To present Russian science at the international level scientists should possess certain specific skills. However, research works in an integrative nature of academic writing recognize the skills that are common for various research fields and specific for academic context. Some works are currently investigating methods to develop academic skills, while a few papers are devoted to the problem of assessing the outcomes. Traditionally the quality of an academic text is measured by the requirements to text organization, context and language proficiency. However, this model does not form a unity until a new idea is introduced into the process of teaching and assessment. The possible solution is to focus on the quality of students' texts authenticity. Academic text authenticity indicates to what extent the initial norms of authentic academic writing-in organization, context and language use-are modified by students belonging to a different writing culture. The paper defines the category "authenticity" for academic texts and presents examples of assessing the text quality with a set of descriptors. The results could be implemented in professional language studies and in the postgraduate training of students aimed at publishing the results of their research work.

Abstract. The aim of the study is to find the ways to adapt the content of Academic Writing course to Russian educational needs.Methods. The methods involve both -theoretical and empirical. Theoretical methods: the analysis of the teaching materials by English-speaking and Russianspeaking researchers in the field of EAP (English for Academic Purposes) writing, modeling, systematisation. Empirical methods: observation, interview, questioning, students' needs analysis; longitudinal pedagogical experiment; methods of mathematical statistics.Results. Syllabus design starts with the course objectives that are quite specific with reference to writing academically in English in Russia. The author examines cultural factors that make motivation to use English for academic purposes (EAP) wane. One of them is teaching the subject which has application different from that in English-speaking countries. The author concludes that the experimental results of students' expectations may contribute to the Academic Writing course design. They may alter both content and sequencing the material. Two main areas of academic writing application are writing for science and teaching others to write in English. The article provides a list of possible genres that vary depending on students' professional needs.Scientific novelty. Further, developing the idea the researcher discusses three basic sources for the choice of the course material, i.e. foreign teaching EFL writing sources, printed works of Russian scholars devoted to teaching academic writing and, finally, needs analysis conducted with the Russian language students. The article provides an overview of these three sources and illustrates the main positions with the examples.Practical significance. Theoretical framework and findings may serve as a basis for organising a course of Academic Writing. For instance, a specially developed set of lectures is strongly recommended as the introduction to practice. Firstly, a lecturer obtains an opportunity to develop students' professional motivation through the real life examples of EAP writing application in Russia. Additionally, there should be presented basic information that Russian «non-academic» students had no possibility to learn at early stages of their language education. ОТБОР СОДЕРЖАНИЯ ОБУЧЕНИЯ АКАДЕМИЧЕСКОМУ ПИСЬМУ В РОССИИАннотация. Цель статьи -описать возможный вариант отбора содер-жания обучения английскому языку при формировании академической пись-менной речи в российском вузе.Методика и методы. Теоретические методы: сравнительно-сопостави-тельный анализ работ зарубежных и отечественных методистов-специалистов в области обучения письменной речи на иностранном языке; систематизация данных; моделирование. Эмпирические методы: наблюдение, собеседование, анкетирование, лонгитюдный педагогический эксперимент, статистическая обработка данных.Результаты. Рассмотрены особенности сферы применения академи-ческого английского письма в англоговорящих странах и России и обозначены разные цели обучения такому письму, среди которых особ...

No abstract

No abstract

The article examines the controversial procedure of analyzing the learner’s professional needs. Needs analysis is generally regarded as an invaluable tool for constructing a course syllabus. It might be really informative if the target situation analysis and present situation analysis are combined. Speaking about academic writing teaching for Russian non-academic students at the Bachelor Degree level, one should admit that students have no or limited experience of functioning in an academic area in English. Consequently, their responses to the questionnaires as one of the frequently used methods of target situation analysis are merely assumptions; and the answers could not be taken as objective and valid. The author presents a system of analyzing students’ needs within the framework of Academic Writing course: namely, distinguishes the stages that precede or follow teacher-student talks about their expectations, provides more objective practice of examining learners’ needs, and discusses ways of improving question-answer sessions/ interviews. Needs analysis practice that develops learners’ professional needs involves task-based learning, reflexive activities, and teaching to ask good questions. Bringing into life the analogy between customer development theory in management and needs analysis practice in education, it is possible to work out a fruitful strategy. Conducting needs analysis pertains equally to specifying and developing students’ needs in academic communication.