中大南方英语专业本科论文格式

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英语专业本科毕业论文格式

院系：外语系专业名称：英语年级：级普本/成本姓名：张三指导教师：李四年月日河南教育学院本科毕业论文（设计）An Analysis of the Narrative Point of Viewin The Great GatsbyA ThesisSubmitted in Partial Fulfillment of the Requirements For the Degree of Bachelor of Arts in EnglishByZhang SanForeign Languages Department Henan Institute of EducationSupervisor: Li SiSignature: _________Date ：论文标题：二号、Times NewRoman 、加粗、居中小三、Times New Roman 、居中，斜体，1.5倍行距小三、Times New Roman 、居中，1.5倍行距亲笔签名河南教育学院本科毕业论文（设计）i AcknowledgementsUpon the completion of this thesis, I ’d like to express my gratitude to all those who have helped me generously.…Times New Roman 小四、1.5倍行距,其它格式同正文Times New Roman 、 3号，加粗，居中，下空一行ii 内容摘要叙事视角对于作者叙述故事，给予信息以及读者接受信息至关重要，它直接关系着故事进展及读者反应的顺利积极与否。

菲次杰拉德的代表作《了不起的盖茨比》的叙事视角独特，新颖。

整个故事都是尼克根据回忆用第一人称“我”写出。

尼克在故事中具有双重视角，有时作者根据需要把视角进行了转换。

本文从视角转移，视角越界和第一人称见证人这三个方面论述了作者独特的叙事技巧。

学校英语专业本科生学位论文格式规定

学校英语专业本科生学位论文格式规定
本科生毕业论文是实现人才培养目标的重要实践环节，对巩固、深化和升华学生所学理论知识，培养学生创新精神、独立工作能力、分析和解决问题能力起着重要作用。

做好本科生毕业论文知道工作，是培养学生科学精神、科学作风、良好的思想品德以及事业心和责任感等综合素质所不可或
缺的环节，毕业论文的质量直接影响到人才培养的质量。

为了统一学位论文的撰写、编辑、印刷，便于处理、储存、检索和交流，根据国家制定的有关标准和学校的有关规定，特对英语专业本科生学位论文的编写格式及打印提出如下具
体要求。

一、编写及打印要求
1、学位论文必须打印，不接受手写稿，同时交电子文本，一律用Microsoft Word 编辑。

交电子稿时，以学号和姓名为文件名建一个文件夹，学号在前，姓名在后。

论文只能为一个Word文档，也以同样方式命名。

2、论文必须用阿拉伯数字连续编排页码。

阿拉伯数字编排的页码由正文部分开始。

封面、任务书和封底不编入页码。

致谢、英汉语摘要、关键词和目录采用罗马数字编排页码，即致谢为第I页，汉语摘要及关键词为第II页，英语摘要、关键词为第III页；目录为第VI页。

正文页码从阿拉伯数字1开始直到论文结束。

页码居中。

3、页眉设置要求：居中，以小5号字宋体键入“平顶山学院本科毕业论文（设计）”。

页眉从正文页开始设置，到参考文献部分结束，包括参考文献部分。

封底不加页眉。

英语本科毕业论文格式标准

英语本科毕业论文格式标准————————————————————————————————作者：————————————————————————————————日期：1 总要求（General Requirements）1、用英文撰写、字数要求学士论文长度为4000 字，以能清楚、充分地论证某一论题或描写、解释某一发现为最低限度。

以上字数的统计范围仅限于论文正文，不包括论文摘要、目录、注释、参考书目和致谢。

2、格式要求论文一般由以下部分组成，并按此顺序排列：1. 英文标题页（English title page）2. 学位论文原创性声明（答辩时另发）3. 英文提要（Abstract）4. 中文提要（Chinese abstract）5. 目录（Contents）6. 正文（Text）7. 注释（Notes 非必须）8.参引文献（References，见附录）9. 致谢（Acknowledgements）（2）字体和字号：正文中大标题采用Times New Roman 小四号加粗（Introduction和Conclusion两词四号加粗，次标题以下采用Times New Roman 小四号加粗，正文采用Times New Roman 小四号字。

注意：大标题和次标题不得采用句子。

（3）行距：一律1.5 行距。

（4）页边距：2cm。

3、注释要求（一律采用“尾注Notes”，用序号，按出现顺序排列：名字在前，姓氏在后，其他与参考文献同。

）4、从论文的正文至致谢，均要求采用“页眉”（页眉右对齐）和“页码”（页码应居中）。

并在目录中标出。

封面（空两行；页边距为2cm）(Please write the English title of your thesis here)（Arial 一号加粗居中）(Please write the Chinese title of your thesis here)（宋体一号加粗居中）（空两行）Submitted by (Please write your name here) （Arial 三号加粗居中）Student number ( Please write your ID here ) （Arial 三号加粗居中）Supervised by (Please write the name of your tutor here) （Arial 三号加粗居中）（空两行）Foreign Languages College（Arial 小三号加粗居中）Jiangxi Normal University（Arial 小三号加粗居中）(Insert Month here) (Insert Year here) （Arial 小三号加粗居中）Title of the thesis(Times New Roman 三号粗体居中)（空一行）Abstract（Times New Roman 小四号加粗）：正文（Times New Roman 小四号）………………………………………………………………………………………………………（空一行）Key words（Times New Roman 小四号加粗）：正文（Times New Roman 小四号）…………………………………………………………………………………………摘要之后另起一行，给出论文的关键词3-5个（关键词要用分号“;” 分隔，结束不用句号，关键词不能超过5个）中文题目(宋体三号粗体居中)（空一行）摘要（宋体小四号加粗）：正文（宋体小四号）………………………………………………………………………………………………………………………………………（空一行）关键词（宋体小四号加粗）：正文（宋体小四号）………………………………………………………………………………………………（用分号“；”分隔，结束不用句号，）（空一行）提要格式要求：1、中文、英文摘要分页打印2、A4纸打印3、页边距：2cm4、行距：1.5倍行距Contents (Times New Roman 三号粗体居中)（空两行）Abstract (i)摘要 (ii)Introduction (1)1. ……………………………………………………………………………………1.1 ……………………………………………………………………………………1.2 …………………………………………………………………………………..2. ……………………………………………………………………………………..2.1 …………………………………………………………………………………..2.2 …………………………………………………………………………………..2.3 ……………………………………………………………………………………3. …………………………………………………………………………………….…Notes………………………………………………………………………………………….. Bibliography…………………………………………………………………………………. Acknowledgements……………………………………………………………………………目录格式要求：目录要自动生成！！所有标题都设为一级标题并顶格排列1、字体要求：Times New Roman 小四号粗体2、A4纸打印3、页边距：2cm4、行距：1.5倍行距5、论文内容排序：封面—声明—Abstract—摘要—Contents—正文—尾注—参考文献—致谢（空一行）从这一页开始Introduction (Times New Roman 四号加粗居中)（空一行）(5spaces) 正文……………………………………………………………………………………………………………………………………………………………………………（空一行）1 (Times New Roman小四号加粗)(5spaces) 正文……………………………………………………………………………………………………………………………………………………………………………1.1(Times New Roman小四号加粗)(5spaces) 正文……………………………………………………………………………………………………………………………………………………………………………1.1.1(Times New Roman小四号加粗)(5spaces) 正文………………………………………………………………………………………………………………………………………………………………………1.1.2(Times New Roman小四号加粗)(5spaces) 正文…………………………………………………………………………………………………………………………………………………………………………1.2(Times New Roman小四号加粗)(5spaces) 正文………………………………………………………………………………………………………………………………………………………………………1.2.1(Times New Roman小四号加粗)(5spaces) 正文………………………………………………………………………………………………………………………………………………………………………1.2.2(Times New Roman小四号加粗)(5spaces) 正文……………………………………………………………………………………………………………………………………………………………………2 (Times New Roman小四号加粗)(5spaces) 正文……………………………………………………………………………………………………………………………………………………………………………2.1(Times New Roman小四号加粗)(5spaces) 正文……………………………………………………………………………………………………………………………………………………………………………2.1.1(Times New Roman小四号加粗)(5spaces) 正文………………………………………………………………………………………………………………………………………………………………………2.1.2(Times New Roman小四号加粗)(5spaces) 正文…………………………………………………………………………………………………………………………………………………………………………2.2(Times New Roman小四号加粗)(5spaces) 正文………………………………………………………………………………………………………………………………………………………………………2.2.1(Times New Roman小四号加粗)(5spaces) 正文………………………………………………………………………………………………………………………………………………………………………2.2.2(Times New Roman小四号加粗)(5spaces) 正文……………………………………………………………………………………………………………………………………………………………………3 (Times New Roman小四号加粗)4 (Times New Roman小四号加粗)…Conclusion(Times New Roman 四号加粗居中)(5spaces) 正文………………………………………………………………………………………………………………………………………………………………………(另起一页)Notes(Times New Roman 四号加粗居中)正文（Times New Roman 小四号）[1]作者，书名（英文书名格式为Times New Roman小四号斜体；中文书名格式为《宋体小四号》），出版社，出版时间:页码.（有一实心点作为句号）[2]如出处同上一个注释，则标为ibid（空一格）(页码).[3]……（另起一页）Bibliography(Times New Roman 四号加粗居中)英文参考书目（按首写字母顺序排列）网络参考资料中文参考书目（按汉语拼音顺序排列）参考文献写作规范1.说明（1）文献目录应另页书写，外文文献排前，中文文献排后。

