英语论文格式模板参考
英语论文格式范文
Topics involved in this semester’s class discussion include:1.Marriage around the World, Food and Culture,What is in a name? Leisure and Pleasure,Cartoon, Drinking Cultures, Pets, Tippingaround the World, Suicide-bombing andTerrorism2.The Country and The People,British Beliefs and Values, The Political System,Capitalist Economy and BusinessCivilization, Education in America3.The American War of Independence,American Civil War, World War TwoEach student is required to compose an article in English with words no less than 1,000. As for the topics of the articles, you are supposed to do your research and decide your own topic which should be related to the contents we’ve talked in our class. Thefocus of your article should not be on a cluster of information of facts gleaned from books or internet, but instead you should concentrate on your own original ideas.Idiom Translation under the Chineseand English CulturesClass XXXStudent’s Number XXXName XXX(说明：关键词Key Words为加粗。
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。
英语毕业论文参考文献格式范文
英语毕业论文参考文献格式范文本文是参考文献写作指导，简单的介绍了英语毕业论文的一些参考文献格式范文。
文章类型：英语毕业论文参考文献格式一英语毕业论文参考文献格式一1. Brown, H. (2006). Readings on Second Language Acquisition. Beijing: World Press2. Ellis, R. (2000).Second Language Acquisition ．Shanghai ：Shanghai Foreign LanguageEducation Press3. Horwitz, E.K.＆Cope J. (1986).Foreign Language Classroom Anxiety.TheModernLanguage Journal, 70(2):125-1324. Horwitz ，E ．K. (1986).Preliminary Evidence for the Reliability and Validity of a ForeignLanguage Anxiety Scale. TESOL Quarterly, 20(2):559ForeignLanguage Anxiety Scale. TESOL Quarterly, 20(2):559——562．5. Krashen, S.D. (1985).The Input Hypothesis.London: Longman6. Maslow, A.H.(1970).Motivation and Personality (2nded.).New York: Harper and Row7. Piaget, J. (1926). The Language and Thought of the Child. New York: Harcourt Brace8. Rodgers, C.R. (1969). Freedom to Learn: A View of What Education MightBecome.Ohio:Merrill9. Vygotsky, L.S. (1978). Mind in Society: The Development of Higher MentalProcesses.Cambridge: Cambridge University Press.10. 陈青岩，(2013），高职学生英语学习焦虑新探究.南昌教育学院学报(3):85-8611. 陈巧薇, (2010), 国内英语学习焦虑研究10年综述.赤峰学院学报(8):152-15412. 陈琦、刘儒德, (2007), 当代教育心理学．北京：北京师范大学出版社当代教育心理学．北京：北京师范大学出版社13. 陈琦、刘儒德、张建伟, (2001), 教育心理学. 北京：高等教育出版社北京：高等教育出版社14. 车文博, (2003), 人本主义心理学. 杭州：浙江教育出版社杭州：浙江教育出版社15. 郭永玉、王伟, (2007), 心理学导引．武汉：华中师范大学出版社心理学导引．武汉：华中师范大学出版社16. 贾冠杰, (2006), 二语习得论. 南京：东南大学出版社南京：东南大学出版社17. 贾冠杰，(2010)，英语教学基础理论. 上海：上海外语教育出版上海：上海外语教育出版18. 刘文娟, (2010), 高职非英语专业学生英语学习焦虑的调查及其对策.济南职业学院学报(4):104-10619. 廖晓燕,桑龙扬, (2010), 高职院校学生英语学习焦虑降低的对策.九江学院学报(1):113-11520. 闵芬, (2008), A Case Study of Correlation between English Learners’ Anxiety andTheir Oral Performance in the Language Classroom, 中国知网中国优秀硕士学位论文全文数据库. 东华大学硕士学位论文东华大学硕士学位论文21. 王寅，(2007), 认知语言学. 上海: 上海外语教学研究出版社上海外语教学研究出版社22. 西格蒙德·弗洛伊德，林尘译, (2011), 自我与本我。
英语论文格式字号
英语论文格式字号【篇一：英文论文字体要求】英语论文格式规范(附样例)a contrastive study between english and chinese idioms（题目：二号，黑体，加粗，居中,除了英语小词外，其他单词首字母都要大写；另外：除了题目外，论文中所有英文的字体均采用“times new roman”） xxx学院11xxxxx xxx 指导老师：xxx（学院、专业、学号、作者姓名、指导教师姓名（小四号宋体字，加粗），依次排印在论文题目下，上空二行，居中）【abstract】 this paper centers on the different expressionsof ??（英文摘要：上空二行；题目采用五号“times new roman”字体，加粗，置于粗体方括号【】内，顶格放置；随后的内容与前面的粗体方括号【】之间空一格，不用其他任何标点符号；采用五号“times new roman”字体，不加粗；单倍行距。
）【key words】 idiom; comparison; english; chinese（英文关键词：题目采用五号“times new roman”字体，加粗，两个单词的首字母要大写，置于粗体方括号【】内，顶格放置；随后的内容与前面的粗体方括号【】之间空一格，不用任何其他标点符号，采用五号“times new roman”字体，不加粗，除了专有名词外，其他单词的首字母不大写，各单词之间用分号“；”隔开，分号之后空一格；最后一个关键词之后不用任何标点符号；单倍行距。
）1. introduction(顶格，除了第一个单词及专有名词外，其他单词首字母都不要大写；标题最后不用任何标点符号，上空两行)in both english and chinese, ?. so, this essay is trying to focus on the differences between chinese and english idoms interms of their essential meaning, customary usage and typical expression (chang liang, 1993:44; li guangling, 1999).(段落第一行缩进4个英文字符；夹注的标注法：出现在夹注中的作者必须与文后的参考文献形成一一对应关系；注意一个或多个作者间的标点符号，时间、页码等的标注法；另外，汉语参考文献的作者要以拼音形式出现，不能出现汉语姓氏；夹注出现在标点符号之前)2. the similarities between english idioms and chinese idiomsin english, ?. and it can be clearly seen in the below examples:(1) i don’t know。
英语作文议论文格式
英语作文议论文格式【篇一：英语议论文写作模版】议论文作文模板1.正反观点式议论文模板导入：第1段：recently weve had a discussion about whether we should... (导入话题)our opinions are divided on this topic.(观点有分歧)正文：第2段：most of the students are in favour of it.(正方观点)the reasons are listed as follows. first... second... finally...(列出2~3个赞成的理由)第3段：however, the others are strongly against it. (反方观点) here are the reasons. in the first place... whats more... in addition...(列出2~3个反对的理由)结论：第4段：personally speaking, the advantages overweigh the disadvantages, for it will do us more harm than good, so i support it.(个人观点) オ2.a或者b类议论文模板：导入：第1段：some people hold the opinion that a is superior to b in many ways. others, however, argue that b is much better. personally, i would prefer a because i think a has more advantages.