英语论文提纲格式模板.doc

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英语论文提纲格式模板英语论文提纲格式如下文语言和内容是评判一篇英语论文质量高低的重要依据;但是,写作格式规范与否亦是一个不可忽略的衡量标准。

因此,规范英语论文的格式,使之与国际学术惯例接轨,对我们从事英语教学,英语论文写作,促进国际学术交流都具有重要意义。

由于英语论文写作规范随学科不同而各有所异,本文拟就人文类学科英语论文的主要组成部分,概述美国教育界、学术界通行的人文类英语论文写作规范,以供读者参考、仿效。

一、英语论文的标题一篇较长的英语论文(如英语毕业论文)一般都需要标题页,其书写格式如下:第一行标题与打印纸顶端的距离约为打印纸全长的三分之一,与下行(通常为by,居中)的距离则为5cm,第三、第四行分别为作者姓名及日期(均居中)。

如果该篇英语论文是学生针对某门课程而写,则在作者姓名与日期之间还需分别打上教师学衔及其姓名(如:dr./prof.c.prager)及本门课程的编号或名称(如:english 734或british novel)。

打印时,如无特殊要求,每一行均需double space,即隔行打印,行距约为0.6cm(论文其他部分行距同此)。

就学生而言,如果英语论文篇幅较短,亦可不做标题页(及提纲页),而将标题页的内容打在正文第一页的左上方。

第一行为作者姓名,与打印纸顶端距离约为2.5cm,以下各行依次为教师学衔和姓、课程编号(或名称)及日期;各行左边上下对齐,并留出2.5cm左右的页边空白(下同)。

接下来便是论文标题及正文(日期与标题之间及标题与正文第一行之间只需隔行打印,不必留出更多空白)。

二、英语论文提纲英语论文提纲页包括论题句及提纲本身,其规范格式如下:先在第一行(与打印纸顶端的距离仍为2.5cm左右)的始端打上 thesis 一词及冒号,空一格后再打论题句,回行时左边须与论题句的第一个字母上下对齐。

主要纲目以大写罗马数字标出,次要纲目则依次用大写英文字母、阿拉伯数字和小写英文字母标出。

关于英语专业毕业论文提纲优质范文.doc

英语专业毕业论文提纲范文一、英语谚语的概述1.1.对谚语的一般定义，并概括英语谚语的基本特点(3—5条)1.2.结合谚语与语言的关系，简要论述英语谚语来源的一般性概述这一部分大体写2000字。

二、西方的宗教传统与英语谚语的本源关联2.1对基督教的历史做一简单的概述，同时对《圣经》对基督教的核心意义与价值做一简单的说明2.1.1. 简述西方的宗教传统，或者基督教的历史2.1.2. 对基督教的基本信义做一简单的概述，从下述几个方面：(1)对基督教的只信仰一个唯一的上帝，不容许进行偶像崇拜;(2)原罪的观念与救赎的观念：涉及末世审判、救赎恩典和得救的观念(3)爱是基督教信仰的核心，核心是爱上帝，同时爱每个人归根结底，基督教是一种高级的精神性宗教，深深地浸透入了西方世界的每一个角落2.2英语谚语与基督教的关系，特别是《圣经》的英译对英语的影响(1)《圣经》历史上的英译本，主要讲钦定本的诞生和影响(譬如扩大了英语的词汇量、增强了英语的表意功能、增加了英语的表意手段等等)(2)通过一些简单的例证来说明从拉丁语翻译到英语这一过程的影响与意义(如可以举例一些特殊的词语、句式等说明，做好这一部分关键是找到好的研究资料)三、对源于《圣经》的谚语进行分析，揭示其宗教、文化内涵(选取若干源于《圣经》的谚语进行具体的、细致的分析，以揭示谚语背后的宗教内涵和英语所负载的宗教文化意义。

)1.选取15—20条有代表性的谚语进行分析，(1)简述一下选取分析对象的标准首先这些谚语必须来源于《圣经》或者有《圣经》直接引伸出来，其次这些谚语必须是应用较广，家喻户晓，且包含特定的智慧(2)对这些谚语进行分析我们的分析角度或方法是：1、要将这些谚语放到《圣经》的文本中去，也就是要将其放回到具体的语境中，在具体的故事或圣经人物的言说中领会这些谚语的内涵2、可以适当的结合这些谚语的修辞、句式结构等来分析2.对上述谚语分析之后，从若干角度进行文化内涵的总结和概括这些谚语的内在价值：道德规范、人生智慧、这些谚语的功能：宗教教化功能、规导劝慰功能、(这些价值功能关键的根据所选谚语的分析来确定，有新的发现可适当再添加)这一部分为本文的主体部分，在3500字左右附：拟订提纲的步骤与方法第一步，明确文章的大小题目。