英语专业毕业论文格式(格式全)

TitleByA Thesis Presented toThe School of Foreign LanguagesChina West Normal UniversityIn Partial Fulfillment of the Requirement for The Degree of Bachelor of ArtsUnder The Supervision of Prof.May 2011Outline Thesis Statement:I. IntroductionA.B.II.A.B.C.III.A.B.IV.A.B.C.V. Conclusion****School of Foreign Languages, CWNU, Nanchong, China, 637002Abstract:Key words:I. IntroductionThe institution is…(正文部分小四字体，Times New Roman，1.5倍行距，两端对齐)…As Lawrence proceeded in writing and rewriting the novel, it became a serious novel about relationships. “Lawrence rewrote it in the autumn of 1913, when it turned into a very long and complex novel indeed: and one which we k now very little about” (Worthen 12). (此处为注释格式，参考文献中的条目须在文中找到相应的引用地方)。

Jiang Chengyong [ 蒋承勇] （此处为引用中文的著作，此时后面不用引号。

因为这里已经交代了作者，所以括号里不再出现作者的姓氏，暂时把中文名字用[]号交代出来）argues that Adam and Eve’s commission of original sin represents human beings’ inherent aspiration to pursue wisdom, culture and civilization, while the culture they create does not only serve for the benefit of mankind but also serve as fetters upon man’s freedom and his healthy relationship with the natural world (7-17). Thus, Leavis points out that “The novel has for theme the urgency, and the difficult struggle, of the higher human possibilities to realize themselves…”(117).II. AlabamaWith no wonder…The pastoral Marsh Farm reminds the reader of the Garden of Eden, in which the Brangwen men and women, likeAdam and Eve in the Old Testament, live an unconscious life according to the rhythmic pattern of nature.Oh my heart, what a wetness in the night!T here’ll be no volcanoes after this. Hey,Jack, my beautiful young slender feller,which o f us is Noah? It seems as thoughthe water-worksis bursted. Ducks andayquatic fowl’ll be king o’ the castle atthis rate, dove an’ olive branch an’ all.(Lawrence 204)（此处为引用作品中的一段，整个引用部分要悬挂缩进，也就是要往后缩进六个字符左右）III. ConclusionLawrence...（参考文献参考下一页）ReferencesAusten, Jane. Sense and Sensibility.Beijing: Foreign Language Teaching and Research Press, 1994.Bochman, Svetlana. Less than ideal husbands and wives: Satiric and serious marriage themes in the works of Jane Austen and Oscar Wilde. Ph. D. Diss. City University of New Y ork, 2005.Brownstein, Rachel M. Northanger Abbey, Sense and Sensibility, Pride and Prejudice.In Edward Copeland and Juliet Mcmaster, ed. The Cambridge Campanion to Jane Austen. Shanghai: Shanghai Foreign Language Education Press, 2001. Buss, Jessica. Challenging authority through narration: a study of the works of Jane Austen and Kate Chopin. Diss. Truman State University, 2004.Copeland, Edward. Money. In Edward Copeland and Juliet Mcmaster, ed. The Cambridge Campanion to Jane Austen. Shanghai: Shanghai Foreign Language Education Press, 2001.Smith, LeRoy W. Jane Austen and the Drama of Woman. London: The Macmillan Press, 1983.F. R. 利维斯. 伟大的传统. 袁伟译. 北京：生活·读书·新知三联书店，2002.伊恩·P·瓦特. 小说的兴起. 高原, 董红钧译. 北京：生活·读书·新知三联书店，1992.吴伟仁. 英国文学史及选读（第二册）. 北京：外语教学与研究出版社，1988.MLA FormatA BookBlotner, J. Faulkner: A Biography. New York: Random, 1974.Popping, Roel. Computer-Assisted TextAnalysis. London: Sage, 2000. Thornborrow, Joanna and Shan Wareing.Patterns in Language: Stylistics forStudents of Language and Literature.London: Routledge, 1998.Utley, F., L. Z. Bloom and A. F. Kinney.Bear, Man and God. New York:Random, 1964.Montgomery, Martin, et al. Ways of Learning.London: Routledge, 1992.Faulkner, William. Faulkner in the University.Ed. Frederick L. Gwynn, and Joseph L.Blotner. Charlottesville: U of Virginia P,1959.Gilbert, Sandra M., and Susan Gubar, eds. The Norton Anthology of Literature byWomen: The Tradition in English. 2nd ed.New York: Norton, 1996.Doyle, Arthur Conan. The Oxford Sherlock Holms. Ed. Owen Dudley Edwards. Vol.II. New York: Oxford UP, 1993. Lefebvre, Henri. The Production of Space.Trans. Donald Nicholson-Smith. Oxford:Blackwell, 1991.Hughes, Richard. Introduction. The Sound and the Fury. By William Faulkner.Middlesex: Punguin, 1964. 7-9.夏洛蒂·勃朗特. 简·爱. 范纯海等译. 武汉:长江文艺出版社, 2007.Valentine, Mary-Blair Truesdell. An Investigation of Gender-Based LeadshipStyles. Diss. George Mason University,1993. (注：Ph. D. Diss.博士论文) An Article in JournalToolan, M. “Analysing Conversation in Fiction: The Christmas Dinner Scene inJoyce’s Portrait of the Artist as a YoungMan.” Poetics Today 8.2 (1987): 393-416.(注：8.2 中8指第8卷（Vol）,2指1987年第2期)何畅, 陈娇娥. “由《献给爱米丽的玫瑰花》中的“缺失”看其历史意识”. 外国文学研究, 5 (2006): 57-64.Electronic PublicationTice-Deering, Becerly. English as a Second Language. 15 Sept. 1999</~ticedeer/> Mythology. Homepage. <http://en.wikipedia.org/wiki/Mythology/>APA FormatBlotner, J. Faulkner: A Biography. New York: Random, 1974.Popping, R. Computer-Assisted Text Analysis.London: Sage, 2000.Thornborrow, J. and S. Wareing. Patterns in Language: Stylistics for Students ofLanguage and Literature. London:Routledge, 1998.Utley, F., L. Z. Bloom and A. F. Kinney. Bear, Man and God. New York: Random, 1964. Montgomery, M., et al. Ways of Learning.London: Routledge, 1992.Faulkner, W. Faulkner in the University. Ed.Frederick L. Gwynn, and Joseph L.Blotner. Charlottesville: U of Virginia P,1959.Gilbert, S. M., and S. Gubar, eds. The Norton Anthology of Literature by Women: TheTradition in English. 2nd ed. New York:Norton, 1996.Doyle, A. C. The Oxford Sherlock Holms. Ed.Owen Dudley Edwards. Vol. II. NewYork: Oxford UP, 1993.Lefebvre, H. The Production of Space. Trans.D. Nicholson-Smith. Oxford: Blackwell,1991.Hughes, R. Introduction. The Sound and the Fury. By William Faulkner. Middlesex:Punguin, 1964. 7-9.夏洛蒂·勃朗特. 《简·爱》. 范纯海等译. 武汉:长江文艺出版社, 2007. Valentine, M. T. An Investigation of Gender-Based Leadship Styles. Diss.George Mason university, 1993. (注：Ph. D. Diss.博士论文)An Article in JournalToolan, M. “Analysing Conversation in Fiction: The Christmas Dinner Scene inJoyce’s Portrait of the Artist as a Y oungMan.”Poetics Today.V ol. 8. 1987, (2):393-416. (注: 8指第8卷（Vol）,2指1987年第2期)何畅, 陈娇娥. “由《献给爱米丽的玫瑰花》中的“缺失”看其历史意识”. 《外国文学研究》2006, (5): 57-64.Electronic PublicationTice-Deering, B. English as a Second Language. 15 Sept. 1999</~ticedeer/> Mythology. Homepage. <http://en.wikipedia.org/wiki/Mythology/>。

