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Примеры эссе

HR Management
Мне всег­да нра­вилось ра­ботать с людь­ми, по­это­му еще в шко­ле я оп­ре­дели­ла для се­бя эту сте­зю. Это, дей­стви­тель­но, очень ин­те­рес­но по­нять внут­ренние цен­ности че­лове­ка, его стрем­ле­ния, це­ли. По­нима­ние лю­дей есть ключ к дос­ти­жению эф­фектив­ности их ра­боты. Далее…

Academic Writing course

Лю­бой, кто столк­нул­ся с не­об­хо­димостью под­го­товить пись­мен­ное за­дание, исс­ле­дова­ние или на­уч­ную статью на анг­лий­ском язы­ке стал­ки­ва­ет­ся с проб­ле­мой нез­на­ния фор­ма­та и от­сутс­твия на­выков ака­деми­чес­ко­го анг­лий­ско­го пись­ма. На на­шем кур­се в те­чение 2х ме­сяцев при под­держ­ке иност­ран­но­го экс­пер­та Вам пре­дос­та­вит­ся воз­можность по­лучить эти бес­ценные на­выки и ре­али­зовы­вать свой на­уч­ный по­тен­ци­ал бо­лее уве­рен­но на меж­ду­народ­ном уров­не. 8 лет ак­тивной ра­боты на этом поп­ри­ще да­ет нам пра­во уве­рять, что Вы не ос­та­нетесь ра­зоча­рован­ны­ми.
На­ша ауди­тория это сту­ден­ты и уче­ные, уча­щи­еся или ра­бота­ющие за ру­бежом. Под­робнее о кур­се и пре­пода­вате­ле ни­же:

academic writingGi­ve a man a fish and you fe­ed him for a day; te­ach a man to fish and you fe­ed him for a li­feti­me.

–Sep­hardic phi­losop­her Mo­ses Ma­imo­nides (1135–1204 C.E.)

The wri­ters at Es­sa­yKZ Ho­use ha­ve for years pro­vided cus­tom-pac­ka­ged es­say wri­ting ser­vi­ces to cli­ents for such pur­po­ses as aca­demic edi­ting, and the wri­ting of ent­ri­es for app­li­cati­on forms and ma­ny ot­her pur­po­ses. Alt­ho­ugh the­se ser­vi­ces are use­ful, we’ve co­me to re­ali­ze that in or­der for our cli­ents to suc­ce­ed at Wes­tern ins­ti­tutes of hig­her le­ar­ning, ma­ny re­al­ly ne­ed to be ta­ught how to wri­te suc­cess­ful Eng­lish-lan­gu­age pa­pers, rat­her than just ha­ve es­sa­ys writ­ten for them.

In res­ponse to this ne­ed, Es­sa­yKZ Ho­use is now of­fe­ring, in ad­di­ti­on to our nor­mal es­say-wri­ting and edi­ting ser­vi­ces, a ba­sic aca­demic wri­ting co­ur­se for use in al­most eve­ry aca­demic le­vel. One of our Ame­rican-born se­ni­or wri­ters, using what he’s run ac­ross in co­unt­less aca­demic edi­ting as­sign­ments with us as well as re­port-wri­ting ex­pe­ri­en­ce he’s pic­ked up from both the en­gi­ne­ering world and as a jo­ur­na­list, will pre­sent a se­ri­es of les­sons in wri­ting re­se­arch pa­pers that fo­cuses on re­port struc­tu­re and help­ful tech­ni­qu­es for suc­cess­ful­ly be­ing un­ders­to­od in writ­ten Eng­lish. Ba­sed on his ex­pe­ri­en­ce with Ka­zakh stu­dents, our ins­truc­tor will show you how to pro­duce work that mo­re clo­sely ref­lects the things you want to say in your ho­mework as­sign­ments and app­li­cati­on ans­wers.

