How to prepare bibliography
bib引用参考书籍
bib引用参考书籍Bibliographies can be a tricky part of academic writing, but they are essential for providing credibility and evidence for your arguments. When citing books in your bibliography, it's important to follow the correct format depending on the citation style required by your professor or publication. This not only ensures that your sources are properly credited, but also allows readers to easily locate the books you have referenced.在学术写作中，参考书目可能会让人感到棘手，但它们对于为你的论点提供可信度和证据至关重要。
在参考书目中引用书籍时，根据你的教授或出版物要求的引用样式，采用正确的格式是非常重要的。
这不仅确保你的来源得到正确的证书，还让读者能够轻松地找到你引用的书籍。
When citing a book in your bibliography, make sure to include all the necessary information such as the author, title, publication date, and publisher. The format of the citation may vary depending on the citation style you are using, whether it's APA, MLA, Chicago, or others. It's also important to include the page numbers of thespecific information you are referencing, especially when quoting directly from the book.在参考书目中引用书籍时，确保包含所有必要信息，比如作者、书名、出版日期和出版商等。
bibliography造句
bibliography造句
以下是用bibliography造的句子：
1.I spent hours searching through the bibliography for relevant sources.
我花了几个小时在参考书目中查找相关资料。
2.The professor required us to include a detailed bibliography in our research paper.
教授要求我们在研究论文中包含详细的参考书目。
3.She carefully compiled the bibliography for her book, making sure to include every
source she had used.
她仔细地为她的书编纂了参考书目，确保包含了她所使用的每一个来源。
4.The bibliography at the end of the chapter lists all the sources used in the text.
章节末尾的参考书目列出了正文中使用的所有来源。
5.He was praised for the thoroughness of his bibliography and the quality of his research.
他的参考书目的完整性和研究质量受到了赞扬。
APA格式指南
APA格式指南第一部分APA 格式指南1．缩写（Abbreviation）尽量避免缩写形式，但对于较长的、常用的表达形式可采用。
第一次使用缩写时应说清楚指代内容。
例如：American Psychological Association (APA)Second Language Acquisition (SLA)Experimental Group (EG)/Control Group (CG)论文中避免使用“Don?t” and “Can?t”等形式.2．文内引用格式（In-Text Citations）（1）直接引述（Direct citation）当所引用的作者是句子的一部分时：引述一个作者时，例如：Long (1991) argues that without this, outcomes such as those from immersion education are likely to occur, with a lack of sustained development.引述两个作者时中间用and (不用&)连接，例如：Perkins and Gass (1996) argue that, since proficiency is multidimensional, it does not always develop at the same rate in all domains.引述三个以上少于六个作者时：第一次引用时，例如：Sanders, Spooren and Noordman (1992) present a useful taxonomy of coherence relations.从第二次引用开始，第一个作者的姓+ et al. 表达，例如：Sanders et al. (1992) studied coherence relations based on four criteria.引述六个以上的作者时，可直接用第一个作者的姓+ et al. 表达。
IEC61400-1-2005风电机组设计要求标准英汉对照
需要什么文档直接在我的文档里搜索比直接在网站大海捞针要容易的多也准确省时的多
INTERNATIONAL STANrbines – Part 1:
Design requirements
Publication numbering As from 1 January 1997 all IEC publications are issued with a designation in the 60000 series. For example, IEC 34-1 is now referred to as IEC 60034-1.
Further information on IEC publications The technical content of IEC publications is kept under constant review by the IEC, thus ensuring that the content reflects current technology. Information relating to this publication, including its validity, is available in the IEC Catalogue of publications (see below) in addition to new editions, amendments and corrigenda. Information on the subjects under consideration and work in progress undertaken by the technical committee which has prepared this publication, as well as the list of publications issued,is also available from the following: IEC Web Site (www.iec.ch) Catalogue of IEC publications The on-line catalogue on the IEC web site (www.iec.ch/searchpub) enables you to search by a variety of criteria including text searches,technical committees and date of publication. Online information is also available on recently issued publications, withdrawn and replaced publications, as well as corrigenda. IEC Just Published This summary of recently issued publications (www.iec.ch/online_news/justpub) is also available by email. Please contact the Customer Service Centre (see below) for further information. Customer Service Centre If you have any questions regarding this publication or need further assistance, please contact the Customer Service Centre: Email: custserv@iec.ch Tel: +41 22 919 02 11 Fax: +41 22 919 03 00 .