正文：第2段：there are many reasons why i prefer a. the main reason is that ... another reason is that...(赞同a的原因)第3段: of course, b also has advantages to some extent... (列出1~2个b的优势) 结论：第4段: but if all these factors are considered, a is much better than b. from what has been discussed above, we may finally draw the conclusion that ...(得出结论) オ3.观点论述类议论文模板：导入：第1段：提出一种现象或某个决定作为议论的话题as a student, i am strongly in favour of the decision. (亮明自己的观点是赞成还是反对)the reasons for this may be listed as follows. (过渡句，承上启下)正文：第2段：first of all... secondly... besides...(列出2~3个赞成或反对的理由)结论：第3段：in conclusion, i believe that... (照应第1段，构成总-分-总结构)4.how to类议论文模板：导入：第1段：提出一种现象或某种困难作为议论的话题正文：第2段：many ways can help to solve this serious problem, but the following may be most effective. first of all... another way to solve the problem is ... finally...(列出2~3个解决此类问题的办法)结论：第3段：these are not the best but the only two/ three measures we can take. but it should be noted that we should take action to...(强调解决此类问题的根本方法)实用文体写作模板高考英语作文经典范文名人名言 no one can degrade us except ourselves; that if we are worthy, no influence can defeat us. (b.t.washington, american educator)除了我们自己以外，没有人能贬低我们。
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/>。
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On Extra-curricular Activities and Cultivation of English Communicative Ability of College StudentsApplicant: XXSupervisor: XXFaculty: XXXMay 10, 2008XXX UniversityContents摘要 (ii)Abstract (iii)1. Introduction (1)1.1 The Significance of Topic (1)1.2 Research Methods (1)2. Theory Research (1)2.1 Linguistics Rationale (1)2.1.1 Theory of Communicative Competence by D. H. Hymes (1)2.1.2 Theory of Communicative Competence by Canale & Swain (2)2.1.3 Theory of Communicative Competence by Bachman (2)2.2 Theoretical Basis of the Topic (2)2.2.1 Piaget's Theory (2)2.2.2 American Scholar-- Alan Andean &Weir about ― R ole Play............‖.. (3)2.3 Related Studies (3)2.3.1 Researches Abroad (3)2.3.2 Researches in China (3)3. Presentation of the English Teaching (4)3.1 The Drawbacks of Traditional Teaching Methods (4)3.2 Modern Interest Teaching—— CLT (4)3.2.1 Definition of CLT (4)3.2.2 The Content and Substance of CLT (5)3.2.3 CLT in the Use of English Out-of-class Activities ..................................................4. Out-of-class Activities and Cultivation of Communication Ability .............................................4.1 The Role of Out-of-class Activities in Training of Communication Ability ....................... 6 6 64.2 Current Situation of College Students4.3 Analysis on the Causes for Problems (8)4.4 Carrying Out the Out-of-class Activities in Scientific and Effective Way (9)-of-class’LeaOutrning (7)4.5 A Suggested Framework for Strategy Study (11)4.5.1 Introduction (11)4.5.2 An Out-of-class English Learning Center (11)5. Conclusion (12)Bibliography (14)AbstractAmerican society linguist Dwell Hymes thinks: Communicative competence not only includes the understanding and grasp to a form of language, but also includes the understanding and mastering in when and where, and how and to whom to use language appropriate form of the communication systems of knowledge. As an extension of the classroom, out-of-class activities play a vital role in improving the capacity of college English communication. It can create communication situation, so that students can bring full play with initiative and creativity. Improve the communicative ability and develop the quality of the students comprehensively. From the perspective of Applied Linguistics, this essay tries to study the idea and practice of English activity course in college school, for the purpose of fostering students interest in English communication， improving their English language ability, giving full play to their individuality and specialty and developing their thinking ability and communicating ability. Finally, in order to improve the college students' learning strategy, the essay will provide a suggested framework for strategy training based on the results of this investigation.Key words:college students, communicative competence, learning strategies,out-of-class activities1. Introduction1.1 The Significance of TopicEnglish is the international language of the common. In order to learn advancedscientific knowledge in the developed countries, to strengthen economic trade with allcountries, the importance of English is easily obvious. However, the teaching methodsand teaching effectiveness of our schools in China are worrisome. In the recent yearspeople usually think the English condition of Chinese students as ―mute English ―deafEnglish‖T.heir English learning starts from the primary school, with a longperiod of seven years, eight years, or even 10 years, they still can not use English tomake dialogue, can not understand when the Britain and the Americans speak. Thereason is that the exam-oriented education can cultivate students