspects of the research project, from planning and conducting your research project to writing and presenting it. Guide to Research Projects for Engineering Students: Planning, Writing and Presenting is the guide you need to do the job efficiently.

Specifically Designed with Engineering and Technical Science Students in Mind

The book is organized into three sections, broken down into concise chapters that focus on a specific topic and the skills required. The section on planning shows you how to choose a project, research a topic, write a project proposal, plan the project, select methods and methodologies, and keep records. The section on writing provides help on writing the different sections of a research report as well as introduces you to the strategies and language conventions required for writing an effective research report. Finally, the section on presenting covers creating effective figures and layout, preparing for a project presentation, and the dos and don’ts in delivering a presentation. Advice on how to use IT tools effectively is given throughout the book.

•Contains highly practical content—includes tips on how to conduct research, write it up effectively, and avoid common errors and pitfalls in grammar and style
•Offers guidance on using IT tools (which are indispensable in research)
•Includes pertinent examples of best practices on conducting research and research writing

The authors have drawn on their many years of experience teaching engineering students, either in supervising engineering students in their research projects or teaching technical communication skills.

In this paper, the authors discuss how the technical and ideological design of WeChat, a social media platform, enables the free fl ow of information within the context of heavy Internet policing and surveillance in the People's Republic of China. Through a case study of two instances of grassroots and social activism, the authors highlight how three unique features of WeChat—Moments, Friends' Circle, and Share to—enhance privacy and security issues related to information dissemination. In both cases examined here, the unique design of certain WeChat features enhanced privacy and security in ways that allowed for the free dissemination of information and public involvement through social media. In examining these cases, this study represents one of the fi rst attempts to use a Chinese social media app to examine technology design within a particular political and social context. The authors hope the results of this study will further our understanding of the reciprocal relationship between technology, design, and the social context in which technologies are used.

El presente volumen reúne doce artículos redactados a partir de los contenidos expuestos en las comunicaciones presentadas durante el V CIEFE. Hemos dispuesto los artículos seleccionados en dos secciones. Una primera sección titulada “Investigaciones” en la que presentamos tres artículos de enfoque empírico que estudian y describen manifestaciones concretas de la lengua española en contextos profesionales o relacionados con las profesiones. Y una segunda sección titulada “Experiencias, reflexiones y propuestas didácticas” con nueve artículos dedicados al aprendizaje del español como lengua de las profesiones. Los contenidos de dichos artículos cubren áreas de interés como la comunicación intercultural, la aplicación de las TIC en el aula, la simulación y los estudios de casos como estrategia de aprendizaje del español como lengua extranjera y de las profesiones, la formación de intérpretes y la enseñanza de la terminología.

This paper focuses on the development of the concept of BELF, which originally stood for “Business English as Lingua Franca”, but later we have used the abbreviation to refer to “English as Business Lingua Franca”. With this change we want to emphasize the domain of use rather than the type of English. The concept of BELF originates from two large research projects conducted at
the Aalto University School of Business from 2000 to 2009. The projects were inspired by research into English as a Lingua Franca (ELF) and, from that perspective, they set on exploring the language and communication practices of internationally operating business professionals. The findings of the projects showed how the domain of business, and particularly its goal-oriented nature,
was significant for BELF discourse and for the perceptions of BELF
communication of the practitioners themselves. Overall, it can be argued that for BELF speakers, grammatical correctness is not nearly as important as the genre knowledge of their own specific field of expertise, involving a shared understanding of what, why, how and when to communicate. Thus, we argue that professional competence in today’s global business environment involves
communication knowhow as an integral element of business knowhow. Further, in an international context, competence in BELF is a necessity.

On the basis of an extensive survey study conducted among business professionals engaging in global communication, this paper discusses communicative competence. Rapid changes in work environments, particularly advancing globalization and new technology, have highlighted the need for expanding our knowledge of the elements that constitute communicative competence in global encounters. Competence has been investigated by several researchers; however, the language perspective, particularly the language used for international communication, that is, English as a Lingua Franca (ELF), has largely been ignored. Our findings indicate that global communicative competence (GCC) consists of three layers: multicultural competence, competence in English as a Business Lingua Franca (BELF) and the communicator's business know-how. Based on our findings, we present a model for GCC, which includes language as a key component. Implications for theory, practice, and education include the need for a multidisciplinary approach and the acknowledgement of ELF/BELF as the language of global interaction. ELF IBELF assumes a shared "core" of the English language, but focuses on interactional skills, rapport building, and the ability to ask for and provide clarifications.

Professional Communication Studies (PCS) department at the University of Cape Town offers courses at senior undergraduate and post-graduate level. This study evaluates the language development support classes entitled Language Enrichment, which are offered to linguistically weak students. A pilot study over two years encompassed four modules attended by a total of 62 students. The sample comprised a range of third-year and Honours students from the Faculty of Engineering and the Built Environment. They were selected through the diagnostic or cloze test and marks gained in course exercises. Additional language tuition has been provided by PCS since 1995 but the approach was revised in 2011. This programme analysed test results to locate students’ weak areas in grammar and showed major weaknesses in sentence structure, verb-noun concord, use of conjunctions and punctuation.

Results were positive. The majority of students (above 70%) strongly agreed that the intervention had aided them, with no students giving a negative response. Open-ended questions elicited the areas of tuition most needed. Conclusions, supported by literature, are that as a supplement to formal classes, a language enrichment module is effective in improving students’ English written communication and that it supports other interventions. Recommendations were that the module be expanded.

The purpose of this article is to explore how information and communication technologies have affected the way in which research groups are connected in their professional setting. It also analyses the techniques of interaction and cooperation of research groups, the exploration of in-formation and the gateway to information, as well as the main tendencies and variations that re-searchers have observed during the last years. Design/methodology/approach: A survey was proposed to 305 scholars from different areas observing 159 variable responses. In order to com-plement and correctly interpret the information gathered within the survey, selected researchers were interviewed, and some of their opinions are reported in this work. Findings: Researchers see how their scientific networks expand thanks to digital tools, establishing professional relation-ships with other researchers. Moreover, researchers want to increase the amount of their scientific collaboration but they also need analogical meetings with others researchers, where face-to-face relations can accomplish the lack of this in digital communication. Originality: The dominance of tools used in scientific network activity is mixed, composed of analogical and digital ones. Re-searchers recognize the primary role assumed by digital practices in their work, increasing the quantity and the quality of it thanks to the efficiency and the access to information from different parts of the world. Social implication: Digital transformation has modified the research practic-es of researchers, from communication among them to the management of data. This new context of professional relations opens innovative implications and approaches for sharing knowledge between researchers and international collaborations.