机械应力对锂离子电池性能的影响
byHyoncheol KmA dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Mechanical Engineering) in The University of Michigan 2009
Doctoral Committee: Professor Ann Marie Sastry, Chair Professor James R. Barber Associate Professor Christian M. Lastoskie Associate Professor Wei Lu
©
Hyoncheol Kim 2009 All Rights Reserved
€
To My Parents
ii
ACKNOWLEDGEMENTS
First of all, I would like to thank Prof. Ann Marie Sastry for her guidance and support. I was lucky to have her as my advisor because I have learned not only how to solve problems in science and technology from her great expertise, but also and more importantly how we can contribute to the world with what we can do for the better future. Her enthusiasm toward life and work is the most valuable thing I have learned at school and will always guide me throughout my life and career. Many thanks go to my committee members, Prof. James R. Barber, Prof. Christian M. Lastoskie, and Prof. Wei Lu for serving on my committee and providing your valuable advices on my thesis. I am very grateful to all of our current and former group members, Dr. Myounggu Park, Mr. Xiangchun Zhang, Mr. Myoungdo Chung, Mr. Min Zhu, Mr. Sangwoo Han, Mr. Dong Hoon Song, Ms. Qiuye Jin, Dr. Chia-Wei Wang, Dr. Munish V. Inamdar, Dr. Fabio Albano, Dr. Yenhung Chen, Dr. Kimberly Cook, Dr. Yun-Bo Yi, Dr. Taeyong Kim, Ms. Tahira Reid, and Mr. Peter Verhees for their support and sharing the wonderful moments for the past years. I also would like to thank my friends, Jiwon, Chi-Shan, Jung Kap and Jong-Hoon for their help and encouragement. Most importantly, I would like to thank my parents Ip Kwon Kim and Bup Jin Song, and my sister Hyun Hee for their love and support. I also would like to thank my parents in-law, Jeong Hong Chung and Myung Sook Lee, and
how to write a biography
How to Write a BiographyA biography is simply the story of a life. Biographies can be just a few sentences long, or they can fill an entire book—or two.•Very short biographies tell the basic facts of someone's life and importance.•Longer biographies include that basic information of course, with a lot more detail, but they also tell a good story.Biographies analyze and interpret the events in a person's life. They try to find connections, explain the meaning of unexpected actions or mysteries, and make arguments about the significance of the person's accomplishments or life activities. Biographies are usually about famous or infamous people, but a biography of an ordinary person can tell us a lot about a particular time and place. They are often about historical figures, but they can also be about people still living.Many biographies are written in chronological order. Some group time periods around a major theme (such as "early adversity" or "ambition and achievement”). Still others focus on specific topics or accomplishments. Biographers use primary and secondary sources:•Primary sources are things like letters, diaries, or newspaper accounts.•Secondary sources include other biographies, reference books, or histories that provide information about the subject of the biography.To write a biography you should:1.Select a person you are interested in2.Find out the basic facts of the person's life. Start with the encyclopedia（百科全书）and almanac（年历）.3.Think about what else you would like to know about the person, andwhat parts of the life you want to write most about. Some questions you might want to think about include:o What makes this person special or interesting?o What kind of effect did he or she have on the world and other people?o What are the adjectives you would most use to describe the person?o What examples from their life illustrate those qualities?o What events shaped or changed this person's life?o Did he or she overcome obstacles? Take risks? Get lucky?o Would the world be better or worse if this person hadn't lived?How and why?4.Do additional research at your library or on the Internet to findinformation that helps you answer these questions and tell an interesting story.Sample writing:Biography of Thomas Edison:/od/estartinventors/a/Edison_Bio.htmBiography of Adolf Hitler:/index.php/biography-of-adolf-hitlerBiography of William Shakespeare:/l_biography.htmlWriting task:Choose one of your favorite celebrities and write a biography of him or her. You should write within 300 words.。
如何做好准备作文英文翻译
如何做好准备作文英文翻译Preparing for an English essay involves several key steps to ensure success. Here's a comprehensive guide to help you excel in your writing:1. Understand the Prompt: The first step is to thoroughly understand the essay prompt. Analyze what is being asked, identify key themes or questions, and clarify any doubts you may have. Understanding the prompt iscrucial as it forms the basis of your essay.2. Research the Topic: Once you understand the prompt, conduct thorough research on the topic. Gather relevant information from credible sources such as books, scholarly articles, and reputable websites. Take notes while researching to organize your thoughts and ideas effectively.3. Create an Outline: Before diving into writing,create a detailed outline for your essay. An outline helps structure your thoughts and ensures that your essay flowslogically from one point to another. Divide your essay into introduction, body paragraphs, and conclusion, and outline the main points you want to discuss in each section.4. Develop a Thesis Statement: Based on your research and analysis, formulate a clear and concise thesis statement that presents the main argument or perspective of your essay. Your thesis statement should be debatable and provide direction for the rest of your essay.5. Draft the Essay: With your outline and thesis statement in hand, start drafting your essay. Begin with a compelling introduction that grabs the reader's attention and introduces the topic and your thesis statement. Then, develop each point in the body paragraphs, providing evidence and examples to support your arguments. Ensurethat each paragraph transitions smoothly to the next.6. Revise and Edit: Once you've completed the first draft, take time to revise and edit your essay. Check for coherence, clarity, and consistency in your arguments and ideas. Pay attention to grammar, punctuation, and spellingerrors, and ensure that your writing adheres to the conventions of academic English.7. Seek Feedback: It's always helpful to get feedbackon your writing from peers, teachers, or mentors. Shareyour essay with someone you trust and ask for their honest feedback. Consider their suggestions and revise your essay accordingly to improve its quality.8. Proofread: Before submitting your final essay, thoroughly proofread it to catch any remaining errors or typos. Read your essay aloud or backwards to spot mistakes that you might have missed. Pay attention to formatting requirements such as font size, margins, and citation style.9. Finalize Your Essay: Make any necessary revisions based on the feedback you've received and ensure that your essay meets all the requirements of the prompt. Double-check that you've cited your sources properly and includeda bibliography if required. Once you're satisfied with your essay, submit it with confidence.By following these steps, you can effectively prepare for writing an English essay and increase your chances of producing a well-written and cohesive piece of work. Remember to start early, stay organized, and give yourself plenty of time for research, writing, and revision.。
Bibliography写作要求及格式