who are only good at examinations, overlooking to raise their overall quality. Out-of-class English learningmay enable them related knowledge, further their skills.1.2 Research MethodsThe main methods for the study are insisting on combining the theory withpractice and widely referring to the domestic and foreign literature material. On thebasis of this analysis and research, some regular understandings are to be summarized.Put forward proposals to improve.2. Theory Research2.1 Linguistics Rationale2.1.1 Theory of Communicative Competence by D. H. HymesIn 1972, Hymes delivered a speechentitled―Oncommunicative competence‖,put―communicative competence‖as a highly complex system of the knowledge andskills. It can be summarized as a person’asbility to use the language. It mainlyincludes four aspects: grammaticality, acceptability, appropriate, and actual operational. The communicative competence is including a person's language knowledge, society cultural knowledge, literary knowledge, cognitive capacity, emotion factor and other knowledge. Therefore, foreign language teaching's duty cannot merely confine to the instruction of language knowledge. His―On communicative competence‖theory has provided the theory basis for communicative language teaching.2.1.2 Theory of Communicative Competence by Canale & SwainIn the 1980s, Kanami and Swindon theory of communicative ability enriched the theory of Hymes. They think that communication capabilities include: Grammar ability, social language skills, discourse competence and strategy ability. The practicehas proved that their theory is the guiding of the language teaching and standard of the testing programmatic.2.1.3 Theory of Communicative Competence by BachmanOn the basis of various theories, Bachman concluded and proposed the theory of communicative language ability. He believes that communicative language ability is composed of three parts: language competence,strategy ability and psychological mechanism capacity. Apart from enriching exposition of the language ability, the strategy will be in the capacity as an independent part of the languageskills. And explain the relative importance of implementation factor.2.2 Theoretical Basis of the Topic2.2.1 Piaget's TheoryConstructivist learning concept proposed that knowledge is not simply to be taught by teachers, but to be learned by each student in a certain situation (social and cultural background).Students can obtain knowledge and information by making useof other people, using the necessary learning materials through interpersonal cooperation, and taking the initiative to construct meaning. Therefore, the "situation","collaboration" and "conversation" and "constructing meaning" are the four elements in the learning environment.2.2.2 American Scholar--Alan Andean&Weir about“Role Play”―Roleplay teaching model will simulate the process of contact between members of the society. Students through the way of consultation, study each kind of academic knowledge, in order that they can solve the social problem effectively in the future.2.3 Related Studies2.3.1 Researches AbroadThe overseas studies on out-of-class activities may trace to the Plato and Rousseautime. Plato is the renowned philosopher in ancient Greece.He advocates ―thechild play-ground educational mode. That is the prototype of extra-curricular activities. By the time of French Enlightenment and Rousseau (18th century), "direct experience" has received wide acceptance. Rousseau stressed "outside world without books, no materials other than the facts", and advocated "natural" mode of education. To the United Statesin the 19th century, the first school in the world which use activity curriculum theory as teaching guidance--- Dewey's Chicago experimental school, has founded. With 1896---1903 Dewey Chicago experimental courses in school activities the United States began to criticize the traditional courses. Instead of it are the out-of-class educational activities. These activity courses are based on the pragmatism, lasted more than 50 years in American schools, and their affects are profound and widespread.2.3.2 Researches in ChinaIn our country, no matter what stage,thesecourses have different names, for example, out-of-class activities, the second classroom, class activities, integrated social practice and so on. The process of changes is closely related to our theoretical study courses.In history, the development of activity coursesis closely related theprogress and reform and guiding rules of the government.3. Presentation of the English Teaching3.1 The Drawbacks of Traditional Teaching MethodsReviewing the traditional English teaching method, in the past decades we have indeed made the very big progress.But with social progress and development, its shortcomings are also increasingly revealed.First, because the Chinese test system is imperfect, the traditional