英语专业本科毕业论文格式

英语专业本科毕业论文格式英语专业本科毕业论文文本格式一、论文文本结构1.封面（由学校统一制作）2.论文英文扉页（见模版及模版说明）3.论文中文扉页（见模版及模版说明）4.致谢（可选项）5.毕业论文英文摘要6.毕业论文中文摘要7.毕业论文英文目录8.毕业论文正文9.注释（可选项）10.参考文献11.附录（可选项）二、论文打印规范1.使用A4纸，单面打印。

2.页边距：上边距3.6厘米，下边距2.5厘米，左边距2.8厘米，右边距2.5厘米。

3.装订线：0厘米。

4.距边界：页眉2.7厘米，页脚1.7厘米。

如下图所示：5.页眉内容：统一为“XX大学XXXX届本科生毕业论文”，使用宋体小五号、居中，（如：XX大学2008届本科生毕业论文）。

6.页码：选用阿拉伯数字，页面底端居中。

第1页为正文第一章的第一页。

目录页和摘要页不标页码和页眉。

三、论文各部分具体格式及要求1．摘要●摘要内容英文采用Times New Roman，12磅，中文采用宋体，小四号；1.5倍行距。

段落首行缩进4个英文字符或2个汉字字符。

●长度：英文约为150词。

中文摘要内容要与英文摘要内容一致。

英文、中文摘要各占一页。

●英文“ABSTRACT”一词字母大写，中文“摘要”之间空两格、加粗、居中，并与内容文字之间空一行（见图1.1 和图1.2）。

●中英文摘要均要求有能反映论文主要内容的关键词2—4个。

“Key words：” 及“关键词：”字样须加粗，顶格。

各关键词之间有分号及一个空格，移行后须与第一个关键词的首字母对齐，英文采用Times New Roman，12磅，中文采用宋体小四号。

图1.1图1.22．目录页●目录页另页编排，置于摘要页的后面。

一级标题加粗，序号采用阿拉伯数字，数字后面加一圆点，如1.、2.、3.等。

二级标题及二级以下标题使用阿拉伯数字编排序号，如3.1、3.1.1 等。

●目录中的各级标题及页码均须与正文中的标题及页码一致。

英语专业论文写作要求与格式规范

中国石油大学（北京）远程教育学院英语专业毕业设计（论文）写作要求与格式规范一、总体要求1.英语本科学生毕业设计(论文)应规范、完整，符合英语语言文学系的规范性规定和要求。

论文和毕业设计手册采用B5纸单面打印，页边距上、下、左、右均为2.2厘米。

2.论文封面填写英语专业毕业设计（论文）共包括汉、英语两个封面。

汉语封面为外层装订封面，选用白色光面纸张，英语封面为内衬封面，选用一般打印纸张。

封面填写应该明晰、规范，按照学院设计的固定格式填写。

<详细情况请参阅《英语专业论文写作要求与格式》及本规定中“具体内容和撰写要求”部分有关封面填写的规定和说明。

>3.行距设置毕业论文内容及各种标题（包括摘要、目录、致谢、参考文献、附录）的行距设置统一选用双倍行距，每页18行。

4.字体设置[1]“Abstract”、“Table of Contents”、“Bibliography”、“Acknowledgements”等题目选用“三号加粗Times New Roman”、行距为双倍行距,跟其后内容空一行；[2] 正文第一级标题（如Chapter One等）选用“三号加粗Times New Roman”、行距为双倍行距,跟其后内容空一行；第二级标题选用“小三号加粗Times New Roman”；第三级标题选用“四号加粗Times New Roman”；摘要、目录、正文、致谢、参考文献等部分的正文内容统一选用“四号Times New Roman”、行距为双倍行距。

（注意：为论证起见而选用的汉语实例和语料等，字体选用小四号宋体）各级标题第一个词的首字母和其他实词首字母大写。

除一级标题为下空一行,与正文内容分开外，二级和三级标题均不再空行。

各级标题应使用自动生成标题。

各部分正文首行缩进4个字符。

5.正文撰写要求正文分章节撰写，第一级标题用“Chapter One”、“Chapter Two”、“Chapter Three”等连续编号，每章结束应另起一页，标题末尾不加标点（问号、叹号、省略号除外），标题居中排列，如标题较长需要换行，则要求使用自动换行居中，下空一行接写第二级标题。

英语本科毕业论文撰写要求格式1.论文全篇除一级标题外,字体一律小

英语本科毕业论文撰写要求格式：1. 论文全篇除一级标题外，字体一律小四号，1.5倍行距。

英文用Times New Roman字体，中文用宋体。

2. 所有英文标题实词首字母大写，英文书名斜体；中文书名用书名号。

3. 英文段落首行空4格英文字符，中文空2个中文字符。

全文两端对齐。

4. 正文（从Introduction开始到Conclusion结束）不少于4200词。

每一章另起一页，各小节之间空1行，无需分页。

内容及顺序：1．Title page （论文首页，具体要求见所附样稿，后同。

）2．诚信申明3．Contents （目录）4．Acknowledgements（鸣谢）5．内容提要（中文摘要）6．Abstract（英文摘要）7．（正文包括以下内容）-- Introduction（简介：长度不超过2页）-- Chapter One…（论文不少于3章，各章须分小节，多极标题格式见目录页；每章不少于4页）-- Chapter Two…-- Chapter Three…-- Conclusion（结论：长度为1 －2页）8. Bibliography（参考书目，至少5本，不包括网址。

参考书可均为英文书，也可中英文均有，但不可均为中文书）样稿（论文首页）Dream Shattered-- A Tentative Analysis of Martin Eden(论文题目，小二号字，该页其余部分四号字。

加粗，居中，实词首字母大写)A Paper Presented toCollege of Continuing EducationShanghai International Studies UniversityIn Partial Fulfillment of the RequirementsFor the Degree of Bachelor of ArtsBy WANG Meiyuan(自己姓名，姓大写，名首字母大写)Under the Supervision ofMr.（或）Ms. Xxx(导师姓名，姓大写，名首字母大写)（空1行）December, 2011（论文定稿完成年月）Contents（所有大标题居中，小三号字，加粗，与下文之间空1行）（论文大小标题以名词或分词短语构成，须提纲挈领。

12级中大南方英语专业本科论文格式

英语专业本科论文格式说明目录一、前置部分 (1)（一）封面 (1)（二）英文、中文摘要和关键词 (1)（三）目录 (2)二、主体部分 (4)（一）正文 (4)（二）注释 (6)（三）参考文献(References) (10)三、后置部分 (18)(一)附录 (18)(二)致谢 (18)（三）过程检查表 (18)（四）答辩记录登记表 (18)四、注意事项 (19)（一）论文正文中的引用格式，供参考： (19)（二）页码（放在页面底端中间） (19)（三）图表使用格式 (20)（四）整份论文包含的内容 (21)一、前置部分（一）封面毕业论文的封面及封底由学校统一印发。

