Page 9 - 182_

conversational activities that are best suited to the learning
styles of their students. Students are provided with an ample
opportunity to bridge the gap between passive knowledge and
the ability to express themselves.
5. Translation exercises help students integrate vocabulary and
grammar patterns from all the readings in the chapter.
6. Writing assignments present different levels of writing,
including letters and short essays.

Author Acknowledgements

Throughout the process of developing this book, I received
invaluable support and assistance from a number of individuals and
institutions.
First, thanks go to the United States Information Agency and
the Council for International Exchange of Scholars for the
marvellous opportunity to audit courses at the George Washington
University and do research at the Library of Congress and the
Gelman Library at GW as a JFDP grantee.
I am grateful to my colleagues from the Ivano-Frankivsk
National Technical University of Oil and Gas (the Department of
Foreign Languages and the Department of Document and Information
Studies), Precarpathian University (the English Department), the
International Open University of Human Development "Ukraine" (the
Department of Translation) for piloting the early drafts and providing
feedback. I would also like to acknowledge the reviewers whose
insightful comments helped immensely in developing the book. I
would like to thank my students (DR-98 and DR-00) who helped
shape the development of this book.
I wish to express my special appreciation to the following
people:
V. Shehter (Ph.D., University of Texas, El Paso, U.S.A., a
2000-2002 Fulbright Professor at the English Department of
Precarpathian University, Ivano-Frankivsk, Ukraine) for reviewing
the manuscript;
I.M.Romanyshyn (Ph.D., Open International University
"Ukraine"), T.O.Litovka, O.Yu.Mykhailiuk, S.O.Ivanova M.V.Kisil
(the Ivano-Frankivsk National Technical University of Oil and Gas)

15