The first of our 8-we­ek co­ur­ses will be­gin at the end of Ap­ril, and will fe­atu­re we­ek­ly e-ma­il in­te­rac­ti­on, along with 1–2 ho­urs of Q&A audio chat ses­si­ons each Wed­nesday (hen­ce a li­mit of 24 stu­dents per ses­si­on), and as­sign­ments that bu­ild to­ward the comp­le­ti­on of a 1500-word re­se­arch pa­per of the stu­dent’s cho­osing. The best of the­se we will pub­lish on­li­ne (na­tural­ly with app­rop­ri­ate acc­re­dita­ti­on) as a de­mons­tra­ti­on of what our stu­dent-cli­ents are ca­pab­le of pro­ducing on the­ir own, gi­ven the right ins­truc­ti­on.


Ex­pert: Ben M. An­gel

Mr. An­gel has six years of en­gi­ne­ering ex­pe­ri­en­ce that con­cent­ra­ted in lar­ge part upon re­port-wri­ting. His aca­demic ca­re­er to­ok him thro­ugh the Uni­ver­si­ty of Wa­shing­ton and the Uni­ver­si­ty of Alas­ka Fa­ir­banks in the Uni­ted Sta­tes, and bro­ught him aro­und the world to as­sign­ments in pla­ces as far-flung as Azer­ba­ijan, the Phi­lip­pi­nes, Kyr­gyzs­tan, Qa­tar, the Ale­utian Is­lands, and Ala­bama in the Uni­ted Sta­tes. He was res­ponsib­le for over­se­eing the cre­ation of do­cumen­ta­ti­on that bro­ught an in­terna­ti­onal cons­truc­ti­on ma­nage­ment com­pa­ny to cer­ti­fica­ti­on un­der ISO stan­dards for en­vi­ron­mental and qua­lity ma­nage­ment. Most re­cent­ly, he was in­volved in the cre­ation of an on­li­ne user gu­ide for an aca­demic tes­ting soft­wa­re com­pa­ny.

Mr. An­gel al­so has jo­ur­na­lism ex­pe­ri­en­ce in ex­cess of six years. He has writ­ten for pub­li­cati­ons in Det­ro­it and Se­att­le, as well as in Uk­ra­ine, Re­pub­lic of Ge­or­gia, and Chi­le. He has tri­ed his hand at tra­vel wri­ting, both for a tra­vel agen­cy and as part of his per­so­nal blog, and du­ring a bri­ef stint as a mu­sic jo­ur­na­list had in­tervi­ewed mem­bers of the grun­ge-rock gro­up Nir­va­na and fol­lo­wed an all-wo­man rock band thro­ugh Po­land. He has edi­ted sto­ri­es in re­cent years for such pub­li­cati­ons as I Lo­ve Chi­le and the Minsk He­rald, as well as an en­terta­in­ment pub­li­cati­on pro­duced in the mid-90s by Ky­iv’s Pe­rek­hid Me­dia. He tra­ined for this ro­le in part by ser­ving as the edi­tor of The Cur­rent at Wa­shing­ton Sta­te’s Gre­en Ri­ver Col­le­ge, a scho­ol he gra­du­ated from in 1989.

Mr. An­gel’s te­ac­hing ex­pe­ri­en­ce inc­lu­des ser­ving as a te­ac­her’s as­sistant for an Int­ro­duc­ti­on to En­gi­ne­ering co­ur­se at the Uni­ver­si­ty of Alas­ka, a cor­po­rate tra­iner for ISO awa­reness in the Phi­lip­pi­nes, and less for­mally as an on­li­ne cu­rator, ans­we­ring user qu­es­ti­ons whi­le over­se­eing the mer­ging of in­di­vidu­al user-in­put fa­mily tre­es in­to one hu­mani­ty-wi­de tree on Ge­ni. His le­aders­hip skills ha­ve even ear­ned him the Bill Ken­nelly Le­aders­hip Scho­lars­hip at Gre­en Ri­ver Col­le­ge in 1988, an award won in part as a re­sult of comp­le­ting an es­say on the sub­ject.