（二）英文、中文摘要和关键词英文摘要字数约250-300字左右，中文摘要与英文内容基本对应，原则上字数不超过一页。

摘要内容概括论文主要信息，包括研究主题、研究目的、研究方法、结论或相关启示。

并在摘要下面列出3－5个关键词。

(具体格式如下)ABSTRACT（标题位于页面首行并居中，大写，三号Times New Roman加粗，与下文空开一行）×××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××（摘要正文每段首行缩进四个英文字符，用小四号Times New Roman，1.5倍行距）××××××××××××××××××××××××××××××××××××××××××空一行Keywords：×××, ××××, ×××关键词缩进四个英文字符，Keywords一词本身用四号Times New Roman加粗。

英语专业毕业论文格式

外国语学院英语专业毕业论文格式一、论文基本构件及装订顺序1．汉语封皮2．英语封皮3．谢辞4．英、中文论文摘要和英、中文关键词5．正文，包括 introduction, body, notes, conclusion, bibliography 五部分。

6．如有附录，放在参考文献之后。

二、基本要求1．长度约6000字左右（只计算正文长度，页码从论文正文即Introduction标起，一律标在正下方）。

2．打印及纸张：毕业论文统一在word 2003格式下排版打印文本。

使用A4规格的纸张，上下左右边距为A4纸标准边距，论文正文为双倍行距，小四号字，Times New Roman 字体，文中小标题与正文字号和字体一致, 并加粗。

3．论文经指导老师同意后方可定稿。

论文打印1式5份，提交答辩小组。

答辩后，向学院提交修改稿（纸制和电子文档）存档。

三、具体要求1．封皮英、汉语封皮均可复制，但应认真填写及更改相关内容, 如中、英文题目及你的姓名等。

填写汉语封皮中的内容时应注意以下几点：（1）分类号分H和I两种，其中I代表文学类；H代表语言、文字类；（2）单位代码：104；（3）密级：一般；（4）字体，字号与要求项目保持一致，均为宋体。

英语封皮上所有内容全部为Times New Roman字体，三号字，所有字母一律大写，但书名要斜体。

英、汉封皮格式详见附件。

汉语封皮可从教务处网站下载。

2．论文题目论文题目（title）是用概括性强的语言恰当地反映论文的内容。

论文题目字数（或单词数）一般不应超过25个，用词组的形式表述。

3．谢辞谢辞（Acknowledgements）应单独成页，置于英语封皮之后。

谢辞是对论文写作过程中获得的各种帮助表示感谢，这些帮助可以是导师的指导和批阅、老师和同学的支持或是原著作者对引文的授权许可等等。

致谢的顺序一般是由主要到次要，由个人到集体，主要针对那些提供过直接帮助的个人或机构。

此外致谢辞要真挚、简练、恰到好处。

英语专业论文的格式

关于英语专业毕业论文的相关通知（格式要求）1、毕业论文装订顺序：封面、英文摘要、英文关键词、中文摘要、中文关键词、目录、毕业论文题目、正文、参考文献；纸型为A4。

2、科文学院毕业论文封面：论文题目用英文（Arial四号加粗）、其他用中文（楷体四号字）填写。

3、英文摘要与英文关键词：另起一页；英文摘要的标题为Abstract（Times New Roman，四号加粗，居中）；英文摘要的内容用Times New Roman小四号，行间距为2倍；英文关键词与英文摘要之间隔一空行，英文关键词之前注明Key Words：（Times New Roman四号加粗，左对齐）；英文关键词（三到五个）的字体为Times New Roman小四号，各关键词之间五个空格。

4、中文摘要与中文关键词：另起一页；中文摘要的标题为摘要（宋体小四号字加粗，居中）；中文摘要的内容用楷体小四号字，行间距为1.5倍；中文关键词与中文摘要之间隔一空行，中文关键词之前注明关键词：（宋体小四号字加粗，左对齐）；中文关键词（三到五个，须与英文关键词相对应）用楷体小四号字，各关键词之间五个空格。

5、目录：另起一页，标题为Contents（Times New Roman，四号加粗，居中），目录内容字体为Times New Roman小四号，行间距为2倍。

以上用罗马字母i，ii，iii标注页数，页码居中。

6、论文题目与论文正文：另起一页，开始计页数，页码居中；论文题目居中，字体为Arial四号加粗；论文正文与论文题目之间隔一空行，论文正文字体为Times New Roman小四号，行间距为2倍；论文中的小标题用Times New Roman小四号加粗。

7、参考文献：另起一页，参考文献的标题居中，Times New Roman小四号加粗；参考文献内容的字体为Times New Roman小四号，行间距为2倍。

（一）、文学方向的论文格式按照Modern Language Association(MLA)所规定的格式撰写，具体要求参照四年级写作教材《简明大学英语写作教程》第272到275页、第283到295页以及Sample Research Paper 1（第296到316页）。

英语专业本科毕业论文格式标准范文

附件2A FOLLOW-UP STUDY ON TRANSFERRED TEACHERS’ ENGLISHPRONUNCIATION—A Case in GuangdongA DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF BACHELOR OF ARTSByJACKIE LAMSupervised byProf. Noble HofmannSOUTH CHINA NORMAL UNIVERSITY，GUANGZHOU，P。

R. CHINAJUNE, 2006ACKNOWLEDGEMENTSThe completion of this study could never have been possible without the assistance of many people related。

First and foremost，I would like to show my heartfelt gratitude to my supervisor，Professor XXX。

Knowledgeable and responsible，Prof. X provided me with valuable guidance and support in every stage of writing this thesis。

He made well—informed and enlightening comments on the organization of the chapters, took pains to go through in great detail every draft of the thesis.Thanks are due to Associate Professor XX，Miss YY and Miss PP, who helped me a lot in collecting data.I would like to express my great gratitude to my classmate FFF, and my dear Australian teacher KK, who have been of great help in analyzing the data. They have been very patient and responsible throughout the whole work。

英语专业本科毕业论文格式

英语专业本科毕业论文格式英语专业本科毕业论文格式1 论文撰写的必要性写作毕业论文是大学本科教育必经的学习阶段，不写毕业论文，即没有完成大学本科的全部学习内容，自然不能获得大学毕业文凭，更不能取得学位。

写毕业论文毕业论文较之各门课程的学习，其难度相对来说要大一些。

学习课程和写毕业论文应该说是继承（对知识的继承）和创造（对知识的运用）的关系。

撰写毕业论文属于学术和科学研究的范畴，是对理论问题及其实践意义的思考和研究，是对创造性思维和思辨能力的训练。

学习学术论文写作的全过程，也是初步学习如何做研究工作，为今后的继续学习和工作打下基础。

2 毕业论文的基本构件本科毕业论文的基本构件一般包括：标题（both English and Chinese）、学术承诺和论文使用授权说明、致谢、摘要（both English and Chinese）、目录、论文正文、文末参考书目、附录（optional）等。

2.1 中英文题目的撰写与表述2.1.1 长度论文题目应恰当、准确地反映论文的研究内容。

不宜过长，英文题目一般不超过12个实词；中文题目原则上不超过20个汉字。

题目中应避免使用不常用的缩略词、首词字母缩写词、字符、代号和公式等。

2.1.2 用词避免套语空话。

如 a study of， research on， analysis of，Exploration of，etc.“……的研究”，“……的分析”，“……的探讨”，“……调查”，“……观察”等等，以及“……浅谈”，“试论……”，“……初探”，“……漫谈”，“……之我见”，“……刍议”等自谦词。

2.1.3 标点符号英汉标题不能使用用句号，但可以用感叹号；汉语标题中词语的并列关系用顿号表示，英语则用逗号；汉语中的副标题前面用破折号，英语中用冒号；汉语标题中用书名号的情况，英语中用斜体或引号；如果英汉标题是疑问句，问号可有可无。

2.1.4 副标题论文题目需要概括出全文主旨，但是一些专业术语、固定短语比较长，放在题目中使得题目字数超过了20个字，去掉又让论文题目不完整，这个时候就可以使用副标题；主标题概括论文的研究内容，副标题主要是限定研究范围或對主标题进行补充说明；汉语副标题前用破折号；英文副标题前用冒号。

