英语专业毕业论文正文格式样板

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英语专业论文范文格式

英语专业论文范文格式----WORD文档，下载后可编辑修改----下面是小编收集整理的范本，欢迎您借鉴参考阅读和下载，侵删。

您的努力学习是为了更美好的未来！英语专业毕业论文格式英语论文用激光打印机打印，打印稿为黑白稿，彩色打印件会影响出版效果。

版心：A4纸，上、下页边距3.5cm，左、右页边距均为3.25mm。

论文内容宽不得超过14.5cm,长不得超过22.5cm。

字体和字号：正文，标题，作者联络信息和图表中的文字均为TimesNewRoman12号字。

可以跟据需要使用同类字体中的粗体，斜体。

行距：单倍行距。

页码：论文正文和文后所附图例都需添加页码。

页码为阿拉伯数字，位于页面下方居中。

文体：文章应语法正确，技术用词准确。

标题应该以最简洁的语言概括文章内容。

如果标题较长，请采用Title:Subtitle的形式。

数学公式：文中的数学公式不得手写，必须打印。

公式如果在文中多次被引用，应该编号。

公式之间，公式和正文之间都应该空一行。

单位：文中所用的度量衡单位应为国际单位。

可在括号内，单位对应表中列出其他单位。

有关国际单位的使用 (StandardPracticeforUseofTheInternationalSystemofUnits)可以通过电话1-800-548-2723向ASCE索取。

其他相关使用参考文献，如ANMCMetricEditorialGuide，5thed，1992可向美国国家公制协会索取(AmericanNationalMetricCouncil，1735N.LynnStreet,Suite950,Arlington,VA22209-2022)图表：标题说明和图例：插入的图表应该以出现顺序编号(Figure1，Figure2，Table1，Table2)。

图的说明和标题，包括图的序号应该位于图的下方。

表的说明和标题，包括表的序号应该位于表格上方。

位置：图可以插入到正文中，或者集中放在文章最后。

英语专业本科毕业论文格式

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

菲次杰拉德的代表作《了不起的盖茨比》的叙事视角独特，新颖。

整个故事都是尼克根据回忆用第一人称“我”写出。

尼克在故事中具有双重视角，有时作者根据需要把视角进行了转换。

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

英语论文格式APA(附：论文模板)

外国语学院本科生英语专业毕业论文装订顺序（APA格式）（注：此格式用于文学、翻译方向之外的所有论文）1.毕业论文封面（汉语）2.毕业论文首页（英语）3.致谢（英文）4.毕业论文中文摘要及关键词5.毕业论文英文摘要及关键词6.目录7.正文8.尾注（可选）9.参考文献（英语文献在前，汉语文献在后）10.附录（可选）附：论文模板（模板内容仅供参考，毕业生可根据实际情况填写）学号：0305114000使用情况调查学院名称：外国语学院专业名称：英语教育年级班别： 2002 级 5 班姓名：刘海涛指导教师：李庆东年月The Use of Linking Adverbials by Chinese College English LearnersA Thesis Submittedto Faculty of International Studies ofHenan Normal Universityin Partial Fulfillment of the Requirementsfor the Degree of Bachelor of ArtsByLiu HiataoSupervisor：Li Qingdong英文年月日enthusiasm, which have been the major driving force to complete the current paper. …无论在口语还是在写作中，中国大学英语学习者在连接副词的使用上都有过多使用的倾向。

影响中国大学英语学习者使用连接副词的因素是多方面的，如母 (linking adverbials in writing and speaking, and give an impersonal description about the non-nativeness that the learners demonstrate in the use of linking adverbials. It is found that Chinese EFL learners have shown an overall overusing tendency in using linking adverbials in their speaking and writing. The results have shown that the factors which contributing to Chinese EFL learners’ use of linking adverbials are multifold, such as mother tongue transfer, pedagogical instructions, stylistic awareness, semantic understanding, pragmatic considerations.Key Words: Linking Adverbials; Chinese EFL learners; Use; TeachingTimes New Roman五号粗体Acknowledgement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. II Chapter One Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11.1 Research Background. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 1.2 Motivations and Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Two The Theoretical Framework of Child Language Learning. . . . . . . . . . . 52.1 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52.2 A Selective Review of Child Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52.3 Child Language Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132.3.1 Child First Language Development. . . . . . . . . . . . . . . . . . . . . . . . . . . 14 2.3.2 Child Second Language Development. . . . . . . . . . . . . . . . . . . . . . . . 16 2.3.3 Child Foreign Language Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 2.4 Summary of Key Learning Principles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Chapter Three Some Critical Issues in Primary EFL Instruction in Chinese Context. . . . . . . . . . . . . .253.1 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 3.2 The Debate about the Inclusion of English in the Primary Curriculum. . . .25 3.3 The Contents of Primary English Curriculum. . . . . . . . . . . . . . . . . . . . . . . 27 3.4 Approaches to Primary Instruction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 3.5 Assessment in Primary English Curriculum. . . . . . . . . . . . . . . . . . . . . . . . 34 Chapter Four Research Design – A Survey Study. . . . . . . . . . . . . . . . . . . . . . . . . . . .374.1 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37 4.2 The Survey Background. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37 4.3 Subjects. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 4.5 Data Collection and Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43 Chapter Five Results and Discussions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .455.1 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .455.2 The Overview of Primary EFL Program in Henan Province. . . . . . . . . . . .455.3 The Current Situation of Primary English Classroom Instruction. . . . . . . .52 Chapter Six Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .696.1 Major Findings and Contributions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .696.2 Recommendations for Future Research. . . . . . . . . . . . . . . . . . . . . . . . . . . .71 Appendixes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73 Bibliography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82河南师范大学本科毕业论文Chapter One Introduction1.1 Research BackgroundIn the first decade 1 or two after World War II, the introduction of foreign languages in the elementary school in the U.S.A.1, and of primary school French in Britain, and similar developments in other countries were part of a widespread search for ways of “improving the effectiveness of language education by taking into account into timetable of language development in childhood” (Stern, 1983, 363). The past decade has seen significant increase in foreign language programs for young learners. In many African and Asian countries, primary children have long been taught French or English as preparation for their use as a medium of instruction.1.2 Motivations and Objectives Times New Roman 五号，1.5倍行距Times New Roman 三号，粗体，居中Times New Roman , 小四号，粗体全文每段首行缩进3-5个字符2.Altenberg, B. (1984). Causal Linking in Spoken and Written English. Studia Linguistica, 38 (pp.20-69).Halliday, M. A. K., & Husan, R. (1988). An Introduction to Functional Grammar: Edward Arnorld.Halliday, M. A. K., & Husan, R. (1970). Language Structure and Language Function. In Lyons (Ed.), Peguin Books (pp. 221-224).Hatch, E. (1992). Discourse and Language Education. London: Cambridge University Press. Quirk, R. et al (1972). A Grammar of Contemporary English. London: Longman.罗瑞球. (2002). 英语习语翻译教学. 湖南师范大学教育科学学报(3).徐其画 & 王乃文. (1989). 实用英译汉教程. 上海: 上海外语教育出版社.杨慧中(主编). (2002).语料库语言学导论. 上海：上海外语教育出版社。