Retrieved 6 April 2006. </English/BridgingTheGapOfCultures/czwj/Post.htm>.Almeida, D. M. Father's participation of family work: Consequences for father's stress and father-child relations [D]. Unpublished master's dissertation, University of Victoria, British Columbia, Canada, 1990.Asher, E. The Encyclopedia of Language and Linguistics (vol.10) [Z]. Oxford: Pergamon Press, 1994.Bateson, A. G., Ralph A. Alexander, and Martin D. Murphy. Cognitive processing differences between novice and expert computer programmers [J]. International Journal of Man-Machine Studies 26.6 (1987) : 649-60.Biguenet, J., and R. Schulte, eds. The Craft of Translation [C]. Chicago: University of Chicago Press, 1992.Cicero, M. T. De Oratore [M]. Trans. J. S. Watson. Carbondale: Southern Illinois University Press, 1986.Cigarette sales fall 30% as California tax rises [N]. New York Times 14 Sept. 1999: A17.Di Rado, A. Trekking through college: Classes explore modern society using the World of Star Trek [N]. Los Angeles Times 15 Mar. 1995: A3.Dostoevsky, F. Crime and Punishment [M]. Trans. Jessie Coulson. Ed. George Gibian.New York: Norton, 1964.Encyclopedia of Indiana [Z]. New York: Somerset, 1993.Frye, N. A Study of English Romanticism [M]. New York: Random, 1968.Frye, N. Anatomy of Criticism: Four essays[M]. Princeton: Princeton University Press, 1957.Frye, N., ed. Sound and Poetry [C]. New York: Columbia University Press, 1957. Gruen, E. S. Culture and National Identity in Republican Rome [M]. Ithaca, New York: Cornell University Press, 1992.Gruen, E. S.The Image of Rome[M]. Englewood Cliffs, New Jersey: Prentice Hall, 1969.IELTS: Information for candidates 2006 [OL]. Retrieved 9 January 2006.</mediacentre/latestieltsdevelopments/Information_for_cand idates_2006.pdf>.James, N. E. Two sides of paradise: the Eden myth according to Kirk and Spock [A].Spectrum of the Fanta s tic. Ed. Donald Palumbo. Westport, Connecticut: Greenwood, 1988. 219-23.Lynch, T. DSN trials and tribbleactions review [OL]. Psi Phi: Bradley’s Science Fiction Club. 1996. Bradley University. Retrieved 8 Oct. 1997.</ campusorg/psiphi/DS9/ep/503r.html>.National Research Council. China And Global Change: Opportunities for collaboration [M]. Washington Academy, 1992.Okuda, M., and D. Okuda. Star Trek Chronology: The history of the future [M]. New York: Pocket, 1993.Street Map of Ancient Rome [Z]. New York: Random House, 1968.Wilcox, R. V. Shifting roles and synthetic women in Star Trek: The next generation[J].Studies in Popular Culture 13.2 (1991): 53-65.Zhong, W. H. An overview of translation in China: Practice and theory [J/OL].Translation Jo urnal. V ol. 7. Retrieved 6 April 2006. </journal/24china.htm>.刘玉梅. 英汉语篇语料分析：衔接显化、语域与语篇连贯[J]. 四川外国语学报2002 (11)：130-33.王佐良主编. 英国文学名篇选注[M]. 北京：商务出版社，1987.张道真. 现代英语用法词典[Z]. 上海：上海译文出版社，1983.朱贤智，林崇德. 思维发展心理学[M]. 北京：北京师范大学出版社，1986.。
教你学术论文 毕业论文的写作教程 academic paper
General Introduction to Academic WritingI.types of academic paper1.according to the purpose the paper servesa.term paper for a university courseb.research paper to be published in a journalc.thesis or dissertation for a university degree2.according to the content of the papera.Experience Papersb.Methodology Papersc.Opinion Papersd.Systems Paperse.Theory PapersII.Features of academic papers1.ObjectiveIt expresses the author’s understanding of the topic based onexperiments, facts, data and analysis2.FormalThe words and structure are rather formal and rigid. The mostwidely accepted formats are the APA-format（AmericanPsychological Association）and the MLA-format （ModernLanguage Association）.III.Parts of a paper1. A research paper is usually made up of the following parts●Title page●Abstract●Outline (or Table of Contents. Optional. Usually placed right beforeor right after the abstract)●Text (introduction, body and conclusion)●Notes (optional. Sometimes figures and tables are also allowed)●Works cited ( or Bibliography)●Appendix (optional. Placement: After all the other parts)●Acknowledgements (optional. Sometimes it is placed before theabstract and sometimes at the end of a paper)2. An empiric paper frequently follows this structure:•Title•Abstract•Introduction•Methodology•Results•Discussion•Conclusion•ReferencesIV. steps in preparing a research paper1. 8 steps/stages1)select topic2)explore data3)gather data4)formulate thesis5)organize data and ideas6)write paper7)review and revise8)publish2. Ten Steps to a Good Research PaperStep 1. Choose Your Topic. When choosing a topic, choose one in which you are interested, and for which there is enough information.If your topic is too broad, you will have difficulty completing your paper. "The Effects of Pollution" is too broad because there are so many effects of pollution. "The Effects of Pollution on Geese in the Northeast Section of Duluth, Minnesota" is too narrow. You are notlikely to find much information that is this specific. "The Effects of Pollution in Yosemite National Park" is just about right as a topic.●Step 2. Locate e information from a variety ofreference sources. These sources include encyclopedias, almanacs, scholarly journals, books, magazines, and newspapers. Find these sources in print form, on CD-ROMS, and on the Internet.●Step 3. Prepare Bibliography Cards. Prepare bibliography cards todocument the sources of information you use when writing your paper.Your library will have style manuals to illustrate how to prepare bibliography cards for various sources of information.●Step 4. Prepare Note e note cards to record notes fromeach source you use when writing your paper. Number your note cards to keep track of them.●Step 5. Prepare an Outline.Write an outline for your paper byorganizing your notes from the note cards into topics, subtopics, details, and subdetails. Use an organization such as:●(topic)⏹(subtopic)⏹(detail)◆(subdetail)●Step 6. Write A Rough e your note cards and outline towrite a rough draft of your paper. As you write your draft, use numbered footnotes to credit sources from which you take quotations or major ideas.●Step 7. Revise Your Rough Draft. Make any changes needed to besure your ideas are clearly expressed and your writing has accurate spelling and grammar.●Step 8. Prepare Your Bibliography.At the end of your paper,provide a list of all the sources you used to gather information for the paper. Your bibliography cards will provide this information. List your sources in alphabetical order by the first word on each of your bibliography cards.●Step 9. Prepare a Title Page and Table of Contents. The title pageis the first page of the paper. It should include the title of your paper, your name, and the date on which the paper is due. The table of contents is the second page. It should list the main topics, important subtopics, and the page on which each is introduced in your paper.●Step 10. Final Checklist. Before handing in your paper, be sure youcan answer "Yes" to each of the following questions.⏹Did I include a title page?⏹Did I include a table of contents?⏹Did I number all pages correctly?⏹Did I provide footnotes for quotations and major sources ofinformation?⏹Did I include a bibliography?⏹Did I keep a second copy for my files?。
如何写bibliography
Referencing using OSCOLASection 6BibliographyKey points•You must always include a bibliography, and well as footnotes.•Every reference you include in your footnotes must also be in your bibliography.•There may be additional sources in your bibliography which do not appear in your footnotes (sources you have used in the preparation of your work but have not referred to directly).Is the information in the bibliography exactly the same as inthe footnotes?•No!•Two key differences:–You leave out page numbers pinpointing a quotation.–The surname of the author comes first, and full firstnames are not used, only initials e.g. in your footnotes an author might be Joe Bloggs, but in the bibliography Bloggs J, followed by the rest of the information.Why the difference?•Not madness –there is a good practical reason.•It makes compiling your bibliography MUCH quicker as you can use the automatic sorting function in WordHow to sort a list alphabetically •First, copy and paste all your footnotes into one list. Add any additional sources you have used.•Keep cases, legislation and secondary sources under separate headingsNext•Delete the page numbers at the end of the reference.•Swap the order of the author’s first name (or initial) and surname around (and add a comma). Replace first names with initials.For example…•Simon Lester and Brian Mercurio et al, World Trade Law. Text, Materials and Commentary(Hart 2008) 78•Catherine Barnard, Substantive Law of the European Union -The Four Freedoms(3rd edn, OUP 2010) 13becomes•Lester, S and Mercurio, B , World Trade Law. Text, Materials and Commentary (Hart 2008)•Barnard, C, Substantive Law of the European Union -The Four Freedoms(3rd edn, OUP 2010)•Now you need to sort the list.How to sort•Highlight your list•Click on ‘Table’in the bar at the top of the page •Then select ‘Sort’•This will open a new window. The default settings will be ‘Paragraphs’, ‘Text’and‘Ascending’. These are the settings you want –so don’t change anything.•Click ‘OK’•Your list will then be arranged in alphabetical order.。
