Can I Take Community College Classes While in University

Out of more than 3 million students who graduate from loftier schoolhouse each year, about ane 1000000 go on for higher education. A college at a leading university might receive applications from two pct of these high school graduates, and so accept only i out of every x who apply. Successful applicants at such colleges are usu­ally chosen on the basis of a) their loftier school records; b) recommen-

^vii Data on a educatee's attendance, enrollment condition, degrees conferred
and dates, honours and awards; higher, class, major bailiwick; address, tele­
telephone number.

⁸ Grade Point Average — a grade allowing to go along in school and to graduate.

^nine To take upwards an additional course for personal interest, not for a credit and to pay
for information technology additionally, с/, факультатив.

^teni. D. (Identification Document) — с/, студенческий билет.

^eleven Transcript — AmE. An official document of a college or university which lists the student'south classes and the grades received: Students can selection up their transcripts at the registrar's role in Murphy Hall.

dations from their loftier school teachers; c) their scores on the Scho­lastic Aptitude Tests (SATs).

The system of higher teaching in the Usa comprises iii categories of institutions: 1) the university, which may incorporate a) sev­eral colleges for undergraduate students seeking a bachelor's (iv-year) degree and b) one or more graduate schools for those standing in specialized studies beyond the available's degree to obtain a principal'due south or a doctoral caste, 2) the technical training institutions at which high school graduates may take courses ranging from 6 months to four years in elapsing and learn a wide variety of technical skills, from pilus styling through business accounting to calculator programming and 3) the ii-year, or community higher, from which students may enter many professions or may transfer to iv-twelvemonth colleges.

Whatever of these institutions, in any category, might exist either public or private, depending on the source of its funding. Some universities and colleges take, over time, gained reputations for offering peculiarly chal­lenging courses and for providing their students with a higher quality of education. The factors determining whether an institution is i of the best or one of the lower prestige are quality of the pedagogy faculty; qual­ity of research facilities; corporeality of funding bachelor for libraries, special programs, etc.; and the competence and number of applicants for admis­sion, i. e. how selective the institution can exist in choosing its students.

The nigh selective are the quondam private n-eastern universities, com­monly known equally the Ivy League, include Harvard Radcliffe, (Cambridge, Mass., in the urban area of Boston), Yale Academy (New Oasis, Conn, between Boston and New York), Columbia College (New York), Princ­eton University (New Bailiwick of jersey), Brown Academy, Cornell University, Dartmouth College; Academy of Pennsylvania. With their traditions and long established reputations they occupy a position in American university life rather like Oxford and Cambridge in England, particular­ly Harvard and Yale. The Ivy League Universities are famous for their graduate schools, which have get intellectual elite centers.

In defence force of using the examinations equally criteria for admission, ad­ministrators say that the SATs provide a fair mode for deciding whom to admit when they accept ten or twelve applicants for every beginning-year student seat.

In improver to learning almost a college/university'south entrance re­quirements and the fees, Americans must also know the following.

Professional degrees such as a Available of Law (LL.A.) or a Bach­elor of Divinity (B.D.) have additional three years of study and re­quire showtime a B.A. or B.S. to exist earned by a student.

Gradual schools in America accolade Master's and Doc's degrees in both the arts and sciences. Tuition for these programs is high. The courses for most graduate degrees can exist completed in ii or four years. A thesis is required for a Principal's degree; a Doctor's caste requires a minimum of two years of form work across the Master'southward degree level, success in a qualifying examination, proficiency in one or ii strange languages and/or in a research tool (such as statistics) and completion of a doctoral dissertation.

The number of credits awarded for each course relates to the num­ber of hours of piece of work involved. At the undergraduate level a student generally takes about five three-hour-a calendar week courses every semester. (Semesters usually run from September to early Jan and tardily January­uary to late May.) Credits are earned by attending lectures (or lab classes) and past successfully completing assignments and examina­tions. One credit ordinarily equals one hour of class per week in a single course. A 3-credit grade in Linguistics, for instance, could in­volve one hour of lectures plus two hours of seminars every calendar week. Virtually students consummate 10 courses per an academic year and it usu­marry takes them four years to complete a available'south degree crave­ment of most 40 three-hr courses or 120 credits.

