The relationship between the parameters of life meaningfulness and responsibility of medical workers by T. S. Pukhareva, Ya. A. Shutova

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Personally-oriented models of development of musically gifted children by N. G. Tagiltseva, L. V. Matveyeva, М. А. Byzova

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Vers une conception de l’élève-sujet : la relation enseignant-élève en dispositif relais by Maël Virat

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Personality-oriented Technology of Training a Future Teacher in the University Educational Process by R. M. Asadullin, O. V. Frolov

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Difficulties in Applying a Student-Centered Approach in Modern Russian Higher Education by O. V. Kisel, A. I. Dubskikh, A. V. Butova

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Employer as an Actor of Student-Centered Education: Implementation Experience by D. V. Dubrov, M. V. Kochetkov, V. Y. Steklyannikov

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School of foreign languages «language mosaic» in the innovative structure of the Mordovian State Pedagogical Institute by Andrey A. Vetoshkin, Alexandra V. Nuzhdina, Svetlana I. Piskunova

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ABOUT THE EDUCATION AT THE MODERN UNIVERSITY: THE CHANGE OF THE RULES OF THE ACTING by Mikhail A. Gusakovsky

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ACADEMIC WRITING: RELEVANT CONTENT FOR RUSSIA by Elina S. Chuikova

Subjects: “…abstract. social and political changes bring the interest to academic writing into life, however, educational realia specify the content of academic writing that is relevant for russia. teaching predominantly non-academic students could be distinguished as the first factor that determines specific content in native tradition. the second factor deals with the structuring of the educational process: teaching academic writing is a two-staged process abroad while in russia we miss one of the stages (generally the initial one). practical teaching experience enables to single out an additional factor, i.e. a leading approach to teaching academic writing. in case with the genre-based approach, a number of genres of academic texts are on the focus. if one tends to a process-oriented writing, then some rhetorical elements could be included into the content. in the article the author specifies and systematizes both genres and rhetorical elements relevant for russian educational needs. they overlap if we pay attention to sociocultural peculiarities of the genres and their rhetorical structure in english. introduction of the sociocultural aspect reflects the needs of person oriented approach as it motivates students to academic writing learning.…”
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