英文论文格式范文

英文论文格式范文《English Paper Format Sample》Title: The Impact of Technology on Language Learning Introduction:Technology has become an integral part of our daily lives, and its impact on education, specifically language learning, has been substantial. This paper aims to explore the influence of technology on language learning and the ways in which it has revolutionized the way individuals acquire and master a new language.Body:1. The Role of Technology in Language LearningIn the past, language learning primarily involved textbooks, audio tapes, and face-to-face interactions with teachers. However, with the advent of technology, individuals now have access to a wide array of resources such as language learning apps, online courses, and interactive software. These tools have not only made language learning more accessible but also more engaging and personalized.2. The Benefits of Technology in Language Learning Technology has transformed the traditional methods of language learning by providing learners with the ability to practice listening, speaking, reading, and writing skills in a virtual environment. Additionally, learners can interact with native speakers throughvideo calls and social media platforms, enabling them to immerse themselves in the language and culture.3. The Challenges of Technology in Language LearningWhile technology has undeniably improved language learning, it also presents challenges such as the potential for distraction and information overload. Furthermore, some individuals may struggle to adapt to new software or feel overwhelmed by the multitude of options available.Conclusion:In conclusion, technology has revolutionized the way individuals learn languages by providing them with innovative and interactive resources. While it has its challenges, the benefits of technology in language learning far outweigh its drawbacks. As technology continues to advance, its impact on language learning will only become more profound.References:Smith, J. (2019). The Impact of Technology on Language Learning. Journal of Language Education, 15(2), 67-78.Brown, S. (2018). Language Learning in the Digital Age. New York: Routledge.。

毕业论文英语格式模板范文

英语专业毕业论文格式我不知道。

（2） I am not a poet. 我不是诗人。

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

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

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

各数字或字母后均为一句点，空出一格后再打该项内容的第一个字母；处于同一等级的纲目，其上下行左边必。

【英语论文翻译格式】英语论文的格式是什么？4.5、正文结构与格式的统一规定：正文内容一般包括前言、论文主体和结论。

正文内分级小标题力求简明，文章层次不宜过多，一般不超过3个层次。

文章分级小标题占一行，必须采用以下格式的序号来表明文章的层次（同一层次的序号和标题必须对整齐）。

正文的题目：使用Times New Roman 16号字，黑体；正文一级标题使用Times New Roman14号字黑体；二级标题使用Times New Roman13号字黑体；三级标题使用Times New Roman 12号字斜体。

正文的内容：要求使用Times New Roman 12号字打印。

论文页面设置：左边距为3.70厘米，右边距占3.00厘米，上下边距各占2.50厘米。

空格：段首句空四个字符；每个单词之间只能空一格。

行距：段落间距为2.0倍，正文行距为1.5倍。

P.S.太多了，给我百度Hi~我发邮件给你。

英语专业毕业论文的基本格式湖北师范学院外国语学院英语专业本科毕业论文撰写基本要求及格式规范本格式规范在参照《湖北师范学院本科毕业论文（设计）工作实施办法》的基础上、结合英语研究论文撰写的特点而制定，适用于湖北师范学院外国语学院英语专业全日制本科毕业论文的撰写。

英语作文毕业论文模板范文

英语作文毕业论文模板范文Title: Graduation Thesis Template Sample。

Abstract:This paper aims to provide a comprehensive guide and template for writing a graduation thesis. The template includes the structure, formatting, and content requirements for a successful thesis. It is designed to assist students in organizing their thoughts and research findings in a clear and coherent manner. By following this template, students can ensure that their thesis meets the academic standards and effectively communicates their research.1. Introduction。

The introduction should provide an overview of the research topic, its significance, and the objectives of the study. It should also include a brief literature review to demonstrate the gap in the existing research that the thesis aims to fill. The introduction sets the stage for the rest of the thesis and should be engaging to capture the reader's interest.2. Literature Review。

英语专业毕业论文格式(格式全)

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

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

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

英语专业本科毕业论文格式

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

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

3.装订线：0厘米。

4.距边界：页眉2.7厘米，页脚1.7厘米。

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

6.页码：选用阿拉伯数字，页面底端居中。

第1页为正文第一章的第一页。

目录页和摘要页不标页码和页眉。

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

段落首行缩进4个英文字符或2个汉字字符。

●长度：英文约为150词。

中文摘要内容要与英文摘要内容一致。

英文、中文摘要各占一页。

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

●中英文摘要均要求有能反映论文主要内容的关键词2—4个。

“Key words：” 及“关键词：”字样须加粗，顶格。

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

图1.1图1.22．目录页●目录页另页编排，置于摘要页的后面。

一级标题加粗，序号采用阿拉伯数字，数字后面加一圆点，如1.、2.、3.等。

二级标题及二级以下标题使用阿拉伯数字编排序号，如3.1、3.1.1 等。

●目录中的各级标题及页码均须与正文中的标题及页码一致。

英文毕业论文格式

英文毕业论文格式模板英文毕业论文格式模板一、格式论文依次包括封面、目录、英文摘要(abstract)与关键词(key words)、中文摘要与关键词、引言(introduction)、正文、结语(conclusion)和文献目录(works cited)等部分。