In the American college instruction system credits for the bookish work are transferable among universities. A educatee can accumulate credits at i academy, transfer them to a 2d and ultimately receive a degree from there or a third university.

1. a) Answer the following questions:

1. What are the admission requirements to the colleges and uni­versities? 2. What are the iii types of schools in college instruction? 3. What degrees are offered by schools of higher learning in the U.s.? What are the requirements for each of these degrees? iv. What are the peculiarities of the curricula offered by a college or a university? 5. What is a credit in the U.s. system of higher education? How many credits must an undergraduate student earn to receive a bachelor's caste? How tin can they be earned?

b) Find in the text the factors which determine the option by an individual of this or that college or university.

i' c) Summarize the text in three paragraphs.

2 3189 Аракин,4курс

2. Use the thematic vocabulary and the fabric of the Appendix in answer­
ing the following questions:

1. What steps do students take to take to enroll in a college/ uni­versity for admission? Speak nearly the exams they take - PSAT, Saturday, ACT. 2. What financial assistance are applicants eligible for? What is higher scholarship, grants, loan? Explain and bring out the essence of student financial aid. 3. Speak about the academic calendar of a university. How does an academic year differ from the one in Russia? four. How many credit hours does a pupil need to graduate? What types of curricular courses and how many does a student have to take to earn a degree? five. What is a GPA (Grade Point Boilerplate)?

6. What is there to say about a college kinesthesia? What is a tenure?

7. What is the part of a student's counsellor? Specify the function of career development and job placement within a university. eight. Should there be an age limit for university total-time students? What are your attitudes to mature students? nine. What are the sources of funding for universities and colleges (both public and individual)? 10. What is an undergraduate student? A graduate student?

3. Read the following dialogue. The expressions in bold type show the way peo­
ple can be persuaded. Note them down. Exist set up to deed out the dialogue in class.

Molly: Yolanda, I have big news to tell you lot. I've made a very big decision.

Yolanda: Well, come up on. What is it?

M.: I'yard going to use to medical school.

Y: You're what? But I thought you wanted to teach.

1000.: I've decided to give that up. Pedagogy jobs are being cutting back now at many universities.

Y: Yes,and I've read that a number of liberal arts colleges take been closed.

M.: I have a friend who finished his Ph. D. in history concluding year. He's been looking for a teaching position for a year, and he'southward been turned downwards past every school so far.

K: I suppose a Ph.D. in the humanities isn't worth very much these days.

Thou.: No, information technology isn't. And fifty-fifty if yous find a education task, the salary is very depression.

Y.: Yep, higher teachers should be paid more. But,Molly, it'south very difficult to get into medical school today.

Thousand.: I know. I've been told the same thing by everyone.

Y: How are you going to pay for information technology? It costs a fortune to go to medical schools now.

Chiliad; Possibly I can get a loan from the federal government.

Y.: That's an interesting possibility butit doesn'tsolve the finan­cial problem entirely evenif you become the student financial assistance. You will graduate attributable money. Medical students, particularly, acquired heavy debts. Recently I read of one who owed $ threescore,000. Won't yoube facing sufficient other problems without starting life in debt? Aren'tmany higher graduates having problem even finding jobs? When they find them, don'tthey begin at relatively modest salaries?

Thou.: I don't know, simply...

Y.: It's foolishfor a student to acquire debt, a negative dowry, unless it's absolutely imperative. Students sometimes become so ex­cited about higher that they forget there'southward life subsequently.

M.: Maybe you're right. Life is a series of compromises, I'll have to consider career possibilities in the light of college costs...

iv. In trying to persuade others, people use dissimilar tactics which can be clas­sified into three basic strategies — hard, soft and rational. Hard tactics alienate the people beingness influenced and create a climate of hostility and resistance. Soft tac­tics — acting nice, being humble — may lessen self-respect and self-esteem. Peo­ple who rely chiefly on logic reasons and compromise to get their manner are the well-nigh successful.

ane) As yous read the extracts below pay attention to the difference between
the 3 different strategies of persuasion — hard, soft and rational:

a) (parent to child) Get upstairs and make clean your room! Now. (difficult); b) (professor to educatee) I'chiliad awfully sorry to enquire yous to stay belatedly but I know I can't solve this problem without your assist, (rational); c) (pro­fessor to student) I strongly propose that y'all work this problem out, if non, I volition have to write a negative report nigh you. (hard); d) (teach­er to freshman) That was the best essay I e'er read. Why don't you send it to the national contest? You could do very well there (soft).