如何准备文献综述和撰写论文(英文)
Finding, formulating and exploring your topic.Different topic creationsMany students have in mind something that they want to work on; others want to work with a particular scholar or research centre. In the first case, students search for a compatible supervisor. In the second, for a topic. Regardless of these preliminary circumstances, the topic is very likely only roughly formulated at this stage. This is usually enough to have your enrolment accepted. Reading the literatureOnce you have a general idea, you could start by talking to your supervisor and other scholars. But, most importantly, you have to think why you would like to work on it, or why anyone would want to do so. Ask yourself, "Why is it important? What is interesting about this? Suppose I solve it, or find it, or pull it all together, what use is it? What is its significance?" Then, with some questions such as these in mind, go and read more about it to see what is there and find out what aspects of it have been exhausted, what neglected, what the main ideas, issues and controversies are in the area. It is regarded as your supervisor's role to direct you to the most fruitful starting point in reading and surveying the literature.Cycle of literature reviewAll of this is not a once only activity, but is a cycle you go through again and again. So you read, think, and discuss it with your supervisor and then, as a result, come closer to the formulation of the topic. And then with each cycle of reading, thinking and discussing your topic becomes more specific and focussed. This is not the final formulation and the last time you will focus your topic. But you could probably let go of this round of general exploration and embark on the next stage. Your supervisor by this time should have enough of an idea of your topic to judge whether or not what you propose to do is feasible within the time available and has the potential to meet the required standards for a PhD. To see the full potential of your topic or, to the contrary, see that it is not going to deliver what you wanted, you do need to begin doing your research. This, of course, is why pilot studies are often undertaken.Making sense of the literatureWe do truly wish we could tell you about a reliable or simple way to make sense of the literature. We can say, however, that you need to attend to things at two levels:∙One is establishing a system that will allow you to organise the hard copies of the articles etc., and develop a data base for references, so you have easy access under relevantcategories and don't chase the same references repeatedly.∙The other is the more demanding task of understanding and using the literature for your purposes.Without attending to the first task, you could easily become inefficient and frustrated. However, although it is necessary to have some way of keeping track, don't spend all your energies on perfecting your system. It may be a good idea to attend a course for researchers on handling information. Check whether your university's library or computer centre offers such a course.The other task ahead of you - of understanding, reviewing and using the literature for your purposes - goes to the heart of your thesis. We consider this in three stages.Making sense of the literature - first passWhen you first come to an area of research, you are filling in the background in a general way, getting a feel for the whole area, an idea of its scope, starting to appreciate the controversies, to see the high points, and to become more familiar with the major players. You need a starting point. This may come out of previous work you've done. If you're new to the area, your supervisor could suggest fruitful starting points. Or you could pursue some recent review articles to begin.Too much to handleAt this stage there seems to be masses of literature relevant to your research. Or you may worry that there seems to be hardly anything. As you read, think about and discuss articles and isolate the issues you're more interested in. In this way, you focus your topic more and more. The more youcan close in on what your research question actually is, the more you will be able to have a basis for selecting the relevant areas of the literature. This is the only way to bring it down to a manageable size.Very little thereIf initially you can't seem to find much at all on your research area - and you are sure that you've exploited all avenues for searching that the library can present you with - then there are a few possibilities:∙You could be right at the cutting edge of something new and it's not surprising there's little around.∙You could be limiting yourself to too narrow an area and not appreciating that relevant material could be just around the corner in a closely related field.∙Unfortunately there's another possibility and this is that there's nothing in the literature because it is not a worthwhile area of research. In this case, you need to look closely with your supervisor at what it is you plan to do.Quality of the LiteratureThis begins your first step in making sense of the literature. You are not necessarily closely evaluating it now; you are mostly learning through it. But, sometimes at this stage students do ask us how they can judge the quality of the literature they're reading, as they're not experts.You learn to judge, evaluate, and look critically at the literature by judging, evaluating and looking critically at it. That is, you learn to do so by practising. There is no quick recipe for doing this but there are some questions you could find useful and, with practice, you will develop many others:∙Is the problem clearly spelled out?∙Are the results presented new?∙Was the research influential in that others picked up the threads and pursued them?∙How large a sample was used?∙How convincing is the argument made?∙How were the results analysed?∙What perspective are they coming from?∙Are the generalisations justified by the evidence on which they are made?∙What is the significance of this research?∙What are the assumptions behind the research?∙Is the methodology well justified as the most appropriate to study the problem?