英语专业论文写作考试复习提纲
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。
英语论文写作课复习资料 (仅供参考)
英语论文写作课复习资料(仅供参考)Lecture 1 General introduction1. The basic concept of academic research paper writingThe concept: “Research ”---something new, something of significance, something that can promote scholarship, science and technology, productivity and human growth, for thebetterment of the well-being of mankind.2. Characteristics of academic paperA. Scientific--- based on scientific theories and objective data, and the problem is approachedwith a scientific attitude and methodology．The conclusion is backed up by reliableevidence, the analysis or exposition is logically sound.B. Scholarly --- more or less theoretical and concerned with academic matters．The subjectunder discussion or investigation and the conclusion to be drawn are academicallysignificant.C. Original --- a new perspective or method, develops new arguments or conclusions，or evenmakes a breakthrough in a certain field．The graduation paper is a special form of academic paper characterized by being scholarly，scientific and original to the greatest extent possible．3. The style of academic writingA. Formal because it is written in standard language and in formal style devoid ofcontractions，ellipses，slangy words，vulgarisms，etc.B. Substantial because it deals with academically important and serious issues and is ofsubstance and length．C. Well-documented because it rigidly follows the rules of citation and documentation with allborrowed ideas or facts fully acknowledged in the notes and bibliography．4. The requirements of an academic paper.1) A scientific attitude，a rigorous study style, a creative mind, and a great courage toexplore unknown academic areas, discovering or solving problems in the academic orscientific fields.2)Basic knowledge of academic research--- its nature, value, and significance，essentialfeatures, techniques and methods，etc．To learn more about the academic circle and thesociety by searching through all sorts of reference materials originating in academic andsocial studies.3) To know about scholarship, such as how to find subjects to investigate, how to collectand evaluate source materials, how to develop their own ideas.5. Components parts of an academic paper1) English title and Chinese title of your paper2) Abstract both in English and in Chinese and key words3) Key words in English and Chinese4) Contents5) Introduction6) Materials and methods used in the research (theories, tools, approaches, etc.)7) Facts and figures in the analysis, pros and cons in the argumentation or points ofview in the exposition;8) Research results or findings;9) Conclusion.6. The steps of paper writing1) Choosing a topic: a tentative topic, a preliminary thesis statement2) Making a thesis proposal:3) Data collection and evaluation: a working bibliography4) Thesis formulation (presentation or statement)5) Organization of ideas；6) Writing and revising of the paper；7) Finalizing of the paper．Research paper writing are more often with starts and stops，setbacks and reverses，even dead ends, especially in the preparatory stages. It is only after constant efforts，repeated modifications and alternations that you come to a satisfactory end and get everything finalized．7. Start working on your thesis:1) Be clear about your aims and intention: what to investigate or research into, what to writeabout.2). Choose a good topic: a tentative topic, narrowing your focus only on one of the issues, toan appropriate topic, considering your capability, limit of time, limit of references you can find.You may begin by inquiring into what is known to people on a certain subject；then by making comparisons or contrasts and passing judgment，you perceive loopholes, inaccuracies，errors or fallacies；by analyzing the correct and the incorrect，you draw conclusions of your own and develop some new ideas or views on the topic under discussion．3) Reading: d oing extensive and intensive reading, evaluating source materials and takingnotes of important and relevant information or points of view in your reading. Sorting out useful materials you have collected and developing your ideas.4) Writing an outline: p lan the paper with great care and draw a good outline, organizingyour thoughts for the writing of the paper with unity，coherence clarity and accuracy.5) Follow the writing conventions and paper format strictly: a ttach carefully and correctlymade notes and bibliography to the end of the paper, documenting properly the sources you have made use of．6) Guard against plagiarism: making of notes and bibliography.Lecture 2 How to choose a topicTo choose a topic is the first step of preparation for your research and research paper writing.You must decide on what to research into and what to write about，namely，to discover the subject for your research and choose the topic for your research paper．1. The two broad types:Research areas may be divided into two broad types：theoretical and practical．The theoretical type is theory-oriented.The practical is application-oriented．Theory and practice always walk hand in hand，and in fact they are usually combined in papers，which may be more theoretical or practical．2. Academic areas for the English majors of our universityThere are five areas for research and confine your topics to English-related areas and subjects as listed below：1) The Area of Language studies (linguistics)，including English morphology，syntax，semantics, etymology，rhetoric，stylistics，pragmatics，all branches of English linguistics and their comparisons with the Chinese counterparts；Pure language study of English on its structure and elements such as peculiarities，phonetics，grammar，vocabulary，discourse，comparisons of English dialects，Briticism，Americanism，Australianism, etc．2) Applied linguistics: English for Specific Purposes (ESP).Studies of ESP: TESL (Teaching English as a Second Language); TEFL(Teaching English as a Foreign Language)，and any special know-how or expertise concerning English in use．Nowadays，language teaching and learning is becoming an independent discipline with its own theory and practice, including:a. To study psychological mechanisms of language teaching and learning;b. To study the methods of teachers’ teaching and students’ learning of the English language;c. To compare the acquisition of the mother tongue with that of a foreign language，discuss theimprovement and application of modem teaching approaches and facilities，or even make comments on and evaluate text-books in use，etc．If you want to be more theoretical，you can try any branch of linguistics and its application to language teaching and learning and the second language acquisition．3）Area of literary studies，including :British，American，Australian，Canadian．South-African literature，comparisons between them，and their comparisons with Chinese literature；To apply literary theories and critical methodology to the study of writers and works，literary trends and schools，literary periods，literary criticism, etc．