英语论文提纲范例大全13篇

英语论文范文精选篇一Chapter OneINTRODUCTION1.1 Research BackgroundHigh proficiency in writing is a key to success in a wide variety of situations andprofessions; meanwhile it is of critical importance for students to apply for promising jobs.Writing skills for university students are among the overwhelming indicators of success inacademic work during their freshmen year of college (Geiser & Studley, 2001). Writingskills for professionals are critical for their daily work and essential for application andpromotion within their disciplines (Light, 2008). Writing induces the capability ofconstructing logics, articulating ideas, debating opinions, and sharpening multipleperspectives. As a result, effective writing is conducive to associating convincingly withcommunication targets, including teachers, peers, colleagues, coworkers, and thecommunity at large (Crowhurst, 1990). No wonder that writing skill is an indispensible partto be checked for every test at home and abroad，such as TOELF, lELTS，GRE, BEC，CET4, CET6, TEM4，TEM8 and so on.Notwithstanding such manifestation of the significance of writing, it is reported in the2002 National Assessment of Educational Progress (NAEP) report in the U.S.A. that lessthan a third of students in Grade 4 (28%)，Grade 8 (31%), and Grade 12 (21%) scored at orabove proficient levels，and only 2% wrote at advanced levels for all three samples.Moreover, only 9% of Grade 12 Black students and only 28% of Grade 12 White studentswere able to write at a proficient level (National Center for Educational Statistics, 2003).……………1.2 Significance of the ResearchBased on the CET 4 and CET6 compositions extracted from the CLEC，the study aimsto reveal the relationship between the linguistic features and the writing quality by meansof the advanced software，namely Lexical Frequency Profile, Coh-Metrix3.0 and L2Syntactic Complexity Analyzer for the analysis of vocabulary, syntax and textual cohesion.This study will be of great value mainly for the following two aspects:Firstly, theoretically speaking, the study is going to offer guidance and reference forthe teachingmethodology of L2 writing. The study reveals the contribution of lexicaldiversity, syntactic complexity, textual cohesion to writing quality, reflects the mostdecisive factor of the writing quality and analyzes the mutual relationship between thelexical diversity and quality of writing, the syntactic complexity and quality of writing aswell as the textual cohesion and quality of writing. Hopefully, this research will shedsome light on the instruction of CET 4 and 6 writing and provide practical advice.Secondly, practically speaking, the study demonstrates a new direction for thedevelopment of automatic assessment of the writing. The study is to be carried out bothby means of software and labor work to comprehensively examine more than 28variables that might have an impact on writing quality and build the relation modelbetween these related variables and writing scores. ……………Chapter TwoLITERATURE REVIEW2.1 Lexical Features and Quality of WritingIn the process of L2 writing，students are always perplexed by vocabulary. Leki&Carson (1994) surveyed 128 L2 learners to know about their feelings on the courseEnglish for Academic Purposes (EAP). It is discovered that the strongest zeal for studentsis to improve their language proficiency, especially lexical proficiency. Jordan (1997)obtained the similar conclusion in his study on Chinese students in UK applying for theirmaster degrees, 62% of whom regarded vocabulary as their biggest problem in the processof English writing. Over the past two decades，researchers have attached more and more importance toL2vocabulary studies. As an important element of language proficiency, lexical proficiency isdefined from different perspectives and evaluated by a series of measurements. Meanwhile, lexical proficiency, to a large extent, is embodied by lexical features. As a matter of fact,studies on lexical features have received more and more attention from home and abroadresearchers mainly focusing on total words, lexical diversity (LD) or lexical richness (LR)and lexical complexity (LC), among which lexical diversity or lexical richness has gainedmore popularity for lexical proficiency study.……………2.2 Syntactic Features and Quality of WritingSyntactic complexity (also called syntactic maturity，or linguistic complexity)，isimportant in the prediction of the quality of student writings. Wolfe-Quintero et al. (1998)pointed out that a syntactically complex writer uses a wide variety of both basic andsophisticated structures，while a syntactically simple writer uses only a narrow range ofbasic structures. In the past half century, researchers adopted many different indices tostudy the syntactic complexity and attempted to find out the relationship among the scores,the grades, the ages and the writing quality. Syntactic complexity is defined as “the range of forms that surface in languageproduction and the degree of sophistication of such forms” (Ortega, 2003). It is animportant factor in the second language assessment construct as described in Bachman's(1990) conceptual model of language ability, and therefore is often used as an index oflanguage proficiency and development status of L2 learners. Various studies have proposedand investigated measures of syntactic complexity as well as examined itspredictivenessfor language proficiency, in both L2 writing and speaking settings, which will be reviewedrespectively.Syntactic complexity is also called syntactic maturity, referring to the range oflanguage production form and the degree of the form complexity. Therefore，the length ofthe production unit, the amount of the sentence embeddedness and the range of thestructure type are all the subjects of the syntactic complexity (Ortega 2003: 492).………CHAPTER THREE METHODOLOGY (20)3.1 Composition Collection (20)3.2 Tools (21)3.3 Variables (23)3.3.1 Dependent variables (25)3.3.2 Independent variables (26)3.4 Data Analysis (28)CHAPTER FOUR DATA ANALYSIS AND RESULTS (30)4.1 Quantitative Differences in High- and Low- Proficiency Writings-1ivviv (30)4.2 Comparison between Quantitative Features of CET4 (38)4.3 Impacts of Quantitative Features on Writing Quality (47)5.1 Lexical Diversity and Writing Quality (47)5.2 Syntactic Complexity and Writing Quality (48)5.3 Textual Cohesion and Writing Quality (49)Chapter FiveDICUSSION5.1 Lexical Diversity and Writing QualityU index assessing lexical diversity has showed significant difference between high-and low-proficiency writing both in CET4 and CET6. It may suggest thathigh-proficiencywritings have displayed more diverse vocabularies, which is different from the study ofWang (2004). In his study, the target students have a similar lexical diversity. Among theindices assessing lexical study in his study, none index has showed significant differencebetween high- and low-proficiency writings or correlated with writings scores. In his study,he explained the possible reason for such a result that there issignificant difference inaverage words. However, this result is probably attributed to his measurement of lexicaldiversity. In his study, TTR was employed as an index of lexical diversity, but asmentioned above, TTR is reliable only when texts have the same length. In Wang's study,texts vary in length; thus longer texts tend to have lower TTR. That is why the relationshipbetween lexical diversity and writing quality is blurred. But in this study, we adopted Uindex to measure lexical diversity in CET compositions, for U index can avoid theweakness of TTR and eliminate the influence of text length. Besides, Liu (2003) studied 57second- year college students in two natural classes and found out that vocabulary size hadno immediate effect on writing score. However, the result that lexical diversity has apositive impact on the quality of writing in this study is in accordance with the study ofMcNamara et al. (2001).……………ConclusionThis study aims to explore the relationship between lexical features and L2 writingquality with the help of Lexical Frequency Profile, the relationship between syntacticfeatures and L2 writing quality through the use of the computational tool L2 SyntacticComplexity Analyzer and the relationship between cohesive features and second languagewriting quality with the help of the computational tool Coh-Metrix3.0. Meanwhile, thestudy gives us information about the textual representation of different writingproficiencies along multiple textual measurements.This section summarizes the major findings of this study and presents theoretical,methodological and pedagogical implications for L2 writing research. Limitation of thepresent study and suggestions for further studies are raised in the end.