Characteristics, controlling factors of development and exploration areas of deep coal-rock reservoirs in rift basins: a case study of the second member of Cretaceous Nantun Format... by Geng GAO, Yingyi XIE, Beibei HOU, Wenjuan MA, Hui XU, Yujie WANG, Yingdong HUO, Jingyuan ZHANG, Shichao LIU, Wei ZHAO, Yuan LIANG

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La littérature de guerre japonaise durant la Seconde Guerre mondiale by Guillaume Muller

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Semiotics, semiology and film by Keyan Tomaselli

Subjects: “…Peirce's notions of Phaneroscopy, Firstness, Secondness and Thirdness…”
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At the Turn of the Nuclear Ages: Strategic Stability and Contours of a New World Order by V. A. Veselov

Subjects: “…‘second nuclear age’…”
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DOSTLUKTAN KRİZE: İKİNCİ DÜNYA SAVAŞI SÜRECİNDE TÜRK-RUS İLİŞKİLERİ by Yaşar SEMİZ, Birol AKGÜN

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DOSTLUKTAN KRİZE: İKİNCİ DÜNYA SAVAŞI SÜRECİNDE TÜRK-RUS İLİŞKİLERİ by Yaşar Semiz, Birol Akgün

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Theory of Symbols by the second generation of Russian Symbolists & the Archetypal Theory: Religious, Anthropologic, Cultural Aspects of Succession by S. N. Lyutova

Subjects: “…the second generation of russian symbolists…”
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Multilingualism as a Principle of the EU Court of Justice by K. Kh. Rekosh

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Mısırda Toplam Fenolik ve Antosiyanin İçeriğinin Belirlenmesi için Geliştirilmiş NIRS (Yakın Kızıl Ötesi Spektroskopisi) Kalibrasyon Modelleri Üzerine Kemometrik Yöntemlerin Etkisi... by Mehmet Şerment, Fatih Kahrıman

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Diplomatic activities of M.M. Litvinov in the USA during the Great Patriotic War (1941–1943) by A. A. Vershinin, P. A. Tupikin

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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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