4）The area of translation and practice，including theories and mechanics，written translation and oral interpretation；In the area of translation，you can research into:a. The origin and growth of translation practice and theory;b. Different theoretical schools and their doctrines on translation;c. Standards and criteria for the quality of translation;d. Methods and techniques for doing translation of various kinds;e. Teaching of translation as a basic language skill，etc．5) The area of cross-culture studies:Comparisons of religions，philosophies，educations(?)，habits and customs of different countries and races，as well as means of intercultural communication．3.To choose topics1) First step to discover a subject in one area:a. You may use your personal experiences，for example，attending a lecture or a course；reading anewspaper，a journal，a book or a novel；watching a movie，a TV program and so on．b.You may also talk with others，your fellow students，your friends，and your teachers in particular，to get enlightenment．c. The most important thing for you to do is to get help from source materials，such as a table of contents，a book’s index，an encyclopedia article，headlines in periodical indexes，etc．After you have discovered the subject that suits you，you should further find a specific topic under the chosen subject.2) Three standards．a. Interesting to you.An interesting topic will give you great impetus for the successful fulfillment of your research．b. Significant or worthwhile.Your topic should have obvious or potential theoretical or practical value．c. Workable or manageable.An appropriate topic should be neither too broad，or too narrow．3) Difficulties in choosing a good topic:a. Not fully aware of what is really significant or valuableb. Difficult to subdivide the general subject he has discovered into topics of manageable sizeand complexity．c.The problems of a broad topic:The topic is too general, one on which it is hard to focus your study or to finish a paper of the required length within the stipulated time.The references available may be too many for you to finish reading within the allotted time．Too broad a topic should be narrowed down to a workable size．d. The problems of a narrow topic:a. The topic is too specific，hard to enlarge upon or develop your arguments about．b. It is usually trivial or insignificant．c.You can hardly find enough source materials or references to help in your research．Such atopic should be broadened accordingly．Therefore, choosing a good topic for research and research paper writing could be much more difficult than expected．The difficulty usually is not that the researcher is ignorant of what holds interest for him, but hard to have clear ideas.4) Judgments of the significance or value:Your awareness of the significance or value of the topic to be chosen largely depends on:a. What aspects of your topic have or have not been explored；b. What are the findings，old and new；c. What are controversies therein;d. What are the loopholes, inaccuracies, errors, fallacies.5）The appropriateness of the topic:a. The length of the paper as required, for example, your graduation paper required about4,000 words；b. The amount of time you can afford；c. The availability of information you need for the research；Taking these factors into account，you decide whether your topic is too broad，or too narrow.3.To adjust your topic1) Narrow down an abroad topic:If your initial topic is too broad，you can narrow it down by m oving step by step from a broad to a narrow and still a narrow topic until you get the suitable one：2) Broaden a narrow topicIf your topic happens to be too narrow，you can also seek help from the periodical indexes and your adviser，or broaden it step by step by reversing the narrowing process as illustrated above．In short, when choosing a topic, you have to consider the significance of your research, your audience or readers, your writing situation, the availability of source materials, and other relevant conditions, which all contribute to the success of your research and research paper writing.Remember to consult your tutor or supervisor for advice.Lecture 3 Preliminary Bibliography1．Making a thesis proposal1) Preliminary bibliography：1) find the references available.2) reading source materials；3) previous achievements of the subject your choose；2) To discuss with your tutor1）The topic→The titles of academic articles (a tentative title)2）The anticipated result (hypothesis)3) Write a proposal:a. What is the subject you have discovered?b. Why do you take interest in this subject?c. What methods do you intend to adopt?d. How are the source materials you have read or mean to read related to the subject?e. What is the relationship between the previous achievements of others and your anticipatedresults?f. What practical and／or theoretical value do you think your research might have?g. What are the limitations of your methods and materials，and the difficulties you maypossibly encounter?h. How do you plan to overcome these difficulties?The proposal gives the plan and the procedures you mean to follow, the background of the research, and discusses the anticipated results of your research in relation to the previous achievements of others and their potential value in theory and practice，as well as possible limitations of your research and difficulties you might meet with．2. Choosing methods and approaches.(注: 一定根据研究内容和题目确定研究方法。
英语写作复习提纲
Academic writing for PhD students1. introduction⑴考试格式：先给一个文本，写出move1、move2、move3的句号，然后再写一下各个句子的作用，如move1-a等，见P61例如：XXXXXXXXMove 1: {a}:1、2、3；{b}: 4、5Move 2:{a}:6、7Move 3: {a}:8、9Function: move 1-a :by showing that the general research area is important.move 1-b: ………………………………⑵复习资料：Writing introduction section:Move 1 establishing a research territory 确立研究范围A: by showing that the general research area is important, central, interesting, problematic, or relevant in some way. (optional 可选，即可有可无)B: by introducing and reviewing items of previous research in the area. (obligatory, 必选)：文献综述。
Move 2: establishing a niche：说明该研究的必要性A: by indicating a gap in the previous research, raising a question about it, or extending previous knowledge in some way. (obligatory, 必选)Move 3: occupy the nicheA: by outlining purposes or stating the nature of the present research.（必选）:has two main variants:●Purposive(P): the author or authors indicate their main purpose or purposes. ●Descriptive(D): the author or authors describe the main feature of theirresearch.●Other elements: ①secondary aims of features; ②the contribution andvalue of your research; ③principle finding（原则，主义等发现）; ④an outline of the structure of your paper.B: by announcing principal finding（可选）C: by indicating the structure of the RP（可选）2、改错题（见书P14、15、16、17等处）⑴effective sentence structure: P14-16Unity：一致、同一，例如先后语句的主语、时态等的统一Coherence：条理性、连贯性Conciseness：简明扼要，即不要过于啰嗦Emphasis：强调，重点Variety：变化, variety is the foundation of sentence style. Apart from variety in sentence length, other variations are variety in sentence beginning, in grammatical structure (simple, complex, compound-complex ), in rhetorical（修辞学）structure (loose松散的，periodic周期性, balanced 平衡的), in the elements (words, phrases, clauses从句), and in sentence rhythms（节奏，韵律）.⑵correct use of numbers（数字的正确使用）: P17-19①普通规则如果数据放在句首，一定要用单词，不能用数字：注意如果数字不能用少于四个单词表示，则不应放在句首（最重要的规则，必须遵守）在写作中，非特殊数据应根据以下两个规则写为单词：●数据小于100时，则写为单词●数据如果能用一或二个单词表示，则写为单词当数据出现在时间单位前，则应根据上面的规则来确定使用数字或单词：注意在技术写作中，不同过程的时间应用精确的数字来表示。
