HIGHER SCHOOL TEACHER’S PROFESSIONAL ACTIVITY: PROBLEM OF THE DESTRUCTION OF MEANING by Nataliya B. Moskvina

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ORGANIZATION OF PROSPECTIVE TEACHER-MUSICIAN'S CREATIVE COMPETENCE: THE REFLEXIVE ASPECT by Tatyana A. Kolisheva, Irina A. Petsina

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Informing practice in mathematics through the use of Herrmann’s Whole Brain® theory by E Randewijk, PH du Toit, AF Harding

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Methodological aspects of the problem of measuring shadow activity in the economy by M. D. Khabib, N. A. Abroskina

Subjects: “…features of shadow activity reflection…”
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LEARNER AUTONOMY AND INFORMATION SKILLS DEVELOPMENT IN THE FACULTIES OF ARTS AND HUMANITIES by Alevtina B. Klimova, Elena V. Khohlushina

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INVISIBLE LABORATORY OF UNIVERSITY LECTURER’S MENTAL WORK by Alevtina S. Robotova

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PEDAGOGIC RESEARCH IN THE CONTEXT OF A DIALOGUE BETWEEN AUTHOR (RESEARCHER) AND SCIENTIFIC COMMUNITY by Kira A. Tret’Yakova, Andrey V. Korzhuev, Albina R. Sadykova

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THE SPECIFIC CHARACTER OF PEDAGOGICAL HIGHER EDUCATION IN THE CONDITIONS OF PEDAGOGICAL INSTITUTES REORGANIZATION by Alexander N. Novikov, Maria S. Novikova

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PSYCHOLOGICAL ASPECTS OF TEACHER’S PROFESSIONAL TRAINING by Svetlana A. Yelantseva

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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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