二、封面具体样式参照论文样本页a，封面格式可到外国语学院网站下载。

三、标题居中。

如果有副标题，用冒号把英文主、副标题隔开，例如：the human nature motif in william golding’s lo rd of the fliesinvisible colour versus visible wall: hanif kureishi’s “strangers when we meet”中文副标题须在主标题后另起一行，前面加破折号, 例如：论威廉·戈尔丁《蝇王》中的人性母题看不见的颜色与看得见的墙——评哈尼夫·库雷西的“相逢不相识”四、英文摘要与关键词 abstract左顶格，字体为times new roman 小四号，黑正体，与摘要内容部分以冒号隔开。

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

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

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

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

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

英语毕业论文格式模板范文(实用3篇)

英语毕业论文格式模板范文(实用3篇)科学技术发展进步的同时，国际间的科技交流活动也越来越多，因此，科技英语的使用需要也在相应扩大，为了准确、全面解释科技英语所表达的内容，应掌握客观性、真实性、合理性、严谨性等特点，同时，还应注意上下文的有序衔接，科技英语特点主要体现在词汇、句法以及句型等方面。

1.基本特点。

科技英语翻译时，应尽可能做到释义还原，避免出现片面还原、语义歧义、主观猜测等现象，做到完整释义的基础上，针对所翻译的科技文章进行修饰，选择适合的风格。

首先，严密性。

翻译科技内容时，只有坚持严密性原则才能完成翻译目标，才能彰显科技文章的信息价值，如果不注重翻译的严密性，那么药理类科技文章、实验操作类科技文章则会失去研究意义，并且还会对阅读者产生误导，影响学习方向和研究深度。

然后，多变性。

科技文在表达的过程中无需绝对化和一致化，但在翻译过程中，应注意语序、语法以及词义的合理性，避免主观翻译、随意翻译，选择恰当词义对其准确翻译、灵活翻译。

最后，深入浅出。

由于阅读科技英语翻译文的读者存在差异性，读者群体的知识结构、理解能力不尽相同，翻译者确保原文释义不变的前提下，应适当改变语言风格和类型，确保翻译后的科技文章能够被不同读者理解，同时，这也是完成翻译目标的基本表现。

专业词汇：由于这类单词的释义较明确、单一，并且单词应用较具体，对于这类词汇应注重日常积累，广泛查阅相关资料，做好记录、温习等工作，例如，atom，原子、diode，二极管。

常用词汇：这类词汇在日常生活中较为常见，并且应用率较高，同一词汇在生活中和科技类文章中会被解释成新的意思，例如，feed在生活中和科技词汇翻译中分别指“饲料”和“注入”；solution分别指生活中的“答案”以及科技词汇“溶解”；sevice在生活中有“服侍”之意，科技词汇将被翻译成“检修”、“保养”。

一词多义：这类词汇在科技英语中的应用次数较多，并且应用范围较广，并且多义即针对不同领域而言，例如，power一词常出现在物理学领域、数学领域光学领域、工程领域和机械领域，分别指的是“功率”、“乘方”、“放大率”、“电力”和“工具”。

英语专业本科学位论文写作格式范例(供参考)

西北政法大学外国语学院本科生英语专业学年/毕业论文格式及装订顺序（MLA格式）1.论文封面：汉语，由教务处统一格式和印制，各学院制作。

论文题目用汉语。

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

3.封三：指导教师评定成绩、评语页，统一印制。

4.封底：（毕业论文）答辩记录、答辩成绩及论文总评成绩。

教务处统一格式，各学院制作。

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

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

反映论文主题概念的词或词组,一般每篇3～8个。

单独一页。

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

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

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

文内夹注格式参照教材《英语学术论文写作》和“论文模板”。

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

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

引用文献格式参照教材《英语学术论文写作》和“论文模板”。

11.全篇论文格式参见本文档中的“论文模板”。

12.“论文模板”中未详尽例举的格式，请参阅教材《英语学术论文写作》。

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

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

答辩时提交给评议教师提交论文的分数另行决定。

英语的毕业论文格式实用实用模板

英语专业毕业论文写作格式说明一、总的装订顺序（亦即本说明之排列顺序）1. 外封（格式要求）2. 内封（中文）（格式要求）3. 内封（英文）(格式要求)4. 目录（格式要求）5. 摘要（中文）（格式要求）6. 摘要（英语）（格式要求）7. 正文（格式要求）8. 参考文献（格式要求）9. 致谢（格式要求）10. 附录（格式要求）二、特别提示：1. 本文本之页码、内容等仅为格式参考，具体内容以论文的实际内容为准。

但装订顺序不变。

2. 论文有关页面所应填写的文本的内容、字体、字号、排列位置以及上下空行等以本文本中之格式为准。

一般不做专门说明，请参照执行。

各例句的编号是从头到尾统一编号，其编号格式要统一，如:E.g. 1.E.g. 2.E.g. 3.如果例句是英汉对照的，可采用：E.g. 1a.E.g. 1b.E.g. 2a.E.g. 2b.E.g. 3a.E.g. 3b.以此类推。

4. 因为各种举例包含有句子，有短语，也有段落，要采用统一的相应的格式。

书名用斜体，诗歌、文章名用引号，但自成一书的诗集及史诗按书名处理，用斜体。

详见论文范文后面的专门说明。

5. 审核表是论文开题前，由学院对学生选题的筛选内容，所以不随本论文装订，而是单独上交。

以下是论文全部文件的模板及说明。

建议不必新建文件，就直接在这个版本上打字替换有关内容。

注意把与你自己的论文无关的内容删掉或替换。

毕业论文题目名称：思维方式差异对英汉翻译的影响题目类型：研究论文学生姓名：张三院(系)：外国语学院英语系专业班级：英语11001指导教师：李四辅导教师：时英汉思维差异对翻译的影响张三总计：毕业论文45页指导教师：李四评阅教师：王五完成日期：2014年5月22日题目，黑体，二号。

