届英语专业本科毕业论文任务介绍模板模板之令狐文艳创作
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。
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。
外国语学院本科毕业论文正文模版(12版)
ContentsAbstract (2)摘要 (2)Key words (2)关键字 (2)ChapterⅠIntroduction (2)1.1 Theoretical Background (3)1.2 Research status and development trend (3)1.3 Methodology of Research Design (4)ChapterⅡStylistic Analysis (6)2.1 To a Skylark Analysis (6)2.1.1 The Poetic Rhymes (6)2.1.2 The Poetic Rhetoric (7)2.1.3 The Poetic Details (7)2.1.4 Conclusion about the aesthetic significance of The Poem (7)2.2 Lines Analysis (8)2.2.1 The Poetic Rhymes (6)2.2.2 The Poetic Rhetoric (7)2.2.3 The Poetic Details (7)2.2.4 Conclusion about the aesthetic significance of The Poem (7)2.3 To The Lord Chancellor Analysis (8)2.3.1 The Poetic Rhymes (6)2.3.2 The Poetic Rhetoric (7)2.3.3 The Poetic Details (7)2.3.4 Conclusion about the aesthetic significance of The Poem (8)2.4 The Cloud Analysis (9)2.4.1 The Poetic Rhymes (9)2.4.2 The Poetic Rhetoric (10)2.4.3 The Poetic Details (10)2.4.4 Conclusion about the aesthetic significance of The Poem (11)Conclusion (11)Bibliography (12)To Discuss the aesthetic significance of Shelley's poemsStudent: He DaizongSupervisor: Xun Jiangang(College of Foreign Languages, CTGU)Abstract: Shelley is a representative figure of the 19th century English Romantic poetry , he beauty of nature by poetry , singing ideal performance enthusiastic pursuit of light, freedom , happiness and a better life , giving a positive upward force and endless art enjoy . By Shelley 's poetry writing can appreciate the thought and meaning of their works , and works embodied in the ideology of democracy and equality , and against the spirit and the spirit of optimism .摘要: 雪莱是19世纪英国浪漫主义诗歌的代表人物,他借诗歌创作歌颂自然、歌唱理想,表现对光明、自由、幸福和美好生活的热烈追求,给人以一种积极向上的力量和无尽的艺术享受。
介绍模板法作品格式大全之令狐文艳创作
书法作品格式大全令狐文艳1.条幅：以长宣纸全开及对开(半截或半折)，直书之作品为条幅。
2.楹联：两张对开条幅，分别书写上下联语者，亦称对联、对子或楹帖。
3.中堂：将料纸全开或比全开稍小而单独或并挂于楹联间之条幅。
4.斗方：将宣纸裁成八开左右大小(约1尺见方) 之体裁，称之。
5.匾额：又称横披，条幅横书装框或刻于木板悬挂于壁上。
6.条屏：以中堂、条幅等尺幅相类之料纸，写成一组作品，依诗文长短。
7.扇面：尺寸如扇形，有纨扇与折扇，亦可装裱或轴成册。
8.册页：将小幅作品装裱以便翻阅，合之成册，展开成册故名册页，其内容或相互连贯，或单独成立。
9.手卷：亦成横轴，不便悬挂，只适合在书桌上舒展，观后卷置之横幅作品。
书法作品格式详解⒈斗方:中国书画的一种式样。
呈正方形。
通常用四尺宣纸对裁两份，二尺高二尺宽，也可把四尺宣纸裁为八份，称为“小品斗方”，或“斗方小品”。
斗方是竖行书写的正方形的作品。
书写内容一般是四行至六行。
因为行列多，篇章布局时应十分强调上下左右的大小、开合、呼应及节奏变化等。
在创作时，要注意正文与落款的主次关系，款字一般小于正文，要自然生动。
落款可写在末行正文的下方，布局时应留出余地。
款的底端一般不以正文平齐，以避免形式的死板。
也可在正文后面另占一行或两行，上下均不能与正文平齐。
印章要小于款字，需离开一字以上位置。
⒉三开:中国书画的一种式样。
呈长方形，尺寸不等。
如用四尺宣纸分三份裁开，称四尺三开。
若用五尺宣纸分三份裁开，称五尺三开。
以此类推，同是三开，尺寸大小不同，四尺三开一般为三尺画面(实际是二尺七寸，八平方市尺的三分之一)。
五尺三开则是十二平方尺的三分之一，每开画面的面积为四尺。
⒊对幅:中国书画装裱的一种式样。
通常两幅成对悬挂。
如书法对幅，称“字对”或“对联”。
明清绘画有“画对”，是两幅大小相等的屏条，成对悬挂。
也有厅堂正中挂中堂立轴画，两边分挂“字对”，或中间悬挂中常立轴书法，两侧悬挂“画对”。
英语专业毕业论文正文格式样板
泰山医学院英语专业本科生毕业论文格式规范要求外国语学院英语专业适用专业：英语专业本科、英语专业专升本、英语第二专业（学位）毕业论文是教学计划中最后一个综合性实践教学环节，是学生在教师指导下，独立从事科学研究工作的全面体现。
为了进一步提高我院毕业论文质量，规范毕业论文写作，根据《泰山医学院本科毕业论文（设计）工作条例（修订）》精神，并参阅《泰医教字〔2007〕21号：泰山医学院本科毕业设计(论文)工作管理规定》，现对毕业论文格式要求补充和说明，要求指导教师及英语本科专业毕业生予以执行。
一、总体要求毕业论文包括封面、标题、目录、英文摘要及英文关键词、中文摘要及中文关键词、正文、（注释）、参考文献、致谢等部分组成，并按上述顺序排列。
本科生毕业设计（论文）（以下简称毕业设计）应规范、完整，符合学校的规定和要求。
一律用A4纸打印，页边距上、下、左、右均为2.2厘米。
1. 封面及题目毕业论文（设计）封面按泰山医学院规定格式填写。
封面选用光面纸张，并按照学校设计的固定格式填写。
英文题目用“小一号Times New Roman加粗”填写，中文题目“小一号黑体”填写，所在院系、专业、年级、班级、学号、学生姓名、指导教师和日期等用“三号仿宋体”填写。
2．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）的行距设置统一选用固定值23磅。
3．字体设置（1）“Contents”、“Abstract”、“Acknowledgements”、“Bibliography”英文字样均选用“Times New Roman”三号加粗，“摘要”等中文字样均选用“三号黑体”，其他内容统一选用“小四号Times New Roman”。
（2）正文第一级标题选用“Times New Roman”三号加粗；第二、三级标题分别选用“Times New Roman”四号加粗和“Times New Roman”小四号加粗；第四级标题和正文内容选用“小四号Times New Roman”。
本特利3500中文说明介绍模板之令狐文艳创作
TSI系统调试基本知识令狐文艳本内容将围绕大多数电厂中广泛使用的美国本特利（BENTLY）公司生产的振动检测系统3500为模版，全面讲述系统安装、组态、调试过程及调试中常见问题的处理。
第一节 TSI系统硬件基本知识3500系统能提供连续、在线监测功能，适用于机械保护应用，并为早期识别机械故障提供重要的信息。
该系统见下图：系统的工作流程是：从现场取得的传感器输入信号提供给3500监测器框架内的监测器和键相位通道，数据被采集后，与报警点比较并从监测器框架送到一个地方或多个地方处理。
3500框架中模件的共同特征是带电插拔和内部、外部接线端子。
任何主模件（安装在3500框架前端）能够在系统供电状态中拆除和更换而不影响不相关模块的工作，如果框架有两个电源，插拔其中一块电源不会影响3500框架的工作。
外部端子使用多芯电缆（每个模块一根线）把输入\输出模块与终端连接起来，这些终端设备使得在紧密空间内把多条线与框架连接起来变的非常容易，内部端子则用于把传感器与输入\输出模块直接连接起来。
外部端子块一般不能与内部端子输入/输出模块一起使用。
1、3500/05系统框架3500框架用于安装所有的监测器模块和框架电源。
它为3500各个框架之间的互相通讯提供背板通讯，并为每个模块提供所要求的电源。
3500框架有两种尺寸：1 全尺寸框架——19英寸EIA框架，有14个可用模块插槽2 迷你型框架——12英寸框架，有7个可用模块插槽电源和框架接口模块必须安装于最左边的两个插槽中。
其余14个框架位置（对与迷你型框架来说是其余7个位置）可以安装任何模块。
2、3500/15电源模块3500 电源是半高度模块，必须安装在框架左边特殊设计的槽口内。
3500 框架可装有一个或两个电源(交流或直流的任意组合)。
其中任何一个电源都可给整个框架供电。
如果安装两个电源，第二个电源可做为第一个电源的备份。
当安装两个电源时，上边的电源作为主电源，下边的电源作为备用电源，只要装有一个电源，拆除或安装第二个电源模块将不影响框架的运行。
英语专业毕业论文大纲模板
Abstract:This thesis explores the evolving landscape of English language teaching and learning in the context of the 21st century. It examines the impact of technological advancements, globalization, and cultural diversity on the field, and proposes innovative strategies for enhancing the effectiveness of English language education. The paper is structuredinto five chapters, each focusing on a different aspect of English language teaching and learning.Table of Contents:1. Introduction2. Literature Review3. Theoretical Framework4. Methodology5. Results and Discussion6. Conclusion7. Recommendations for Practice8. ReferencesChapter 1: Introduction1.1 Background of the Study- Brief history of English language teaching- Current trends and challenges in the field1.2 Rationale for the Study- Importance of effective English language education- The need for innovation in teaching methods1.3 Objectives of the Study- To investigate the impact of technology on English language teaching and learning- To analyze the role of globalization in shaping English language education- To explore the challenges of cultural diversity in the classroom1.4 Scope of the Study- Focus on English language teaching and learning in the 21st century- Emphasis on the global perspective1.5 Research Questions- How has technology influenced English language teaching and learning?- What is the role of globalization in shaping English language education?- What challenges do teachers face in managing cultural diversity in the classroom?Chapter 2: Literature Review2.1 Historical Perspective- Evolution of English language teaching methodologies- Key theories and approaches in English language pedagogy2.2 Technological Integration- The role of technology in language learning- Case studies of technology-assisted language learning (TALL)2.3 Globalization and English Language Education- The spread of English as a global lingua franca- Impact of globalization on language teaching and learning2.4 Cultural Diversity in the Classroom- The challenge of cultural differences in language learning- Strategies for promoting cultural sensitivity and inclusivity2.5 Current Trends and Challenges- Emerging issues in English language education- The future of English language teaching and learningChapter 3: Theoretical Framework3.1 Theoretical Foundations- Language acquisition theories- Sociocultural theories of learning3.2 Pedagogical Approaches- Communicative language teaching (CLT)- Task-based language teaching (TBLT)3.3 Technological Tools- Virtual reality (VR) and augmented reality (AR) in language learning- Artificial intelligence (AI) and machine learning in language education3.4 Cultural Competence- Definition and importance of cultural competence- Strategies for developing cultural competence in language learnersChapter 4: Methodology4.1 Research Design- Qualitative and quantitative research methods- Mixed-methods approach4.2 Data Collection- Surveys and questionnaires- Interviews- Classroom observations4.3 Data Analysis- Content analysis- Statistical analysis4.4 Ethical Considerations- Informed consent- Confidentiality and privacyChapter 5: Results and Discussion5.1 Analysis of Survey Data- Teachers’ perceptions of technology in language teaching- Students’ experiences with technology-assisted language learning 5.2 Interviews with Teachers- Challenges faced by teachers in integrating technology- Strategies for managing cultural diversity5.3 Classroom Observations- Examples of effective technology integration in language classes - Strategies for promoting cultural sensitivity5.4 Discussion- Interpreting the results in the context of existing literature- Identifying patterns and trends in the dataChapter 6: Conclusion6.1 Summary of Findings- Key insights from the study- Relevance to the field of English language teaching and learning 6.2 Limitations of the Study- Methodological limitations- Scope limitations6.3 Implications for Future Research- Suggestions for further investigation- Areas for future explorationChapter 7: Recommendations for Practice7.1 Recommendations for Teachers- Strategies for integrating technology into language teaching- Approaches for managing cultural diversity in the classroom7.2 Recommendations for Policy Makers- The need for infrastructure development- Importance of professional development for teachers7.3 Recommendations for Language Learners- Tips for effective language learning- The importance of cultural awarenessChapter 8: References[Include a comprehensive list of all the sources cited in the thesis, formatted according to the chosen citation style (e.g., APA, MLA, Chicago).]Appendices[Optional appendices containing additional materials such as survey instruments, interview transcripts, and detailed data analysis.]Note: This template provides a general structure for an English professional graduate thesis. The actual content and depth of each section will vary based on the specific research questions, methodology, and theoretical framework chosen by the researcher.。