英文作文作文提纲
英文作文作文提纲提纲：1. Introduction。
Introduce the topic of the essay and its significance.Provide some background information if necessary.Thesis statement outlining the main points to be discussed.2. Body Paragraph 1。
Discuss the importance of learning English intoday's globalized world.Provide examples of how English is used as a lingua franca in various fields such as business, science, andtechnology.Explain how proficiency in English can enhance communication and collaboration across cultures.3. Body Paragraph 2。
Address the role of English in education.Discuss how English proficiency is often a requirement for higher education and employment opportunities.Highlight the benefits of being able to access information and resources available in English.4. Body Paragraph 3。
Explore the cultural significance of the English language.Discuss how learning English can lead to a betterunderstanding and appreciation of English-speaking cultures.Examine the influence of English literature, music, and film on global culture.5. Body Paragraph 4。
英语文学论文提纲
英语文学论文提纲英语文学(English literature)指英语写成的文学作品，作者不一定是来自英格兰。
英语文学论文提纲范文一：AbstractWhile bring unparalleled development and prosperity to society on economy and culture.Internet technology has given a huge challenge to the original intellectual property protection. Intellectual property protection is a global issue, it involves the economy, the culture, the legal aspects of morality, and it requires joint efforts of the whole society. The international development of the Internet for the traditional intellectual property system brings huge impact. At present the protection of intellectual property rights were insufficient, such as legislation, patents, etc. In many countries, the intellectual property rights protection lags behind; the system is relatively backward, compared with the international average still have a large gap.Keywords: System;The status;Protection; Changing;influence Ⅰ. Traditional system of intellectual property protectionA. The severe situation. Traditional system of intellectual property protection is affected by many factors, subjective and objective factors leading to the crisis.1. Traditional intellectual property protection scope expands unceasinglyInformation technology makes the traditional intellectual property protection from single copyright expanded to commercial secret, science and technology, and even network domain.2. Realistic social ethics and network ethics to understandingof the differences between knowledge propagation. These differences influence the protection of intellectual property rights from a subjective.3. Network monopoly attenuated. Under the network environment, Intellectual property legislation differences and the rights protection period ragged, etc. All profoundly influence to the intellectual property rights of exclusiveness and weaken the intellectual property of monopoly. The intellectual property confirmation, using, monitoring and protect the realization are difficult.4. Network unfair competition. Network unfair competition often occur in e-commerce, it has great harmfulness .Network unfair competition problems triggered network domain name and well-known trademark and other industrial property rights protection problems. Network unfair competition problems triggered network domain name and well-known trademark and other industrial property rights protection problems.B.It needs to be changed. Traditional system of intellectual property protection of change is related to people's interests. Once lost its protection, any innovation will be taken away or suppressed. This is a matter of “To be or not to be”Ⅱ. There are some controversiesA. network liberalization - Open/close source. It is a widely discussed topic, and still has considerable differences.B. more strict law enforcement. If we don't sound legal system and perfect the system or, conversely, or even give up the existing protection system we will live in a quiet society, no innovation, no character, no development.C. consciously. Some people think that legal is unnecessary and high moral man is just ok. It is just a long-term andunrealistic idealⅢ. Some thoughts.A. More perfect legal system and the consummation system .Although the protection of intellectual property rights belongs to the category of truth ethics. For the time being, a more perfect legal system and the consummation system is a direct way of solving the problem.B. Strengthens education. The personate is most important, so strengthen education is necessary.C. Targeted policies .We can adopt different action in different fields, for instance the open source movement in computer technology. It could attract more volunteers; we also can take powerful legal protection for commercial secrets. Those are some fields.CopyrightCommercial secretssoftwareDigital library and databaseD. Network ethics. This is a brand-new topic, we should work together to create a good social network information society.Reference1. Peter, D. (2002) .A Philosophy of Intellectual Property [M] .Dartmouth：Publishing Company Limited.2. Tina, H. & Linda ,F.(2003).Intellectual Property Law[M].London：Law Press reprinted by permission of Pal grave Publishers Ltd.3. Brussels.(2001. 3).Copyright and Related Rights in the Information Society[M].German：Commission Of the European Communities.4. Intellectual Property and National InformationInfrastructure[M].London：White P aper,19955. l-10.6. Lyon，L.(2002).Public relations for your library：A tool for effective communications：[J].Library talk，l 5(3)4—6. ：7. Rosenoer.(2001).World Intellectual Property [J] .Intellectual Property.8. 吴永臻(1998.6)网络信息环境的知识产权保护问题[J].河北大学学报。
英语学术英语作文提纲
英语学术英语作文提纲### English Academic Writing OutlineI. Introduction- Hook: Start with a thought-provoking question or statement about the importance of academic writing in English. - Thesis statement: Clearly state the purpose of the essay, which is to provide guidance on writing academic essays in English.II. Understanding the Components of an Academic Essay- - Abstract: Briefly explain the purpose and findingsof the research.- Introduction: The role of an introduction in setting the stage for the essay.- Body: Discuss the structure of the body paragraphs, including topic sentences and supporting evidence.- Conclusion: The significance of summarizing the main points and implications of the research.III. The Process of Academic Writing- Research: The necessity of thorough research and how to find credible sources.- Outlining: The benefits of creating an outline toorganize thoughts and arguments.- Drafting: Tips for writing a first draft, including maintaining a formal tone and using academic language.- Revising: Strategies for revising the essay to improveclarity, coherence, and argument strength.