……………Reference (omitted)英语论文范文精选篇二Chapter One Introduction1.1 Background of the ResearchEnglish writing is an important way of communication, which can enhance the ability oflanguage acquisition in the process of second language learning. As one of the language skills,English writing is very difficult to master. After many years, students still find that their writingis unsatisfactory and have many problems. It is widely acknowledged that much attentionshould be paid to English writing. At present our college English writing teaching is time-consuming and low effectiveness, for teachers spend a lot of time and energy reading andcorrecting students’ compositions, but the efficiency is not high; at the same time, studentsspend a lot of time writing, and the results are not satisfactory.The following conspicuous problems tend to exist in the English writing. First, when givena topic, students tend to think in Chinese and do a translation job. Second, students spend toomuch time avoiding grammatical errors in the process of writing, which leads to the ignoranceof the organization of the compositions in a comprehensive view. Third, enriching the contentduring the writing process is difficult for students, for they fail to support their viewpointswithappropriate examples and strong arguments. English writing is the weakest part in Englishlearning especially for Chinese Vocational college students. According to Basic Teaching Requirements for Vocational College English Course,developing students’ comprehensi ve abilities to use English language is the teaching aim ofvocational college English. In terms of writing, students should have the ability to master thebasic writing skills and accomplishing writing tasks of different types, including narration,description, argumentation and practical writings like business email or announcement.Besides,their writing should have a clear organization and proper coherence; at the same time, studentsshould be able to write or describe something with adequate content and proper form indifferent situations, such as business situation.…………1.2 Purpose and Significance of the ResearchAs we can see, most English class in the vocational colleges is always a big class which contains at least sixty students and in the class students may not receive the feedbackfromteacher immediately, although offering feedback is one of the essential tasks. It is helpful andefficient for teachers that students themselves can check other s’ writing and give comments. Sothese two feedbacks have their own roles in the revision. Considering the vocational collegeeducation, examining the practice of teacher feedback and peer feedback on EFL writing is ofgreat importance and necessity. This study is aimed to discuss the effects of teacher feedbackand peer feedback in the English class in order to provide some useful English writing teachingmethod and studying ways for vocational college education. This is not only consistent with thespirit of the new curriculum; at the same time reflects the “student-c entered” teachingphilosophy.…………Chapter Two Literature Review2.1 Feedback TheoryFeedback is widely seen in education as crucial for both encouraging and consolidatinglearning (Anderson, 1982; Brophy, 1981; Vygotsky, 1978), and the importance has alsobeenacknowledged in the field of English writing.In language learning, feedback means evaluative remarks which are available to languagelearners concerning their language proficiency or linguistic performance(Larsen-Freeman,2005). In the filed of teaching and learning, feedback is defined as many terms, such asresponse, review, correction, evaluation or comment. No matter what the term is, it can bedefined as “comments or information learners receive on the success of a learning task, eitherfrom the teacher or from other learners (Richards et al., 1998)”.A more detailed description of feedback in terms of writing is that the feedback is “inputfrom a reader to a writer with the effect of providing information to the writer for revision”(Keh, 1990). From the presentation of general grammatical explanation to the specific errorcorrection is all the range of feedback. The purpose is to improve the writing ability of studentsby the description and correction of the errors.The role of feedback is to make writers learn where he or she has misled or confused thereader by supplying insufficient information, illogical organization, lack ofdevelopment ofideas, or something like inappropriate word-choice or tense (Keh, 1990).…………2.2 Theoretical Foundations of FeedbackCollaborative learning, also called cooperative learning, is the second theoretical basis thatback for the application of feedback in writing class. It is feasible that students communicateactively with each other in the classroom.There is a clear difference betweenstudents-centered and traditional teacher-ledclassrooms. Students’ enthusiasm of participating in group discussion strengthens whenstudents are completely absorbed in collaborative learning in the students-centered class. Whenstudents get together to work out a problem, ideas are conveyed among them and immediatefeedback is received from their group members.Collaborative learning emphasizes that both students and instructors participate and interact actively (Hiltz, 1997). Collaborative learning is viewed from both behavioral andhumanistic perspectives (Slavin 1987). The behavioral perspective stresses that students areencouraged to study under a cooperativesituation and rewarded in the form of group rather thanindividual ones. As for the humanistic perspective, more understanding and better performanceare gained from the interaction among peers. So it is obvious that collaborative learning putsmore attention to the influence of peers, which is different from the previous English writingteaching theories(Johnson and Johnson,1986).Collaborative learning make the students work and learn together to maximize their ownand other’s study.…………Chapter Three Research Methodology (21)3.1 Research Questions (21)3.2 Subjects (21)3.3 Instruments (22)3.3.1 Writing Tasks (23)3.3.2 Questionnaires (23)3.3.3 Pre-test and Post-test (24)3.4 Research Design (24)3.5 Data Collection (27)Chapter Four Results Presentation and Discussion (29)4.1 Students’ Changed Writing P roficiency (29)4.2 Students’ Changed Interest in English Learning and Writing (36)Chapter Five Conclusion (43)5.1 Major Findings (43)5.2 Pedagogical Implications and Suggestions (44)5.3 Limitations of the Study (46)5.4 Suggestions for Further Study (46)Chapter Four Results Presentation and Discussion4.1 Students’ Changed Writing ProficiencyThe data from the pre-test and post-test of the EC and CC were all collected and analyzedthrough SPSS 13.0 to investigate the difference before and after the adoption of teacherfeedback and peer feedback in the English writing class. As table4-1 shows, the mean score of the control class (11.43) is rather similar to theexperimental class (11.56). Moreover, the standard deviation of experimental class (9.357) isalso rather similar to that of the control class (9.421). The mean score of the experimental groupisa little bit higher than that of control the group(11.56>11.43), but the disparity is only 0.13,and thelowest score and the highest score of the two groups are quite close to each other.On the basis of the group statistics of the pre-test, the author carried out an independentsamples t-test in order to further compare the mean scores of the pre-test between CC and EC.Table 4-2 shows the Sig is 0.624, higher than 0.05, showing the writing proficiency of twogroups have no significant difference. Thereby, the statistics in the row of “Equal variancesassumed” should be observed. The Mean Difference is merely 0.338, and the Standard ErrorDifference is only 2.086. In addition, Sig. (2-tailed) is 0.836 (>.05), which indicates that thestudents from both EC and CC share almost the same level of English writing proficiencybefore the study.…………ConclusionFeedback plays a key role and is quite effective in enhancing students’ writingproficiency. The comparison of mean scores in pre-test and post-test indicates that both groupsof EG and CG make more progress in their writingafter this feedback-initiated writinginstruction. Teacher feedback and peer feedback can lead to achievements in students’ writing,which means that the two kinds of feedback are all helpful, effective for promoting students’writing competence to some degree and there is no definite answer for the research question,which one will enhance students’ writing ability the more effective method between teacherfeedback and peer feedback. Teacher and peer feedback play different roles in improvingstudents’ writing. When giving teacher feedback, students in the control class make greaterprogress in organization and content, which was different from the experimental class. Theresults and discussion on students’ focus on the five language aspects had been mentioned in theprevious chapter. Those deep-level language aspects, like the content and organization are theweakest points for most of the students especially for the vocational students, so teacher has theability to point out the mistakes more deeply. As for peer feedback, students may havedifficultyin recognizing the errors in those deep -level aspects so they put more attention to the grammarand vocabulary.