UDC 372.881.111.1

Budekhin S.Yu.¹ (Moscow, Russian Federation) – sergey.budekhin@mail.ru; Knyazeva O.V.² (Moscow, Russian Federation) – ollie.nency1996@gmail.com

¹Kosygin State University of Russia (Technologies. Design. Art)

²NUST MISIS

Abstract. This article emphasizes the need to develop students’ writing skills in the context of writing a report on a scientific project. It notes the importance of studying this genre in the process of developing professional competencies. Its strictly regulated structure (introduction, methods, results, conclusion) and key stylistic features, including the use of the passive voice, formal vocabulary and special graphic elements, are defined. The theoretical analysis is supported by the results of an empirical study that revealed the main problems of students of technical specialties: insufficient proficiency in professional terminology in English, failure to recognize a report as an academic genre and expressed uncertainty in presenting research results. It is concluded that there is a need for targeted training in the genre and stylistic features of reports using authentic materials and modeling professionally significant situations to overcome the difficulties associated with insufficient language training of students, as well as with the development of report assessment criteria. The article defines the genre features of a report and proposes an approach to its assessment. The feasibility of using criteria-based assessment of a project report in a foreign language is substantiated. This method involves comparing learning outcomes with pre-established and open criteria for students, which ensures transparency and objectivity of assessment. A two-stage system of criteria is proposed, taking into account both the thematic and structural content of the project work (compliance with stages, use of literature) and language literacy in accordance with the norms of academic writing. It is concluded that a comprehensive criteria approach allows for the most objective assessment of both the subject and communicative results of student project activities.

Keywords: project report, academic writing, academic genres, project work, research project.

References:

1. Gulov A.P. Scientific report as a form of research activities of schoolchildren in the framework of subject Olympiad in English. Vestnik of the Mari State University, 2023, vol. 17, no. 1, pp. 11–18. (In Russian). DOI: 10.30914/2072-6783-2023-17-1-11-18
2. Alenkina T.B. Academic writing and its development in Russia: Genre approach. Higher Education in Russia, 2018, vol. 27, no. 5, pp. 110–113. (In Russian). URL: https://www.elibrary.ru/osfsvx
3. Chuikova E.S. Academic writing: Relevant content for Russia. Higher Education in Russia, 2016, no. 12, pp. 59–66. (In Russian). URL: https://www.elibrary.ru/xeqcqd
4. Polat E.S., Bukharkina M.Yu. Modern pedagogical and informational technologies in educational system. Moscow, Academia, 2007, 368 p. (In Russian).
5. Galskova N.D. Modern methods of teaching foreign languages. Moscow. 2003. 192 p. (In Russian).
6. Abrosimova A.V., Kolesnikova N.I. Speech genre of «report» and its variants (linguodidactical aspect). The World of Science, Culture, Education, 2018, no. 2(69), pp. 225–229. (In Russian).
7. Medvedeva N.E., Kolesnikova N.L. Improving foreign language writing skills in the context of the blended learning. Prepodavatel XXI vek. Russian Journal of Education, 2022, no. 2–1, pp. 133–144. (In Russian). DOI: 10.31862/2073-9613-2022-2-133-144
8. Olomskaya N.N., Tesman A.O. Linguopragmatic features of modern academic and pedagogical discourse. Proc. “Interdisciplinary aspects of linguistic research”. Krasnodar, Kuban State University Publ., 2022. pp. 104–109. (In Russian). URL: https://elibrary.ru/kxvplg
9. Neiman V.L. Application of active English teaching methods to increase the motivation of non-linguistic university students. Modern Pedagogical Education, 2024, no. 5, pp. 82–88. (In Russian). DOI: 10.24412/2587-8328-2024-5-82-88
10. Zemlyanskaya E.N. Criteria-based assessment of higher school students’ educational achievements. Pedagogy. Theory & Practice, 2020, vol. 5, no. 2, pp. 142–147. (In Russian). DOI: 10.30853/pedagogy.2020.2.2
11. Semenova A.A. Criterial assessment of learning outcomes from the standpoint of pedagogical psychology. Scientific notes. Electronic scientific journal of Kursk State University, 2022, no. 4 (64), pp. 201-211. (In Russian).
12. Andrade H.G. Teaching with rubrics: The good, the bad, and the ugly. College Teaching, 2005, vol.53(1), pp. 27–31. DOI:10.3200/CTCH.53.1.27-31
13. Perevoshchikova, E.N. Criterial approach to assessment as a key component of the system of independent assessment of educational outcomes of future teachers. Bulletin of Minin University, 2021, vol. 9, no. 3, pp. 6.
14. Bacha N. Writing evaluation: what can analytic versus holistic essay scoring tell us? System, 2001, vol. 29(3), pp. 371-383. DOI:10.1016/S0346-251X(01)00025-2
15. Chuykova E.S. How to measure the results of students’ training in the course “Academic Writing”. Pedagogy and Education, 2018, no. 2, pp. 61-67. URL: https://elibrary.ru/ykwcqh

For citation: Budekhin S.Yu., Knyazeva O.V. Project report in academic writing: genre features and assessment forms. CITISE, 2025, no. 3, pp. 525-533.