ANNOTATION PLAN

Поскольку аннотация относится к стандартизованным жанрам письменной речи, ее композиционное устройство достаточно устойчиво и состоит из:

· библиографической информации: название книги/название издания (для статьи) фамилия автора книги, выходные данные издания (место, время выхода из печати);

· писательной части, в которую может входить следующая информация: информация о научной значимости автора, его ученой степени, должности; содержательная характеристика первоисточника, цель автора; адресат аннотируемого текста; оценка информации, содержащейся в тексте, с точки зрения ее ценности для темы исследования.

При написании аннотации традиционно используются следующие слова и словосочетания:

· this article deals with

· the article provides readers with detailed descriptions of…

· the author explains/considers/reveals

· the volume examines the relationship between

· this book explores

· the authors analyze/discuss/stress

· the book reveals

· some questions concerning … are raised

· the connection between…is explained

· the essays collected here present a variety of perspectives (conceptions, arguments, and conclusions) regarding…

· the book offers a comparative look at (the basic differences in the roles of…)

· this article takes a look at…

· the book provides insight into

· the article illustrates how…

· this article explores the role of.

ANNOTATION PLAN

1. The title of the article.

The article is headlined… The headline of the article I have read is…

2. The author of the article, where and when the article was published.

The author of the article is… The author’s name is... Unfortunately the author’s name is not mentioned... The article is written by… It was published in … (on the Internet). It is a newspaper (scientific) article (published on March 10, 2012 / in 2010).

3. The main idea of the article.

The main idea of the article is… The article is about… The article is devoted to… The article deals (is concerned) with… The article touches upon the issue of… The purpose of the article is to give the reader some information on… The aim of the article is to provide the reader with some material on…

4. The contents of the article. Somefacts, names, figures.

The author starts by telling (the reader) that…

The author (of the article) writes (reports, states, stresses, thinks, notes, considers, believes, analyses, points out, says, describes) that… / draws reader’s attention to... Much attention is given to… According to the article… The article goes on to say that… It is reported (shown, stressed) that … It is spoken in detail about… From what the author says it becomes clear that… The fact that … is stressed. The article gives a detailed analysis of…

Further the author reports (writes, states, stresses, thinks, notes, considers, believes, analyses, points out, says, describes) that… / draws reader’s attention to... In conclusion the author writes (reports, states, stresses, thinks, notes, considers, believes, analyses, points out, says, describes) that… / draws reader’s attention to... The author comes to the conclusion that… The following conclusions are drawn: …

5. Youropinion.

I found the article (rather) interesting (important, useful) as / because… I think / In my opinion the article is (rather) interesting (important, useful) as / because… I found the article too hard to understand / rather boring as / because…

Вариант написания аннотации:

The book I’ve read for my abstract is entitled “Working With Young Children”. The author of the book is Jennie Laishley. This book is designed to provide a range of practical ideas and suggestions that can be used by adults responsible for young children. The author attempts to cover four main areas.

The first part is concerned with observation of children’s development and behavior. The aim here is to show how such observation can contribute to adult’s work with young children. The emphasis is on the practical uses of different ways of observing that adults can undertake as part of a regular involvement with children. The ideas in this part arerelevant to gaining some perspective on the problems that are discussed in the second and third parts of the book. The final chapter in part 1 looks at sharing observations of children with parents. The practical suggestions made in the book are applicable not only to work on record-keeping but also to the broader issues raised in part 4 of the book.

The second part of the book concentrates on language development during the first five years of life. It includes discussions of the learning, which takes place, common problems which can arise, practical suggestions for helping with problems, and looking at encouraging further learning when a child’s development is already progressing well. The ideas in this part are not restricted to children’s learning to talk, but also include the important areas of development associated with language, in particular the development of a child’s ability to concentrate and the growth of all the abstract ideas in which are linked children’s ability to look, listen, think and talk.

The third part of the book considers children’s behavior. The emphasis in this part is both on what children do, including some of the common problems that adults face in their lives with children, and on ways in which adults can approach difficulties. The emphasis is on looking at the combination of child, adult, and situation to determine what could be the best way of tackling a problem.

Part 4 focuses on relationships between adults – particularly between parents and staff. There is a discussion of the development of ‘parent involvement’ and of what this can mean in practice. There are practical ideas on planning an expansion in staff’s working with parents so that the work is effective, with an emphasis on the different perspectives of staff and parents and an exploration of the skills that adults need in working well together.