American Strategy of "Sufficient Presence" in the Middle East by I. V. Ryzhov, M. Yu. Borodina, T. V. Baranova

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SOSYAL HİZMET FAALİYET ALANINDA BÖLGESEL UZMANLAŞMADAN IRAKSAMA TESPİT YÖNTEMİ VE TEKİRDAĞ ÖRNEĞİ (2008-2017) - THE METHOD OF DIVERGENCE FROM REGIONAL SPECIFICATION FOR SOCIAL WORK... by Murat Çiftçi, Ayşe Nur Çiftçi

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CHRISTIAN THINKERS ON INTERNATIONAL RELATIONS (REINHOLD NIEBUHR AND GIORGIO LA PIRA) by T. V. Zonova

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To Link Life Histories to Historical Narratives by Irène Dos Santos

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Current problems of legal regulation of democratic practice (fundamentals of the concept of the Code of Democracy) by A.V. Pogodin, E.V. Krasnov, A.V. Putintsev

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Consequences appraisal on India’s opting out of the Regional Comprehensive Economic Partnership Agreement by L. N. Talalova, Chu Thanh Hang, A. V. Morozova

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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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