吉林农业大学本科生毕业论文(设计)模板英语专业模板
附件4吉林农业大学本科生毕业论文（设计）模板（英语专业）封面示例（二号空三行）吉林农业大学（二号楷体，加粗，居中，间隔一个字符）（二号空一行）学士学位论文（初号宋体，加粗，居中，间隔一个字符）（初号空二行）题目名称：（三号仿宋）（五号空一行）学生姓名：（五号空一行）院系：专业班级：（五号空一行）指导教师：职称：（三号空六行）年月日说明：1、所有页面设置为A4（210×297㎜），其中上、下、左、右边距均为2.50cm。
2、本页不标注页码。
3、“题目名称”用中文题目填写。
目录示例（四号空一行）Contents（四号Times New Roman加粗居中）（四号空一行）Title（英文题目小四号Times new roman） (Ⅰ)Abstract and Key words (Ⅰ)I□×× (1)1.1×× (2)1.1.1□× (3)1.1.2□×× (4)II□×× (6)2.1×× (7)2.1.1×× (8)2.1.2×× (9)2.2×× (10)References (11)Acknowledgements (12)Appendix (13)说明：1、如论文用中文撰写，应按照学校文科论文格式排版。
2、目录单独成页，从目录开始行间距均为固定值20磅，要求最多编写到四级标题，如：（1）、（2）。
3、文中“□”代表一个空格。
摘要及关键词示例×××××（英文题目，三号Times New Roman，加粗居中，段后0.5行）Name：×××Major：×××Tutor：×××（小四Times New Roman）Abstract:（小四Times New Roman加粗）×××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××（小四Times New Roman）Keywords:（小四Times New Roman加粗）×××;×××;××（小四Times New Roman）（小四空一行）×××××××××（中文题目，三号黑体，居中，段后0.5行）姓名：×××专业：×××指导教师：×××（小四仿宋）（小四空一行）摘要：（小四楷体，加粗）××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××××（小四楷体）关键词：（小四楷体，加粗）××××××；×××××；×××（小四楷体）说明：1、从本页开始标注页码，页码用五号字，在页面下方居中编排。
介绍模板法常用四字吉祥之令狐文艳创作
书法常用四字吉祥語令狐文艳祝福語：百福具臻、福壽康寧、瑞啟德門、鴻喜雲集、福至心靈、門潭贈慶、恭喜發財、五谷豐登、福齊南山、福壽雙全、福壽年高、福惠雙修、德門積慶、升祺駢福、潭祉迎祥、福祉駢蕃、五福齊全、三陽開泰、祥瑞福輳、福祿長久、潭祺迪吉、華星凝輝。
祝壽語：萬壽無疆、百齡眉壽、返老還童、壽如南嶽、千歲之桃、松鶴舞鳳、美意富貴、麻姑酒滿、天保九如、期頤之壽、南山獻頌、算衍春齡、福海壽山、榮躋七秩、年登大耋、賀喜語：天倫之樂、鸞鳳和鳴、比翼齊飛、珠連璧合、芝蘭千載、洞房花燭、秦晉之好、琴瑟永偕、紫氣東來、吉星高照、新婚燕爾、喬遷之喜賀祿語：金玉滿堂、日轉千階、魚躍龍門、甲第星羅、光輝燦爛、登峰造極、富貴榮華、雁塔題名、飲至策勛、雲程發韌、紆朱懷金、魚躍龍門、賀德語：厚德載物、德隆望重、冰清玉潔、積愛成福、為善最樂、鞠躬盡瘁、至崭吖潯精忠報國賀安語：國泰民安、室雅人和、風順家興、四海升平、民殷國富、萬事如意、風和日暖、和諧社會、竹報平安勸學語：讀書萬卷、勵精圖誌、業精於勤、耕雲種月、天道酬勤、開卷有益、學而不厭、聞雞起舞養心語：胸懷灑落、溫恭自虛、慎靜尚寬、澄心清神、知足常樂、百忍成金、氣若幽蘭、豁達大度、怡然自樂、冰壺秋月藝術語：神融筆暢、會通古今、筆啟自然、辭富山海、遷想秒得、思逸神超、法貴天真、言為心聲、珠圓玉潤、珠光寶氣迎春語：春回大地、三陽開泰、滿園春色、梅花數點、瑞氣盈門、普天同慶、萬物登明、物華煥彩、春和貽蕩、春日喧和、綠靜春深風景語：啼鶯舞燕、高柳垂陰、松竹含韻、百川歸海、驚浪奔雷、蘭蕙桂馥、風調雨順、龍飛鳳舞、寧靜致遠、擇如時雨、雲興霞蔚、百卉含英、蘭秀菊芳、浮翠流丹、花意竹情商業語：匯川納海、斂福生財、興隆大業、宏圖大展、裕業有孚創業語：老驥伏櫪、壯誌淩雲、鵬程萬裏、群賢畢至、大展鴻圖、積健為雄、海納百川、龍藏深泉、開業語：開幕誌慶、駿業崇隆、陶未媲美、鼎業維新、富國利民、駿業肇興、大展鴻圖、多財善賈、鴻猷大展、大業千秋、大展經綸、駿業日新、源遠流長、嘉惠工商、萬商雲集、開張駿業、駿業宏開、同業楷模、陽光明媚、東風送情、德昭鄰壑、才震四方、開業吉祥，大富啟源、鶯遷仁裏，燕賀德鄰，紫氣兆祥賀新婚：百年好合．百年偕老. 天作之合.百年琴瑟．白頭偕老.佳偶天成永結同心. 永浴愛河．花開並蒂.如鼓琴瑟．花好月圓.心心相印比翼雙飛．郎才女貌. 相親相愛.美滿良緣．情投意合.鶯鳳和鳴賀訂婚：白首成約、鴛鴦壁合文定吉祥、喜締鴛鴦、緣訂三生、締結良緣、絪緣相配．終身之盟．盟結良緣．許訂終身賀嫁女：淑女於歸．於歸協吉．祥徵鳳律．之子於歸．妙選東床、跨鳳乘龍．適擇佳婿．燕燕於飛．帶結同心．乘龍快婿祝男女壽：九如之頌．南山獻頌．祝無量壽．海屋添壽、松柏長春、壽域宏開松林歲月、福如東海．壽比南山、晉爵延齡、蓬島春風．鶴壽添壽祝夫婦雙壽：天上雙星．福祿雙星．百年偕老．松柏同春．家中全福桃開連理、華堂偕老、雙星並輝．壽域同登．鶴算同添祝男壽：南山之壽．天賜遐齡．東海之壽、天保九如．河山長壽海屋添壽．壽富庚寧．星輝庚寧．耆英望重．壽比松齡祝女壽：王母長生．北堂萱茂．花燦金萱．萱花挺秀．萱庭集慶、星輝寶婺、慈竹風和、眉壽顏堂．蟠桃獻頌．福海壽山賀生子：弄璋誌喜．天賜石麟．德門生輝．石麟呈彩．熊夢呈祥賀生女：明珠入掌．女界增輝．弄瓦徵祥．輝增彩帨．緣鳳新雛賀雙生：玉樹聯芬．棠棣聯輝．花萼欣榮．雙芝競秀．壁合聯珠賀生孫：玉筍呈祥．秀茁蘭芽．瓜瓞延祥．孫枝啟秀．蘭階添喜賀新屋：金玉滿堂、美輪美奐．新基鼎定．華廈開新．福地傑人堂構更新、堂開華廈．秀茁蘭芽、煥然一新．蘭階添喜、鶯遷喬木．鴻猶大展賀遷居：良禽擇木．高第鶯遷．鶯遷喬木．喬木鶯聲．鶯遷葉吉賀開幕：大展鴻圖、大業千秋、百世宏基．近悅遠來、首領群商、蒸蒸日上、萬商雲集、欣欣向榮．駿業日新、駿業宏開、駿業鴻圖、駿業肇興、駿業崇隆、駿業宏業、開張駿業、鼎業維新、萬商雲集、鴻獻大展賀新年：大吉大利、五福臨門．四季平安、心想事成、吉祥如意、吉慶有餘、年年有餘、花開富貴、金玉滿堂、竹報平安、招財進寶、滿堂富貴、新昭如意、迎春納福、賀頌春釐、富貴有餘、福星高照、開歲百福、事事順心、添福增壽、恭賀新禧、萬事如意、恭喜發財、歲歲平安賀績優：一馬當先、出類拔萃、同心協力、個中翹楚、無與倫比超越巔峰、勞苦功高、卓越幹練、品資卓越、無懈可擊業績斐然、績效斐然、敬業樂群、業績輝煌、絕倫逸群、勤奮楷模、篳路藍縷、运筹帷幄賀升遷：英才得展．大展鴻猷．任重道遠．步步高升、青雲直上、高瞻遠矚、功績卓著、鵬程萬里、豐功偉績、懋績可風賀深造：名標金榜．才高八斗．才華橫溢．名列前芧．名冠群倫、出類拔萃．前程萬里．前途輝煌、鵬程萬里賀榮退(調)：仁風廣被、永懷德風、功成名立．功績永懷、勞苦功高、任勞任怨、勤勞卓著．政績在公、厥功奇偉、博施濟眾、德澤縈懷、聚情永懷、懋績長留、勳業永懷、鵬程萬里賀金融界：欣欣向榮．信孚中外．裕國利民．信用卓著．服務人群、實業昌隆、輔導工商．福國利民．通商惠工．繁榮社會、金融樞紐．安定經濟賀醫界：仁心良術．仁術超群．仁術濟眾、良相良醫、良醫濟世、華陀再世、華陀妙術、醫學淵博、功同再造．醫術精湛、妙手回春、懸壼濟世、杏林春滿．博施濟眾．著手成春、德施仁術．濟世利人賀政界：名孚眾望．仁聲廣被．口碑載道．功在桑梓．為民前鋒、為民喉舌、政通人和．政績斐然．善政親民．造福地方、德高望重．眾望所歸．德政澤民、德政可風．斐聲議譠、萬眾共欽．豐功偉績賀軍警：英才得展、步步高升．干城之才．柳營之光、忠勤永念、忠勤楷模、軍紀楷模、愛民助民、義舉救人、績效卓著、綱紀嚴正、懋功勛績、造福地方、惠民無疆、戰績彪炳、鵬飛鷹揚賀法界法學權威、才華橫溢、明鏡高懸、伸張正義、法學浩瀚、明察秋毫、廉己奉公、公正嚴明、芸眾慧人、仰強扶弱、崇德辯惑、德孚眾望、廉潔可風、理精言、精通六法賀當選：眾望所歸．名孚眾望．萬眾出欽．仁聲廣被、造福桑梓、為民喉舌、高才碩望．德政澤民．為民前峰．勤政親民、斐聲議壇．輔政利民、賀體育：大顯身手．出類拔萃．球壇菁英．滑壇佳技．球國稱雄、奪標高手、球技超群、球藝精湛、球壇勁旅、捷足奪魁、體育之光、體能超群、技精術粹、健身強國、為國爭光、發揚武德．擊技超群、弘揚體育賀教師：百年樹人、作育功高．培育英才．春風化雨．教育報國、春風廣被、師德永銘．教澤廣被．良師益友、師恩永懷、誨人不倦．嘉惠學子、賀美術：妙筆生花、巧奪天工、出神入化、匠心獨俱、藝林薈萃、鬼斧神工、淋漓盡致、維妙維肖、藝臻化境、藝海生輝、刻畫入微、藝苑英才、別出心裁、藝壇翹楚、功在美育、神態活現、品藝精敏、彩筆生輝賀餐廳：賓至如歸、痛飲快談、開懷暢飲、高賓滿座．勝友如雲、知味下馬、近悅遠來．嘉賓雲集．萬商雲集．醇酒佳餚、飄香十里、御膳天廚賀表演賞心悅目、多彩多姿、盡善盡美、聲色俱佳、藝術之光、行雲流水、藝臻化境、藝海生輝、天韻之聲、藝壇精英、餘音繞樑、聲藝卓越、曼歌妙舞、絲竹和鳴、傳道宏藝、婆娑曼妙、珠圓玉潤．響遏行雲答謝辞：嘉惠良多．匡助良多、嘉惠永銘、贊襄良多、受益良多、居功厥偉、熱心堪崇、感佩熱忱、贊襄功宏、銘心刻骨、貢獻殊偉、恩同再造友誼辞：雲天厚誼、雲誼永存、聚情永懷、雲天高誼、盟誼永固、情誼永懷、敦睦情誼、惠澤廣備、至诚永念、惜別常憶、德業彌珍．锦情义茂。
英语专业本科毕业论文模板兼撰写规范
英语专业本科毕业论文模板兼撰写规范20xx届本科英语专业本科毕业论文兼撰写规范姓名：吕仁爱系别：外语学院专业：英语学号： 00000000指导教师：赵草稿20xx年5月thesis writing standard for english major undergraduates:with a thesis patternbylü ren’aishangqiu normal universitymay 20xx摘要{摘要是论文的浓缩，应包括结论等内容，是完整的短文，具有独立性，可以单独使用。
即使不看论文全文的内容，看摘要仍然可以理解论文的主要内容。
切忌把导论（introduction）的内容作为摘要内容。
在下段键入中文摘要内容，并用论文的关键词替换“关键词”后的词（删除多余的词）。
如果需要输入顿号（、）、间隔号（·）、书名号（《》）、破折号（——）等标点符号，不会键入请从这里复制。
中文摘要要求在200～300字。
}关键词：词1；词2；词3；词4；词5abstract{英文摘要及关键词内容与中文内容完全一致。
注意看懂附录部分标点符号部分的内容，不要用不规范的形式输入标点符号，更不要输入错误符号。
在下段键入英文摘要内容并用论文的关键词替换“key words”后的词（删除多余的词）。
}key words: word 1; word 2; word 3; word 4; word 5contents摘要 iabstract iicontents iii1 简介 12 电子版与纸质版 13 模板的使用 13.1 键入文本 23.2 应用格式 24 论文结构与写作要求 24.1 封面与题目 34.1.1 封面 34.1.2 题目 34.2 从摘要到目录 34.3 正文 34.3.1 总体要求 34.3.2 标题和层次 34.3.3 例句及其他列表项 44.3.4 脚注 44.3.5 引用标识与参考文献 44.3.6 附录（可选） 64.3.7 页眉 65 其他要求及注意事项 6references 7附录标点符号的计算机输入 7简介{本科毕业论文是本科生毕业前的最后一个重要学习环节，是学习深化的重要过程。
英语专业毕业论文范文1之令狐文艳创作
令狐文艳创作关于论文结构和格式规范的有关问题，请认真阅读“外国语学院英语本科毕业论文撰写要求”，同时可查阅“MLA格式学位论文写作规范（供查询用）”。
（建议：以本范文作为模板，把自己论文的相应部分复制后，以“选择性粘贴”—“无格式文本”的方式，粘贴到范文的相应位置，以保持与范文格式完全一致。
）论文单面打印1份，左侧装订（两个钉子）。
（这些说明打印时删除）请文学方向的参考范文2。
山东财经大学本科毕业论文(设计)范文1题目：论转换法在英汉翻译中的应用学院外国语学院专业英语班级英语0802（注意原山经、原山财班级名称不同）学号2008110107姓名刘潇指导教师李文涛山东财经大学教务处制二Ｏ一二年五月山东财经大学学士学位论文原创性声明本人郑重声明：所呈交的学位论文，是本人在导师的指导下进行研究工作所取得的成果。
除文中已经注明引用的内容外，本论文不含任何其他个人或集体已经发表或撰写过的研究成果。
对本文的研究做出重要贡献的个人和集体，均已在论文中作了明确的说明并表示了谢意。
本声明的法律结果由本人承担。
日期填写定稿日期5月1日。
教师学生都要手写签名学位论文作者签名：年月日山东财经大学关于论文使用授权的说明本人完全了解山东财经大学有关保留、使用学士学位论文的规定，即：学校有权保留、送交论文的复印件，允许论文被查阅，学校可以公布论文的全部或部分内容，可以采用影印或其他复制手段保存论文。
日期填写定稿日期5月1日。
教师学生都要手写签名指导教师签名：论文作者签名：年月日年月日On Application of Conversionin English-Chinese TranslationbyLiu XiaoUnder the Supervision ofLi WentaoSubmitted in Partial Fulfillment of the Requirementsfor the Degree of Bachelor of ArtsSchool of Foreign StudiesShandongUniversity of Finance and EconomicsMay 2012AcknowledgementsUpon the completion of the thesis, first of all, I would like to express my heartfelt gratitude to my supervisor Prof. Li Wentao, for his enlightening guidance, incessant encouragement and careful modification throughout the process of writing this thesis. Without his patience and prudence, I could not have brought my thesis to its present form.Besides, I am also greatly indebted to other beloved teachers in the School of Foreign Studies of Shandong University of Finance and Economics, for their valuable and informative courses which have benefited me a lot during my college years.Last but not the least,I am also much obliged to all my friends who have helped me with my thesis.L. X.(名字的第一个字母)ABSTRACTOn Application of Conversionin English-Chinese TranslationLiu XiaoDue to the great differences between English and Chinese in grammarand expression style, translators may adopt the approaches of changing the word classes and sentence components in English-Chinese (E-C) translation. As a frequently-used translation technique, conversion enables translators to achieve a natural, fluent and accurate translation that not only conveys the original text’s information but also fits the idiomatic usage of Chinese.The thesis consists of three chapters. The first chapter examines the conversion of word classes in E-C translation such as conversion from English nouns or prepositions into Chinese verbs. The conversion of word classes usually results in the conversion of sentence components, so the second chapter discusses the conversion of sentence components. The third chapter explores the approaches ofhow to convert the English perspectives into the corresponding ones conforming to Chinese culture and thought pattern.Key words:conversion; word classes; sentence components; perspectives; E-C translation摘要论转换法在英汉翻译中的应用刘潇由于英汉两种语言在语法或表达习惯上存在巨大差异, 在英汉翻译的过程中,译者往往需要改变原文的词类或句子成分。