English teaching method is just an examination-oriented education model. In this teaching, evaluation of English level is to see the scores.This causes many studentsto get a high score, but they can not communicate with people using English. Secondly, in the traditional English teaching, teacher is the leader, takes the most important part in the classroom. The teacher stands on the platform proposing the questions, analyzing and explaining them, grasping the entire teaching process. And the student is just passive audience, understandsthe content passively, and records the massive notes. Such teaching method does not have interaction; hardly train student’cosmmunicative ability and language ability. Third, in teaching, to stress the accuracy of knowledge, teachers usually use Chinese to explain.So students have very little opportunity to communicate using English. Obviously, the traditional English teaching is pared with the language plastic function, it pays more attention to the form of language and the grammatical function, rather than raises the communication and utilization ability ofit.3.2 Modern Interest Teaching——CLT3.2.1 Definition of CLTThe content of communicative language teaching is mainly on the language functions. Emphasis carries on language teaching in the real scene, advocating teaching processto socialization, and cultivating the ability of application, studyingfor the purpose of application. While prominent communicative languageteaching, auxiliary by some grammar, translation, sentence and so on, is based on the goal to promote the culture language communicative competence.The core of communicative language teaching is to put the teaching process as a process of communication. The basic principles of teaching may be summarized: The language is the information carrier, is the tool of communications. The language teaching must realize communication through each kind of activities.Language utilization's smoothnessis more important than accuracy. Making mistake is natural and inevitable; we may correct them gradually in the learning process.Students should take the main part in teaching process. The teacher must stimulate the students' enthusiasm and initiative participation; make students enhance communication ability in the language utilization. Communicative language teaching advocated the fully participation of the students.Teacher'sduty is to provide and create the real human relations scene,enablestudentsto utilize the languagefreely and initiatively.3.2.2 The Content and Substance of CLTThe purposeof the communicative languageteaching is to cultivate students' communication ability. It’thse heuristic method of teaching. Induce the studentsto speak English boldly. Provide as much as possible drill opportunities for students. But it does not mean that the communicative language teaching only pays great attention to the oral English, repelling the grammar teaching. The cultivation of communication capability should manifest in the form of four aspects of listening, speaking, reading and writing. Indeed, in communicative language teaching, some teachers pursue the spoken language simply, no matter whether the students can follow and understand or not. As a result the majority of students only learn some spoken languages, butthe knowledge study is not solid, and polarization appears obviously. This indicates that these teachersdo not understandthe communicative language teaching rightly and completely.In the teaching, listening, speaking, reading, writing is inalienable and related closely. They are interactive with each other. The teacher should help student get knowledge, rather than instill it into the students. There have been interactions between teachers and students. They should coordinate closely, complete the instruction together.3.2.3 CLT in the Use of English Out-of-class ActivitiesAccording to students' major character and employment need, make sure student's understanding domain, emotion domain and skill domain, and then carry on the goal stipulation in detail. Arrange the out-of-class activities content, thus establish English out-of-class activities target system. And the process of teaching is the processin which teachers and studentsinteract with each other. The teacher should give studentsenough free spaceto display, do not criticize them eagerly, point out mistakes, make the summary or decide the answer. This may avoid students being discouraged, but cause them to have the sense of achievement, form the interests in the communicative activities. The expression of studentsis limited; teachers should adopt various means to enable students to have sufficient information added, and quickly change into actual communication ability. In addition, the design of English out-of-class activities is diversified. It can make teachersto teach through playing, cause the student