- Editing: The importance of proofreading for grammar, punctuation, and spelling errors.IV. Writing Style and Language- Formal Tone: How to maintain a formal and objective tone throughout the essay.- Academic Vocabulary: The use of specialized vocabulary appropriate for academic writing.- Sentence Structure: Varying sentence structures to enhance readability and interest.- Citation and Referencing: Proper citation methods to avoid plagiarism and give credit to sources.V. Common Challenges and Solutions- Writer's Block: Strategies to overcome writer's block and get started on the essay.- Time Management: Techniques for managing timeeffectively to meet deadlines.- Critical Thinking: Developing critical thinking skills to analyze and evaluate information.- Feedback: The value of peer and instructor feedback in improving writing skills.VI. Examples of Academic Writing- Sample Abstract: Provide a brief example of what an abstract might look like.- Body Paragraph: An example of a well-structured body paragraph with a topic sentence and evidence.- Conclusion: A sample conclusion that ties together the essay's main points.VII. Conclusion- Recap: Summarize the key points discussed in the essay. - Final Thoughts: Offer advice on the continuous improvement of academic writing skills.- Call to Action: Encourage readers to practice and seek feedback on their academic writing.VIII. References- List of all the sources cited in the essay, formatted according to the chosen citation style (APA, MLA, etc.).This outline serves as a guide for students and researchers to understand and improve their academic writing skills in English.。
英文论文提纲
英文论文提纲英文论文提纲很多学生都说英文论文不会写，其实在写英文论文之前我们应该要先定好相关的提纲。
以下是小编为大家精心整理的英文论文提纲，欢迎大家阅读。
1 Introduction1.1 Significance of the research1.2 Organization of the thesis2 Literature Review2.1 Researches on monolingual mental lexicon2.1.1 Definition of mental lexicon2.1.2 Models of mental lexicon: a developing one2.2 Research methodology of bilingual mental lexicon2.2.1 Word association paradigm2.2.2 Word translation task2.2.3 Cross-language priming paradigm2.3 Theories on bilingual mental lexicon2.3.1 Weinreich’s three hypotheses: the ancestor of bilingual mental lexicon models2.3.2 Paivio’s bilingual dual-coding theory2.3.3 Kroll & Stewart’s revised hierarchical model2.3.4 De Groot’s distributed representation model3 Extended Bilingual Distributed Representation Model3.1 Setting and characteristic of L2 word acquisition3.2 Psychological mechanism of L2 word acquisition3.2.1 Coactivation pattern: L2 word representation manner3.2.2 Simultaneous formation of semantic memory and episodic memory3.3 Semantic restructuring in L2 vocabulary development4 Implications for L2 Word Meaning Acquisition4.1 Unbalanced performance on language comprehension and production4.1.1 Receptive vs. productive vocabulary: imbalance on acquisition difficulty4.1.2 Positive effect of episodic memory4.2 Negative semantic transfer4.2.1 Episodic memory: the primary cause of negative semantic transfer4.2.2 Negative effect of episodic memory4.3 Episodic memory and L2 word meaning acquisition4.3.1 Applying episodic memory: when and how4.3.2 Strengthening semantic memory: why and how5 Conclusion。
英语专业毕业论文提纲范文
英语专业毕业论文提纲范文英语专业毕业论文提纲范文难忘的大学生活将要结束，毕业论文是每个大学生都必须通过的，毕业论文是一种比较重要的检验学生学习成果的形式，那么写毕业论文需要注意哪些问题呢？下面是小编帮大家整理的英语专业毕业论文提纲范文，希望能够帮助到大家。
英语专业毕业论文提纲1Acknowledgements 4-6Contents 6-10List of Figures 10-12List of Tables 12-20Abstract 20-22摘要23-25Chapter 1 Introduction 25-321.1 Purpose of the study and research questions 28-291.2 Significance of the study 29-301.3 Organization of the study 30-311.4 A note on terminology 31-32Chapter 2 Literature review 32-512.1 T/TP and coherence in English writing 32-352.1.1 Defining coherence 32-332.1.2 T/TP as means to realize coherence 33-352.2 T/TP in EFL/ESL writing 35-422.2.1 T/TP and coherence in EFL/ESL writing 35-372.2.2 T/TP in EFL/ESL writing as compared to NS writing 37-422.3 T/TP in English research articles by EFL/ESL scholars 42-442.4 The factors that influence T/TP in EFL/ESL writing 44-472.5 Training in T/TP 47-492.6 Summary 49-51Chapter 3 Theoretical background 51-703.1 Systemic Functional Grammar 51-553.1.1 Five dimensions of language as a semiotic system 51-533.1.2 Three metafunctions of language as a functional system 53-543.1.3 Three lines of meaning from metafunctions 54-553.2 Theme and thematic progression 55-703.2.1 Theme 56-623.2.2 Thematic progression 62-70Chapter 4 Research Design 70-884.1 The participants and the educational context 70-734.1.1 Background of the participants and the participating school 704.1.2 The allocation of participants to the training 70-714.1.3 The sample sizes 71-724.1.4 The pilot study 72-734.2 The interventional procedures 73-744.3 The questionnaire 74-754.4 The training 75-804.4.1 Considerations behind the training 75-764.4.2 The training material 76-794.4.3 The role of the researcher as the trainer 79-804.5 Data analysis 80-864.5.1 Analysis of the writing 80-864.5.2 Analysis of the questionnaire 864.6 Ethical considerations 86-884.6.1 Informed consent 86-874.6.2 Anonymity 874.6.3 Harm 87-88Chapter 5 Results and analysis of pre-training writing 88-1155.1 Comparison of Themes in EEL pre-training writing and CEL pre-writing 88-1025.1.1 Topical,textual and interpersonal Themes 88-915.1.2 Topical Themes:marked and unmarked Themes 91-955.1.3 Textual Themes:continuatives,conjunctions and conjunctive adjuncts 95-1005.1.4 Interpersonal Themes 100-1025.2 Comparison of thematic progression in EEL pre-training writing and CEL pre-writing 102-1105.2.1 Linear,constant,summative and split progressions 102-1075.2.2 Back,contextual and new Themes 107-1105.3 Summary 110-115Chapter 6 Results and analysis of post-training writing 115-1376.1 Comparison of Themes in EEL post-training writing and CEL post-writing 115-1296.1.1 Topical,textual and interpersonal Themes 115-1176.1.2 Topical Themes:marked and unmarked Themes 117-1216.1.3 Textual Themes:continuatives,conjunctions and conjunctive adjuncts 121-1266.1.4 Interpersonal Themes 126-1296.2 Comparison of thematic progression in EEL post-training writing and CEL post-writing 129-1326.2.1 Linear,constant,summative and split progressions 129-1316.2.2 Back,contextual and new Themes 131-1326.3 Summary 132-137Chapter 7 Results and analysis of pre- and post- training writing 137-1557.1 Comparison of Themes in pre- and post- training writing 137-1477.1.1 Topical,textual and interpersonal Themes 137-1397.1.2 Topical Themes:marked and unmarked Themes 139-1427.1.3 Textual Themes:continuatives,conjunctions and conjunctive adjuncts 142-1457.1.4 Interpersonal Themes 145-1477.2 Comparison of thematic progression in pre- and post- training writing 147-1507.2.1 Linear,constant,summative and split progressions 147-1497.2.2 Back,contextual and new Themes 149-1507.3 Summary 150-155Chapter 8 Results and analysis of the questionnaire 155-1658.1 Findings from closed questions 155-1608.1.1 EEL participants general attitude to training on T/TP 155-1578.1.2 EEL participants perception of the usefulness of the training on T/TP 157-1588.1.3 EEL participants