∙Is the theoretical basis transparent?In critically evaluating, you are looking for the strengths of certain studies and the significance and contributions made by researchers. You are also looking for limitations, flaws and weaknesses of particular studies, or of whole lines of enquiry.Indeed, if you take this critical approach to looking at previous research in your field, your final literature review will not be a compilation of summaries but an evaluation. It will then reflect your capacity for critical analysis.Making sense of the literature - second passYou continue the process of making sense of the literature by gaining more expertise which allows you to become more confident, and by being much more focused on your specific research.You're still reading and perhaps needing to re-read some of the literature. You're thinking about it as you are doing your experiments, conducting your studies, analysing texts or other data. You are able to talk about it easily and discuss it. In other words, it's becoming part of you.At a deeper level than before,∙you are now not only looking at findings but are looking at how others have arrived at their findings;∙you're looking at what assumptions are leading to the way something is investigated;∙you're looking for genuine differences in theories as opposed to semantic differences;∙you also are gaining an understanding of why the field developed in the way it did;∙you have a sense for where it might be going.First of all you probably thought something like, "I just have to get a handle on this". But now you see that this 'handle' which you discovered for yourself turns out to be the key to what is important. You are very likely getting to this level of understanding by taking things to pieces and putting them back together.For example, you may need to set up alongside one another four or five different definitions of the same concept, versions of the same theory, or different theories proposed to account for the same phenomenon. You may need to unpack them thoroughly, even at the very basic level of what is the implied understanding of key words (for example 'concept', 'model', 'principles' etc.), before you can confidently compare them, which you need to do before synthesis is possible.Or, for example, you may be trying to sort through specific discoveries which have been variously and concurrently described by different researchers in different countries. You need to ask questions such as whether they are the same discoveries being given different names or, if they are not the same, whether they are related. In other words, you may need to embark on very detailed analyses of parts of the literature while maintaining the general picture.Making sense of the literature - final passYou make sense of the literature finally when you are looking back to place your own research within the field. At the final pass, you really see how your research has grown out of previous work. So now you may be able to identify points or issues that lead directly to your research. You may see points whose significance didn't strike you at first but which now you can highlight. Or you may realise that some aspect of your research has incidentally provided evidence to lend weight to one view of a controversy. Having finished your own research, you are now much better equipped to evaluate previous research in your field.From this point when you have finished your own research and you look back and fill in the picture, it is not only that you understand the literature and can handle it better, but you could also see how it motivates your own research. When you conceptualise the literature in this way, it becomes an integral part of your research.Writing the literature reviewWhat we are talking about here is the writing of the review. We assume that you have made sense of the literature, and that you know the role of the literature and its place in your thesis. Below are links to other sections covering these aspects.You will doubtless write your literature review several times. Since each version will serve a different purpose, you should not think you are writing the same thing over and over and getting nowhere. Where you may strike trouble is if you just try to take whole sections out of an earlier version and paste them into the final version which, by now, has to be differently conceived.In practical terms, it is necessary to have an overall picture of how the thread runs through your analysis of the literature before you can get down to actually writing a particular section. The strategy which writers use as a way to begin the literature review is to proceed from the general, wider view of the research you are reviewing to the specific problem. This is not a formula but is a common pattern and may be worth trying.Let's look at an example taken from the first pages of a literature review. This shows us the progression from general to specific and the beginning of that thread which then continues through the text leading to the aims.[This is basically an introductory section, which starts with a statement of the problem in very broad terms, alerting us to the fact that not everything is rosy, and proceeds to sketch[The text moves on to specify issues at various levels. Although the focus is sharper, thepractical, etc.--are brought together.]Whatever the pattern which fits your work best, you need to keep in mind that what you are doing is writing about what was done before. But, you are not simply reporting on previous research. You have to write about it in terms of how well it was done and what it achieved. This has to be organised and presented in such a way that it inevitably leads to what you want to do and shows it is worth doing. You are setting up the stage for your work.people's work.Maybe at an earlier stage, or in your first version of your literature review, you needed a summary of who did what. But in your final version, you have to show that you've thought about it, can synthesise the work and can succinctly pass judgement on the relative merits of researchthoughts from assessments made by others. It is this whole process of revealing limitations or recognising the possibility of taking research further which allows you to formulate and justify your aims.Keep your research focusedIt is always important to keep your research focused, but this is especially so at two points. First when you have settled into the topic and the time for wider exploration has to end. And then againat a later stage when you may have gathered lots of data and are starting to wonder how you are going to deal with it all.Focus after literature reviewFirst, it is a common temptation to prolong the exploration phase by finding more and more interesting things and straying away from what was once regarded as the possible focus. Either you or your supervisor could be guilty of this. In some cases, it might be you who is putting off having to make a commitment to one line of enquiry because exploration and realising possibilities is enjoyable and you're always learning more. In other cases, it could be your supervisor who, at every meeting, becomes enthusiastic about other possibilities and keeps on suggesting alternatives. You might not be sure if this is just sharing excitement with you or if you are supposed to follow them all up.Either way you need to stop the proliferation of lines of enquiry, sift through what you have, settle on one area, and keep that focus before you. It could even be a good idea to write it up on a poster in front of your desk. Unless you have this really specified in the first place, with the major question and its sub-questions, and you know exactly what you have to find out to answer these, you will never be focused and everything you find will seem to be 'sort of' relevant.You have to close off some lines of enquiry and you can do so only once you decide they are not relevant to your question. We continually meet students who, when we ask, "So what is the question you're researching?", will answer, "My topic is such and such and I'm going to look at x, y and z". Sometimes further probing from us will reveal that they do indeed have a focus, but many times this is not so. Thinking in terms of your topic is too broad. You need to think, rather,Focus after data collectionThen, at a later stage, you could find yourself surrounded by lots of data which you know are somewhat relevant to your project, but finding the ways of showing this relevance and using the data to answer your question could be a difficult task. Now you have to re-find your focus to bring it all together.Again, it is your research question and sub-questions which will help you to do this because your whole thesis is basically the answer to these questions, that is, the solution to the problem you presented at the beginning. This may strike you as a very simplistic way to view it. However, approaching it in this way does help to bring the parts together as a whole and get the whole to work. We even recommend that, to relate the parts to each other and keep yourself focussed , you could tell yourself the story of the thesis.Making a deliberate attempt to keep focused will help you to shape your research and keep you motivated.Apparently I have to write a research proposal. What do I need todo?The main purpose of a research proposal is to show that the problem you propose to investigate is significant enough to warrant the investigation, the method you plan to use is suitable and feasible, and the results are likely to prove fruitful and will make an original contribution. In short, what you are answering is 'will it work?'The level of sophistication or amount of detail included in your proposal will depend on the stage you are at with your PhD and the requirements of your department and University.