to become the truly independent learner gradually.4. Out-of-class Activities and Cultivation of Communication Ability4.1 The Role of Out-of-class Activities in Training of CommunicationAbilityOut-of-class activities are an effective way to develop communicative competence. The classroom instruction and the out-of-class activities are two important constituents in the foreign language teaching system. The foreign language classroom instruction is the basic teaching form, plays the leading role. However, it is undeniable that out-of-class activities play an active role in cultivating communicativeability. It can consolidate and strengthen the classroom knowledge, so that the knowledge can be improved further through out-of-class activities. The theme ofextra-curricular activities can be combined with classroom teaching. They infiltrate mutually, the glossary is related to classroom subject, the sentenceand language synthesis utilization ability which could be improved gradually in the practice ofout-of-class activities.The goal of foreign language extra-curricular activities is just to enhancetheability of students' language communication. These hot topics of life as well as various practices, with the real natural language environment, could arouse students'study enthusiasmand display their intelligence. Let studentsstudy and consolidate English in each kind of activities, enhancetheir foreign language communication skills.4.2 Current Situation of College Students -o’f-clOutass LearningAs we know，English learning is not restricted in class，and out-of-class learning is also a very important part. Especially for college students, their class time is very limited, so their English learning has to depend on their out-of-class learning. As pointed out by professor Zhe, from Beijing University, there are only 288 class periods for college students, while language learning is arduous work. Class time isvery limited, so we should teach students how to learn English rather than teach English. As we know, to a great extent, their English proficiency dependson theirown learning. Compared with in-class learning, out-of-class learning is particularly important. It has its unique advantages: first, there is plenty of spare time to exploitfor learners, which is the crucial condition for successful learning; second,out-of-class learning can provide learners real world practice. Additionally, they canhelp learners broaden their scope of vision and cultivate their learning ability. But fora long time, influenced by our traditional teaching and learning, college studentsout-of-class learning is far from being satisfactory. The disordered phenomenain learning are very serious, exactly, most college students just learn English blindly according to their own interests, lacking systematical learning plan. Especially, for thefreshmen and second-year students, they are often free at beginning and busy when anexamination is coming, so their out-of-class learning is often at will and loose. That isto say they have no goals, no directions and no management. They often feel nothingto do or don ’t know how to do. What ’s more, most of them are used to depending onthe teachers and the textbooks and not accustomed to the learning situation withouthomework.On the other hand, to our disappointment, facing this serious situation, thecolleges and the teachers don ’t carry out effective measures to organize and direct the students’-outof-class learning. The phenomena become a big barrier for learners topromote their English proficiency. Therefore now, changing this unfavorable situationbecomes an urgent task.4.3 Analysis on the Causes for ProblemsAfter you have learned the current situation of the college students -of-class ’out learning, I think you can ’t help askingt the whacause for this serious situation is. Ofcause,the reasonsare various. Taking the college students features of out-of-classlearning into consideration, we find that the basic causeis the students previousEnglish learning experience.Before these studentscame to college, they had six or seven years of Englishlearning. This learning experience has laid strong influence on their current collegeEnglish learning. The teachers nearly dominate every aspect of the learners’lea including their out-of-class learning, and the students seldom get the real independentout-of-class learning, most of the out-of-class learning is devoted to homework orother tasks required by the teachers. In learning, the learners are usually led by theirteachers anddon’t have to decide how long they should learn and what materials theyshould choose. Gradually, the learners began to depend on the teachers for everythingin learning; as a result, studentshave long been accustomedto learn dependently.They tend to depend on one or two books and the teachers, while they are not awareof the crucial role of