perception of the learnability of T/TP 158-1598.1.4 EEL participants perception of the applicability of T/TP in writing 159-1608.2 Findings from open questions 160-1648.2.1 The changes that occurred 161-1628.2.2 The perceived difficulty of applying the theory of T/TP in writing 162-1638.2.3 The reasons for the perceived difficulty in learning 1638.2.4 EEL participants suggestions for future training 163-1648.3 Summary 164-165Chapter 9 Discussion 165-1959.1 Findings with regard to research questions 165-1879.1.1 Chinese college students use of T/TP in pre-training writing 165-1729.1.2 Chinese college students use of T/TP in post-training writing 172-1819.1.3 Effects of the training on T/TP in Chinese college students English writing 181-187 9.2 Positioning the study within the literature 187-1909.2.1 T/TP in Chinese college students English writing 187-1899.2.2 Effects of training on Chinese college students use of T/TP 189-1909.3 Implications 190-1949.3.1 Pedagogical implication 190-1939.3.2 Methodological implication 193-1949.4 Limitations 194-195Chapter 10 Conclusion 195-20010.1 Summary 195-19710.2 Putting everything together 197-19910.3 Suggestions for future work 199-200Notes 200-202References 202-214Appendix 1: Plan for the interventional procedures 214-215Appendix 2: The post-training questionnaire 215-217Appendix 3: Training material 217-229Appendix 4: Teachers guide to the training 229-237Appendix 5: Consent form for EEL group 237-238Appendix 6: Consent form for CEL group 238-239Appendix 7: Consent form for NS group 239英语专业毕业论文提纲2中文摘要3-4ABSTRACT 4Chapter One Introduction 7-101.1 Motivation of the present study 7-81.2 Significance of this study 81.3 Composition of this thesis 8-10Chapter Two Literature Review 10-192.1 Language production 10-142.1.1 L1 Production 10-112.1.2 L2 Production 11-122.1.3 Dimensions of language production 12-142.2 Theories on oral output 14-152.2.1 Skehans dual-model system 142.2.2 Swains Output Hypothesis 14-152.3 Task Repetition 15-172.3.1 Task 15-162.3.2 Task repetition 16-172.4 Relevant studies on effects of task repetition on L2 oral output 17-19 CHARPTER THREE THE CURRENT STUDY 19-253.1 Research justification and questions 193.2 Hypothesis 19-203.3 Methods 20-253.3.1 Participants 20-213.3.2 Material 213.3.3 Research design 21-233.3.4 Measures 23-25Chapter Four Results and Discussion 25-414.1 Results and Analysis 25-344.1.1 Quantitative analysis 25-274.1.2 Qualitative analysis 27-344.2 Discussion 34-414.2.1 Fluency 34-364.2.2 Complexity 36-384.2.3 Accuracy 38-394.2.4 interlanguage development path of learner L 39-41Chapter Five Conclusions 41-445.1 Conclusion and implication 41-435.2 Limitations and recommendations 43-44Acknowledgements 44-45References 45-49Appendixes 49-54A. Instructions of the experiment 49-50B. The same-content task 50-51C. The different-content task 51-52D. Sample of oral pre-task 52-53E. Sample of oral post-task 53-54F. Sample of writing repetition task 54。
英语专业文学论文提纲
英语专业文学论文提纲英语专业文学论文提纲英语毕业论文提纲范文一：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 ideolog ies (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 same conduct (10)4.1 beat s of satan and angles (10)4.2 rockers' conduct of the two sides (11)conclusion (13)英语毕业论文提纲范文二：摘要：The thesis statement should be as specific as possible. By writing a specific thesis statement, you focus on your subject and give yourself and your reader a clearer idea of what will follow in the body of the essay.your plan, and later in your essay, follow a logical order. The rule for writing is this: use your common sense and plan ahead. Do not leave the order of your paragraphs to chance.How many types of order can be used in thesis writing?What are they?Ordering the Paragraphs within the EssayThe types of order often used in single paragraphs— time order, space order, and order of climax— can sometimes be used to arrange paragraphs within an essay. Essays about subjects that can be broken into stages,with each step discussed in one paragraph, should be arranged according to time. Space order is used occasionally in descriptive essays.A writer who wishes to save the most important or convincing paragraph for last would use order of climax. Or he or she might wish to reverse this order and put the most important paragraph first.Very often, however, the writer simply arranges paragraphs in whatever order makes sense in that particular essay.Expanding the One-paragraph PlanAn essay is like an expanded paragraph.For this reason, any plan for developing a paragraph can also be used to develop an entire essay.It is up to the careful writer to choose the pattern that is best suited to his or her purpose and to the kind of essay required.Linking Paragraphs within the BodyJust as the sentence within a paragraph should flow smoothly, so the paragraphs within an essay should be clearly linked one to the next. As you write your essay,do not make illogical jumps from one paragraph to another. Instead, guide your reader. Link the first sentence of each new paragraph to the thesis statement or to the paragraph before.Here are four ways to link paragraphs:Linking Paragraphs within the BodyRepeat key words or ideas from the thesis statement.Refer to words or ideas from preceding paragraph. Link the first sentence of a new paragraph to the paragraph before, especially by referring to words or ideas near the end of that paragraph.Use transitional expressionsUse transitional sentencesUse all four methods of linking paragraphs as you write your essay.ChecklistNarrow the topic to one that you can discuss fully and well in an essay.Write a clear statement.Brainstorm ideas to support your statement.Choose some main ideas to support the thesis statement.Write a topic sentence that expresses each idea.Decide on a logical order in which to present the paragraphs in the body.Plan the body of each paragraph, using paragraph development.Write the first draft of your essay, linking paragraphs clearly to each other.Check for unity, logic, and coherence; revise and rewrite as necessary.Proofread for errors in grammar, sentence, structure, spelling, and mechanics.Three Types of Common Errors:Language/Ideas/FormatConsideration: How many kinds of specific errors you are likely to make in your writing? How to avoid them?。
英语专业论文提纲范文