∙In initial stages, the document you need to write will probably be three to five pages long.It will give a general idea of what you are proposing to do but it isn't a binding contract.Often it serves as a starting point for discussions with your supervisor to firm up the topic, methodology and mechanics of your research.∙Some of you will be required to write a proposal at the time of confirming your candidature (usually at the end of the first year). In some instances, this is a document offour to five pages and may be viewed as a mere formality. In other cases a much moresubstantial document of 30 - 40 pages is expected. Therefore it is essential for you tocheck the requirements with your department.Regardless of the above distinctions you should never see writing a proposal as a worthless chore. Indeed, if it isn't formally required, it is a very good idea to write one anyway. You can use it to your advantage. It always forces you to think about your topic, to see the scope of your research, and to review the suitability of your methodology. Having something in writing also gives an opportunity to your supervisor to judge the feasibility of the project (whether it is possible to finish in time, costs, the equipment needed and other practicalities, time needed for supervision), to assess its likelihood of success, and its ability to meet the academic standard required of a PhD thesis.While there are no hard and fast rules governing the structure of a proposal, a typical one would include: aims and objectives, significance, review of previous research in the area showing the need for conducting the proposed research, proposed methods, expected outcomes and their importance. In experimentally based research it often includes detailed requirements for equipment, materials, field trips, technical assistance and an estimation of the costs. It could also include an approximate time by which each stage is to be completed.write a abstract. Indeed, the final version of the abstract will need to be written after you have finished reading your thesis for the last time.However, if you think about what it has to contain, you realise that the abstract is really a miniTherefore, an abstract written at different stages of your work will help you to carry a short version of your thesis in your head. This will focus your thinking on what it is you are really doing , help you to see the relevance of what you are currently working on within the bigger picture, and help to keep the links which will eventually unify your thesis.ProcessThe actual process of writing an abstract will force you to justify and clearly state your aims, to show how your methodology fits the aims, to highlight the major findings and to determine the significance of what you have done. The beauty of it is that you can talk about this in very short paragraphs and see if the whole works. But when you do all of these things in separate chapters you can easily lose the thread or not make it explicit enough.If you have trouble writing an abstract at these different stages, then this could show that the partswith which you are having a problem are not well conceptualised yet.We often hear that writing an abstract can't be done until the results are known and analysed. But the point we are stressing is that it is a working tool that will help to get you there.Before you know what you've found, you have to have some expectation of what you are going to find as this expectation is part of what is leading you to investigate the problem. In writing your abstract at different stages, any part you haven't done you could word as a prediction. For example, at one stage you could write, "The analysis is expected to show that …". Then, at the next stage, you would be able to write "The analysis showed that …." or "Contrary to expectation, the analysis showed that …..".The final, finished abstract has to be as good as you can make it. It is the first thing your reader will turn to and therefore controls what the first impression of your work will be. The abstract has ∙to be short-no more than about 700 words;∙to say what was done and why, how it was done, the major things that were found, and what is the significance of the findings (remembering that the thesis could havecontributed to methodology and theory as well).In short, the abstract has to be able to stand alone and be understood separately from the thesis itself.Is there a particular thesis structure I have to follow?There are certain conventions specific to certain disciplines. However, these structures are not imposed on a piece of work. There are logical reasons why there is a conventional way of structuring the thesis, which is after all the account of what you've achieved through your research. Research is of course not conducted in the step-by-step way this structure suggests, but it gives the reader the most accessible way of seeing why this research was done, how it was done and, most importantly, what has been achieved. If you put side by side all the questions you had to answer to finish your research and what is often proposed as a typical structure of a thesis, then you see the logic of the arrangement. That does not mean, however, that you have to name your chapters in this way. In some disciplines, it very often is like this; in others, this structure is implied. For example, in many science theses, the following basically is the structure; in many humanities theses, the final structure looks very different, although all of these questions are answered one way or another.Occasionally a thesis is written which does not in any way comply with this structure. Generally the reasons you want to have a recognised, transparent structure are that, to some extent, it is expected and the conventional structure allows readers ready access to the information. If, however, you want to publish a book based on the thesis, it is likely the structure would need to be altered for the different genre and audience.。
20注明参考资料的来源
注明参考资料的来源(Documenting Sources)注明参考资料的来源有几个目的：一是为了避免抄袭或剽窃行为；二是可以提供资料信息，提高读者查阅效率；三是可以增强论据的权威性和论文的说服力。
注明参考资料的来源包括写注释（notes）和写参考文献，并且要遵循MLA或APA（American Psychological Association）两种格式。
文科英语论文的写作都应参照MLA格式。
一、写注释(Writing Explanation Notes)注释的功能主要表现在两个方面：一是对论文中的某个要点、术语或观点进行进一步解释或说明, （称为Explanation Notes）。
例如：（论文原文）The V olstead Act provided for enforcement of the Eighteenth Amendment by empowering federal agents to prosecute bootleggers and other violators.①（注释）①The law, passed in 1919, was named for its sponsor, Andrew Joseph V olstead, congressman from Minnesota.二是引导读者参阅与论文相关的文献资料（称为Reference Notes），例如：（论文原文）Mark Twain was convinced that the novels of Sir Walter Scott had infected the south with false romantic notions.④（注释）④For a full account of Twa in’s opinion of Scott, see Sydney J.Krause, Mark Twain as Critic (Baltimore: Johns Hopking UP, 1967)148-149从位置上看，注释可分为脚注(footnotes)和尾注(endnotes)，脚注位于当页的下端，而尾注则位于论文的末尾。