2) In the text below the instructor is giving Jeff, a talented but a very lazy stu­
dent, his advice. Determine if the teacher's strategies are hard, soft or rational.

I guess there is nothing more I can say or practise to persuade y'all to try harder, Jeff. At this point it is crucial that you make up one's mind what yous really

desire to do in order to know the language well. It's of import to start early. Y'all are very vivid simply it is all the same essential that yous practise on a daily basis. It is likewise very important for you to come to class regular­ly. No i tin can do these things for you lot and no ane should. It's neces­sary that you decide yourself whether to make these changes in your attitude or to surrender your time to come as a teacher of English language.

5. Pair work, i) From the dialogue in Ex. three list the problems which young people face choosing a career in the USA. Team upward with another student and discuss the trouble of a career pick. Effort to be convincing in defending your views. 2) Utilise the art of persuasion in making your son use to the university of your selection which does not entreatment to him. Vary the strategies from soft to hard.

vi. Group discussion. Read the following selections. The result discussed is the role of the pupil in the university. Consider each ot the categories present­ed below and discuss the position of the Russian students at the institute in view of the recent changes in the Russian system of higher didactics.

1. «Is the student's role similar to that of an amateur — report­ing the master and gradually becoming a master? Or is the proper relationship one of award of the university, which is responsible for the pupil's welfare and moral and intellectual preparation? Or is the student a client of the academy — where the pupil seeks out pro­fessors to assistance in areas of interest and need?»

2. «It is probably safe to say that in England, Canada and the U.s., until recent years, at that place has always been a sharp dis­tinction between the role and status of the teacher and the role and status of the educatee — a simple recognition of the fact that the erstwhile past virtue of his knowledge, age and experience should exercise some domination and direction over the latter.»

3. «It was obvious in the seventies that pupil protest had al­tered the ethos of the campus in many meaning ways. There was, for example, the relaxation of admission requirements, the adoption of pass-fail grading in many courses, the increasing provisions for in­dependent study, the emphasis on artistic fine art, the growth of work-study programs, the costless choice of a broad variety of subjects.

At that place was at present no argument: students did share the power. The vital question was to what extent and in what areas?

But in respect of the student's role in the academy, a meaning point in the history of the university was turned. Students could no longer be considered children, they were adults with responsibility

for their own behaviour and conduct; they were franchised members of the academy with voting rights on some issues and potentially on all issues within the university customs.»

7. Enact a panel give-and-take:

A panel discussion program appears on Idiot box. Iv members of the public are invited to give their opinions. The questions for dis­cussion are sent in by the viewers. The chairperson reads out the ques­tions and directs the panel.

a) Open the group discussion by describing the members of the panel and the chairperson.

b) Separate into groups of four students. Pretend yous are the TV console. Elect a chairperson and decide which of the four roles each of you volition have: Mrs/Mr Ter-rie/John Hill, the academic vice president: Mrs/Mr Lilian/Joseph Ubite, a pro­fessor in the department of didactics; Mrs/Mr Denis/Gary Bell, a grad student in education; Florence/Donald Burrel, an undergraduate.

c) Consider the questions under discussion and enact the console:

1. How should higher educational activity exist organized, governed, directly­ed? How much, if any, freedom and autonomy should there exist for universities and institutes? ii. Students should share the responsibil­ities in a academy and bask equal rights with the faculty. The vital question is to what extent and in what means? iii. Pros and cons of written and oral examinations.

8. Practise library research and write an essay on one of the given topics:

1. The principle tasks of higher education.

2. Russian and American systems of higher educational activity. Specify the following: admission, requirements, students' grants and financial assistance, academic calendar, courses, political, sports and cultural activities.

Do library enquiry and write an essay on ane of the given topics:

1. The principle tasks of higher education.

2. Exams or continuous assessment.

3. Harvard Academy. A arrangement of grades.

Unit TWO

TEXT From TO Impale A MOCKINGBIRD

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