themselves. Inherently, this kind of learning experience leads tothe lack of the learning strategies.We find that the students are exactly lacking three groups of learning strategies. First, they do not have the necessarymeta-cognitive strategies,so they just blindly learn according to their interests. The situation inevitably leads to no plans, no goals and no directions. That is why many students claim that they get used to constant compulsion, supervision and assignment deadlines, for they feel unable to timetable themselves and take responsibility for their own learning if no one forces them. Second, they have no appropriate cognitive strategies to approach their specific languagelearning and to solve the specific problems in learning. As a result, even though some students show their opposition to depending on the teachers; they are at a loss on how to deal with them, when lacking the appropriate cognitive strategies. The same is true for their social affective strategies. In a word, the lack of strategies gets its way to their dependent language learning.4.4 Carrying Out the Out-of-class Activities in Scientific and EffectiveWayHow to carry out the out-of-class activities scientifically and effectively? I think we have to pay attention to the following three aspects:First, the socialization of the activity courses. Oral language is the face-to-face communication, so information interaction is very important. Studentsand teachers (or students) talk about the social life which closely related to the hot issues. These topics often can lead to great interest in students, such as: love values, the pros and cons of computers and television, population growth, fake and shoddy, consumption, the increaseof tuition, family relations, and some plan of the future. We are very sensitive to these topics. So they often talk about them with highly interest, and the language is rich. It is of practical significance for students to study foreign language communication. Teachers also can organize the language practice, for example: weekend excursions, shopping, picnics, and so on, organizing students to listen English news, watching films, videos and television, because these modern media can provide standard English and lots of western cultural. Simultaneously they can mobilize students to use their own eyes and ears. In addition, the organization ofspecialized foreign language activities is a pretty good choice for students withvarious forms of English reading contest, speech contest, English corner,extra-curricular study group, English theatrical performances, foreign languagebroadcasts? Givestudents a environment which can help them to studyEnglish .Enable students to consolidate English in a variety of activities and enhancethe foreign language communication skills.Secondly, the reality of the activities courses. Language is the carrier of culture.In a certain sense, to learn a language is to learn another culture. As pointed out byBrown: "When you teach a language, you have to transfer a complex culture,practices, values, and ways of thinking, emotional and behavioral systems." This iswhy today foreign language teaching especially focuses on cultural awareness training.The significance of introducing the real text is: making students contact with foreignculture directly, training student’cusltural awareness; requiring the students toparticipate in the meaningful communication in the way of learning mother tongue,not only displaying the grammar or glossary knowledge. In addition, the design oflearning tasks should provide clear and real language information, so that students canstudy English in a natural, authentic context, master the language applied.Out-of-class activities should be looked as the same as the activities in the real life.We must createan environment similar to real society; cultivate students'ability touse English in work and in the real life.Thirdly, the humanity of activity courses. Out-of-class activities are theexchanges of emotions, ideas, and information between teachers and students. It is atwo-way exchange of teachers and students as a linking bridge. The teacher counselsstudent to inquest the teaching process, gives back to the studentsin class. Theconsciousness of the students are fully respected and strengthened. That’s for lay foundation of cultivating self-confidence, developing individual potential anddisplaying creative thinking. The role of teachers in extra-curricular activities practiceshould be encouraged as participants and collaborators. The dominant position in theout-of–class activities is students; they should play the main role. Because thestudents carry on the activity under the active learning condition. Being free fromclassroom environment, teacher and time, mentality of students will always be instable condition, full of imaginations. They no longer feel that learning foreignlanguages is the result of the imposition of the outside world. Therefore, the initiativewill be enhanced greatly with enthusiastic unprecedented upsurge, and English studyis no longer a burden but a pleasure.4.5 A Suggested Framework for Strategy Study4.5.1 IntroductionAs pointed out above, no empirical evidence has yet been provided to determinethe best method for conducting strategy training, but at least three aspectsof thetraining have been identified. They have been designed 1) to raise students’awa as to the purpose and rationale of strategy use.2) to give studentsopportunities topractice the strategies that they are being taught. 