贝士德FC300说明介绍模板之令狐文艳创作
目录令狐文艳第一章、概述1.1前言 (1)1.2检查与安全注意事项 (1)1.3规格型号表 (4)1.4制动单元与制动电阻 (5)第二章、安装与接线2.1机箱结构和尺寸 (6)2.2安装要求 (8)2.3接线要求 (8)2.4接线说明 (9)第三章、运行操作3.1操作面板 (13)3.2操作键盘说明 (13)3.3显示内容说明 (14)3.4参数修改方法 (14)3.5试运行 (15)第四章、功能参数一览表······················· (16)附表 1 多段速一、二、三通断状态与频率的对应关系表 (3)6附表 1 加减速时间选择一、二通断状态与加减速时间的对应关系表 (36)第五章、故障处理方法5.1维护检查注意事项··············································· (37)5.2定期检查专案 (37)5.3故障信息及故障排除 (37)5.4故障及分析 (39)5.5常见异常现象及对策 (41)第六章、品质承诺 (43)第一章概述1.1前言FC300系列变频器是针对各种专用场合而精心设计的一款多功能高性能产品。
小学英语全英文说课稿模板之令狐文艳创作
小学英语全英文说课稿模板令狐文艳Background of English teaching in primary school: It is not a long history that English is as a subject in primary school in our country and the main instructional aims of teaching English in primary school is to cultivate pupils’ basic abilities of their listening and speaking and their good sense of the English language. Our boys and girls are exposed to English for the first time, so it is very important to develop their keen interest in English.I. Contents: Today I’m going to talk about Part B of Unit 2, PEP Primary English, Book 3. This lesson includes two parts: Let’s talk and let’s practice. In section 1, it mainly deals with the dialogue about “What’s in the schoolbag?” and the answers. And in section 2, it provides a real situation for the Ss to prastise the pattern: How many +n.(pl.)+ do you have? And the answer: I have 23 +n.(pl.) II. Teaching aims1. Aims on the knowledge(1) To enablethe Ss to understand and speak: “My schoolbag is heavy. What’s in it? Thank you sooooooo much.” Make sure that Ss can use these sentences in real situations.(2) To help Ss to finish the survey.(3) Let Ss finish the assessment of “Let’s check” in this unit.2. Aims on the abilities(1) To develop Ss’ abilities of listening and speaking.(2) To train the Ss’ ability of working in groups.(3) To foster Ss’ abilities of communication and their innovation. 3. Aims on the emotion(1)To foster Ss’ consciousness of good co-operation and proper competition.(2) To lead Ss to show their loveliness to the poor.III. Key-points of this lesson(1) To help Ss ask and answer the question: What’s in it? (2) To enable Ss to study in groups and co-operate skillfully. (3) To develop Ss’ interest in English.IV. Difficult points(1) To help the Ss ask and answer the question “What’s in it?” and make sure they can use the plural nouns correctly.(2) To finish the survey by themselves.V. Teaching methods As we all know: the main instructional aims of learning English in primary school is to cultivate pupils’ basic abilities of liste ning and speaking and their good sense of the English language. So in thislesson I’ll mainly use “Task-based” teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the dialogue. I will arrange four kinds of activities: singing, guessing game, finishing a survey and having a competition. And in this lesson a recorder, CAI, school things and a printed form will be needed. Students should prepare some school things.VI. Teaching procedures and purposes of my designing.I’ll finish this lesson in five steps.Step 1. Warm-up and preview1. Free talk between T and Ss about things in the classroom.2. Sing the song together: Books and pencils.3. Do some TPR, for example: Show me your English book. Show me your crayon.4. Review the numbers by asking: “How many crayons do you have?” Purpose:It is important to form a better English learning surrounding for the Ss by singing and doing some total physical response and at the same time it provides situations to review learned knowledge for the next step.Step 2. Presentation Now I’ll mainly talk about this step. 1. Present the pattern:“My schoolbag is heavy.”“What’s in it?.”(1) Show a bag and say: “Look! I have a bag.” Carry it and say: “Oh, it is heavy. My schoolbag is heavy.” Help the Ss understand the meaning with the help of my body language. Then lead the Ss to read the sentence. Make sure they can say it correctly.(2) T: My schoolbag is heavy. Open the bag and say: “What’s in it? What’s in my schoolbag?”Take out a Chinese book. Then do the action again. Let the Ss read the sentence.2. Play a guessing game. Divide the whole class into four groups to have a competition. Let them guess: What’s in the bag? How many? Purpose: To present the key structures one by one is much easier for the Ss to learn and grasp the meanings. Proper competition can arouse the Ss’ interest in English learning.3. With the help of the CAI to present the dialogue.Set a situation to help Ss understand: Two Ss are coming. One girl is carrying a heavy bag on her back. They are talking.Girl: My schoolbag is heavy.Boy: What’s in it? Girl: 20 story-books, 32 pencil, 9 rulers, 12 crayons and 30 picture-books. Etc.Boy: What will you do?Girl: They are for the poor. Boy: Great! I’ll bring some school things too.The boy comes back home and puts alot of things into the bag. Then he goes to school again and gives them to a teacher. While he is taking them out, he is counting the numbers of all things. The teacher says: Thank you soooooooo much.4. Mention that we should take care of the poor.5. Play the cassette. Let the Ss listen and imitate the dialogue. Pay attention to their pronunciation and intonation.Purpose: CAI can provide a real situation for the Ss to understand the dialogue and the relationships between people better. Tell the Ss we should show our loveliness to the Ss.Step 3. Practice Divide Ss into groups of six children. Each one would finish the printed form by asking and answering: How many storybooks do you have? Find out which group finishes faster. Story books picture-books sharpeners crayons pencils erasers pencil-cases rulers Chen Jie 8 24 3 32 26 4 1 3Purpose: Task-based teaching method is used here to develop Ss’ abil ity of communication and also their ability of co-operation will be well trained.Step 4. Assessment Help Ss finish “Let’s check” of this unit and workbook.Purpose: To check the knowledge Ss have learned in this period. Step 5. Add-activity1. Let Sstell each other how many school things they have after class. Tell their parents how many school things they have at home. 2. Take care of everything they have.Purpose:Revision is so important that Ss should speak English as much as they as in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.小学英语说课稿（英文万能版）●Good morning, my dear judges. I am_______, from____________. I’m glad to interpret my teaching design here.●The teaching content is Part, of Unit of PEP Primary English, Book .This unit is mainly aboutNow, I will explain the lesson from the following aspects.1.教学内容（体现教材的整合）Firstly, let’s focus on the analysis of teaching content.The lesson is a new one of Unit .It includes parts: and . In section 1, it mainly deals with these key words,. And, in section 2, it deals with the patterns:2.教学对象（根据不同年级的学生，描述其特点）Secondly, it is about the students.Our students are in Grade .They are active and curious, interested in new things. After learning English for years, they have some basic English background knowledge, so the teacher should attach importance to the communication with them, providing them the chances of using language. They have learnt English for years, and have already knownIt is not difficult for them to understand and use the language3.教学目标（根据具体内容定目标和要求）So, I set the following aims.By the end of the lesson, students will be able to read, recognize, and use these words:And, these sentences:By the end of the lesson,Ss can understand theand get useful information from the through attentive listening / reading.Ss are able to talk aboutSs can useto give suggestions onSs’abilities of listening and speaking will be developed.(Affect; Learning strategies; cultural awareness.) In this lesson, the emotional aim isto help students cultivate and foster their abilities of working in groups.to foster Ss’ consciousness of good-cooperation andproper competition.to help Ss cultivate their abilities to analyze and solve problems independently.to foster Ss’ initiative and creativeness.to help Ss to recognize and identify the differences between Chinese and English cultures onto help Ss know some and comprehend theto make sure that Ss can useCorrectly and skillfully.to develop Ss’ interest in English.The difficult point is:The pronunciation of4.