本科生英语专业毕业论文格式

本科生英语专业毕业论文格式1. 封面：汉语，由教务处统一格式和印制，各学院制作。

题目用汉语。

2. 封二：学生对论文写作内容的声明，文责自负，由教务处统一格式和印制，各学院制作，学生本人填写。

3. 封三：指导教师评定成绩、评语页，统一印制。

4. 封底：()记录、成绩及论文总评成绩。

教务处统一格式，各学院制作。

5. 英文论文封面(English Title Page)：由学生按照统一的格式制作。

6. 英文摘要及关键词和中文摘要及关键词(Abstract and Key Words)：论文要有200-300字的摘要，能客观反映主要内容信息，具有独立性和包含性。

反映论文主题概念的词或词组,一般每篇3～8个。

单独一页。

7. 提纲和论文陈述(Outline and Thesis Statement)：另起一页开始提纲。

8. 正文局部(The Text of the Paper)：另起一页开始正文。

学年论文正文字数应在3000字以上6000字以内，毕业论文正文字数应不少于6000字。

文内夹注格式参照教材《英语学术论文写作》和“论文模板”。

1. Introduction2. Body3. Conclusion9. 尾注(Notes)：另起一页开始尾注。

10. 引用文献(Works Cited)：英献在前，汉献在后，另起一页附引用文献。

引用文献格式参照教材《英语学术论文写作》和“论文模板”。

11. 全篇论文格式参见本文档中的“论文模板”。

12. “论文模板”中未详尽例举的格式，请参阅教材《英语学术论文写作》。

13. 论文要求一律用A4纸张单面打印，统一按word格式A4纸(“页面设置”按word默认值)编排、打印。

14. 需要上交存档的论文一式两份，按封面、封二、、指导检查情况记录表、正文、指导教师评分表、辩论及成绩评定记录表依次装订。

辩论时提交给评议教师提交论文的分数另行决定。

英语专业毕业论文格式要求

附件一：英语专业毕业论文格式要求一、论文组成本科毕业论文（设计）（以下简称为毕业论文）由封面、成绩评定表、内容摘要、关键词、目录、正文、参考文献、附录、致谢等九部分组成。

毕业论文装订按以下顺序进行：封面、成绩评定表、中文内容摘要、英文内容摘要、目录、正文、注释、参考文献、附录、致谢。

二、排版与字体毕业论文的文字图形一律从左至右横写横排。

文字一律通栏编辑。

字迹必须清楚，忌用异体字、复合字及一切不规范的简化字。

除非必要，不要使用繁体字。

毕业论文文字、标点必须符合出版要求。

正文标题为小二号粗黑体；正文内第一级标题用三号黑体，居中上下空一行；第二级标题用小三号黑体，靠左空两个字符，上下空一行；第三级标题用四号黑体，靠左空两个字符，不空行；正文用小四号宋体，行距为固定值20磅；图题及图中文字原则上用五号宋体。