Mr. An­gel’s phi­losop­hy on edu­cati­on strong­ly fol­lows the idea that you get on­ly what you gi­ve. He se­es his ro­le as fa­cili­tating tho­se who re­al­ly want to le­arn, and as such, he will pro­vide as much sup­port as he can gi­ve to tho­se who do the­ir ho­mework. Tho­se who are simp­ly lo­oking to app­ly as litt­le in­to le­ar­ning for as much cre­dit as pos­sible will simp­ly not get much from the co­ur­ses he te­ac­hes, and for such pe­op­le it ma­kes litt­le fi­nan­ci­al sen­se to ta­ke co­ur­ses from him. But for tho­se who are sin­ce­rely lo­oking to le­arn, Mr. An­gel fe­els strong­ly in do­ing what he can to help such pe­op­le suc­ce­ed in the­ir edu­cati­onal go­als they’ve set for co­ur­ses ta­ken with him.


Pre­requi­sites: A stu­dent ta­king this co­ur­se is ex­pected to ha­ve had the equi­valent of three years of class­ro­om uni­ver­si­ty tra­ining, or a ba­sic abi­lity at Eng­lish com­po­siti­on. This may be from in-class tra­ining, or in­tensi­ve or ac­ce­lera­ted clas­ses that bring the stu­dent up to this le­vel of abi­lity — the way a stu­dent has got­ten to this le­vel do­esn’t mat­ter. What mat­ters is a ba­sic abi­lity to com­po­se simp­le pa­rag­raphs in Eng­lish. We’ll ta­ke it from the­re.

Ter­mi­nal ob­jecti­ve: A stu­dent ta­king this co­ur­se will be ex­pected af­ter comp­le­ti­on to ha­ve the abi­lity to re­se­arch a pa­per of 1500 words or mo­re from scratch, and to pre­sent it with cor­rect ci­tati­ons in ac­cordan­ce with a stan­dard ci­tati­on met­hod. The stu­dent sho­uld be ab­le to pro­duce work with ve­ry few mis­ta­kes in eit­her spel­ling, gram­mar, or for­mat (ci­tati­ons, etc.).

The co­ur­se will ta­ke pla­ce over eight we­eks. Each we­ek will in­volve a dif­fe­rent les­son, co­vering dif­fe­rent to­pics.

We­ek 1: Ba­sics. The stu­dent will re­vi­ew ba­sic Eng­lish gram­mar and re­medi­al Eng­lish, and will re­vi­ew ba­sic es­say out­li­ning tech­ni­qu­es.
Lec­tu­re Ema­ils: De­velo­ped aro­und the three to­pics.
As­sign­ment: De­velop 10 sen­tences using dif­fe­rent set gram­ma­tical struc­tu­res, comp­le­te a 50-qu­es­ti­on as­sign­ment on ty­pical re­medi­al Eng­lish wri­ting prob­lems. Se­lect a to­pic for the 1500 word as­sign­ment to be tur­ned in at the end of the co­ur­se, and draw up a ba­sic re­se­arch pa­ge out­li­ne on it.

We­ek 2: Re­se­arch. The stu­dent will get an un­ders­tan­ding of dif­fe­rent ty­pes of so­ur­ces, whe­re to go on the web for re­se­arch, and whe­re to go on the web to check spel­lings not nor­mally pic­ked up by spell chec­kers.
Lec­tu­re Ema­ils: De­velo­ped aro­und the so­ur­ce ci­tati­ons ty­pes, and aro­und sug­gested web­si­tes.
As­sign­ment: Pre­sent a re­se­arch plan for ge­nera­ting 10 or mo­re ci­tati­ons.

We­ek 3: Ci­tati­ons. The stu­dent will get an un­ders­tan­ding of the ba­sic ci­tati­on ty­pes.
Lec­tu­re Ema­ils: De­velo­ped aro­und how to use ci­tati­on ty­pes.
As­sign­ment: Pre­sent 10 or mo­re ci­tati­ons, mo­re than 50 per­cent of which are of a pri­mary ty­pe.