教法学法Fourthly, it talks about teaching methods.In this lesson, I will mainly use “Task-based teaching method”, “Communicative language teaching method” and “TPR teaching method”, and so on.5.教学过程①具体steps 根据具体内容定；②板书steps＋ purpose 说明；③如有可能，同时完成layout设计;I will finish the lesson in steps.It will cost about mins.After greeting with the Ss, I will begin the lesson by singing the songtogether with the Ss.Purpose:The purpose of this is to form a better English learning surrounding for the Ss, and, at the same time, it provides situations to review the learnt knowledgefor the next step.It will cost about mins.With the help of the PPT, I set a situation ofbyto stimulate the Ss’ interest of the lesson.By playing the PPT, IAnd then,(板书layout) The purpose of this is to present the new words and sentences in the situation, which relates to the Ss’real life experiences, to help the Ss understand the language easily and naturally.After presenting each new word (by the guessing game), I will impart the knowledge of pronunciation rules in teaching the new words.It is called Phonics.It can facilitate the Ss’abilities to pronounce the words, and help them to remember the spelling of the words.（机械上口；有意义操练； let’s do; 课文对话表演;）It will cost mins, including 1 mechanical activity tohelp Ss to recognize and read the new words and sentences, and 2activities in the meaningfulsituations to make Ss use the new words with sentencestructures in , to help Ss usethe language in a real situation. Due to the Ss’ age, I makeThe purpose of this is to draw the whole Ss’attention to the spelling of the words.It is to help Ss to learnthrough a true situation.In this step, I will give Ss a free space to showtheir abilities.I willThen,Task-based teaching method and Communicative languageteaching are used here.The activity is to develop Ss’ability of communication, and also, their ability of cooperationwill be well developed.Making a new dialogue is to check if Ss can use correctly and skillfully.（总结上课内容；德育渗透；作业布置；）In this step, I will guide the Ss to conclude the key wordsAnd sentencesAnd also, I willThepurpose of this is to stimulate Ss’interest of learning English and wide their knowledge about communication across cultures.6.板书设计And, this is my layout design.That’s all for my teaching design. Thank you a lot for listening. (GONG)小学英语全英文说课稿Today I’m going to talk about Part B of Unit 2, PEP Primary English, Book 3. This lesson includes two parts: Let’s talk and let’s practice. In section 1,it mai nly deals with the dialogue about “What’s in the schoolbag?” and the answers. And in section 2, it provides a real situation for the Ss to practise the pattern: How many +n.(pl.)+ do you have? And the answer: I have … +n.(pl.)Teaching aims1. Aims on the knowledge(1) To enable the Ss to understand and speak: “My schoolbag is heavy. What’s in it? Thank you so much.” Make sure that Ss can use these sentences in real situations.(2) To help Ss finish the survey.2. Aims on the abilities(1) To develop Ss’ ab ilities of listening and speaking.(2) To train the Ss’ ability of working in groups.(3) To foster Ss’ abilities of communication and their innovation.3. Aims on the emotion(1) To foster Ss’ consciousness of good co-operation and proper competition.(2) To lead Ss to show their loveliness to the poor.Key points(1) To help Ss ask and answer the question: What’s in it?(2) To enable Ss to study in groups and co-operate skillfully.(3) To develop Ss’ interests in English.Difficult points(1) To help the Ss ask and answer the question “What’s in it?” and make sure they can use the plural nouns correctly.(2) To finish the survey by themselves.Teaching procedures and purposes of my designing.I’ll finish this lesson in five steps.Step 1. Warm-up and preview1. Free talk between T and Ss about things in the classroom.2. Sing the song together: Books and pencils.3. Do some TPR, for example: Show me your English book. Show me your crayon.4. Review the numbers by asking: “How many crayons do you have?”Purpose: It is important to form a better English learning surrounding for the Ss by singing and doing some total physical response and at the same time it provides situations to review learned knowledge for the next step.Step 2. PresentationNow I’ll mainly talk about this step.1. Present the pattern: “My schoolbag is heavy.” “What’s in it?.”(1) Show a bag and say: “Look! I have a bag.” Carry it and say: “Oh, it is heavy. My schoolbag is heavy.” Help the Ss understand the meaning with thehelp of my body language. Then lead the Ss to read the sentence. Make sure they can say it correctly.(2) T: My schoolbag is heavy.Open the bag and say: “What’s in it? What’s in my schoolbag?”Take out a Chinese book. Then do the action again. Let the Ss read the sentence.2. Play a guessing game. Divide the whole class into four groups to have a competition.Let them guess: What’s in the bag? How many? Purpose: To present the key structures one by one is much easier for the Ss to learn and grasp the meanings. Pro per competition can arouse the Ss’ interest in English learning.3. With the help of the CAI to present the dialogue. Set a situation to help Ss understand: Two Ss are coming. One girl is carrying a heavy bag on her back. They are talking.Girl: My schoolbag is heavy.Boy: What’s in it?Girl: 20 story-books, 32 pencil, 9 rulers, 12 crayons and 30 picture-books. Etc.Boy: What will you do?Girl: They are for the poor.Boy: Great! I’ll bring some school things too.The boy comes back home and puts a lot of things into the bag. Then he goes to school again and gives them to a teacher. While he is taking them out, he is counting the numbers of all things. The teacher says: Thank you so much.4. Mention that we should take care of the poor.5. Play the cassette. Let the Ss listen and imitate the dialogue.Pay attention to their pronunciation and intonation. Purpose: CAI can provide a real situation for the Ss to understand the dialogue and the relationships between people better. Tell the Ss we should show our loveliness to the Ss.Step 3. PracticeDivide Ss into groups of six children. Each one would finish the printed form by asking and answering: How many storybooks do you have? Find out which group finishes faster. Story books picture-books sharpeners crayons pencils erasers pencil-cases rulers Chen Jie 8 24 3 32 26 4 1 3 Purpose: Task-based teaching method is used here to develop Ss’ ability of communication and also their ability of co-operation will be well trained.Step 4. ConsolidationHelp Ss finish “Let’s check” of this unit and workbook.Purpose: To check the knowledge Ss have learned in this period.Step 5. Extension1. Let Ss tell each other how many school things they have after class. Tell their parents how many school things they have at home.2. Take care of everything they have.Purpose: Revision is so important that Ss should speak English as much as they as in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.。
英语专业文学方向论文答辩自述之令狐文艳创作
Ladies and gentlemen, Good afternoon. My name is ——from class—. The title of my thesis is——.This thesis is completed under the instruction of Ms.. I’m extremely grateful to her for her constant direction and suggestion for revising the draft of my paper. I also have to thank the professors sitting here today for your generosity in spending your time here.