学生姓名，宋体，小四号，加粗。

论文中文献翻译外文材料的最后一页页码。

The Effect of Thinking Modes on Translation Between English andChineseA ThesisPresented to the School of Foreign LanguagesYangtze UniversityBy Zhang SanIn Partial Fulfillment of the RequirementsFor the Degree ofBachelor of ArtsMay, 2014 Thesis Supervisor: Li Si指导老师审查意见 (I)评阅老师评语………………………………….………………………I I答辩会议记录及成绩评定 (III)任务书…………………………………………………………………I V文献综述 (V)中文摘要 (Ⅻ)英文摘要 (X)正文目录 (X)正文 (1)参考文献 (32)致谢 (34)从论文正文引言开始，直致谢，页码用阿拉伯数字从1往后依次排序。

英语专业毕业论文APA格式模版

毕业论文APA 格式模版Everyday Use for Your GrandmammaByA Thesis Presented tothe School of Foreign LanguagesChina West Normal UniversityIn Partial Fulfillment of the Requirement forthe Degree of Bachelor of ArtsUnder the Supervision of Prof 。

May 2007OutlineThesis statement：.。

.1。

Introduction1.1…1.2…2。

Body2。

1…2.1。

1…2。

1。

2…2.2…2.2。

1…2.2.2…2。

3…2。

3。

1…2。

3.2…2。

4…2. Body3.13。

2Everyday Use for GrandmammaPaper Ha， Nanchong, China, 637002Abstract ：How to write an abstract ？ (The research background ， the research method ， the research results, limit it within 250 words)Keywords ： fun ， happy ， intelligence （3-5 words or phrases of high frequency ， to the thesis statement ）Lastname （1998) is responsible for this. He argues ， this pre-settings for the essential features of APA format: margins, indentations ， font ， line spacing, and widow/orphan control ， as explained in The Research Process （Doe ， 1987, pp112—128）。

英语专业毕业论文正文格式样板

泰山医学院英语专业本科生毕业论文格式规范要求外国语学院英语专业适用专业：英语专业本科、英语专业专升本、英语第二专业（学位）毕业论文是教学计划中最后一个综合性实践教学环节，是学生在教师指导下，独立从事科学研究工作的全面体现。

为了进一步提高我院毕业论文质量，规范毕业论文写作，根据《泰山医学院本科毕业论文（设计）工作条例（修订）》精神，并参阅《泰医教字〔2007〕21号：泰山医学院本科毕业设计(论文)工作管理规定》，现对毕业论文格式要求补充和说明，要求指导教师及英语本科专业毕业生予以执行。

一、总体要求毕业论文包括封面、标题、目录、英文摘要及英文关键词、中文摘要及中文关键词、正文、（注释）、参考文献、致谢等部分组成，并按上述顺序排列。

本科生毕业设计（论文）（以下简称毕业设计）应规范、完整，符合学校的规定和要求。

一律用A4纸打印，页边距上、下、左、右均为2.2厘米。

1. 封面及题目毕业论文（设计）封面按泰山医学院规定格式填写。

封面选用光面纸张，并按照学校设计的固定格式填写。

英文题目用“小一号Times New Roman加粗”填写，中文题目“小一号黑体”填写，所在院系、专业、年级、班级、学号、学生姓名、指导教师和日期等用“三号仿宋体”填写。

2．行距设置毕业论文内容及各种标题（包括摘要、目录、致谢、参考文献）的行距设置统一选用固定值23磅。

3．字体设置（1）“Contents”、“Abstract”、“Acknowledgements”、“Bibliography”英文字样均选用“Times New Roman”三号加粗，“摘要”等中文字样均选用“三号黑体”，其他内容统一选用“小四号Times New Roman”。

（2）正文第一级标题选用“Times New Roman”三号加粗；第二、三级标题分别选用“Times New Roman”四号加粗和“Times New Roman”小四号加粗；第四级标题和正文内容选用“小四号Times New Roman”。

英语专业毕业论文范文模板(完整版)

Contrastive Study of Chinese andWestern Cultures from the Perspective ofDocumentaries themed in"China'sDevelopment"Wang WeiqianA Thesis Submitted asa Partial Fulfillment for the Degree ofB.A. in EnglishCollege of Foreign LanguagesHebei Normal Universityof Science and TechnologyMay 19th, 2016摘要改革开放以来，中国经济的突飞猛进，一路高歌吸引了世界的眼光。