……………Reference (omitted)英语论文范文精选篇三Chapter I Introduction1.1 Theoretically analytical tool of the thesisAiming to analyze the features of English advertisements, the author picks English1advertisements which closely relate to people's daily life and rank first on the list ofcommercial advertisements as the studying material and applies thematic structure andthematic progression patterns as the theoretical tool of analysis.Now, quite a large number of linguists have studied theme and rheme, usingthematic structure and thematic progression patterns to conduct studies on detaileddiscourses，such as novels, sports news and students' theses. Taking thematic structureand thematic progression patterns as the analytical tool can help to explore how textsare developed. Halliday，a great linguist who has made many contributions tolinguistics, claims thematic structure as "basic form ofthe organization of the clause asmessage" (Halliday 1985:34). Each clause can be divided into theme part and rhemepart. The relation between themes and rhemes of the text can reveal how the text isconducted, which is known as thematic progression. Through thematicprogression,coherence of the text can be established. …………1.2 Purpose of the studyThrough the perspective of Systemic-Functional Grammar, 42 written texts ofEnglish advertisements are taken as the corpus and their thematic structures andthematic progression patterns are analyzed one by one. The author will analyze thedistribution of different themes and explore the use of four basic thematic progressionpatterns in this type of advertisements, trying to answer three questions:(1) What are the features of the usage of different themes in English advertisements?(2) Which thematic progression is used most often and why?(3) What pragmatic effects do these four thematic progressions have in Englishadvertisements?In the whole thesis, these three questions will be answered through analyzing theparticularEnglish advertisements. Halliday's(1994) theory of thematic structure and XuShenghuan's(1982) four basic thematic progression patterns will be adopted asanalytical framework, the reason of which will be explained later in Chapter 2.…………Chapter II Literature review2.1 Studies on thematic structureTheme and rheme distinction was firstly described by V. Mathesius in 1939 (HuZhuanglin 1994:137). In his mother tongue, Czech，he tries to analyze sentences fromthe perspective of communication and function and show how the information in asentence is expressed. Firbas translates Mathesius' definition of theme as: "[the theme]is that which is known or at least obvious in the given situation and from which thespeaker proceeds."(Martin 1992:434) Therefore, according to him, theme is the startingpoint of the message, which is known or given in the utterance and from which thespeaker proceeds, while rheme plays a role as new information, which is about what thespeaker says ontheme and represents the very important information that the speakerwants to convey to the hearer. In his opinion，a clause is divided into three parts: theme,rheme and transition. Of course, it is obvious that Mathesius does not use the exactexpression of "theme" and "rheme".Though Mathesius' point of view has some deficiencies, it influences Praguescholars greatly. One of his well-known followers, Firbas, proposes a view to improvethe thematic theories. He believes that theme is one that has lower degree ofcommunicative dynamism in some certain context while rheme has higher one.Different from Mathesius in dividing a clause into three parts (Hu Zhuanglin et al1989)，Firbas (1992) merges the concept of transition into rheme and divides a clauseinto two.Following with their opinions, there are two groups differing from each other. Onegroup thinks that theme is equal to "given" while the other one, Systemic School,accepts 'separating approach' which disentangles the two. Systemic School argues thatthere are differences existing between information structure (given-new) and thematicstructure (theme-rheme).…………2.2 Studies on thematic progression patternsIn discourse analysis，a sentence is understood as a message，conveyinginformation from the speaker to the listener. It can be separated into two segments:theme and rheme. Mathesius' (1976) concept of theme and rheme leads to a surge ofinterest in discourse analysis operated at the level of clause. The different choices andorders of discourse themes, the mutual connection and hierarchy between themes andrhemes, as well as their relationship to the hyperthemes of the superior discourse (suchas the paragraph, chapter, etc.) to the whole text or to the situation would influence theinternal structure of the text. Halliday (1985:227) subscribes to that opinion too，statingthat "the success of a text does not lie in the grammatical correctness of its individualsentences，but in the multiple relationships established among them". Therefore,thematic progression performs an important role in discourse analysis.Both scholars abroad and at home make great contributions to the study ofthematic structure together with thematic progression.…………Chapter III Analytical framework of the study and research design (20)3.1 Analytical framework of the study (20)3.1.1 Analytical framework of thematic structure (21)3.1.2 Analytical framework of thematic progression patterns (22)3.2 Research design (24)3.2.1 Consideration on selecting data used in the analysis (25)3.2.2 Analytical procedures (27)3.3 Summary (30)Chapter IV Analysis of thematic structure (33)4.1 Some rules of identifying and counting themes........334.2 Simple theme, multiple theme and zero theme (35)4.2.1 Distribution of simple theme, multiple theme and zero theme (36)4.2.? Data analysis (38)4.3 Textual theme, interpersonal theme and experiential theme (39)4.3.1 Distribution of three functional themes (40)4.3.2 Data analysis (42)4.4 Summary (43)Chapter V Analysis of thematic progression patterns........445.1 Distribution of thematic progression patterns (44)5.2 Data analysis (44)5.3 Summary (45)Chapter V Analysis of thematic progression patterns5.1 Distribution of thematic progression patternsBefore discussing the distribution of thematic progression patterns, anadvertisement sample will be taken as an example, which is selected from Michelin.Example 3:GE(T1) is building the world by providing capital, expertise and infrastructure for a globaleconomy(Rl). GE Capital(T2) has provided billions in financing so businesses can build and growtheir operations and consumers can build their financial futures(R2). We(T3) build appliances,lighting, power systems and other products that help millions of homes, offices, factories and retailfacilities around theworld work better(R3).^In this example given above, themes and rhemes have already been marked forconvenience. T1 refers to the theme of the first clause while R1 refers to the rheme, andso on. These three sentences in this piece of advertisement are all concerned about GEenterprise, although there is a slight difference among them. According to ZhuYongsheng (1985)，these themes can be seen as the same one and these clauses aresharing the same theme. ……………ConclusionThis thesis is focused on the thematic structure and thematic progression patternsof English advertisements, aiming to find some features and favored patterns.A literature review on thematic structure，thematic progression patterns andEnglish advertisements is made before the detailed analysis and finds that fewresearches are done on advertisements with a perspective of thematic organization andby a case study of one specific kind of advertisements. Therefore, the author conducts astudy on English advertisements by setting a theoretical framework,including theHalliday's theory of thematic structure and Xu Shenghuan's classification of thematicprogression patterns. Through these methods，the research is done by investigating thestatistics and results are given below: English advertisements prefer to use simpler themes to convey' informationquickly and directly. Multiple themes and clauses with themes omitted are used not sooften and differ from each other not so much in number because of the uniquecharacteristics of advertisements.……………Reference (omitted)英语论文范文精选篇四第一章引言1.1研究背景传统的课堂英语教学已经不能满足日益提高的英语学习要求，而网络化的英语在线学习系统提供大量不断更新的资源，突破地域和时间的限制，为学生和教师提供课内或课外的网络学习平台。