中文“内容摘要”标题四字用三号粗黑体，其正文用四号宋体。

英文内容摘要即“Abstract”标题词用三号Times New Roman字体加粗，其正文用Times New Roman四号。

中英文摘要正文均以空两格格式开始行文。

中文的“关键词”和英文的“Key words”分别用黑体四号和Times New Roman四号，并加粗左对齐。

正文分别用四号宋体和四号Times New Roman。

中文“内容摘要”正文要求300个汉字以内。

英文内容摘要（“Abstract”）正文要求300个英文词左右。

注释和参考文献标题用粗三号，居中上下空一行。

中文注释和参考文献正文用五号宋体。

英文注释和参考文献正文用Times New Roman 五号。

毕业论文中的英文均采用Times New Roman字体，其字体号与其相应的部分（注：正文、注释等）一致。

注意文中代表变量的英文字母必须用斜体，其它用正体。

微分号d、圆周率π、自然底数e、矩阵转置T均应为正体。

毕业论文格式的电子版为Word文件。

三、打印用纸要求毕业论文采用国际标准A4型（210mm╳297mm）打印纸或复印纸印制。

【VIP专享】英语专业本科毕业论文格式标准范文

without theespecially that of教师素质一直都备受关注，特别是小学教师的素质更是如此，因为小学教ACKNOWLEDGEMENTS (I)A Follow-up Study on Transferred Teachers’ English Pronunciation——A Case in Guangdongvaluable perspectives on teaching and curriculum development.1.4 Structure of the Present StudyStarting from definition, the author first of all found out some experts’ definition of “teachers’ beliefs”, and then summed it up to be a much plain one. Then the author proceeded to make analysis of the questionnaires, aiming at finding out the status quo of teachers’ beliefs in GD Province. After that, the author made further analysis on the classroom observation log, trying to find out whether the teachers’ teaching behavior was consistent with their articulated beliefs. Finally, face-to-face interviews were conducted to find out how teachers’ beliefs guide their behavior, and what teachers usually take into account in their course planning.Chapter Two Literature Review2.1 Definition of Teachers’ BeliefsDefinition of beliefs may vary according to different experts. Sigel (1985) defines beliefs as mental construction of experience, which guides behavior. Nespor (1987) and William & Burden (1997) define it as values and attitudes of the world and is also predictor of behavior. To be brief, beliefs tell behavior.In 1992, Pajares made a definition of “teachers’ beliefs” as teachers’ attitudes about education, about schooling, teaching, learning, and students (Pajares 1992). Nespor (1987), Woods (1996) and William & Burden (1997) found teachers’ beliefs is far more influential than knowledge in determining classroom work. Breen et al (2002) also infers that teachers’ beliefs and experiences strongly influenced classroom work.From all the above definitions, the author summed up “teachers’ beliefs” to be teachers’ attitudes about teaching and learning, which will affect everything they do in the classroom teaching.2.2 Teachers’ Beliefs and Teaching BehaviorThe western countries had gone through 3 decades in the research of the relationship between teachers’ beliefs and teaching behavior. Freeman (2002) subdivides the period into 3 broad time frames: work leading up to 1975, the decade of change (1980-1990), and the decade of consolidation (1990-2000).Since the 80s, an array of empirical studies of teachers’ beliefs and teaching behavior have been carried out. Freeman (2002) probed the impact of teachers’ mental lives, prior knowledge, social and institutional context, etc. on teaching behavior, and found teachers’ beliefs to have a powerful influence on their behavior. Actually, how teachers’ beliefs shape their behavior in classroom teaching has been studied in various ways (Meighan 1990; Woods 1996; Smith 1997; Breen et al 2001; Borg 2003; Burns 2005).Chinese researchers have begun to set about studying teachers’ beliefs and teaching behavior in recent years (Wang 2002; Xia 2002; Sun 2005; Lou & Liao 2005).All these studies collectively show that classroom activities are highly influenced by teachers’ beliefs. However, some researchers found their subjects to behave the other way round.Argyris & Schön (1974, 1987) argue that there is almost always a discrepancy between teachers’ beliefs and the ways teachers act (William & Burden 1997). Sun (2005) addresses that the most prominent problem in English classroom teaching to bethe gap between the newly acquired teaching beliefs and the educational practice. Wang (2002) and Lou & Liao (2005) also found such a discrepancy between their subject teachers’ behavior and beliefs. If there really exists such a discrepancy, the teaching may be inefficient or even confusing, which may bring about a series of problems in teaching and learning.2.3 The Expected Teachers’ Beliefs of the New CurriculumChances are that given better teaching, learners will learn more. The new era of education calls for improved teaching beliefs and behavior as instruments to facilitate and improve student learning. The newly implemented curriculum put forward five teachers’ beliefs as follows:Focusing on common foundation, preparing for further development;Offering various options, catering for personal needs;Optimizing the learning model, enhancing self-directed learning competence;Concerning with students’ emotion, enhancing cultural awareness;Promoting the assessment system, encouraging continuous development.（cited from Senior English Curriculum 2003:2-3）As a matter of fact, such beliefs were raised to meet the new demands of our society, to meet the new learning needs of our students. On condition that teachers’ beliefs and teaching were consistent with the New Curriculum, fruitful teaching outcome would be yielded.However, the questions are: What’s the status quo of teachers’ beliefs? Do they behave in accordance with their articulated beliefs? And what do the teachers usually take into account in teaching? To find out all the corresponding answers, the author carried out a survey of teachers’ beliefs and teaching behavior in GD Province.Chapter Three MethodThe survey consisted of 3 instruments: ① a teacher questionnaire developed by the author (consisted of three sections: Section One--personal data and experience, etc; Section Two--a 25 item teacher belief section based on the 5 guidelines of the New Curriculum in senior high published by the Ministry of Education (Item 1–5 on Belief 1, Item 6-10 on Belief 2, and the rest may be deduced by analogy); Section Three--2 open questions about teachers’ beliefs and teacher concern) (See Appendix 1); ②an observation log (comprising general information and a 10-period classroom observation log (See Appendix 2); ③an interview outline (See Appendix 3).A pilot study was conducted in one TypeB school from Guangzhou in early September 2005. Based on the feedback from the pilot study, the author made revisions in the survey instruments.3.1 The Participants10 schools from 5 of the cities in GD Province participated in this study. The participants were carefully chosen: the capital city of GD--Guangzhou (广州), two peripheral cities--Foshan (佛山) and Nanhai (南海), two relatively remote cities--Puning (普宁) and Shantou (汕头), respectively. 10 researchers divided the 10 schools among them during their teaching practices. However, only 8 schools’ data were intact and possible for analysis. Altogether, there were 27 teachers from these 8 schools.Table 1 summarizes the characteristics of all the subject teachers. 18 worked in Grade One, and 9 worked in Grade Two. There were 17 female and 10 male teachers. The teachers had varying degrees of general teaching experience ranging from 1 to 43 years. The average teaching experience across the sample was 12.7 years. Among them, 26 teachers had received the New Curriculum training.Table 1. The Teachers’ CharacteristicsGender Grade Curriculum Training Male Female One Two Received Not Yet Average Teaching Experience (year)No.101718926112.7For the sake of being as objective as possible, School 7 and School 8 also excluded in the following discussions, because only one subject teacher was available from each of these two schools. Consequently, the following results and discussions were based on 6 schools.3.2 Procedures3.2.1 The Teacher Questionnaire SurveyFirstly, the researchers invited the teachers to fill in the Teacher Questionnaire (TQ) and fixed a time with the teachers for classroom observation. Teachers filled in the general information and indicated the level of endorsement of each of the 25 items using a 5-point Likert-type scale comprising the categories “strongly disagree,” “disagree,” “somewhat disagree, somewhat agree,” “agree,” and “strongly agree,” scored as 1 through 5, respectively; then they responded to the 2 open questions concerning with teachers’ opinions and suggestions of the New Curriculum (see Table 2).Table 2. The 2 Open Questions in the Teacher QuestionnairePlease write down your opinions and suggestions of the New Curriculum1. The mostobvious changes①…②…③…2. The most urgent problems to be solved ①…②… ③…As is shown in Table 2, Question 1 tells whether teachers have noticed the most obvious changes of the curriculum. And Question 2 enables the author to perceive the teachers’ most concern, which would serve as a basis to find out whether teachers adopted particular teaching strategies to enhance their students’ weak point, since they have noticed where the problems lied.3.2.2 Classroom ObservationAs there may exist a discrepancy between teachers’ beliefs and behavior, and apart from this, teachers may overstate or understate the beliefs underlying their actual practice. Therefore, whether teachers teach in accordance with their beliefs can only be revealed from the observation of practical teaching.Hence, the second data collection method was based upon a substantial classroom observation log. The researchers recorded 10 periods of English classes of every subject school. The 10 English classes were not specifically chosen, but observed at random, generating a thorough and objective data. The observation focused onclassroom activities, multimedia applied, textbook dealt, assessment forms, and optional courses, etc.3.2.3 The InterviewIn order to comprehend more about how teachers’ beliefs guide their behavior, and what teachers usually take into account in their teaching, face-to-face interviews were added, and the interview with teachers was semi-structured. Table 3 shows the outline of the interview.Table 3. Outline of the Semi-structure InterviewInterview Subject: Senior High English Teachers in Guangzhou①How do you usually design a lesson? And what about activities?②How do you like the present textbook? And how do you apply it?③Do you think it is necessary for students to enhance their cultural awareness?How do you help your students enlarge their scope of background knowledge?The author arranged interviews with 12 Senior One English teachers from 6 schools (Comprising Type A, Type B and Type C schools) in GZ, 2 teachers from every subject school participated in the interview. The interviews were recorded implicitly by mp3, and were transcribed into written language later.3.2.4 Data AnalysisAll data were analyzed using the Statistical Package for Social Scientists (SPSS)，release 10.0 and Microsoft Excel, release 2003.Mean and standard deviation of the TQ were analyzed by using Descriptives; histograms were generated by using Excel to illustrate the results more plainly. And within-group differences of 25 teachers’ beliefs of the 6 subject schools were analyzed by using One-way ANOVA.Chapter Four Results and DiscussionAfter all the data were collected, the author began to arrange the data and analyze them. Firstly, the author sorted out all the received questionnaires. And found out the valid percent of the TQ was 100%. Table 4 indicates the general information of the questionnaires obtained from the 6 schools.Table 4. Information of the Received TQQuestionnaire Received Valid Invalid Valid Percent Number25250100%4.1 Status Quo of the Teachers’ Beliefs4.1.1 Mean and Std. Deviation of the TQStarting from data analysis, the author carried out Descriptive Statistics analysis to analyze the TQ, showing that all the means of the 5 beliefs are within the range of“3.5 to 4.4”, therefore, conclusion can be drawn that all the subject teachers “Agree①” with every belief advocated in the New Curriculum. Then the author put the data from Figure 1 into the Microsoft Excel, generating a histogram as follows:Beliefs N Mean S.D.B 125 4.0560.4917B 225 3.9920.6843B 325 4.3600.5132B 425 4.3440.5050B 525 3.9040.5200As is illustrated above, the histogram indicates that the means of Belief 2 (Offering various options, catering for personal needs) and Belief 5 (Promoting the assessment system, encouraging continuous development) score the lowest among the five beliefs. The causes of this result maybe: optional class and formative evaluation, etc. are newly advocated, compared with the other beliefs; and it takes time to get thorough endorsement from all the teachers. Whereas, those of Belief 3 (Optimizing learning model, enhancing self-directed learning competence) and Belief 4 (Concerning with students’ emotion, enhancing cultural awareness) score relatively high, because learner-centered and background knowledge have been heard of long before.After that, the author made another Descriptive Statistics analysis to find out themean and standard deviation of the teachers’ beliefs in every subject school. Figure 2 illustrates the results of the Descriptive Statistics analysis. Mean of 4 of the subject schools is also within the range of “3.5 to 4.4”, a same conclusion can be drawn that these schools “Agree” with the New Curriculum; and School 2 and School 3 got a mean higher than “4.4”, what’ more, mean of School 2 is within “4.5 to 5”, which indicates that teachers from school 2 “Strongly agree” with the New Curriculum.Schools N Mean S. D.S 15 3.7280.4502S 24 4.5300.3523S 34 4.4100.3965S 43 4.0933.3717S 53 3.7867.2344S 66 4.2067.4236Total25 4.1312.4607Figure 1 and Figure 2 reveal that teachers from every subject school “ Agree” or “ Strongly agree” with every teacher’ s belief put forward in the New Curriculum. Figure 2 also indicates that teachers’ beliefs differ in different schools. The histogram displays impressive differences among the subject schools plainly, and