"中国题材"的纪录片成为世界各国感兴趣的主题。

中国和外国都各自推出了记录中国近些年发展的纪录片。

目前国内外对纪录片的研究，几乎都限于纪录片的理论研究与创作研究，而研究中西纪录片展现的文化差异非常少见。

本文从叙事方法、叙事关注点、叙述者口吻表现出的差异性入手，对比中西方“中国发展”题材纪录片以探究差异的文化渊源。

通过对比发现: 西方“中国发展”题材纪录片叙事方法角度更广泛；叙事更关注于个体情况；叙事口吻平等化。

主要原因在于中西方文化价值观的差异。

中国农耕文化基础上的集中制导致中国人思想具有一元性特征，儒家思想使国人更追求集体主义价值取向。

相反，西方文化属于多元文化，受古希腊文明和两次思想解放运动深刻影响的西方个人主义则根植于西方人头脑中，他们更关注个人思想，注重个人独立。

关键词：中国发展；纪录片；文化差异AbstractSince the reform and opening up, the economyin China develops so quickly thatit draws the eyes of the world. And documentaries themed in China have bee very popular.China and the West both have launched the documentaries which narrate and elaborate the development of China because of the great achievement China made recent years .At present, domestic and foreign researches on documentary are almost about the theory of documentary and creation research while the contrastive studies of the Western and Chinese cultures from the perspective of documentary are relatively rare. This thesis intends to pare the western documentaries themed in "China's Development" to Chinese ones to analyze the culture diversity between the West and China from the aspect of narrative method, narrative focus and narrative tone. Based on contrastive study, it can be found that the western ones are more diverse in narrative method; they stress individualism and their narrative tones are equality-based while that of Chinese are authority-based. That can be accounted for the differences of Chinese and Western cultures. Chinese centralism based on the farming culture leads to monism in Chinese mind, and due to ancient clan and Confucianism, people pursue collectivism. On the contrary, the Western culture is characterized by multiculturalism, and individualism influenced by the ancient Greece thoughts and two ideological liberation movements is deeply rooted in westerners' minds. They attach importance to personal ideas and individual's independence.Key words:China's development; documentary; culture differenceTable of ContentsAbstract in ChineseiAbstractin EnglishiiI Introduction11.1 Statement of the problem11.2 Significance of the study11.3 Outline of the thesis2II Literature Review32.1 Researches abroad32.1.1 Definition of culture32.1.2 Studies of cultural values32.2 Researches in China42.2.1 The studies of Chinese and Western cultures42.2.2 Studies of documentary from the perspective of culture5 IIIContrastive Study of Chinese and Western Documentaries73.1 Narrative method73.1.1 Mono-angle73.1.2 Multi-angle83.2 Narrative focus93.2.1 Social group93.2.2 Personal situation93.3 Narrative tone103.3.1 Authority-based103.3.2 Equality-based11IV Cultural Analysis of Chinese and Western Documentaries124.1 Monocuturalism/ multiculturalism12 4.1.1 Monoculturalism124.1.2 Multiculturalism134.2 Collectivism/ Individualism134.2.1 Collectivism144.2.2 Individualism14V Conclusion16Bibliography18 Acknowledgements19Chapter One Introduction1.1 Statement of the problemDocumentary is not only a kind of television art form which records the rich and splendid culture, but also regarded as a part of human culture. Scholars have made a lot of contributions to the researches on documentary, and promoted the further prosperity of the documentary during the process of its naissance, development and evolution. However, the researches on the influence of cultural backgrounds and the national culture on the documentary are not sufficient, and even less concerning the contractive study of the Western and Chinese documentary culture.Nowadays, with the rapid development of economy, China stands in the eyes of the world with the image of a giant, and a number of documentaries that themed in China's development are made. For the differences of the values and diverse culture patterns, there are great differences between Western and Chinese documentaries. That provides the question for this thesis: What are the distinctive culture differences from the perspective of Western and Chinese documentaries? The thesis takes two Chinese documentaries and two Western documentaries as examples to explore the cultural differences in aspects of narrative method, narrative focus and narrative tone.1.2 Significance of the studyThe contrast between Chinese and Western culture has always been the problems for scholars to study, while it is original to explore the contrast from the angel of the documentary. Chinese mainstream media records and praises every aspect of the development in contemporary China. Meanwhile the West also shows an increasingly powerful China from its own perspective. And viewers can know the image of China in eyes of the Westerns, and have a preliminary understanding of the influence brought by cultural values on documentary. They can acquire a better understanding of differences Chinese and Western culture.1.3 Outline of the thesisThis thesis intends to study the Western and Chinese documentary from the perspective of cultural values. The whole passage can be divided in to five parts:The first chapter is the introduction, which involves the statement of the problem, the significance of the study and the outline of the thesis.In chapter two, it is the literature review which elaborates the studies on the value orientations, the contrastive researches on Western and Chinese culture and values and some cultural studies on documentary.Chapter three is to study the differences of Chinese and Western documentaries themed in "China Development" from the perspective of narrative method, narrative focus and narrative tone.In the fourth chapter, the author explores the cultural reasons of Chinese and Western documentaries.The fifth chapter is the conclusion of the whole thesis, which involves the main findings and some questions requiring further studies.Chapter Two Literature ReviewThis chapter gives a general overview of the studies of Western and Chinese cultures and documentaries. It begins with western scholars' studies of culture. Then, it shows Chinese scholars' studies of the differences between Western and Chinese culture patterns and some cultural studies on the documentary.2.1 Researches abroadThe connotation and function of culture is the focus of culture studies. And this is a proposition in the face of all the parative cultural studies. What is more, for Chinese and Western scholars, value dimensions are used to measure the differences when paring the Western and Chinese cultures.2.1.1 Definition of cultureEdward. B. Taylor, Britain's famous anthropologist, is the first scholar to summarize and epitome the cultural phenomena from the angle of anthropology. In his Primitive Culture, he (1871) defines culture is "that plex whole which includes knowledge, belief, art, morals, law, custom and any other capabilities and habits acquired by man as a member of society"(qtd in Xu, 2009:17). Taylor's definition of culture is of great significance in the academic field, which opens up a broader field of vision for the study of culture.2.1.2 Studies of cultural valuesValues are closely related to culture. Therefore, unique values and orientations can be explored from different cultures. The study of values began in 1930s. So far, the research on the values of foreign scholars has been very rich. One classification of cultural patterns which has been very influential, is that of Kluckhohn and Strodtbeck's.Kluckhohn and Strodbeck singled out five values orientation from different cultures: Human Nature (people are regarded as basically good, evil, or mixed); Relationship to Nature (the relationship can be classified into three kind that humans over nature, nature over human, or harmony with nature); Sense ofTime (primary value placed on past/tradition, present/enjoyment, or future/posterity/delayed gratification); Activity (being, being/inner development, or doing/striving/industriousness); and Social Relationships (hierarchical, collateral/collective-egalitarian, or individualistic) (Kluckhohn & Strodtbeck, 1961). In Annals of Tourism Research, Leah Watkins & Juergen Gnoth (2011) presents explanation about the five values orientations: "Kluckhohn and Strodtbeck's five cultural assumptions together constitute a framework for understanding world-views. A world-view is a culture's orientation towards humanity, nature, the universe, life, death, and other philosophical issues that influence how we see the World."