令狐文艳My thesis is about the Celie’s tra nsmutation from an obedient, numb, oppressed country girl to an independent and strong woman both in economy and emotion, exploring the growth path of black women.I choose this as my topic due to several reasons. First, I’m fond of literary works and I was impressed a lotthe first time I read the color purple. Second, As the protagonist of the book, Celie is the representative of all the repressed women who fight to be free.The path of Celie’s independence is an important and inspiring part in The Color Purple.I hope by studying this topic, we can help to provide spiritual power for oppressed women who want to seek for freedom and find a solution for the plight of women in ethnic minorities in western society.There are three chapters in addition to introduction and conclusion in this paper.Part one is the introduction part which presents the social conditions of the American Feminist Movement and main story of the color purple.Part two is chapter one. It analyses the causes of celie’s ugliness, including social oppression from racism and patriarchal society and family causes.Chapter two discusses the driving forces for the transmutation of celie. Black women’s creativity and mutualassistance among them are key points to her transmutation. Through the love and concern among women, she learns with the spirit of resistance, finding her own spiritual beliefs and pillars.Chapter three presents the basic definition of female beauty and analyses the celie’s beauty after her independence.She grows from an ugly duckling who can only tolerate everything silently into an independent and beautiful white swan with women consciousness.The conclusion part summarizes the main content of this paper and the social meaning of this topic. In The Color Purple, Alice Walker portrays several independent and strong females. She criticizes the traditional patriarchal society and advocates the spirit of fighting. It has a profound effect in enhancing the status of black women. Through the description of Celie, Alice Walker uses a unique perspective to reflect the life and feelings, pain and hope of American blacks, especially black women. They are not only oppressed and injured by racial discrimination of the white people, but also suffer from the abuse and insult from black men. Feminist movement in the 1960s improves this situation. They begin to think about how to defend their dignity and how to struggle against racial discrimination and sexual discrimination. The Color Purple repines against the fate of black women. It also reveals the ways of fighting for their liberation.Ok, that’s all.。
商务英语毕业论文范文之令狐文艳创作
商务英语写作论文学院：外国语学院专业：商务英语年级： 2 0 1 2 级姓名：张胜男论文题目：Implication of Cultural Differences on International Business Negotiations 指导教师：李晶漪职称：副教授成绩：2014 年 6 月 19 日ContentsAbstract.3Key words3摘要3关键词41.Introduction42. Types of Culture Differences42.1 Value View42.2. Negotiating Style52.3. Thinking Model53. Impact of Cultural Differences on InternationalBusiness Negotiations53.1Impact of Value Views Differences onInternational Business Negotiations63.2 Impact of Negotiating Style Differences onInternational Business Negotiations63.3 Impact of Thinking Model Differences onInternational Business Negotiation74. Coping Strategy of Negotiating across Cultures74.1 Making Preparations before Negotiation.84.2 Overcoming Cultural Prejudice84.3 Conquering Communication Barriers85. Conclusion9Bibliography10Implication of Cultural Differences onInternational Business NegotiationsName: Zhang Shengnan No.: 20125061824Business English Major School of Foreign LanguagesSupervisor: Li jingyi Title:Associate ProfessorAbstract: The business negotiations underdifferent cultural conditions come to cross-cultural negotiations. With the economic globalization and the frequent business contacts, cultural differences seem to be very important; otherwise they could cause unnecessarymisunderstanding, even affect the result of the business negotiations. This means it is very important to know the different culture in different countries and the ways to avoid the culture conflicts in the international business negotiations. The article commences from the types of culture differences, then it explains the impacts of these culture differences on international business negotiation and finally it analyzes how to deal with the problem of the cultural differences correctly in negotiation process. Such a standpoint is emphasized: In the business negotiations between different countries, negotiators should accept the other party’s culture, and try to make him be accepted; then make a correct evaluation with the help of valid communication and discover their real benefits between them. Besides, we should know clearly and try to accept the culture differences as possibleas we can. It is very important for the success of culture negotiations.Key words: Culture; Culturaldifferences; Business negotiation; Impact摘要:不同文化条件下的商务谈判就是跨文化谈判。
英语专业毕业论文范文模板(完整版)
Contrastive Study of Chinese and Western Cultures from the Perspective ofDocumentaries themed in "China'sDevelopment"Wang WeiqianA Thesis Submitted asa Partial Fulfillment for the Degree ofB.A. in EnglishCollege of Foreign LanguagesHebei Normal University of Science and TechnologyMay 19th, 2016摘要改革开放以来，中国经济的突飞猛进，一路高歌吸引了世界的眼光。
"中国题材"的纪录片成为世界各国感兴趣的主题。
中国和外国都各自推出了记录中国近些年发展的纪录片。
目前国内外对纪录片的研究，几乎都限于纪录片的理论研究与创作研究，而研究中西纪录片展现的文化差异非常少见。
本文从叙事方法、叙事关注点、叙述者口吻表现出的差异性入手，对比中西方“中国发展”题材纪录片以探究差异的文化渊源。
通过对比发现: 西方“中国发展”题材纪录片叙事方法角度更广泛；叙事更关注于个体情况；叙事口吻平等化。
主要原因在于中西方文化价值观的差异。
中国农耕文化基础上的集中制导致中国人思想具有一元性特征，儒家思想使国人更追求集体主义价值取向。
相反，西方文化属于多元文化，受古希腊文明和两次思想解放运动深刻影响的西方个人主义则根植于西方人头脑中，他们更关注个人思想，注重个人独立。
关键词：中国发展；纪录片；文化差异AbstractSince the reform and opening up, the economy in China develops so quickly that it draws the eyes of the world. And documentaries themed in China have become very popular. China and the West both have launched the documentaries which narrate and elaborate the development of China because of the great achievement China made recent years .At present, domestic and foreign researches on documentary are almost about the theory of documentary and creation research while the contrastive studies of the Western and Chinese cultures from the perspective of documentary are relatively rare. This thesis intends to compare the western documentaries themed in "China's Development" to Chinese ones to analyze the culture diversity between the West and China from the aspect of narrative method, narrative focus and narrative tone. Based on contrastive study, it can be found that the western ones are more diverse in narrative method; they stress individualism and their narrative tones are equality-based while that of Chinese are authority-based. That can be accounted for the differences of Chinese and Western cultures. Chinese centralism based on the farming culture leads to monism in Chinese mind, and due to ancient clan and Confucianism, people pursue collectivism. On the contrary, the Western culture is characterized by multiculturalism, and individualism influenced by the ancient Greece thoughts and two ideological liberation movements is deeply rooted in westerners' minds. They attach importance to personal ideas and individual's independence.Key words:China's development; documentary; culture differenceTable of ContentsAbstract in Chinese (i)Abstract in English (ii)I Introduction (1)1.1 Statement of the problem (1)1.2 Significance of the study (1)1.3 Outline of the thesis (2)II Literature Review (3)2.1 Researches abroad (3)2.1.1 Definition of culture (3)2.1.2 Studies of cultural values (3)2.2 Researches in China (4)2.2.1 The studies of Chinese and Western cultures (4)2.2.2 Studies of documentary from the perspective of culture (5)III Contrastive Study of Chinese and Western Documentaries (7)3.1 Narrative method (7)3.1.1 Mono-angle (7)3.1.2 Multi-angle (8)3.2 Narrative focus (9)3.2.1 Social group (9)3.2.2 Personal situation (9)3.3 Narrative tone (10)3.3.1 Authority-based (10)3.3.2 Equality-based (11)IV Cultural Analysis of Chinese and Western Documentaries (12)4.1 Monocuturalism/ multiculturalism (12)4.1.1 Monoculturalism (12)4.1.2 Multiculturalism (13)4.2Collectivism/ Individualism (13)4.2.1 Collectivism (14)4.2.2 Individualism (14)V Conclusion (16)Bibliography (18)Acknowledgements (19)Chapter One Introduction1.1 Statement of the problemDocumentary is not only a kind of television art form which records the rich and splendid culture, but also regarded as a part of human culture. Scholars have made a lot of contributions to the researches on documentary, and promoted the further prosperity of the documentary during the process of its naissance, development and evolution. However, the researches on the influence of cultural backgrounds and the national culture on the documentary are not sufficient, and even less concerning the contractive study of the Western and Chinese documentary culture.Nowadays, with the rapid development of economy, China stands in the eyes of the world with the image of a giant, and a number of documentaries that themed in China's development are made. For the differences of the values and diverse culture patterns, there are great differences between Western and Chinese documentaries. That provides the question for this thesis: What are the distinctive culture differences from the perspective of Western and Chinese documentaries? The thesis takes two Chinese documentaries and two Western documentaries as examples to explore the cultural differences in aspects of narrative method, narrative focus and narrative tone.1.2 Significance of the studyThe contrast between Chinese and Western culture has always been the problems for scholars to