3) to help students understand how touse the strategies in new learning contexts. These three components are necessary foreach approach in conducting strategy training.4.5.2 An Out-of-class English Learning CenterAfter you know strategy training probably. In order to improve out-of-classlearning, I have a suggestion in detail.According to theories on second language learning acquisition, languagelearning environment is crucial for college students ’English learning, especially, fortheir out-of-class learning. Through investigation, we find that only a smallpercentage of the 400participants read English newspapers regularly, or watch Englishprogram on TV, or listen to English; most of the participants are only used to readingEnglish books by themselves rather than resorting to other ways of improving theirEnglish proficiency. Through individual interviews, we find two reasons for this result:one is that colleges don’tprovide learners with appropriate out-of-class learningenvironment; the other is that most learners feel that they lack proper learningatmosphere, learning facilities, learning resources, and necessary guidance andtechnical support from teachers or professionals in their out-of-class learning. This iswhy many learners feel that they simply do not seem to know what to do with theirfree time to exploit the English environment. In fact, the college student ’s failu out-of-class learning can be attributed two aspects: one is the lack of learningstrategies; the other is the lack of necessary environment.From the points mentioned above, we can summarize that languagelearningenvironment and learning strategies are the two factors, which influence collegestudents out-of-class learning. Although in most colleges or universities, facilitiesavailable include multimedia rooms, video rooms and computer network, on the onehand, these facilities are far from being enough, what ’s more,edtheyfor are mostly us teaching and not open for out-of-class learning; in a word, all thesefacilities lackefficiency.Based on the discussion above, I have proposed to set up a flexible self-accesslanguage learning center which will give students free access to a variety of languagelearning and provide necessaryguidance and technical support. The center aims atintroducing students to independent learning strategies and creating all kinds ofopportunities to help them use these strategies, and learning conditions for learners.In this center, materials are organized and catalogued to facilitate individualizedchoices. The learning resourcesinclude books, magazines,newspapers,worksheets,audio and videotapes, discs and multi-media software package and online resources.Thus in their spare time, the college students will be able to use the materials at theirown level and pace, and to work at a time convenient to them. Apart from providingresources and facilities, some professional staff is needed in this center, becauseself-accesslearning is new to the students, and the learners need certain help andsupport. When they expose to it, they will encounter some problems, such as technicaldifficulties, method problems and so on. Therefore they need all kinds of help ortechnical support to exploit this center.5. ConclusionThis paper has highlighted the importance of cultivating communicative ability。
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英语论文引言格式范文1.Research background研究背景由general到specific高分句型1) Recent theoretical developments have revealed that2) This research constitutes a relatively new area which has emerged from__3) For decades, one of the most popular ideas in___literature is the idea that ___2.Problem statement引出问题是你定义RQ的基础高分句型This appears as a more straightforward problem compared to2) A challenging problem which arises in this domain is ___3) This turns out to be even more problematic ___3. Gaps in literature从之前文献找gap明确研究领域，并进行narrow down最终确定考虑三要素：1) Limitations of previous studies2) Research questions in this study3) Need for further research高分句型1) There has been less previous evidence for __2) However, __ has rarely been studied directly.3) Although some attempts have been made to address this issue, it is still ___4) In general, prior work is limited to a subset of ___4. Aims & objectives研究目的高分句型1) The aims of this paper are twofold: firstly__; secondly __2) This research aims at finding a solution for this challenging problem of __3) This research aims at finding a solution for this challenging problem of ___4) The objectives were partially met by developing a method to ___5.Significance of the study研究重要性高分句型1) The first contribution proposed in this field is2) The main achievements, including contributions to the field can be summarised as follows___3) This thesis documents several key contributions made to the fields of ___4) One practical advantage of the method is that it can be used in ___在写毕业论文第一章节的时候最好加上本文的research structure框架，这样既能让导师一上来就清晰的看到你的整篇架构，加印象分，也对你写后面的章节逻辑和内容架构有很大帮助。