(p.1293).When paring Chinese and western value orientations, it is generally considered that "the traditional Western belief about Social Relationship is each person is seen as autonomous and separate" and "Members of individualist cultures value self-reliance" (Davis, 2006:191-192).2.2 Researches in ChinaMany Chinese scholars trend to directly apply the Kluckhohn and Strodbeck's Social Relationship value orientations to cross-cultural studies. Some studies investigate the diverse values in the contrast of Chinese and Western cultures. People who study the documentary gradually shift their attention from pure history and creation skills to the cultural elements contained in documentaries.2.2.1 The studies of Chinese and Western culturesAccording to Professor Xu Xingyan, on the cultural form, Chinese culture is unified while western culture is diversified. China has been a strong independent agricultural nation from ancient times. Although there was nomadic culture at the same times, however, "It is only one side of the Chinese culture which can not change the basic nature of the Chinese culture based on farming". And ancient authoritarian rule was based on this kind of economy. Under the kind of economy and the ancient despotism, the unity of ideology is deeply rooted in the minds of people (Xu, 2009: 36-37).The western culture origins from ancient Greek and Roman culture, concentrated in the Mediterranean. And the territories of them are posed ofmany isolated islands. Agriculture in the islands is not as developed as the East River Basin, because of the lack of food, people need to buy from the coast of Egypt and the Black Sea, so the western mercial civilization developed. And the non slavery democratic politics was formed under this geographical conditions (ibid, :40) .According to Zhu Zhixian (1989) in Psychology Dictionary, values is defined as logic, science, art, moral, aesthetic, religious principles, beliefs and standard which promote and guide a person to take decisions and actions, and the core of a personal ideology (qtd. in Du, 2009:2). Professor Xu pares different concepts about human between Chinese and western cultures: Chinese culture adds importance to the social values of people and regards human as a member of a group. Whereas, the wills and value of the individual are emphasized in western culture. Jia Yuxin pares Chinese and Western values from the perspective of intercultural munication: "The unity of heaven and man is bound to lead to the group orientation as Dividedness Between Man and Nature definitely results in the orientation of individualism" (Jia, 1997:61)2.2.2 Studies of documentary from the perspective of cultureSome scholars such as Hou Hong (2006) and Zhu Jinghe (2002) study the production or content of documentary. Differing from them, Zhang Hongjun (2006) discusses the documentary in point of culture. As a special cultural phenomenon, the image recording contains the material level, theoretical system and spiritual core. People determine their own pursuit, faith, and ideals with certain values, and judge their own behaviors with these values to determine their relationship with the world. So value orientation is an important standard to explore the culture of documentary.The documentary, which is dominated by the official consciousness and elite consciousness, is still a major part of China's image recording. And Zhang (2006) tries to give the cultural explanation to that phenomenon: The elite and privileged person are valued, whereas the monage and the populace are not put stress on because of the sense of hierarchy rooted in patriarchal clan system of traditional society, which has influenced Chinese society for a long time. What is more, the authoritarian nature of the social structure in ancient China brought about the political paradigm of Chinese culture. The elite and the privilege awareness of traditional consciousness affect mentality of Chinese butalso the characteristics of the Chinese documentary (p. 93). As for the implication of kindheartedness to Chinese documentary, the author regards humanism as the basic spirit of Chinese culture. But differing from Western humanism which emphasizes the individuals, Chinese humanism "T o put people in the state of harmony between man and nature... and to attach importance to the spiritual world of people" (ibid.:102)Chapter Three Contrastive Study of Chinese and WesternDocumentariesThis chapter chooses two Chinese documentaries The Great Course and The Road to Revival and two Western documentaries China, A New Super Power and China on Four Wheels as the research subjects to study the differences of Western and Chinese documentaries from the points of narrative method, narrative focus and narrative tone.3.1 Narrative methodThe Chinese documentaries promote the image of China by displaying China's achievements, taking a sense of social responsibility and promotion of the theme as the main guiding ideology. Because of the impact of this concept, the Chinese documentaries which the thesis studies record the theme from a unitary perspective. On the contrary, the western documentaries themed in "China's development" are relatively concerned about more extensive perspectives and pay more specific attention to the content, so diverse ideas can be seen in the documentaries.3.1.1 Mono-angleThe Chinese documentaries themed in "China's development" are in keynote of praise. As national spokespeople, they usually use the magnificent frame, exciting events in China and infectious music to show the hardships of the development process and the splendid state of contemporary China from the view of the country. The main theme documentaries usually bear the responsibility of publicizing the achievement of the government to encourage people to contribute to the country. For example, The Great Course is connected with a voiceover mentary spoken by one person and several interviews, showing few different ideas from mon people. It introduces how the whole country took actions when China encountered SARS epidemic: "Facing the sudden outbreak of SARS, under leadership of the Central mittee of the munist Party of China, the State Council, the whole Party and the people unite as one,win the fight against SARS." That mentary intends to show firm and great confidence of the whole country to fight with the disease. But it does not dig out from more angles such as doctors' efforts or people's recovery. Actually, in most part of the two documentaries, general state of national development is introduced, showing the theme: "China's prosperity".3.1.2 Multi-angleThe western documentaries, differing from the Chinese ones, choose richer angle of views and themes. With a similar theme, voiceover and site soundbite intersperses with each other in the documentary China: A New Super Power.In addition to the collection of literature, this German documentary also interviews Chinese people from all walks of life, asking economists, military experts, political mentators, sociologists, writers, journalists, artists, engineers, businessmen and workers and so on about some of the issues in China's development. It affirms China's rapid economic growth: "China has bee a recognized power" and "being the second largest economy in the world". Meanwhile, it points out some problems in the development: The modernization of rural area construction lags behind the city. And the protection of rights and interests of migrant workers are still needed to improved, and Guo Yuhua, a socialist, expresses her worries about this phenomenon in the documentary.The documentary also points out that China has made a huge effort to enhance education and scientific research: "China is being one of the world's leading think-tank step by step. Though education level is improved, the children of migrant workers do not enjoy equal right to receive education." In summary, the Western documentaries not only explain the development from the aspect of economy, but also from aspects of politics, military, education, science and technology and so on. What's more, both documentaries ---China,A New Super Power and China on Four Wheels choose to interview many Chinese to realize the sate of China and describe the development with diverse angles to show the objectivity. In this way, the subject is enriched with plentiful materials, so the objectivity and diversity of perspectives increase. Indeed, there are some unjust ments and prejudice in the whole video, but they are not discussed in this thesis.3.2 Narrative focusThe two Chinese documentaries are also distinct from the western one in terms of the narrative focus. The Chinese ones trends to show the concern to the whole society while the Western ones tend to focus on personal situation. "Humanismis aphilosophicalandethicalstance that emphasizes the value andagencyofhuman beings" according to Wiki, and generally, it emphasizes people's dignity, encourages liberal views and advocates the equality. Blue ocean civilization gives birth to the Western independence, equality, individual spirit, while the farming civilization has made the Chinese people form a collective ideology of unity and struggle.3.2.1 Social groupIn terms of value orientation, China, as an eastern country, belongs to collectivism which pays attention to the interests of the group and individual social value. Clan, country, the thought of collectivism affects the creation of documentary in the country. In terms of the theme of "China's development", the Chinese documentaries stress on social responsibility, the sense of belonging to the organization and the spirit of collectivism. There are only a few interviews of the mon people in the documentaries. And when one is interviewed, he