【推荐】英文论文大纲范例-范文模板 (10页)

本文部分内容来自网络整理，本司不为其真实性负责，如有异议或侵权请及时联系，本司将立即删除！== 本文为word格式，下载后可方便编辑和修改！ ==英文论文大纲范例篇一：英语论文提纲范例Title:1. Introduction1.1. Understanding “interaction”1.1.1. “Interaction” in socio-culture theory1.1.2. Classroom interactions1.2. Classroom discourse1.2.1. What is classroom discourse?1.2.2. IRF Content-analysis of classroom discourse2. Classroom questioning and the function2.1. Definition of classroom questioning2.1.1. Conception of classroom questioning and its development2.1.2. The criteria for effective questioning in the classroom2.2. Categories of questioning and their functions the previously learnt structural knowledge)2.2.1 Questioning for linguistic knowledge (for students to recall or remember2.2.2 Questioning for comprehension (for students to translate, to grasp the meaning of materials)2.2.3 Questioning for application (for students to generalize, or to use learnt materials in new and concrete situations)3. Investigation on classroom questioning3.1 Purpose and object of investigation3.2 Method of investigation4. Conclusion篇二：英语毕业论文的提纲样本本科毕业论文的提纲格式样例A Contextual Study of Black English摘要：对全文进行概括性的总结，涉及到研究背景、研究目的、研究方法、研究发现等；重点放在研究发现上。

英语提纲格式作文模板

英语提纲格式作文模板英文回答：Outline Format Essay Template。

I. Introduction。

Hook: Capture the reader's attention with a compelling statement, question, or anecdote.Thesis statement: Clearly state the main argument or claim of your essay.II. Body Paragraph 1。