We­ek 4: Ad­vanced out­li­ning. The stu­dent will de­mons­tra­te a cle­ar un­ders­tan­ding of how to ta­ke col­lected re­se­arch and bud­get words in a stan­dard re­se­arch out­li­ne.
Lec­tu­re Ema­ils: De­velo­ped aro­und re­se­arch pa­per out­li­ne.
As­sign­ment: De­velop a comp­le­te out­li­ne using the first as­sign­ment and ava­ilab­le ci­tati­ons as a gu­ide.

We­ek 5: Ma­in bo­dy. The stu­dent will de­mons­tra­te how to wri­te an int­ro­duc­ti­on or prob­lem sta­tement, li­tera­ture se­arch, met­hods sec­ti­on, cal­cu­lati­ons and re­sults sec­ti­on.
Lec­tu­re Ema­ils: De­velo­ped aro­und the pur­po­se and how to wri­te the­se sec­ti­ons.
As­sign­ment: In ac­cordan­ce with out­li­ne and word bud­get, de­velop a first draft of the­se sec­ti­ons.

We­ek 6: Conc­lu­si­on and Abs­tract. The stu­dent will de­mons­tra­te an un­ders­tand of the dif­fe­ren­ce bet­we­en re­sults and conc­lu­si­ons, what to put in a dis­cussi­on sec­ti­on, and how to draw up an abs­tract, on­ce all ot­her sec­ti­ons are comp­le­ted. The stu­dent will al­so get an un­ders­tan­ding of how to pre­sent da­ta in ap­pendi­ces if ne­eded, how to pre­sent a bib­li­og­raphy.
Lec­tu­re Ema­ils: De­velo­ped aro­und the pur­po­se and how to wri­te the­se sec­ti­ons.
As­sign­ment: In ac­cordan­ce with out­li­ne and word bud­get, de­velop a first draft of the­se sec­ti­ons.

We­ek 7: Se­cond eyes. The stu­dent will le­arn the va­lue of get­ting a se­cond set of eyes to lo­ok at the­ir work af­ter the first draft is comp­le­te.
Lec­tu­re Ema­ils: What to lo­ok for when do­ing a pe­er re­vi­ew.
As­sign­ment: Do a pe­er re­vi­ew of anot­her stu­dent’s work.

We­ek 8: Fi­nal Re­vi­ew: Most­ly a Q&A ses­si­on over what still isn’t un­ders­to­od, a sha­ring of what has be­en le­ar­ned, and fe­ed­back on ins­truc­ti­on.
Lec­tu­re Ema­ils: No­ne. Just Q&A.
As­sign­ment: Pre­sent a fi­nal draft of the re­port. Pos­sibly Es­say Ho­use pub­li­shes it as ad­verti­sing and examp­les for the next class.

We­ek­ly Sche­dule:
Wed­nesday: Lec­tu­re Ema­ils with the we­ek’s as­sign­ment sent in the mor­ning, pro­viding at le­ast fo­ur ho­urs of re­vi­ew ti­me be­fore a we­ek­ly 1–2 ho­ur Q&A chat ses­si­on on Sky­pe. It is an­ti­cipa­ted that 1 ho­ur will be spent by the stu­dent in re­vi­ewing the lec­tu­re Ema­il. (Amo­unt of ti­me sug­gested to spend on work will be sti­pula­ted in the as­sign­ment, but sho­uld be abo­ut 6 ho­urs.)

Sun­day: Turn in ti­me for all as­sign­ments, by 6 p.m. Ka­zakh­stan ti­me. Gra­ding ta­kes pla­ce over next two da­ys.

Tu­es­day: Re­turn of fe­ed­back on work, al­lo­wing an over­night re­vi­ew be­fore the next as­sign­ment. May ask abo­ut fe­ed­back in the we­ek­ly Q&A chat ses­si­on.

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