study, while it is original to explore the contrast from the angel of the documentary. Chinese mainstream media records and praises every aspect of the development in contemporary China. Meanwhile the West also shows an increasingly powerful China from its own perspective. And viewers can know the image of China in eyes of the Westerns, and have a preliminary understanding of the influence brought by cultural values on documentary. They can acquire a better understanding of differences Chinese and Western culture.1.3 Outline of the thesisThis thesis intends to study the Western and Chinese documentary from the perspective of cultural values. The whole passage can be divided in to five parts: The first chapter is the introduction, which involves the statement of the problem, the significance of the study and the outline of the thesis.In chapter two, it is the literature review which elaborates the studies on the value orientations, the contrastive researches on Western and Chinese culture and values and some cultural studies on documentary.Chapter three is to study the differences of Chinese and Western documentaries themed in "China Development" from the perspective of narrative method, narrative focus and narrative tone.In the fourth chapter, the author explores the cultural reasons of Chinese and Western documentaries.The fifth chapter is the conclusion of the whole thesis, which involves the main findings and some questions requiring further studies.Chapter Two Literature ReviewThis chapter gives a general overview of the studies of Western and Chinese cultures and documentaries. It begins with western scholars' studies of culture. Then, it shows Chinese scholars' studies of the differences between Western and Chinese culture patterns and some cultural studies on the documentary.2.1 Researches abroadThe connotation and function of culture is the focus of culture studies. And this is a proposition in the face of all the comparative cultural studies. What is more, for Chinese and Western scholars, value dimensions are used to measure the differences when comparing the Western and Chinese cultures.2.1.1 Definition of cultureEdward. B. Taylor, Britain's famous anthropologist, is the first scholar to summarize and epitome the cultural phenomena from the angle of anthropology. In his Primitive Culture, he (1871) defines culture is "that complex whole which includes knowledge, belief, art, morals, law, custom and any other capabilities and habits acquired by man as a member of society"(qtd in Xu, 2009:17). Taylor's definition of culture is of great significance in the academic field, which opens up a broader field of vision for the study of culture.2.1.2 Studies of cultural valuesValues are closely related to culture. Therefore, unique values and orientations can be explored from different cultures. The study of values began in 1930s. So far, the research on the values of foreign scholars has been very rich. One classification of cultural patterns which has been very influential, is that of Kluckhohn and Strodtbeck's.Kluckhohn and Strodbeck singled out five values orientation from different cultures: Human Nature (people are regarded as basically good, evil, or mixed); Relationship to Nature (the relationship can be classified into three kind that humans over nature, nature over human, or harmony with nature); Sense of Time(primary value placed on past/tradition, present/enjoyment, or future/posterity/delayed gratification); Activity (being, becoming/inner development, or doing/striving/industriousness); and Social Relationships (hierarchical, collateral/collective-egalitarian, or individualistic) (Kluckhohn & Strodtbeck, 1961). In Annals of Tourism Research, Leah Watkins & Juergen Gnoth (2011) presents explanation about the five values orientations: "Kluckhohn and Strodtbeck's five cultural assumptions together constitute a framework for understanding world-views. A world-view is a culture's orientation towards humanity, nature, the universe, life, death, and other philosophical issues that influence how we see the World."(p.1293).When comparing Chinese and western value orientations, it is generally considered that "the traditional Western belief about Social Relationship is each person is seen as autonomous and separate" and "Members of individualist cultures value self-reliance" (Davis, 2006:191-192).2.2 Researches in ChinaMany Chinese scholars trend to directly apply the Kluckhohn and Strodbeck's Social Relationship value orientations to cross-cultural studies. Some studies investigate the diverse values in the contrast of Chinese and Western cultures. People who study the documentary gradually shift their attention from pure history and creation skills to the cultural elements contained in documentaries.2.2.1 The studies of Chinese and Western culturesAccording to Professor Xu Xingyan, on the cultural form, Chinese culture is unified while western culture is diversified. China has been a strong independent agricultural nation from ancient times. Although there was nomadic culture at the same times, however, "It is only one side of the Chinese culture which can not change the basic nature of the Chinese culture based on farming". And ancient authoritarian rule was based on this kind of economy. Under the kind of economy and the ancient despotism, the unity of ideology is deeply rooted in the minds of people (Xu, 2009: 36-37).The western culture origins from ancient Greek and Roman culture, concentrated in the Mediterranean. And the territories of them are composed ofmany isolated islands. Agriculture in the islands is not as developed as the East River Basin, because of the lack of food, people need to buy from the coast of Egypt and the Black Sea, so the western commercial civilization developed. And the non slavery democratic politics was formed under this geographical conditions (ibid, :40) .According to Zhu Zhixian (1989) in Psychology Dictionary, values is defined as logic, science, art, moral, aesthetic, religious principles, beliefs and standard which promote and guide a person to take decisions and actions, and the core of a personal ideology (qtd. in Du, 2009:2). Professor Xu compares different concepts about human between Chinese and western cultures: Chinese culture adds importance to the social values of people and regards human as a member of a group. Whereas, the wills and value of the individual are emphasized in western culture. Jia Yuxin compares Chinese and Western values from the perspective of intercultural communication: "The unity of heaven and man is bound to lead to the group orientation as Dividedness Between Man and Nature definitely results in the orientation of individualism" (Jia, 1997:61)2.2.2 Studies of documentary from the perspective of cultureSome scholars such as Hou Hong (2006) and Zhu Jinghe (2002) study the production or content of documentary. Differing from them, Zhang Hongjun (2006) discusses the documentary in point of culture. As a special cultural phenomenon, the image recording contains the material level, theoretical system and spiritual core. People determine their own pursuit, faith, and ideals with certain values, and judge their own behaviors with these values to determine their relationship with the world. So value orientation is an important standard to explore the culture of documentary.The documentary, which is dominated by the official consciousness and elite consciousness, is still a major part of China's image recording. And Zhang (2006) tries to give the cultural explanation to that phenomenon: The elite and privileged person are valued, whereas the commonage and the populace are not put stress on because of the sense of hierarchy rooted in patriarchal clan system of traditional society, which has influenced Chinese society for a long time. What is more, the authoritarian nature of the social structure in ancient China brought about the political paradigm of Chinese culture. The elite and the privilege awareness of traditional consciousness affect mentality of Chinese butalso the characteristics of the Chinese documentary (p. 93). As for the implication of kindheartedness to Chinese documentary, the author regards humanism as the basic spirit of Chinese culture. But differing from Western humanism which emphasizes the individuals, Chinese humanism "To put people in the state of harmony between man and nature... and to attach importance to the spiritual world of people" (ibid.:102)Chapter Three Contrastive Study of Chinese and