Topic sentence: Introduce the first main point supporting your thesis.Evidence: Provide specific examples, facts, or quotes to support your topic sentence.Explanation: Explain the significance of the evidence and how it relates to your thesis.Transition sentence: Connect the first body paragraph to the second.III. Body Paragraph 2。

Topic sentence: Introduce the second main point supporting your thesis.Evidence: Provide specific examples, facts, or quotes to support your topic sentence.Explanation: Explain the significance of the evidence and how it relates to your thesis.Transition sentence: Connect the second body paragraph to the third.IV. Body Paragraph 3 (Optional)。

大学英语作文提纲格式模板

英语写作之提纲构建：从理解到实践**English Essay Outline Construction: From Understanding to Practice****I. Introduction*** Background on the importance of essay writing in English as a Second Language (ESL) classrooms. * Brief overview of the essay writing process and its challengesfor ESL students. * Introduction to the essay outline as a tool for organizing ideas and improving writing quality.**II. Understanding the Essay Outline*** Definition of an essay outline and its purpose in the writing process. * Explanation of the different parts of an essay outline: introduction, body paragraphs, and conclusion. * Discussion on how an outline helps in planning the essay's structure and flow.**III. Crafting an Effective Essay Outline*** Tips for creating a strong introduction that captures the reader's attention. * Guidelines for developing body paragraphs with clear topic sentences, evidence, andanalysis. * Strategies for writing a conclusion that sums up the essay's main points and leaves a lasting impression. **IV. Using the Essay Outline in Practice*** Step-by-step guide on how to apply the essay outline to different types of essays (e.g., argumentative, descriptive, narrative). * Examples of well-structured essay outlines from different academic disciplines. * Exercises and activities to practice creating and using essay outlines.**V. The Role of the Teacher in Essay Outline Development*** Suggestions for teachers on how to introduce and teach the concept of essay outlines to ESL students. * Strategies for providing feedback and guidance on students' essay outlines. * Importance of encouraging creative thinking and individuality in essay writing.**VI. Conclusion*** Summary of the benefits of using essay outlines in ESL writing classrooms. * Final thoughts on the importance of continuous practice and revision in essay writing. *Encouragement to ESL students to embrace the essay outline as a tool for improving their writing skills.**英语写作提纲构建：从理解到实践****一、引言**在英语作为第二语言（ESL）的教学环境中，作文写作的重要性不言而喻。

英文作文范文提纲模板

英文作文范文提纲模板Title: Outline Template for English Essay。

Introduction。

Introduce the purpose of the outline template。

Explain the importance of having a clear and organized outline for an English essay。

Provide an overview of the key components of the outline。

I. Thesis Statement。

Explain the purpose of the thesis statement。

Discuss the importance of having a strong and clear thesis statement。

Provide examples of effective thesis statements。

II. Introduction。

Discuss the role of the introduction in setting the stage for the essay。

Provide tips for writing a compelling introduction。

Discuss the elements that should be included in the introduction。

III. Body Paragraphs。

Explain the purpose of the body paragraphs。

Discuss the structure of a typical body paragraph。

Provide tips for developing strong and cohesive body paragraphs。

英语提纲格式范文

英语提纲格式范文Introduction:The art of crafting an effective outline is often overlooked in the rush to pen the first draft. However, an outline is a writer's blueprint, guiding the construction of a well-organized and persuasive piece. This essay delves into the significance of using an English outline format and how it can enhance the writing process.Body Paragraph 1: Understanding the Outline Format- Definition of an outline and its components (main points, subpoints, and supporting details)- The importance of structure in organizing thoughts and ideas- How an outline helps in identifying the flow of informationBody Paragraph 2: Enhancing Clarity and Coherence- The role of an outline in clarifying the writer's message- Techniques for using an outline to maintain coherence throughout the text- Examples of how an outline can prevent common writing pitfalls, such as digressions and repetitionBody Paragraph 3: Streamlining the Writing Process- Time-saving benefits of outlining before writing- How an outline can serve as a roadmap for drafting and revising- The impact of an outline on reducing writer's block and improving productivityBody Paragraph 4: The Emotional Connection- The relationship between an outline and the emotional arc of a narrative- How outlining can help writers to build suspense and engage readers- Personal anecdotes on the emotional journey of writing with an outlineConclusion:In conclusion, an English outline format is not merely a mechanical exercise but a powerful tool that can transform the writing process. It is the skeleton that supports the flesh of the narrative, allowing the writer to craft acompelling and well-structured piece. By embracing the outline, writers can ensure that their work is not only coherent and clear but also emotionally resonant and engaging.。

英语毕业论文提纲模板

英语毕业论文提纲模板I. 引言A. 研究背景1. 研究领域概述2. 研究问题的提出3. 研究目的和意义B. 研究现状1. 国内外研究综述2. 现有研究的不足3. 本研究的创新点C. 研究方法1. 研究设计2. 数据来源3. 数据分析方法II. 文献综述A. 相关理论1. 理论背景2. 理论框架3. 理论应用B. 研究方法1. 研究方法概述2. 研究方法的优势与局限性3. 研究方法的适用性C. 研究成果1. 已有研究成果概述2. 成果的代表性3. 成果的启示III. 研究设计A. 研究对象1. 研究对象的选择2. 研究对象的特征3. 研究对象的代表性B. 研究方法1. 研究方法的选择2. 研究方法的实施步骤3. 研究方法的有效性C. 数据收集与分析1. 数据收集方法2. 数据分析方法3. 数据分析结果IV. 研究结果与分析A. 研究结果概述1. 研究结果的主要发现2. 研究结果的特点3. 研究结果的启示B. 结果分析1. 结果与理论框架的关联2. 结果与已有研究的比较3. 结果的限制与局限性V. 结论与建议A. 研究结论1. 研究的主要发现2. 研究的理论贡献3. 研究的实践意义B. 研究建议1. 对未来研究的建议2. 对实践工作的建议3. 对政策制定的建议[此处列出所有引用的文献]附录[如有必要，可在此处附上研究工具、数据表格、图表等补充材料]I. 引言A. 研究背景1. 研究领域概述英语作为国际通用语言，在全球范围内具有重要地位。