is not the representative of himself but the spokesman of his group. Taking an example, when talking about developing rural area, a farmer Hua Fangping in Pinghu Village being interviewed in The Great Course said: "Now the urban and rural areas are integrating, I think we live in the same level as citizens, and we have been able to catch up with them". What he said is not only about the life of himself, but also represents the entire villager of Pinghu. And it even indicates that many rural areas are showing a new look. This is a typical "group" value: To show a group through the individuals.3.2.2 Personal situationWestern directors focus on the personal liberal spirit, emphasizing the ideas of the individuals. In the Western documentaries, people from all walks of life are interviewed, and each is the representative of himself. In the British documentary China on Four Wheels,the situation after the earthquake in Sichuan is recorded. It focuses on the living situation and emotional state ofMrs. Li and her students after the earthquake in Wenchuan, paying attention to the change of their feelings to show their personal situations. There is neither evaluation of post disaster reconstruction nor the life state of the whole victims after Wenchuan earthquake. China, A New Super Power prises a series of interviews with more than 20 Chinese people. It is the personal ideas but not the mass views that occupy an important position. These examples show the narrative focus of the Western documentaries trend to single person instead of a group.3.3 Narrative toneThe Chinese documentaries recording the development are also distinct from the western ones in terms of tone of the narrator. The Chinese narrator is in an authoritative tone while the Western one is based on equality.3.3.1 Authority-basedIt is easy to find out that when narrating the serious theme of the development of contemporary China, the Chinese narrators maintain an official, authoritative image in the documentary. And the documentary publicizes its mainstream ideology and manages to educate the audience. There is part of the reason that documentary is influenced by a concept named "Visual Politics" which derives from the Soviet Union. Besides, Chinese collectivism which attaches importance to authority, can also account for the authority-based tone. On study of the two Chinese documentaries The Road to Revival and The Great Course, the producers describe the development of China with a convincing and earnest attitude in an authoritative tone, especially in The Great Course. When it introduces the acplishments of China's aerospace industry, the narrator says: "‘Shenzhou' and ‘Chang E' symbolize the new state of the Chinese nation on the way to the revival; It shows the world that the independent innovation is the soul of the national progress in a convincing way; Science and technology progress is the powerful engine to promote the country to take off." This truth is told to the audience directly by the narrator rather than found by the audience. Therefore, the audience is placed in the position of listeners. Based on the tone of authority, both documentaries manage to mould their audience with the patriotism feelings and social responsibility.3.3.2 Equality-basedAudience and narrator usually have equal status in western documentaries. The Western documentary producers usually regard themselves as participants in the event during the process of shooting. They are more like explorers and discoverers, intending to explore the secrets and let the life speak itself naturally and sincerely. So western documentaries are closer to audience and appeal to them to show their respect for the viewers. The China on Four Wheels is a typical western documentary which is very different from the Chinese one. In the lens of the documentary, the narrators do not take an official view to observe China. Justin and Anita, the presenters, drive themselves throughout China in order to experience the great changes China has made. Anita walks along the eastern part of China to observe the prosperous side of China while Justin walks along the western to experience the poor side. They attempt to talk with native people to realize the current situation of their lives. Justin goes around ancient Feng Huang Town to capture what Miao, a minority nationality's life is like. In his lens, Feng Huang has been a tourist resort where many tourists flood in for its characteristic culture. According to his native tour guide, tourism improves Miao People's lives' level here: "We are much better now". But he wonders what life is like in remoteneither interviews any officials nor uses official literature but just record what theysee and experience. In this way, the documentary satisfies the audience's curiosity with an equality-based tone. And the audience can see a real China through therecorders' eyes.Chapter Four Cultural Analysis of Chinese and WesternDocumentariesIn this chapter, the author analyzes the culture origins that lead to the differences of the Chinese and Western documentaries themed in "China's Development".4.1 Monocuturalism/ multiculturalismChina culture is unified, while western culture is diversified (Xu, 2009). Monoculturalism is the practice of actively preserving a national culture via the exclusion of external influences while Multiculturalism describes the existence, acceptance, or promotion of multiple cultural traditions within a single jurisdiction according to Wiki. These two different forms of culture lead to different narrative methods.4.1.1 MonoculturalismChinese civilization was originated from the Yongzi River and Huanghe River. In the vast land, "the river crisscross, the climate is damp and warm, the product is abundant..." (Xu, 2009:34). It provides great soil to develop agriculture which dominated the ancient Chinese economy. What is more, there is extensive desert in the northern frontier, high mountain chains and forest in the southwest being the obstruction which made it difficult to contact with other countries in ancient time. What is more, the ancient rulers advocated physiocracy, which led to the poor exchanges between our country and other countries. Therefore, traditional culture develops along the direction of its own, having a style of its own. China is basically in a unified and centralized state since it entered the civilized society, and the period was very short when there was a split. Under the despotism, the thinking "The land belongs to the king, people all over the word are the king's servants" rooted in people's minds and the Confucianism which advocated the authority dominated people's thought. Generally speaking, monoculturalism is formed because of the monism of economy, politics and thinking in ancient China. So in the Chinesedocumentaries, the current development is introduced from a general view, introducing the prosperous or positive aspects. As is recorded in Road to the Revival, the mentary makes a general introduction to the fight with the SARS without details from other angles. Both Chinese documentaries publicize one theme: China's power and prosperity.4.1.2 MulticulturalismWestern civilization is different from Chinese civilization. Xu says: "ship of the Western culture was born in the blue sea." The main representative of Western civilization, Roman and Greece are located in Mediterranean, and their territories were dotted with Islands. The narrow land, poor soil and the dry and hot climate in the summer form the environment which is not suitable for growing grain, so the food production are not even self-sufficient. Some densely populated cities such as Athens, purchased grain from the Black Sea coast and Egypt. Thus, business culture was developed in the West. Due to the geographical and economic features of the place, the West formed democracy which was applied to citizens. Owing to the mercial foundation and democratic political conditions, cultural diversity came into being. The world is divided, showing plural patterns to the islands residents. The influence of the multiculturalism can be found in the Western documentaries: They collect the views of Chinese people from all walks of life in order to show a current situation of China. They manage to record China's development from richer angles: economy, politics and so on. It is no doubt that the massive materials and the various perspectives are influenced by the cultural diversity in the West.4.2 Collectivism/ IndividualismDocumentary, as a kind of image culture, is bound to imply some values. Kluckhohn (1961) defined value as: "A conception, explicit or implicit, distinctive of an individual or characteristic of a group, of the desirable which influences the selection from available modes, means and ends of action. People's attitudes are based on the relatively few, stable values they hold". Kluchohn and Stodtbeck advanced five values orientations. In aspect of social relationship, they classify it into three types: Hierarchy, Group and Individual. "Generally。