WesternDocumentariesThis chapter chooses two Chinese documentaries The Great Course and The Road to Revival and two Western documentaries China, A New Super Power and China on Four Wheels as the research subjects to study the differences of Western and Chinese documentaries from the points of narrative method, narrative focus and narrative tone.3.1 Narrative methodThe Chinese documentaries promote the image of China by displaying China's achievements, taking a sense of social responsibility and promotion of the theme as the main guiding ideology. Because of the impact of this concept, the Chinese documentaries which the thesis studies record the theme from a unitary perspective. On the contrary, the western documentaries themed in "China's development" are relatively concerned about more extensive perspectives and pay more specific attention to the content, so diverse ideas can be seen in the documentaries.3.1.1 Mono-angleThe Chinese documentaries themed in "China's development" are in keynote of praise. As national spokespeople, they usually use the magnificent frame, exciting events in China and infectious music to show the hardships of the development process and the splendid state of contemporary China from the view of the country. The main theme documentaries usually bear the responsibility of publicizing the achievement of the government to encourage people to contribute to the country. For example, The Great Course is connected with a voiceover commentary spoken by one person and several interviews, showing few different ideas from common people. It introduces how the whole country took actions when China encountered SARS epidemic: "Facing the sudden outbreak of SARS, under leadership of the Central Committee of the Communist Party of China, the State Council, the whole Party and the people unite as one, win the fight against SARS." That commentary intends to showfirm and great confidence of the whole country to fight with the disease. But it does not dig out from more angles such as doctors' efforts or people's recovery. Actually, in most part of the two documentaries, general state of national development is introduced, showing the theme: "China's prosperity".3.1.2 Multi-angleThe western documentaries, differing from the Chinese ones, choose richer angle of views and themes. With a similar theme, voiceover and site soundbite intersperses with each other in the documentary China: A New Super Power.In addition to the collection of literature, this German documentary also interviews Chinese people from all walks of life, asking economists, military experts, political commentators, sociologists, writers, journalists, artists, engineers, businessmen and workers and so on about some of the issues in China's development. It affirms China's rapid economic growth: "China has become a recognized power" and "being the second largest economy in the world". Meanwhile, it points out some problems in the development: The modernization of rural area construction lags behind the city. And the protection of rights and interests of migrant workers are still needed to improved, and Guo Yuhua, a socialist, expresses her worries about this phenomenon in the documentary.The documentary also points out that China has made a huge effort to enhance education and scientific research: "China is becoming one of the world's leading think-tank step by step. Though education level is improved, the children of migrant workers do not enjoy equal right to receive education." In summary, the Western documentaries not only explain the development from the aspect of economy, but also from aspects of politics, military, education, science and technology and so on. What's more, both documentaries --- China,A New Super Power and China on Four Wheels choose to interview many Chinese to realize the sate of China and describe the development with diverse angles to show the objectivity. In this way, the subject is enriched with plentiful materials, so the objectivity and diversity of perspectives increase. Indeed, there are some unjust comments and prejudice in the whole video, but they are not discussed in this thesis.3.2 Narrative focusThe two Chinese documentaries are also distinct from the western one in terms of the narrative focus. The Chinese ones trends to show the concern to the whole society while the Western ones tend to focus on personal situation. "Humanism is a philosophical and ethical stance that emphasizes the value and agency of human beings" according to Wiki, and generally, it emphasizes people's dignity, encourages liberal views and advocates the equality. Blue ocean civilization gives birth to the Western independence, equality, individual spirit, while the farming civilization has made the Chinese people form a collective ideology of unity and struggle.3.2.1 Social groupIn terms of value orientation, China, as an eastern country, belongs to collectivism which pays attention to the interests of the group and individual social value. Clan, country, the thought of collectivism affects the creation of documentary in the country. In terms of the theme of "China's development", the Chinese documentaries stress on social responsibility, the sense of belonging to the organization and the spirit of collectivism. There are only a few interviews of the common people in the documentaries. And when one is interviewed, he is not the representative of himself but the spokesman of his group. Taking an example, when talking about developing rural area, a farmer Hua Fangping in Pinghu Village being interviewed in The Great Course said: "Now the urban and rural areas are integrating, I think we live in the same level as citizens, and we have been able to catch up with them". What he said is not only about the life of himself, but also represents the entire villager of Pinghu. And it even indicates that many rural areas are showing a new look. This is a typical "group" value: To show a group through the individuals.3.2.2 Personal situationWestern directors focus on the personal liberal spirit, emphasizing the ideas of the individuals. In the Western documentaries, people from all walks of life are interviewed, and each is the representative of himself. In the British documentary China on Four Wheels,the situation after the earthquake in Sichuan is recorded. It focuses on the living situation and emotional state of Mrs. Li andher students after the earthquake in Wenchuan, paying attention to the change of their feelings to show their personal situations. There is neither evaluation of post disaster reconstruction nor the life state of the whole victims after Wenchuan earthquake. China, A New Super Power comprises a series of interviews with more than 20 Chinese people. It is the personal ideas but not the mass views that occupy an important position. These examples show the narrative focus of the Western documentaries trend to single person instead of a group.3.3 Narrative toneThe Chinese documentaries recording the development are also distinct from the western ones in terms of tone of the narrator. The Chinese narrator is in an authoritative tone while the Western one is based on equality.3.3.1 Authority-basedIt is easy to find out that when narrating the serious theme of the development of contemporary China, the Chinese narrators maintain an official, authoritative image in the documentary. And the documentary publicizes its mainstream ideology and manages to educate the audience. There is part of the reason that documentary is influenced by a concept named "Visual Politics" which derives from the Soviet Union. Besides, Chinese collectivism which attaches importance to authority, can also account for the authority-based tone. On study of the two Chinese documentaries The Road to Revival and The Great Course, the producers describe the development of China with a convincing and earnest attitude in an authoritative tone, especially in The Great Course. When it introduces the accomplishments of China's aerospace industry, the narrator says: "‘Shenzhou' and ‘Chang E' symbolize the new state of the Chinese nation on the way to the revival; It shows the world that the independent innovation is the soul of the national progress in a convincing way; Science and technology progress is the powerful engine to promote the country to take off." This truth is told to the audience directly by the narrator rather than found by the audience. Therefore, the audience is placed in the position of listeners. Based on the tone of authority, both