英语教育在我国的发展历程及现状。

2. 研究问题的提出英语教学过程中存在的普遍问题，如学生英语口语表达能力不足。

3. 研究目的和意义提高英语口语教学效果，促进学生英语口语能力提升。

为英语教师提供有效的教学策略和方法。

B. 研究现状1. 国内外研究综述国外英语口语教学研究现状。

国内英语口语教学研究现状。

2. 现有研究的不足现有研究对英语口语教学策略和方法的研究不够深入。

现有研究对英语口语教学评价体系的研究不足。

英语专业毕业论文提纲

专业论文：英语专业毕业论文提纲一、摘要（此处留空）二、引言1. 研究背景（此处留空）2. 研究目的与意义（此处留空）3. 研究方法（此处留空）4. 论文结构安排（此处留空）三、文献综述1. 国内外研究现状（此处留空）2. 研究空白与不足（此处留空）3. 研究内容与目标（此处留空）四、研究方法与数据来源1. 研究方法（此处留空）2. 数据来源（此处留空）3. 数据处理与分析方法（此处留空）五、实证研究1. 研究对象与样本选择（此处留空）2. 研究结果与分析（此处留空）3. 研究结论（此处留空）六、讨论与启示1. 研究结论的讨论（此处留空）2. 对英语专业教学的启示（此处留空）3. 对英语专业人才培养的启示（此处留空）七、结论（此处留空）2. 研究局限与展望（此处留空）（此处留空）九、附录（此处留空）一、摘要二、引言1. 研究背景近年来，我国英语教育取得了显著成果，英语专业毕业生人数逐年增加。

然而，随着就业市场的变化，英语专业毕业生面临着就业压力。

本研究的背景是分析英语专业毕业生的就业现状，为高校英语专业人才培养提供有益借鉴。

2. 研究目的与意义本研究旨在：（1）分析英语专业毕业生的就业现状，了解其就业领域、行业分布及薪资水平等。

（2）探讨影响英语专业毕业生就业的因素，为高校英语专业人才培养提供依据。

（3）提出提高英语专业毕业生就业竞争力的对策建议。

3. 研究方法本研究采用文献研究法、问卷调查法、统计分析法等方法，对英语专业毕业生的就业现状进行分析。

4. 论文结构安排三、文献综述1. 国内外研究现状（1）英语专业毕业生的就业现状分析。

（2）影响英语专业毕业生就业的因素探讨。

（3）英语专业人才培养模式的优化。

2. 研究空白与不足（1）研究视角较为单一，缺乏对就业现状的全面分析。

（2）研究方法较为传统，缺乏创新。

（3）研究结论对高校英语专业人才培养的指导意义不足。

3. 研究内容与目标（1）分析英语专业毕业生的就业现状。

英文论文提纲格式

英文论文提纲格式英文论文提纲格式模板在毕业论文的写作过程中，指导教师一般都要求学生编写提纲，一篇英文论文更是离不开提纲：英文论文提纲格式模板【1】contentsintroduction (1)1.the common historical background (1)1.1 international (1)1.2 national (1)2.the common beliefs of beats and rockers (2)2.1 rebellion against conventions (2)2.1.1 beats in literature (2)2.1.2 rockers in music circles (3)2.2 ideologies in between (4)2.2.1 beatniks were fed up with their government aboutthe explanations of why things happened (4)2.2.2 their same destiny (4)2.2.3 beat culture and rock culture were not accepted byboth capitalist and socialist ideologies (5)2.3 belief in oriental religion (5)2.3.1 beatniks study on chinese buddhism (6)2.3.2 rockers belief in indian buddhism (6)3.their identical lifestyles (6)3.1 bohemian (7)3.1.1 beats (7)3.1.2 rockers (7)3.2 madness (8)3.2.1 the beats regarded modern american life as cruel, selfish,and impersonal that writers and artists were being drivento madness (8)3.2.2 rockers were mad enough to drive rockniks crazy onrock circus spot (9)3.3 self-indulgent (9)3.3.1 drugs (9)3.3.2 homosexual (10)4. the sa me conduct (10)4.1 beats of satan and angles (10)4.2 rockers' conduct of the two sides (11)conclusion (1)英文论文提纲格式模板【2】Chapter I Introduction 11.1 Research Background 11.2 Significance and Objectives of the Research 21.2.1 The Significance of the Research 21.2.2 The Objectives of the Research 21.2.3 Summary 31.3 Studies of Fossilization both Home and Abroad 31.3.1 Studies of Fossilization Abroad 41.3.2 Studies of Fossilization in China 51.3.3 Summary 61.4 Organization of the Thesis 7Chapter II Literature Review 72.1 Interlanguage 82.2 The Definitions of Fossilization 92.3 The Classification of Fossilization : :. 132.3.1 Individual Fossilization vs. Group Fossilization 132.3.2 Temporary Fossilization vs. Permanent Fossilization 14 2.3.3 How to Identify Fossilization 152.4 Possible Factors of Fossilization 172.4.1 Internal Factors 182.4.2 External Factors 202.5 Error Analysis 222.5.1 The Background of Error Analysis 222.5.2 Procedures of Error Analysis 232.5.3 Classification of Errors 242.5.4 The Significance of Error Analysis 262.6 Summary 26Chapter III Design of the Research 273.1 Research Questions 273.2 Subjects 283.3 Method 283.4 Instruments 293.5 Procedures 293.6 Summary 30Chapter IV Result and Discussion 314.1 Data Analysis 314.1.1 Classification of Errors 314.1.2 Analysis of the Errors 314.2 The Design of the Questionnaires 374.3 The Analysis of the Questionnaires 384.4 Analysis of Causes of Fossilized Errors in Writing 40 4.5 Summary 42Chapter V Strategies for Fossilization Avoidance 435.1 To Take a Good Attitude to the Interference of LI 43 5.2 To Enhance the Learners' Motivationr445.3 To Guarantee the Quality and Quantity of L2 Input 46 5.4 To Provide Effective Feedback 485.5 To Attach More Importance to Grammar Teaching 49 5.6 To Apply More Effective Learning Strategies 495.7 Summary 50Chapter VI Conclusion 516.1 A Brief Review of the Study 516.2 Major Findings 526.3 Limitations of this Study 536.4 Suggestions 54Bibliography 55。