英语专业论文提纲范文Basic Knowledge for Thesis WritingWhy should we write the thesis?To write a thesis before graduation is a must for every university graduate.By writing a thesis, we may get some experience and some basic methods for further theoretical study and research and the ability to solve problems.It is the reflection of a student’s study in college.Whether a student has such an ability to write a thesis or to solve problems in his/her field is one basis for a unit to aept him/her or not.How long should we prepare for writing a thesis?One year or soWhat do we need when we write a thesis?Firstly, for English major, most important of all, itis English knowledge and ability that based on your language skills, especially writing skill and grammar knowledge.Secondly, the way of writing is also important.A good title, some good ideas to support thesis statement, right language and standard format are what we need.The language style is something that we should pay much attention to, for example:Wording: we prefer big word to small one;Sentence: Long sentences are quite expectable.How do we write a thesis? How many steps should we follow?Generally speaking, when we write a thesis, we follow 10 steps:1. Choose a subject: that is, what you are going to write about. For English major, we may apply:2. Choose a title/Title a paper;3. Collect materials for reference in writing;4. Analyze the collected materials;5. Sort out the data and arguments;6. List references;7. Make up an outline;8. 1—3 drafts;9. Proofread;10. The last version.What subjects may we choose to write?English and American LiteratureThe Practice and Theory of TranslationEnglish LanguageEnglish LinguisticsEnglish GrammarEnglish PhoicsEnglish LexicologyEnglish RhetoricLanguage and CultureELT MethodologyTeaching English in Middle SchoolEnglish Teaching Research and SurveyThe History of… (All mentioned abo ve)Subject and TitleHow to Choose a Suitable SubjectWhenever you plan and write a paper, you should keep these questions in mind:What is my subject and what do I know about it?Choose a subject that you care about and know about (or can find out about).Who is my audience?What you say about your subject depends greatly on who reads it. You must choose a subject that will interest your audience and try to present it interestingly.What is my purpose?You always municate for a purpose—either to inform, to persuade, or to entertain.What must You Write in a Thesis?In the limited space of a thesis, you can’t say everything, so you must settle on the most important, most relevant, and most interesting.Factors Influencing the Choice:There are several factors which will influence your decision on which subject you are going to write about: Interest/Experience/Science value/Ability /Scope of knowledge/Purpose…How to Get a Title?We have two ways to get a title:Given by teachersDesigned by yourselfThey both have their advantages. For the former, you will have a definite direction to guide you to the end, while, for the latter, it can be more flexible for you and everything depends on yourself.What Is a Good Title?A good title, usually created after some paragraphs ora theme is written, does two things:1. It suggests what the subject of the thesis will be;2. It sparks the reader’s interestSome Basic Kinds of TitlesNo-nonsense descriptive title: E.g.:Advantages and Disadvantages of Multimedia TeachingTwo-part titles E.g.:Sugar: The Hidden DrugRhetorical question. Then answer the question in your theme. E.g.:What can be done about CET-4?Some Basic Kinds of TitlesRelate the title to the method of development used :Descriptive: Portrait of a TeacherIllustration: Three Roles I PlayComparison: Crazy English: The New All Physical Response ApproachContrast: Pleasures and Problems of Owning a ComputerDefinition: A Definition of CLTPersuasion: The Need for Discipline in UniversityClassification: Three Types of EducationProcess: How to Teach Young Children EnglishHow long should a title usually be?A title is usually four to five words long and israrely an entire sentence. (1—10 words is more practical.) Notice:We can’t write anything with the title “On…”, because this small “on” is too big for us.Notice:The title is centered on the page above the body of the thesis and separated from it by one inch.A puzzleWhat is “make a fuss over a trifle”?That is a principle for us when we write a thesis:Write as much as possible on a small title. When we write a thesis, we must make a full consideration of whether thep ossibility to choose a “big” or a “small” topic paratively.Disadvantages for a “Big” TopicA big topic needs collecting more materials. So it is more difficult for beginners.Hard to control. If there are too many sides in a thesis for us to make clear, the chance to be suessful is very slim.Hard to make clear about the statement within limited words (about 6000 words). Everything will stay on the surface.Time problem (2-3months)NoticeRemember: to see a student’s standard of writin g isn’t by how “big” his or her topic is, but by his or her ability to find problems, analyze problems and solve problems.TitlingCommonly, we can divide titling into four levels, for example:Subject: ELT MethodologyLimited subject: Modern English Teaching MethodsInitial topic: CLT : A Modern Teaching MethodTopic: CLT in Grammar TeachingAssignmentChoose a subject that you would be likely to write about and try to title your paper.Consideration:When we make a title of a thesis, what factors should we consider?。
英语专业的论文提纲
英语专业的论文提纲Chapter One Introduction1.1 Purpose of the Paper1.2 Theoretical Framework1.3 Methodology and Data Collection1.4 Significance of the Paper1.5 Outline of the PaperChapter Two Literature Review2.0 Introduction2.1 Chinese Sentence Components and English Predicate 2.2 On the Translation of Chinese Finite Verbs2.3 On the Two English Versions of HLM.2.3.1 The Reference Versions of HLM2.3.2 Acceptability2.4 SummaryChapter Three An Operational Norm on the Selection of English Predicates in CE Translation3.0 Introduction3.1 Chinese Predicates as the Sources3.1.1 Chinese Oneverb Sentences3.1.2 Chinese Multiverbal Sentence3.1.2.1 Pivot Constructions3.1.2.2 Serial Verbal Constructions3.1.2.3 Constructions with Subjectpredicate Phrases 3.2 Empty Categories as the Sources3.3 Chinese Adverbials as the Sources3.4 SummaryChapter Four The Textuallinguistic Norm on the Translation of Chinese Verbs in CE Translation4.0 Introduction4.1 Similarities between the Yangs Version and Hawkes,Version in English Counterparts of Chinese Verbs in CE Translation4.1.1 Verb 〔Verbal Phrase〕4.1.2 Empty Categories4.1.3 Nonfinite Verb 〔Verbal Phrase〕4.1.3.1 Participle4.1.3.2 Infinitive 〔Phrase〕4.1.4 Preposition 〔Prepositional Phrase〕4.1.5 Noun4.1.6 Adverb4.1.7 Adjective4.1.8 Auxiliary4.2 Discrepancies between the Yangs Version and HawkesVersion in English Counterparts of Chinese Verbs4.2.1 Verb4.2.2 Preposition4.2.3 Noun4.2.4 Adjectives4.2.5 Empty Categories4.2.5.1 Empty Categories in the Yangs,Version4.2.5.2 Addition in Hawkess Version4.3 SummaryChapter Five Constraints on the Selection of English Predicate in CE Translation5.0 Introduction5.1 Constraints from the Initial Norm5.2 Constrains from the Preliminary Norms5.3 Constrains from the Textuallinguistic Norms5.3.1 From the Perspective of Discourse Theme5.3.2 From the Perspective of Syntax5.3.2.1 Chinese Sentence with Overt Subject5.3.2.1.1 Same Subject between the Two English Versions of HLM655.3.2.1.2 Different Subjects between the Two English Versions of HLM. 665.3.2.2 Chinese Sentence with Covert Subject5.3.2.2.1 Same Subject between the Two English Versions of HLM5.3.2.2.2 Different Subjects between the Two English Versions of HLM.685.3.3 From the Perspective of Word5.3.3.1 Motion + Path5.3.3.2 Motion + Coevent5.4 SummaryChapter Six Conclusions6.1 Findings6.2 Limitations and SuggestionsThis conclusionBased on