Bibliography
Bibliography1.How to servive your first year in teaching Sue Cowley [England] Summarize:This book written by a teacher named Sue Cowley. In this book, the writer discussed the experience during the first year in school. He met the problem like feel confuse and do not know what to do. He recorded this feeling and experience to show an example to other teachers like him how to be a good teacher.Assess:This is a useful book because it talked about how to become a good teacher. I can compare the difference between teachers in Asia and western. It showed every aspect during teacher life. It’s v ery realism because I discussed these things when I back to school and talked with my teachers.Reflect:I can know what our teachers do and then their behaviors affect their students thinking and axiology through reading this book. I can compare teachers’ way to teach their students. People always think that students in Asia work hard and smart but actual this depending on the parents and teachers. For example, the writer show us how to supervise students when they do something wrong. It is total different from China local school. The first section is they punish students because they don’t respect their classmates or teachers but we punish students because of their bad grades. All these things bring up our difference. I can compare this in my Personal Project to show the points and change some unbalance thinking.2.Short history of comparative studies of Chinese and foreign education Editor in chief:张瑞璠王承绪Editor in chief for this book: 吴式颖阎国华ChinaSummarize:This book talked about the modern history of the education. This book compared education in follow sections: initiation of education, comparative of schools, students’ thinking and students abroad. It show the process of education development include the mistakes and contributions.Assess:This is the most useful book because it connects with my topic pretty close even it talked about the history. I will find a book compares the current education then they will become the most vital forces to show my ideas because they include the mistakes and development.Reflect:I don’t finish reading but I will make a list for information in this book when I make the website. I got some new ideas about my work in this book. I focused the result more before but I didn’t pay attention to the development and thinking of edu cation. The process will reflect ton of things to people and that’s always can become a point to discuss. In this book also involved famous person’s opinions. Their thinking also can help me understand education more. The source is available because them were from the most important book during that period and people accept these opinions.cation for 1.3 billion 李岚清chinaSource: /gp/product/product-descriptionProduct Description:In the past decade, China has made amazing achievements in its educational development. National reforms in primary, secondary, higher and vocational education are underway. Teachers, as professionals, are now receiving unprecedented respect. Mr. Li Lanqing, a key government player in the midst of these changes, explains:- How China has succeeded in providing a nine-year compulsory education for virtually all children of eligible age. - Why China’s colleges and universities have been able to develop so quickly. - How higher educational and research institutions ensure that their research results enter the market quickly. - How China has reformed and developed its vocational education. - How the Chinese government has overcome tremendous challenges in reforming and developing education nationwide.As a Vice Premier of the State Council between 1993 and 2003, Mr. Li held a key role in the government as head of education. He devoted most of his energy to education as he believed that education stands out among all governmental roles in terms of scope and complexity and is of paramount importance to a nation. Overall, Mr Li asserts, education in China owes its success mainly to the correct leadership of the Communist Party of China, and to a series of major policies.In his book, Education For 1.3 Billion: Former Chinese Vice Premier LI LANQING on 10 Years of Education Reform and Development, Mr. Li describes how major policy decisions were taken, how he himself grappled with the challenges associated with change, and his views on important issues in Chinese education. "Editor s’ Observations" - the last part of the book - includes interviews which allow readers to have more insight into Mr. Li’s concept of education, his personal experiences and passions, his personality as a public servant, and delves into "who he is"— a man with deep devotion and passion for education.It is noteworthy that the Chinese edition, since its publication in April 2004 has sold over 750,000 copies! The book is targeted to help educators, researchers and policy makers around the world exchange research results and practical experience in education.From the Inside Flap:Introduction:In recent years, China has made breathtaking achievements in its development. From a society that could only provide the basics for its people, it has entered the initial phase of becoming a prosperous society. This is a change of historic significance. The pace of China's economic development and social progress has amazed the world and been admired by many.Of all its reform endeavors, education has had some of the most outstanding successes. Building on its resumption and expansion in the 1980s and early 1990s, education continued to advance rapidly from 1993 to 2003, and there were a number of historic breakthroughs during that decade. Basic education, especially the "two basics," that is, basic universal nine-year compulsory education and basic elimination of illiteracy among the young and the middle-aged, has greatly raised the educational levels of the nation. A comprehensive system of vocational and adult education has come to stay. Higher education has developed rapidly, with some groundbreaking reforms. Instruction too has evolved, with more emphasis now on developing student qualities, i.e. building character as well as imparting knowledge, and this approach has gain wide accept many types of schools established. Extensive and active educational exchanges and collaboration with other countries have sharpened our competitve edge in the world. A legal framework is now in place to guide future efforts.Over the past decade, a number of long-standing, intractable problems have virtually been resolved; others, though still pending, now enjoy the right conditions to bring about solutions. Total national funding for education has on average increased 20% annually, reaching 548 billion yuan in 2002, over five times as much as in 1993; budgetary appropriations have risen every year by an average 19% to reach 311.4 billion yuan in 2002, nearly five times the 1993 total. By the end of the 20th century, nine-year compulsory education was near-universal, and illiteracy practically wiped out among the young and the middle-aged, while senior secondary education had increased enormously. Since 1999, institutions of higher learning have enrolled more and more students every day, so that by 2002, there were 16 million students in different types of higher education institutions. Of these, some 9.03 million were attending regular colleges and universities. According to the lastest UN! ESCO statistics, the scale of higher education in China is the largest in the world. All in all, ten years of reform and development have created an entirely new education landscape in China.Like all other undertakings, education owes its success chiefly to the correct leadership of the Communist Party of China, and to a series of major policy launches. These decisions ranged