documentaries manage to mould their audience with the patriotism feelings and social responsibility.3.3.2 Equality-basedAudience and narrator usually have equal status in western documentaries. The Western documentary producers usually regard themselves as participants in the event during the process of shooting. They are more like explorers and discoverers, intending to explore the secrets and let the life speak itself naturally and sincerely. So western documentaries are closer to audience and appeal to them to show their respect for the viewers. The China on Four Wheels is a typical western documentary which is very different from the Chinese one. In the lens of the documentary, the narrators do not take an official view to observe China. Justin and Anita, the presenters, drive themselves throughout China in order to experience the great changes China has made. Anita walks along the eastern part of China to observe the prosperous side of China while Justin walks along the western to experience the poor side. They attempt to talk with native people to realize the current situation of their lives. Justin goes around ancient Feng Huang Town to capture what Miao, a minority nationality's life is like. In his lens, Feng Huang has been a tourist resort where many tourists flood in for its characteristic culture. According to his native tour guide, tourism improves Miao People's lives' level here: "We are much better now". But he wonders what life is like in remote neither interviews any officials nor uses official literature but just record what they see and experience. In this way, the documentary satisfies the audience's curiosity with an equality-based tone. And the audience can see a real China through the recorders' eyes.Chapter Four Cultural Analysis of Chinese and WesternDocumentariesIn this chapter, the author analyzes the culture origins that lead to the differences of the Chinese and Western documentaries themed in "China's Development".4.1 Monocuturalism/ multiculturalismChina culture is unified, while western culture is diversified (Xu, 2009). Monoculturalism is the practice of actively preserving a national culture via the exclusion of external influences while Multiculturalism describes the existence, acceptance, or promotion of multiple cultural traditions within a single jurisdiction according to Wiki. These two different forms of culture lead to different narrative methods.4.1.1 MonoculturalismChinese civilization was originated from the Yongzi River and Huanghe River. In the vast land, "the river crisscross, the climate is damp and warm, the product is abundant..." (Xu, 2009:34). It provides great soil to develop agriculture which dominated the ancient Chinese economy. What is more, there is extensive desert in the northern frontier, high mountain chains and forest in the southwest being the obstruction which made it difficult to contact with other countries in ancient time. What is more, the ancient rulers advocated physiocracy, which led to the poor exchanges between our country and other countries. Therefore, traditional culture develops along the direction of its own, having a style of its own. China is basically in a unified and centralized state since it entered the civilized society, and the period was very short when there was a split. Under the despotism, the thinking "The land belongs to the king, people all over the word are the king's servants" rooted in people's minds and the Confucianism which advocated the authority dominated people's thought. Generally speaking, monoculturalism is formed because of the monism of economy, politics and thinking in ancient China. So in the Chinese documentaries, the current development is introduced from a general view,introducing the prosperous or positive aspects. As is recorded in Road to the Revival,the commentary makes a general introduction to the fight with the SARS without details from other angles. Both Chinese documentaries publicize one theme: China's power and prosperity.4.1.2 MulticulturalismWestern civilization is different from Chinese civilization. Xu says: "ship of the Western culture was born in the blue sea." The main representative of Western civilization, Roman and Greece are located in Mediterranean, and their territories were dotted with Islands. The narrow land, poor soil and the dry and hot climate in the summer form the environment which is not suitable for growing grain, so the food production are not even self-sufficient. Some densely populated cities such as Athens, purchased grain from the Black Sea coast and Egypt. Thus, business culture was developed in the West. Due to the geographical and economic features of the place, the West formed democracy which was applied to citizens. Owing to the commercial foundation and democratic political conditions, cultural diversity came into being. The world is divided, showing plural patterns to the islands residents. The influence of the multiculturalism can be found in the Western documentaries: They collect the views of Chinese people from all walks of life in order to show a current situation of China. They manage to record China's development from richer angles: economy, politics and so on. It is no doubt that the massive materials and the various perspectives are influenced by the cultural diversity in the West.4.2Collectivism/ IndividualismDocumentary, as a kind of image culture, is bound to imply some values. Kluckhohn (1961) defined value as: "A conception, explicit or implicit, distinctive of an individual or characteristic of a group, of the desirable which influences the selection from available modes, means and ends of action. People's attitudes are based on the relatively few, stable values they hold". Kluchohn and Stodtbeck advanced five values orientations. In aspect of social relationship, they classify it into three types: Hierarchy, Group and Individual. "Generally speaking, the most apparent difference between Western and Eastern。
英语专业毕业论文任务书
[3] 艾米莉·勃朗特(Emily Bronte)著,方平译.呼啸山庄[M]. 上海译文出版社, 2001
[4] 夏洛蒂·勃朗特(Charlotte Bronte)著,宋兆霖译.勃朗特两姐妹全集[M]. 河北教育出版社, 1996
2、主要目标
英美文学方向毕业论文的主要目标是：对已有的文学研究领域的理论性和应用性的研究成果，在翔实、可靠的事实材料的基础上进行有一定新意的探讨，这种新意可包括新的命题、新的视角、新的材料、新的方法、新的论证、新的结论。研究应熟识与了解现有的研究理论、结论和评价，并进行消化、吸收，针对现有理论中的不足、不确切和未涉及之处进行局部的修正、改进、补充或完善。写英美文学方向的毕业论文的学生要有较好的理论准备，能够熟练运用已学的理论知识，正确、科学地分析、解决论文撰写过程中出现的各种具体的问题，在教师的指导下发现、提出问题并对某一具体理论提出自己的看法和意见。
教研室主任签名:
年 月 日
注：任务书必须由指导教师和学生互相交流后，由指导老师下达并交教研室主任审核后发给学生，最后同学生毕业论文等其它材料一起存档。
2、基本要求
按照规定的时间和进度提交一份具有一定的理论或应用价值的，字数在5000英文单词左右、英美文学方向的学术论文。
三、计划进度：
4月15日—4月18日：指定论文指导教师，学生选定题目；
4月19日—4月25日：完成任务书部分和开题报告；
4月26日—5月12日：完成论文第一稿；
5月13日—5月22日：完成并上交论文第二稿；
毕业设计（论文）任务书
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[7]齐中华，欧阳俊林. 中介语及语言错误与二语习得[J]. 安徽工业大学学报(社会科学版)，2008（4）：94-96
[8]许余龙. 对比语言学 [M]. 上海：上海外语教育出版社,2002：288-299
南 阳 理 工 学 院
令狐文艳
毕业设计（论文）任务书
外国语学院英语专业095111班学生 学号
指导教师温伟力职称教授
一、毕业设计（论文）题目：试论对比分析、错误分析和中介语理论
OnContrastiveAnalysis,Error Analysis and InterlanguageTheory
二、毕业设计（论文）工作规定进行的日期：2012年12月28日起至2013年4月22日 止
[1]James, C. 2001.Errors in Language Learning and Use：ExploringErrorAnalysis[M].
Beijing: Foreign language Teaching and Research Press,24
[2]Selinker,L. 1972. Interlanguage[J].International Review of Applied Linguistics,
主要内容及技术要求：
主要内容：通过对二语习得研究错误理论中对比分析、错误分析和中介语理论的论述和分析，深入探讨、研究二语习得者语言错误产生的根源和应对策略，从而使教师正确认识学生的语言错误，帮助学习者逐步改进和发展中介语，以便二语习得者达到更好地掌握第二语言的目的。
技术要求：
1. 资料搜集：要求大量查阅二语习得理论方面关于对比分析、错误分析和中介语理论的参考文
三、毕业设计（论文）进行地点：校内
四、任务书的内容：
选题的目的、意义：
50年代至今,二语习得研究经历了几个发展阶段:对比分析、错误分析和中介语研究。对比分析的目标是研究错误的根源,即对比学习者的母语和第二语言,它局限于母语的影响；错误分析的目标是对比中介语和第二语言,尽管对产生错误的根源作了更为广泛的探讨和研究,但因其局限于探讨学习者第二语言使用中出现错误的那部分语言,而忽略了学习者正确使用的那部分语言；而中介语研究的目标则是对中介语这一语言系统做出具体描写,从而使我们的二语习得建立在更加科学、更加客观和更加自觉的基础上。
(10)：209-231
[3]陈艾莎.试论外语教学对比分析和错误分析的研究价值[J].四川师范大学学报(社会科学版)，2007（3）：113-117
[4]陈俊华.第二语言习得理论述评[J].理论月刊，2007（4）：132-135
[5]戴炜栋，束定芳. 对比分析、错误分析和中介语研究中的若干问题一一外语教学理论研究之二[J].外国语，1994（5）：1-7
献，认真研读，详细了解国内外研究现状。
2. 论文结构：要求做到语言规范，层次清晰，语法正确，论证合理。
3. 论文格式：认真参照学院和外语系规定的毕业‘论文要求’，做到符号标准、字体规范。
4. 论文内容：要求设计合理的研究方案，并具有学术创新或个人的独立见解。
原始数据与资料：
在图书馆借阅、自己购买或在学校图书馆网页上查找撰写论文所需的相关参考文献或资料, 认真搜集、整理原始数据要，数据要真实、准确。
进度排：
1.2012年12月28日以前上交论文开题报告
2.2013年01月08日开始论文初稿写作
3.2013年03月18日前完成论文第一稿的写作
4.2013年04月01日前完成论文第二稿的写作
5.2013年04月15日前完成论文第三稿的写作
6.2013年04月22日以前上交毕业论文成稿
主要参考资料：
[9]张艺，任培红. 错误分析与中介语分析对外语教学的价值[J].长春理工大学学报（社会
科学版），2008（2）：134-136
[10]仲晶瑶.对比分析、错误分析及中介语研究[J].黑龙江社会科，2010（1）：120-122
研究室主任签名：
年月 日
院分管领导签名：
年月日
学生签名：
年月日
二语习得研究关于错误理论中的对比分析、错误分析和中介语研究既是二语习得方面的重要研究课题，又是重要的研究工具。这三种语言分析理论各有优缺点,但都对揭示外语学习过程起到了重要作用。因此，通过对这三种语言分析理论进行深入研究，有助于引导教师正确认识学生的语言错误，帮助学生逐步改进和发展中介语，以期达到更好地掌握第二语言的目的。