the third chapter of HLMmd its two English versions, this thesis explores howto select English predicates in CE translation through the comparison between the originaltext, the Yangs5 version and Hawkes,version with Toxirys threephase methodology. Thisstudy finds out that, on the selection of English predicates, the translators have adopted thefollowing three norms. The initial norm is to subject to the target culture: previous studieshave proved that compared with the Yangs, Hawkess version, complying with thisnorm,ismore popular among TRs. The preliminary norm is to subject themselves to the translationpolicy in their own translational context. Though the two translators have chosen the same ST,they are in different translational contexts and have different translation purposes: Hawkes,considering the contradiction between the westerners curiosity about China and Chineseliterature and the deficiency of translated Chinese literature in the Western World, determinesto fill up this blank and provide a window for the TRs to get a glimpse of China; whereas, theYangs are appointed by the Foreign Language Press to fulfill the mission of spreading theChinese literature to the west. Different translation purposes cause different translationstrategies, which,in turn, lead to discrepancies in the acceptability of the TT. In China, theYangs version is unsurpassable, but at abroad, the Hawkess version is in the toprankingamong the English versions of HLM. As for the operational norm, it has been concluded thatthe higher syntactic status the English predicate occupies, the higher information value itconveys, which determines that normally the selected English predicate will be incorrespondence with the original syntactic component which also enjoys a higher syntacticstatus as well as possesses a higher information valueand that finding is also reflected in thefollowing way: the element loaded with the information about the result of an event in the ST,for example, the Chinese verb indicating the result of an event, is normally rendered into anelement with a higher syntactic status in the TT, such as, the English mainclause predicateverbs. Apart from that, the selection of English predicates will also be constrained by thediscourse theme of ST, English subjects and different lexicalization levels between Chineseand English.All in all, this research attempts to shed light on the study of translation process andbring about inspiration to translation teaching and practice.。
英文作文提纲及结构
英文作文提纲及结构提纲：1. 为什么学英语很重要？2. 学习英语的难点和解决方法。
3. 如何提高英语口语？4. 如何扩大英语词汇？5. 结论，学习英语的必要性和方法。
英文：Learning English is very important for many reasons. Firstly, English is the most widely spoken language in the world, and it is the language of international business, science, and technology. Secondly, knowing English can open up many opportunities for travel, work, and education.Finally, learning English can help us to communicate with people from different cultures and backgrounds, and can broaden our horizons.However, learning English can be challenging. One of the biggest difficulties is pronunciation, as English has many sounds that are not found in other languages. Another challenge is grammar, as English has many complex rules and exceptions. To overcome these difficulties, it is important to practice regularly and to seek help from teachers or tutors.To improve our spoken English, it is important to practice speaking with native speakers whenever possible. We can also watch English-language movies and TV shows, listen to English-language music, and read English-language books and newspapers. Additionally, we can join English conversation clubs or hire a private tutor to practice speaking.To expand our vocabulary, we can read extensively and use a dictionary to look up new words. We can also useflashcards or other memorization techniques to learn new words and phrases. It is important to use new words in context and to practice using them in conversation.In conclusion, learning English is essential for personal and professional growth. While it can be challenging, with dedication and practice, anyone can improve their English skills. By expanding our vocabulary and practicing our speaking skills, we can become fluent and confident English speakers.中文：学习英语有很多重要的原因。
英语毕业论文的提纲范文_论文格式_
英语毕业论文的提纲范文论文提纲最起码要能清楚的显示您论文的研究内容以及研究思路。
下面内容由小编为大家分享英语的提纲范文，一起来看看吧！Introduction0.1 Salman Rushdie and Midnight's Children0.2 Literature Review0.3 Significance of the ThesisChapter One The Carnival Rhetoric in Midnight's Children1.1 Carnival Language1.1.1 Language of Heteroglossia1.1.2 Linguistic Deviation1.2 Carnival Rhetorical Devices1.2.1 The Use of Metaphor1.2.2 The Use of Satire1.2.3 The Use of Pun1.3 Sum-upChapter Two The Carnival Characters in Midnight's Children2.1 Women's Carnivalesque Acts2.1.1 Widow2.1.2 Witch2.1.3 Unfaithful Wives2.2 Saleem's Carnivalesque Acts2.2.1 Grotesque Appearance and Eccentric Behavior2.2.2 Turning into Clown2.2.3 Crowning and Uncrowning2.3 Sum-upChapter Three Intertextual Dialogue in Midnight's Children3.1 Intertextual Dialogue between History and the Text3.1.1 National Allegory3.1.2 Fictionalization of National History3.2 Intertextual Dialogue between Pretexts and the Text3.2.1 Borrowings from Western Culture3.2.2 Borrowings from Indian Culture3.3 Intertextual Dialogue within the Text3.3.1 Palimpsest3.3.2 Polyphony3.4 Sum-upConclusionThis conclusionFocusing on contemporary forms of narrative, Hutcheon argues that postmodernistfiction embodies several carnivalesque structures. Firstly, in its metafictional preoccupationsand its tendency to foreground the artifice of literary construction, contemporary narrativeenacts a carnivalesque rebellion against the official ideology of realism （Hutcheon, 1988:83-4）。
本科英语专业毕业论文提纲
本科英语专业毕业论文提纲本科英语专业毕业论文提纲提纲，是一种概括地叙述纲目、要点的'公文。
它不把全文的所有内容写出来，只把那些主要内容，提纲挈领式地写出来。
下面是小编为你带来的本科英语专业毕业论文提纲，欢迎阅读。
ACKNOWLEDGEMENTS 5-6摘要 6-8Abstract 8-9Contents 10-12Chapter I Introduction 12-171.1 Background of the research 12-131.2 Significance of the research 13-141.3 Organization of the thesis 14-17Chapter II Literature Review 17-272.1 The Research on Task-Based Language Teaching at home and abroad 17-212.1.1 The Research on Task-Based Language Teaching abroad 17-182.1.2 The Research on Task-Based Language Teaching in China 18-202.1.3 Comments 20-212.2 Previous research on senior English reading teaching 21-272.2.1 Previous research on senior English reading teaching abroad 21-232.2.2 Previous research on senior English reading teaching at home 23-252.2.3 Comments 25-27Chapter III Task-Based Language Teaching 27-423.1 Definition of Task-based Language Teaching 273.2 Principles of Task-based Language Teaching 27-293.3 Theories of Task-based Language Teaching 29-323.3.1 Constructivism 29-303.3.2 Interactive language teaching 303.3.3 Communicative language teaching 30-313.3.4 Second Language Acquisition Theory 31-323.3.5 Structuralism 323.4 Task 32-373.4.1 Definition of task 32-343.4.2 Types of task 34-353.4.3 Principles in designing task 35-363.4.4 The Steps to Design a Task 36-373.5 English