from affirming the strategic priority of education and implementing the strategy of rejuvenating the country through science and education to formulating a corresponding legal and regulatory framework; from increasing government funding to making major changes in the whole education system; from ensuring top priority to the "two basics" to strengthening rural education; from making compulsory education universal to enlarging enrollment in institutions of higher learning; from expanding the teaching profeesion to popularizingcharacter-building education. All have guided and advanced educational reform and growth in the past decade.How were such decisions taken? How were they implemented? These are questions that intrigue not only educators but people from all walks of life. Education for 1.3 Billion describes how major policy decisions were taken, how the author grappled with the challenges, and his views on many important issues in Chinese education. About the Author:Li Lanqing graduated from the Business Management Department of Fudan University in Shanghai in 1952. Early in his career he worked for the establishment of the First, Second and Third Auto Works, thus helping launch the nation’s automobile industry. Later, he held positions in the First Ministry of Machine-Building Industry and the State Economic Commission.From 1978 he was involved in the country’s reform and opening up to the outside world. He headed negotiations on automobile projects with foreign companies and was once in charge of foreign governmental loans at the State Foreign Investment Administrative Commission. He also served successively as director-general of the Foreign Investment Administration of the Ministry of Foreign Economic Relations and Trade, Vice Mayor of Tianjin, and Executive Vice Minister and then Minister of Foreign Economic Relations and Trade. From 1993 to 2003 he served two terms as Vice Premier of the State Council of the People’s Republic of China. He was an alternate member of the 13th Party Central Committee, a member of the Political Bureau of the 14th Party Central Committee, and a member of the Standing Committee of the Political Bureau of the 15th Party Central Committee.During his ten years as Vice Premier, Li Lanqing was in charge of education, science and technology, foreign trade and economic cooperation, commerce and logistics, customs, machine-building, textile and light industries, finance and taxation, culture, public health, the press, publishing and sports. Since the 1950s, Li Lanqing has written and translated a series of books and essays on economic management and domestic and foreign trade. He holds honorary degrees and positions bestowed by four foreign universities.Summarize:I read the information for the Internet before I start reading this book. It helped me a lot and I got a thought in the rough. It talks the thinking about education after working in State Central. He talked the experience during he work for the education. Assess:It talked about the development of China education and our advantages. I think that will be an argument in my topic because I talk about more advantages about foreign education. In this book, I can see Chinese become powerful than before and we can do more things so I will discuss shall we go to abroad to find better education? Reflect:I always talk about the advantages to go abroad to study but as China become more powerful and a lot of people start to learn more from us. That’s great but another problem is should we go abroad when people already started to learn from us? I will discuss more about this when I introduce this book.Reference:/622007717/blog/1283392738/what-is-the-difference-between-the-education-system-in-western-and-asian/is-eastern-education-as-biased-as-western-eduction :I got information about International education system from this website.。
英语作文准备
With the outline in place, begin writing the essay. Start with a strong introduction that captures the reader's attention and clearly states the main argument or purpose of the essay. Develop the body paragraphs with supporting evidence and examples. Each paragraph should focus on a specific point and smoothly transition to the next. Lastly, conclude the essay by summarizing the main points and reinforcing the central thesis.
In conclusion, preparing for an English essay involves understanding the prompt, brainstorming, outlining, writing, reviewing, and finalizing the essay. By following these steps and putting in the necessary effort, one can ensure that their English essay is well-prepared and effectively conveys their thoughts and ideas.
写作业的英语短语
plete assignments完成作业2.Do homework做作业3.Work on a project进行项目工作4.Write an essay写一篇论文5.Prepare for a test准备考试6.Study for an exam为考试学习7.Answer questions回答问题8.Write a report写报告9.Finish a worksheet完成工作表10.Solve math problems解决数学问题11.Read a textbook阅读教科书12.Take notes记笔记13.Review material复习材料14.Write a summary写摘要15.Research a topic研究一个主题16.Draft an outline起草大纲17.Edit a paper编辑论文18.Proofread work校对工作19.Submit assignments提交作业20.Meet a deadline满足截止日期21.Conduct research进行研究22.Write a thesis statement写一个论点陈述23.Analyze a text分析文本24.Cite sources引用来源25.Collaborate on a group project合作进行小组项目e a dictionary使用字典27.Practice vocabulary练习词汇28.Memorize formulas记忆公式29.Sketch diagrams画草图30.Create a presentation制作演示文稿31.Engage in peer review参与同行评审32.Follow instructions遵循指示anize thoughts组织思路34.Develop a hypothesis制定假设35.Experiment with variables用变量进行实验36.Record observations记录观察结果37.Write a conclusion写结论38.Prepare a bibliography准备参考书目e academic language使用学术语言40.Reflect on learning反思学习。
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A
free tutorial how to structure and format one’s work, how to cite references, etc. is available on
/learn/tutorials/bas ics-tutorial.aspx
A short guide
Doc. N. Orlova, CSc
There
are several standard citation styles developed and updated by academic associations. The most popular are: APA style, MLA and Chicago manual. Discuss with your thesis supervisor which one you should use. It is not important what particular citation style you select, it is imperative that you are consistent using it.
For example:
Bailey, K., Curtis, A. & Nunan, N. (2001). Pursuing professional development: The self as source. Boston: Heinle and Heinle.
Author,
A. A., & Author, B. B. (Year of publication). Title of chapter. In A. Editor & B. Editor (Eds.), Title of book (pages of chapter). Location: Publisher
The APA standard is frequently used by writers, editors, students, and educators in the social and behavioral sciences. APA style is employed in theoretical papers, methodological articles, literature reviews, etc. The latest 6th edition was published in July 2009.
Wallace, M.J. (1998). Action research for language teachers. Cambridge: Cambridge University Press
Author, A. A., & Author, B. B. (Year of publication). Title of work. Location: Publisher
For example: Murphey, T. (2000). Becoming contributing professionals: Nonnative-English-speaking teachers in an EFL environment. In K. E. Johnson (Ed.), Teacher education (pp.105–118). Alexandria, VA: TESOL.
Using
APA Style when writing your paper: some tips and suggestions.
Author, A. A. (Year of publication). Title of work. Location: Publisher.
For example:
You
can also find good advice on the site of Concordia University Libraries
http://library.concordia.ca/ At Citation and Style Guides page http://library.concordia.ca/help/howto/cita tions.html
MLA is an accepted format used for references by many researchers in the field of linguistics and literary studies.
A good guide for publishers, writers and editors. The manual is published by the University of Chicago Press.
Author,
A. A., & Author, B. B. (Year of publication). Title of the article. Journal Title, Volume number, pages.
For example:
Farrell, T. (2003). Reflective teaching: The principles and practices. English Teaching Forum, 41 (4), 14–21.