school 1 & 5 bear a great distance from School 2 &3 in the endorsement of the New Curriculum. To confirm this hypothesis, a One-way ANOVA analysis was conducted.4.1.2 A Comparison of Teachers’ Beliefs in Every Subject SchoolWhen means of the beliefs were compared, the One-way ANOVA results indicated that teachers’ beliefs in different schools differed significantly, sig. = .047, P<0.05 (illustrated in Figure 3). Since 26 out of the 27 teachers have got the New Curriculum training. The possible causes of such difference may be due to teachers’ different interpretation of the New Curriculum, restraint of their students’ level or confinement of the particular teaching context in every subject school.Figure 3. One-way ANOVA of Teachers’ BeliefsSum of Squares df Mean Square F Sig. Between Groups 2.1555.431 2.786.047 Within Groups 2.93819.155Total 5.09324To make a classification of all the subject schools, Homogeneous Subsets analysis was directed. Figure 4 demonstrated that teachers’ beliefs in School 1 and School 5 were significantly different from those in School 3 and School 2, for they are not in the same column. School 4, 6, 3 and 2 are identical in terms of endorsement of the New Curriculum, because they are in the same column.Figure 4. Homogeneous Subsets of Every Subject SchoolN Subset for alpha = .05Schools123School 15 3.7280School 53 3.7867 3.7867School 43 4.0933 4.0933 4.0933DuncanSchool 66 4.2067 4.2067 4.2067School 34 4.4100 4.4100School 24 4.5300Sig..134.054.170Uses Harmonic Mean Sample Size = 3.913.Descriptive Statistics of the TQ revealed that all subject teachers from GD Province “Agree” or “Strongly agree” with the New Curriculum. And One-way ANOVA analysis illustrated that teachers’ beliefs varied from one school to another. School 2 and school 3 scored the highest among the 6 schools, which indicated that they endorsed the New Curriculum the most. However, chances are that some teachers showed great approval to the New Curriculum just because they knew about it from the teacher training. However, how they behave in actual teaching still remains a question. Furthermore, teachers’ articulated beliefs is one thing and how they apply their beliefs into teaching is another thing.4.2 The Relationship between Teachers’ Beliefs and Their Teaching BehaviorTo find out whether teachers teach in light of their beliefs, analysis of the answers to the 2 open questions in the TQ was conducted. With the teachers’ most concern in mind, further analysis on whether teachers adopted particular strategies to tackle the obstacles was directed.4.2.1 Teachers’ Articulated BeliefsThe data revealed almost 72 opinions and suggestions put forward by all the subject teachers. Table 5 listed out five most widely shared categories of teacher concern for each question.Table 5. Teacher Concern on the Current Curriculum and TeachingItem 1. The most obvious changes of the New Curriculum① more demanding for teachers and students;② renewal and increase of the capacity of the textbook;③ more interaction between teachers and students;④focus more on cultivating students’ integrative ability in learning, knowledge applying,participation, cooperation and communication;⑤ closer to authentic daily life.Item 2. The most urgent problems to be solved① the renewal of teachers’ teaching beliefs and students’ expectations of teaching;② the conflict between the New Curriculum and the College Entrance Examination(the conflict between integrative skills development and exam-oriented education);③ the conflict between students’ ability and the highly demanding new teaching materials andactivities (esp. listening);④ the coherence of the junior high textbook and senior high one (esp. vocabulary);⑤large capacity of the content in the textbook versus inadequate course hours (not enoughtime for assimilation and consolidation).To sum up, most teachers have noticed the renewal of the curriculum and have perceived its characteristics and advantages. They also found the current curriculumto be more demanding for their students, owing to the dramatically increased capacityof the textbook and limited course hours. In the meantime, they call for coherence ofthe junior high and senior high curriculum, and new testing formula. These are theshared concern of most teachers, however, the questions are: Since they’ve noticedthe problems, did they adopt particular teaching behavior to make up for this? Or howmany teachers have attempted to? Only substantial observation could tell.4.2.2 Observation Log of Practical Classroom TeachingBearing the teachers’ most concern in mind, the author proceeded to analyze allthe data on the teachers’ behavior in the classroom as recorded in the 6 researchers’ classroom observation logs. The 10-period classroom observation logs recorded morethan 5 teachers from Grade One and Grade Two in every subject school. Hence, thesedata covered a range wide enough to represent the whole subject school.Classification and analysis of the observation log revealed that most schools adopted the textbook New Senior English for China, while schools in Foshan and Nanhai adopted the one Senior High English. Nearly all the schools applied the textbooks flexibly by supplying extra materials, omitting, adapting, or simplifying the contents to meet their students’ particular level. In terms of multimedia facilities, 2 schools were found to be equipped only with radios and projectors. 2 schools haven’t offered optional courses yet, and only 50% of the subject schools carried out formative evaluation. Table 6 outlines some other basic practical teaching information collected from the classroom observation.Table 6. The Practical Teaching InformationClassroom Activities Optional Courses Multimedia ApplicationFormativeEvaluationSchool 1Reading, chorus, discussion,survey, competition of words,writing, retellingNew Concept English;WritingRadio,computerNot yetSchool 2Reading, chorus, discussion,role-play, writing, listeningAudio-lingua-visual English;Learning by SingingRadio,computerNot yetSchool 3Reading, chorus/Radio YesSchool 4Reading, chorus, discussion,drills, role-play, interview,surveyInquiry Study Radio,computerNot yetSchool 5Discussion/Radio,projectorYesSchool 6Chorus, discussion, role-play,dictationNew Concept English Radio,projector,computerYesThe above table lists out all the practical teaching information recorded in the classroom observation logs, revealing all the subject teachers’ teaching behavior. In order to find out whether these teachers’ particular teaching behavior is aligned with their concern, the author drew out the most widely shared beliefs of every subject school and tried to find out how these beliefs influenced teachers’ teaching behavior. Table 7 shows the teacher concern and their particular teaching behavior in every subject school. The results showed that teachers in Schools 1, 4 and 6 adopted particular classroom activities to enhance their students’ weak points, and to cultivate particular skills, while School 3 failed to employ expected teaching strategies (see Table 7).Table 7. Teacher Concern and Teaching BehaviorTeacher Concern Particular Classroom ActivitiesSchool 1How would English be tested in CollegeEntrance Exam (CEE)?Writing, retelling, competitionof wordsSchool 2The sequence of grammar is unsystematic N.OSchool 3①To increase students’ interest in English;②To increase instruction of culturalbackground knowledge;③To renew teachers’ beliefs;④To get rid of the conflict between the newcurriculum and CEE.Reading, chorusSchool 4Students’ oral English is too poor to carry outclassroom activitiesChorus, discussion, drills, role-play, interviewSchool 5/N.OSchool 6①The dramatically increased capacity, esp.vocabulary is demanding;②The listening parts in the textbook are verydifficult.Dictationa) N.O= not observed;b) Teachers from School 5 said they had no comment on the New Curriculum.It was striking for the author to find that Schools 2 and 3, as is shown in Figure 4, although scored the highest in the mean of TQ, actually failed to teach in accordance with their beliefs, or failed to renew their beliefs (the most concern in School 2 was “grammar instruction”). The author guessed that the explanations may be that teachers from Schools 2 and 3 were quite well informed of the new beliefs, however, they hadn’t applied them fully in practical teaching, thus resulting in the discrepancy between their behavior and beliefs.Among those schools that teachers’ beliefs and their behavior were consistent, School 4 had a relative conformity in teachers’ beliefs and practical classroom teaching, and was well equipped with multimedia and offered various classroom activities to enhance students’ integrated skills. And last but not least, it was the only one of the 6 schools that offered the optional course—Inquiry Study, in which students went into the community to do surveys (see table 6).4.3 Teachers’ Most Concern in Course PlanningAll the above analysis demonstrated that teachers’ behaviors were consistent with their beliefs in most schools, while some teachers, for example, in School 2 and School 3, failed to teach in accordance with their beliefs, although they scored the highest in the TQ. Nevertheless, chances are that these teachers may actually have come across difficulties in teaching, or in the renewal and application of their beliefs.To find out the possible difficulties, interviews with teachers must be conducted to find out how teachers’ beliefs guide their behavior, and what they usually take into account in course planning. The author analyzed the answers to the open questions in the teachers’ questionnaires and the interview records of the 12 teachers, reflecting the teachers’ main concern in course planning, which can be summed up as follows:①Many demands of the New Curriculum versus limited course hours. “The NewCurriculum is much more demanding, there are so many tasks to fulfill in class that we no longer have time to review the lessons, and students intend to be oblivious of what they have learnt soon after class.” according to most subject teachers.②The conflict between integrated skills development and exam. In the openquestions in the TQ and the interview, many teachers called for a corresponding and plausible College Entrance Examination formula, which was expected to be aligned with the New Curriculum;③In lack of teaching facilities. The observation logs revealed that most areas stilllacked for the basic teaching necessities such as sound labs and multimedia, etc.(see Multimedia Application in Table 6).In a word, there existed three factors that teachers would take into account in course planning.To sum up, analysis of the questionnaires showed that teachers’ beliefs varied greatly from one school to another, the mean of which fluctuates from 3.7280 to 4.5300. Classification of the classroom observation logs revealed that teachers’ behavior was consistent with their beliefs in most schools, while some teachers’ practical teaching was disjointed from their articulated beliefs. Analysis of the teacher concern and the interview enabled the author to perceive what teachers concern the most in teaching.Chapter Five Conclusion and Research Implications The present research carried out a survey of the status quo of teachers’ beliefs and their teaching behavior in the New Curriculum context in Guangdong Province by means of questionnaire, classroom observation log and interview. By intensive analysis, the author found that firstly, teacher’s beliefs differed significantly from one school to another; secondly, teachers in most schools teach in accordance with their beliefs, whereas some teachers’ behavior was disjointed from their beliefs, although they showed that they “Strongly agree” with the New Curriculum in the TQ. In the meantime, the author got a pleasant surprise to find that one out of the 6 subject schools, a school from Shantou, had a relative conformity in practical classroom teaching and teachers’ beliefs. Finally, a more intensive analysis was made to find out the teachers’ difficulties in renewing their beliefs or applying their beliefs into teaching.All of the above findings stimulated the author to reflect and resulted in much enlightenment. The findings from the study suggested that impact of varying social and institutional context played a significant role in teachers’ thinking and action. And teacher training should always take the leading role in the long run of educational reform. To be more specific, 3 implications generated from the study. They were related to teacher training, assessment system and teaching facilities, respectively.5.1 The Importance of Teacher TrainingFrom the interviews, the author found that most teachers, especially the inexperienced teachers, expressed that they need professional guidance to help them enhance their teaching skills. In fact, continuous pre-service and in-service teacher training should be held regularly, making sure that teachers are newly informed of the societal trend and are qualified to meet the new teaching demands.As we all know, teacher training used to focus on teaching skills. However, the newly expected teachers’ beliefs and teaching skills require for more efficient training, which consists of belief renewal, professional development and multimedia application.5.1.1 Training on Belief RenewalThe present research found that many experienced teachers were resistant to the New Curriculum, some of whom were still teaching in their assumed best way, regardless of the new demands. These teachers need to be informed that the 21st century calls for new teaching skills to bring students up by using highly skilled teaching strategies and curricula that connect to the real daily life and cater for different needs of students, and motivational as well. And traditional teachers would。