reading 37-403.5.1 Definition of English reading 373.5.2 English reading ability 37-383.5.3 Models of English reading 38-403.6 Task-based senior English reading 40-42Chapter IV Research Design 42-574.1 Research hypotheses 424.2 Research subjects 42-434.3 Research purpose 434.4 Research methods 43-564.4.1 Questionnaires 43-444.4.2 Tests 444.4.3 Classroom experiment 44-474.4.4 Asample lesson for the Experimental Class 47-564.5 Research procedure 56-57Chapter V Results and Discussion 57-655.1 Results and discussion of the information fromquestionnaires 57-605.1.1 Results and discussion of the information from pre-questionnaire 57-585.1.2 Results and discussion of the information from post-questionnaire 58-605.1.3 Comparison 605.2 Results and discussion of the information from tests 60-635.2.1 Results and discussion of the information from pre-test 60-615.2.2 Results and discussion of the information from post-test 61-625.2.3 Comparison 62-635.3 Discussion of the classroom experiment 63-65Chapter VI Findings and Suggestions 65-706.1 Major findings 65-676.2 Suggestions 67-70Chapter VII Conclusion 70-737.1 Limitations 70-717.2 Conclusion 71-73Bibliography 73-77Appendix I 77-78Appendix II 78-79Appendix III 79-84Appendix IV 84-90Appendix V 90-91Appendix VI 91扩展资料：Chapter 1 Gatsby's American Dream and Its Distortion1.1 What is the American Dream1.2 Gatsby's American Dream in Different PhasesChapter 2 Disillusionment of Gatsby's Distorted Dream2.1 Gatsby's Efforts in Achieving His American Dream2.2 Gatsby's DisillusionmentChapter 3 New Interpretation of Gatsby's American Dream3.1 The External Factors of the Disillusionment3.1.1 The Hierarchy System3.1.2 The Jazz Age3.2 The Internal Factors of the Disillusionment3.3 The Essential Factor of the Disillusionment3.4 Some Hypotheses3.5 The American Dream in the Present Age。
大学生英语专业毕业论文提纲_毕业论文提纲_
大学生英语专业毕业论文提纲英语专业本科生选题可以在三个大的方向中进行，即英语文学，语言学和翻译学。
各个大方向中又可以选择小的方向，具体解释如下：1.英语文学：选择英语文学的毕业论文选题可以从三个方向进行：国别文学研究、文学批评理论研究和比较文学研究。
在进行国别文学研究选题时，一般选取英国文学或美国文学中的某一经典作家(如海明威)，某一经典作品(如《双城记》)，某一写作手法(如象征手法的运用)或某一文学思潮(如浪漫主义运动)作深入研究。
但在选择作家或作品时最好选择在文学史上作为经典的作家或作品。
有个别流行作家或作品极富盛名，容易引起学生的兴趣，如《飘》或《荆棘鸟》，学生有强烈愿望选择它们作为研究对象。
在不可避免上述情况时，应该尽可能地挖掘作品内在的深刻含义，不能流于肤浅的分析。
文学批评理论的选题一般不太适合英语专业本科生，因为该理论知识的学习在英语专业研究生阶段，本科生一般不具备文学批评理论的知识结构。
这个方向的选题可以有关某一文学批评理论,一文学批评术语的阐释或某两种或以上的文学批评理论的比较。
比较文学研究就是将两个以上的作家或作品进行比较。
这两个作品或作家可以是同一国别的(如“雪莱与拜伦的诗歌比较”)，也可以是不同国别的(如《牡丹亭》与《罗密欧与朱丽叶》)2.语言学：选择语言学的毕业论文选题可以在两个大的方向进行：普通语言学和应用语言学。
普通语言学的研究就是对于英语语言的任何一个方面的研究，如对一种词性、或一种时态、或拼写、语调等等方面的研究(如“一般现在时及其交际功能”)。
应用语言学包括教学法的研究和其它一些新兴的应用语言学分支的研究。
英语专业毕业论文提纲格式规范，师范专业或本身从事教师职业的学生选择教学法方向的较多。
在这个方向选题，也要避免过大范围的选题，而应对一个具体问题进行研究，最重要的是要结合教学实践或实验。
这个方向的好的选题有：“个性与英语教学”，“方言对英语学习的影响”等。
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This test consists of the following five tasks:TASK ONE (45%)TASK TWO (10%) TASK THREE (12&)TASK FOUR (13%)TASK FIVE (20%) General Directions•This test is thinking-driven, requiring a lot of thinking before there is any possibility to give a better answer to each question. •First, read to understand the task. •Second, reckon your brain to get better ideas for your answer. • Then, optimize your ideas and put them into framework set. TASK ONE Directions: We have learned how to take notes and know how to insetthe notes into our texts. What follow are some notes taken while onereads. Study the notes carefully and turn them into indirect quotation by following exactly the same way of paraphrasing in the sample,indicating that they are in-text notes which should be constant through the whole thesis. After that, write a corresponding entry for each note. A necessary example is provided for each sub-task. If the note comes from a book underline the book title (45 %). Task 1.1 Note for bookFigure 1.1-1 Sample book note cardFigure 1.1-2 Sample in-text noteFigure 1.1-3 Sample book entryTask 1.1 Note for bookFigure 1.1-1 Sample book note ca rdFigure 1.1-2 Sample in-text noteFigure 1.1-3 Sample book entryNow complete task 1.1Figure 1. 1-4 Book note card for task 1.1Write your in-text notes here by following Figure 1.1-2 (6 scores):Write your book entry here (3 scores):得 分评分人 “Learning strategies are the particular approaches or techniques tha t learners employ to try to learn an L2.”Source: Author: Rod Ellis: Book. Second Language Acquisitio n ; Place: Oxford; Publisher: Oxford University Press; Date: 1997; pages: 76-77.Ellis (1997 76-77) defines learning strategies as the particular approaches or techniques that learners employ to try to learn an L2.Ellis, Rod. 1997. Second Language Acquisition [(omitted)]. Oxford: OxfordUniversity Press, 76-77.Task 1.2 Note for journal articleFigure 1.2-1 Sample journal article note cardFigure 1.2-2 Sample in-text noteNow complete task 1.2Figure 1.2-3 Journal article note card for the task 1.2Write your in-text notes here by following Figure 1.2-2 (6 scores): Write your journal article entry here (3 scores):Task 1.3 Note for conference paperFigure 1.3-1 Sample note cardFigure 1.3-2 Sample in-text noteNow complete task 1.3Figure 1.3-3 Conference paper note card for the task 1.3Write your in-text note (form 2) here by following Figure 1.3-2 (5 scores): Write your conference paper entry here (4 scores):Task 1.4 Note for proceeding paperFigure 1.4-1 Sample note cardFigure 1.4-2 Sample in-text noteNow complete task 1.4Figure 1-10 Proceeding paper note card for the task 1.3Write your in-text notes here by following Figure 1.4-2 (5 scores):Write your proceedings article entry here (4 scores):Task 1.5 Note for MA thesisFigure 1.5-1 Sample MA thesis note cardFigure 1.5-1 Sample in-text noteNow complete task 1.5Figure 1.5-3 MA thesis note card for the task 1.4Write your in-text notes here by following Figure 1.5-2 (6 scores):Write your MA thesis entry here (4 scores):T ask T woDirections: Literature is of different type and each requiresa certain capital letter to show its attribute. The followingare attributes of the types of literature with the symbols given. Write the name of the literature type each of thefollowing symbols indicates. (10%)[A 、C 、D 、J 、M 、N …] T ask ThreeDirections: Answering Questions. There are five chapters inyour graduation thesis, each having a specific function, butwith several sections. The following three questions concern some of the chapters. Read to understand the questions andthen give answers which should be free of any errors. (12%) Q1Q2. Q3.得 分评分人 得 分评分人T ask FourDirections: Abstract is critically important to a graduation thesis as itprovides the reader with important information from which thereader will know the general idea of the thesis. The following is an abstract of a thesis discussing a political speech. In about 50 words,analyze the abstract from the aspects explained in class. (13%) T ask FiveDirections: Listed below are the processes of doing research. Study them carefully, trying to understand what each suggests. Then to your knowledge, write a short essay of about 150 words to showyour understanding of writing thesis (20%). Good luck!请各位同学带上有效证件(身份证和考试证)去参加考试。
考试桌上只能有试卷和证件。
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