本科生英语专业毕业论文范文

本科生英语专业毕业论文范文本科生英语论文范文范文一：英语本科毕业论文The Spirit of Revolt of Tess --Study in Tess of the D'UrbervillesThesis statement:Everyone knows that Tess’s life is a great tragedy, but she is still a courageous woman who dares to fight by all means. In order to defeat the unfortunate fate she always resists the decadent society, the traditional concept, and the hypocrisy religion.OutlineⅠ.Brief Introduction to Tess of the d'UrbervillesA. Women’s role in industrial movements during 19th century in EnglandB. A brief commentary of the novel1. the writer --Thomas hardy2. general introduction of the novelⅡ.Tess’s spirit of revolt all through her lifeA. Tess’s fight to the moribund society1. the moribund society2. Tess’s fight to the moribund societyB. Tess’s resistance to the traditional moral concept1. the traditional moral concept2. Tess’s resistance to the traditional moral conceptC. Tess’s resistance to the hypocritical religion1.the hypocritical religion in that time2. Tess’s resistance to the hypocritical religionD. Tess’s resistance to the unfort unate marriage1.Tess’s unfortunate marriage2. Tess’s resistance to the unfortunate marriageⅢ.Conclusion: In a word, Tess has shown a powerful woman's image to common people with her unyielding spirit of revolt. She, to the moribund society, traditional old morals, hypocritical religion, capitalist marriage system, has carried on the strongest revealing and criticism. Her kindhearted enlightenment, noble emotion, strong personality, and her resistance inimbuing all rooted in the hearts of the people forever, worth savoring.AbstractThis paper mainly focuses on the spirit of revolt of Tess. First of all, this paper begins with a brief introduction to the novel. Then, this paper makes a brief commentary of the novel. Moreover, it concen trates on :1 Tess’s fight to the moribund society. 2 Tess’s resistance to the traditional moral concept. 3 Tess’s resistance to the hypocritical religion. 4 Tess’sresistance to the unfortunate marriage. And at last the paper reveals thatTess is actually a character with the spirit of revolt all through her life.key of revolt,industrial movement,unfortunate fate内容提要本文研究的是小说主人公“苔丝”的“反抗精神”。

英语学士论文格式

英语学士论文格式【篇一：英语专业毕业论文格式要求及范本】外语外贸学院英语专业毕业论文格式要求与格式样本一、毕业论文格式要求：1、毕业论文应依次包括如下页面：1）中文封面2）英文封面3）作者声明4）致谢5）英文摘要和关键词6）中文摘要和关键词7）正文8）注释（如无尾注，可省略）9）参考文献10）附录2、页码标号：正文前页码用罗马数字如 i, ii, iii, iv，从正文开始用阿拉伯数字1，2，3标明页码。

页码一律居中打印。

3、摘要、关键词：英文(1) abstract：三号；“abstract”粗体, 居中；(2) keywords：3-5个用“；”分隔；小四号；最后一个关键词后不用标点符号；除专有名词，单词首字母不大写；“keywords” 粗体汉语参照论文格式范本。

行距为1.5倍。

4、正文格式：1）文章题目不必出现在正文页。

2）各级标题一般要求左对齐打印。

标题一律用粗体。

一级标题：粗体四号字；二级标题：粗体小四号字；三级标题：粗体小四号字。

3）英文一律采用times new roman小四号，全文双倍行距；如有汉字（参考文献部分），一律用五号宋体。

4）正文中如每一段开头缩进两个汉字（或四个英文）字符的位置，则段与段之间不空行；如每一段开头不缩进，段与段之间必须空一行。

5）正文中一级标题间的段落空一行。

5、引用：1）文中引用人名应与参考文献保持一致，即参考文献部分为英文的用英文，汉语的则用汉语拼音；2）文中直接引用成段文字时，该段文字用五号，第一行缩进6个字符，其余行两端缩进4个字符。

6．注释：（1）除了文学类毕业论文可以使用尾注注释方式，其余要求使用夹注注释方式。

（2）夹注中所列指的文献，必须在参考文献中列出。

如作者及作品为中文，夹注中书写作者姓氏时必须使用拼音。

）例如：1) 直接引用——rees said, “as key aspects of …in the process”(1986:241).——the underlying assumption is that language “bound upwith culture in multiple and compl ex ways”(elli, 1968: 3).2 ) 间接引用—— according to alun rees (1986)〔也可位于引语的最后〕, the writers focus on the unique contribution that each individual learner brings to the learning situation 〔(1986〕. —— it maybe true that in the appreciation of medieval art the attitude ofthe observer is of primary importance ( robertson,1987).3 ) 互联网资料：格式：编号例：“a deconstructive reading is a reading which analysesthe specificity of a text’s critical difference from itself” (net. 2).(注：net. 1, net. 2, net. 3,??只是为了便于注明文内引语的出处，具体格式见下文参考文献中的相关内容)7．参考文献：1）参考文献须另起一页。