外国语学院本科毕业论文格式要求.

英语专业本科毕业论文写作格式要求本科生毕业论文一律采用打印的形式，使用学校统一的封面格式，按以下项目依次编排：（一）封面使用学校统一格式。

题目要对论文的内容有高度的概括性，简明、易读，字数一般在20 字以内。

（二）中英文、中日文内容摘要和关键词中文摘要应简要说明毕业论文所研究的内容、目的、实验方法、主要成果和特色，一般为150－300 字。

英文、日文摘要的词汇和语法必须准确。

关键词：一般3－5 个。

（三）目录（四）正文正文要符合一般学术论文的写作规范，论文篇幅一般为5000-8000 字。

论文应文字流畅，语言准确，层次清晰，论点清楚，论据准确，论证完整、严密，有独立的观点和见解，应具备学术性、科学性和一定的创新性。

毕业论文内容要实事求是，尊重知识产权，凡引用他人的观点的要有出处（引注）。

数字标题从大到小的顺序写法应为“ 1.”“1.1”“1.1.1 ”，二级标题后不要有标点。

（五）毕业论文打印格式1. 打印及纸张毕业论文一律用打印文本呈现。

使用A4 规格的纸张，边距规定如下：左边距2.75cm，右边距及上下边距2.5cm，页眉页脚1.5cm，上方居中，小五号，宋体“海南师范大学外国语学院毕业论文” ，页码打在页下方中间，用－1－、－2 －格式，装订线在左侧，编辑存盘时采用普通视图。

2. 字体及字号见论文范例3. 毕业论文页面要清楚整洁，符合学校统一要求，学生装订后要在答辩前5天提供给答辩小组（一人一册）。

4. 毕业论文工作结束后，学生要向所在学院提交毕业论文的电子版，学院办公室负责分专业、按学生学号顺序统一将毕业论文刻录成光盘，存入系教学档案（电子版）。

5. 学生答辩后，各学院要将有关资料和论文按照封面、独创性声明及授权书、目录、中英文内容、中日文内容摘要及关键词、正文、注释、参考文献、开题报告、中期检查表、指导教师评语 (附评分细则)、复审教师评价表(附评分细则)、答辩记录表、成绩评定表的顺序统一装订成册，存入学院教学档案。

英语本科论文格式要求(2篇)

英语本科论文格式要求（2篇）
论文既是探讨问题进行学术研究的一种手段，又是描述学术研究成果
进行学术交流的一种工具。

下面是书包范文为大家整编的英语本科论文格
式要求（2篇），希望能够给您的写作带来一些的帮助。

书写格式篇一
标准格式
1、题目。

应能概括整个论文最重要的内容，言简意赅，引人注目，
一般不宜超过20个字。

2、论文摘要和关键词。

论文摘要应阐述学位论文的主要观点。

说明本论文的目的、研究方法、成果和结论。

尽可能保留原论文的基本信息，突出论文的创造性成果和新
见解。

而不应是各章节标题的简单罗列。

摘要以300字左右为宜。

4、引言（或序言）。

内容应包括本研究领域的国内外现状，本论文
所要解决的问题及这项研究工作在经济建设、科技进步和社会发展等方面
的理论意义与实用价值。

5、正文。

是毕业论文的主体。

6、结论。

论文结论要求明确、精炼、完整，应阐明自己的创造性成
果或新见解，以及在本领域的意义。

英文系本科毕业论文格式

英文系本科毕业论文格式英文系本科毕业论文格式新版一、格式论文依次包括封面、目录、英文摘要(Abstract)与关键词(Key words)、中文摘要与关键词、引言(Introduction)、正文、结语(Conclusion)和文献目录(Works Cited)等部分。

二、封面具体样式参照论文样本页A，封面格式可到外国语学院网站下载。

三、标题居中。

如果有副标题，用冒号把英文主、副标题隔开，例如：The Human Nature Motif in William Golding’s Lord of the FliesInvisible Colour versus Visible Wall: Hanif Kureishi’s “Strangers When We Meet”中文副标题须在主标题后另起一行，前面加破折号, 例如：论威廉•戈尔丁《蝇王》中的人性母题看不见的颜色与看得见的墙——评哈尼夫•库雷西的“相逢不相识”四、英文摘要与关键词 Abstract左顶格，字体为Times New Roman 小四号，黑正体，与摘要内容部分以冒号隔开。

摘要内容部分长度为150词以内，字体为Times New Roman 小四号正体，从第二行开始到结束均为左顶格。

关键词部分另起一行，以Key words为标题，关键词标题左顶格，字体为Times New Roman 小四号，黑正体，与所列关键词以冒号隔开，关键词以3至5个为宜，字体为Times New Roman 小四号正体，除少数专有名词外一律小写，关键词之间以分号隔开。

五、中文摘要与关键词摘要左顶格，字体为宋体小四号，黑正体，与摘要内容部分以冒号隔开。

摘要内容部分长度为200字以内，字体为宋体小四号正体，从第二行开始到结束均为左顶格。

关键词部分另起一行，以关键词为标题，关键词标题左顶格，字体为宋体小四号，黑正体，与所列关键词以冒号隔开，关键词字体为宋体小四号正体，关键词之间以分号隔开。