英语毕业论文提纲模板

Abstract:This paper aims to explore the profound impact of [Your Topic] on [Your Field] in the contemporary era. By conducting a comprehensive literature review, analyzing empirical data, and employing critical theoretical frameworks, this study seeks to shed light on the significance of [Your Topic] and its implications for the future development of [Your Field]. The paper concludes with a discussion of the findings and recommendations for further research.Table of Contents:1. Introduction2. Literature Review3. Methodology4. Data Analysis5. Discussion6. Conclusion7. Recommendations for Future Research8. References1. Introduction (500 words)- Background information on [Your Topic] and its relevance to [Your Field]- The purpose and significance of the study- A brief overview of the structure of the paper2. Literature Review (1000 words)- Historical context of [Your Topic] in [Your Field]- Key theories and models related to [Your Topic]- Previous research findings and their implications for the current study- Identified gaps in the existing literature that this study aims to address3. Methodology (500 words)- Research design and approach (qualitative, quantitative, or mixed methods)- Data collection methods (surveys, interviews, observations, experiments, etc.)- Ethical considerations and informed consent procedures- Data analysis techniques (statistical analysis, thematic analysis, content analysis, etc.)4. Data Analysis (1000 words)- Presentation of the data collected- Description of the analytical process and techniques used- Key findings and trends observed in the data- Comparison of the findings with existing literature and theories5. Discussion (1000 words)- Interpretation of the findings in the context of the existing literature- Identification of the strengths and limitations of the study- Implications of the findings for [Your Field]- Potential challenges and future directions for research6. Conclusion (500 words)- Summary of the key findings of the study- Relevance of the findings to [Your Field] and beyond- The contribution of the study to the existing body of knowledge- Final thoughts and reflections on the topic7. Recommendations for Future Research (500 words)- Specific areas for further investigation- Suggestions for methodological improvements- Potential collaborations and interdisciplinary approaches- Long-term implications and potential societal impacts8. References (500 words)- A comprehensive list of all the sources cited in the paper, formatted according to the chosen citation style (e.g., APA, MLA, Chicago)Note:- The above template provides a general structure for a graduate-level research paper. The actual content should be tailored to the specific topic and research questions of your study.- The word count for each section is provided as a guideline, but this may vary depending on the depth and complexity of the research.- Ensure that the paper adheres to the formatting and citation guidelines required by your academic institution or publisher.。

英语论文提纲格式文档2篇

英语论文提纲格式文档2篇English paper outline format document编订：JinTai College英语论文提纲格式文档2篇前言：论文格式就是指进行论文写作时的样式要求，以及写作标准，就是论文达到可公之于众的标准样式和内容要求，论文常用来进行科学研究和描述科研成果文章。

本文档根据论文格式内容要求和特点展开说明，具有实践指导意义，便于学习和使用，本文下载后内容可随意调整修改及打印。

本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：英语论文提纲格式文档2、篇章2：大学英语论文提纲格式规范篇章1:英语论文提纲格式文档一、课题研究目的意义随着经济全球化趋势的进一步增强，英语日益成为我国对外开放和与各国进行经济文化等方面交流的重要工具，因此如何改进英语教学已成为人们街谈巷议的话题和举目关注的焦点。

我校经过三年多的实践和研究，已初步确立了小学英语活动体系的目标和模式，实践证明小学英语活动体系是必要的，可行的，普遍适应小学生身心发展规律。

近年来我国基础外语教育有了很大的发展，然而，在大力发展基础英语教育的同时。

很多教师却不同程度地忽略了儿童心理认知的特点。

综观我们的外语课堂教学，教师的教学理念与社会的要求还有较大的差距。

在传统的教学方法的影响下，教师仍占去课堂大部分时间，导致为学生成为语言知识的消极接受者。

因而从更高的层面上来反思小学英语教学，真正的把小学英语活动体系应用到日常英语教学与英语活动中去就显得尤为重要。

为了改变现状，更好地贯彻教育部关于《英语课程标准》的精神，培养学生交际运用语言的能力，实现知识、技能向能力的转化，培养学生在英语活动中生动活泼`积极主动地发展，我们提出了《小学英语活动的实效性研究》的课题研究。

二、理论依据和研究目标理论依据：活动型教学方式符合外语教学理论中的“情感过滤”假设。

有利于调节儿童的情感因素。