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中文按照作者姓氏的拼音字母顺序，排到所有英文文献后。
4）字体为英文小四号,中文宋体五号。
5）参考文献（即引文出处）的类型以单字母方式标识，具体如下：M——专著C——论文集N——报纸文章J——期刊文章D——学位论文R——报告P——专利A——文章6）作者姓名采用“姓在前名在后”原则，具体格式是：姓，名字的首字母. 如：Malcolm Richard Cowley 应为：Cowley, M.R.，如果有两位作者，第一位作者方式不变，&之后第二位作者名字的首字母放在前面，姓放在后面，如：Frank Norris 与Irving Gordon应为：Norris, F. & I. Gordon；7）书名、报刊名使用斜体字，如：Mastering English Literature，English Weekly。
英语毕业论文参考文献格式
英语毕业论文参考文献格式英语毕业论文参考文献格式在撰写英语毕业论文时，参考文献的格式是非常重要的一部分。
正确的参考文献格式不仅能够提高论文的可信度和学术水平，还能够避免抄袭和版权问题。
本文将介绍一些常见的英语毕业论文参考文献格式，并提供一些实用的参考文献管理工具。
1. APA格式APA格式是一种常用的参考文献格式，特别适用于社会科学领域的研究论文。
在APA格式中，参考文献的格式通常包括作者姓名、出版年份、文章题目、期刊名称和页码等信息。
具体的格式如下所示：- 书籍：作者姓氏, 作者名字. (年份). 书名. 出版地: 出版社.- 期刊文章：作者姓氏, 作者名字. (年份). 文章题目. 期刊名称, 卷号(期号), 页码.- 网络资源：作者姓氏, 作者名字. (年份). 文章题目. 网站名称. 网址.2. MLA格式MLA格式是一种常用于人文学科的参考文献格式，特别适用于文学和语言学领域的研究论文。
在MLA格式中，参考文献的格式通常包括作者姓名、文章题目、书名、出版地、出版社和页码等信息。
具体的格式如下所示：- 书籍：作者姓名. 书名. 出版地: 出版社, 出版年份.- 期刊文章：作者姓名. "文章题目." 期刊名称, 卷号.期号 (年份): 页码.- 网络资源：作者姓名. "文章题目." 网站名称. 发布日期. 网址.3. Chicago格式Chicago格式是一种常用于历史和社会科学领域的参考文献格式，特别适用于长篇论文和学术著作。
在Chicago格式中，参考文献的格式通常包括作者姓名、文章题目、书名、出版地、出版社和页码等信息。
具体的格式如下所示：- 书籍：作者姓名. 书名. 出版地: 出版社, 出版年份.- 期刊文章：作者姓名. "文章题目." 期刊名称卷号, 期号 (年份): 页码.- 网络资源：作者姓名. "文章题目." 网站名称. 发布日期. 网址.除了以上提到的几种常见的参考文献格式外，不同学科领域还有一些特定的参考文献格式，如IEEE格式、Harvard格式等。
英语主题型议论文写作格式及模板
英语主题型议论文写作格式及模板以下是小编整理的一些主题型议论文作文模板，希望对英语学习者有帮助。
l 主题型议论文[写作模板]阐述主题型第一段：A famous saying goes that_____________________(名言或谚语).It means that_______________________________(释义).An example of this case is____________________(举例，解释).第二段：Another case in point is_______________________(例二)/Secondly,_______第三段：I like the saying ____________(名言) which encourages me____________(理由)议论文作文例句参考：Beginning(开头):1. Contrary to generally (commonly) accepted ideas (views),I argue that...2. As opposed to widely held belief that .... , I believe that...3. Although many people believe that... , I doubt whether the argument can bear much(further) analysis (close examination).4. The advantages of B outweigh any benefit we gain from A.5. Although it is commonly (widely/generally) accepted (held/agreed) that... , it is unlikely tobe true that ...6. (Indeed) There is an element ( some elements) of truth in this argument ( statement), but itignores a deeper and more basic (important/essential)factthat ...7. It is true that (True, To be sure, Admittedly, ) ... , but it is unlikely (it won't be the case/itdoes not mean) that ...8. The main (obvious/great) problem (flaw/drawback) with (in) this argument (view)is that....9. It would be possible(natural/reasonable) to think(believe/take the view) that ... , butit would be absurd (wrong) to claim (argue) that ...10. In all the discussion and debate over ... , one important fact is generally overlooked(neglected).11. Too much emphasis placed on (attention paid to).., may overlook/neglect other facts...12. However sound (logical/valid) this argument may be, it only skims the surface of theproblem.13. Although I appreciate that... ,I can not agree with the title statement.14. As far as I am concerned, however, I believe that...15. Among the most convincing reasons given (cited / offered / identified ) by people for... ,one should be stressed (emphasized/mentioned)...16. There is a public controversy nowadays over the issue of.... Those who object to...arguethat... But people who favor.... on the other hand, argue that...17. Currently( In recent years/In the past few years/For many years), there is (has been)a(an)general (widespread/widely held ) feeling towards (concernover/attitude towards/trendtowards / awareness of/realization of/illusion of/belief in )...18. These days we are often told that (hear about).... but is this really the case?19. It is ignorant of the basic fact that...20. The arguer may be right about ... , but he seems to neglect (fail) to mention (take intoaccount ) the fact that ...Paragraph(正文起承句):1. Although the popular belief is fact, a current study (survey / investigation) indicates that...2. The increase failure ( success/change ) in... mainly ( partly/largely ) results from(arise from)...3. As the saying goes ....4. What is also worth noticing is that...5. One may contribute the increase (decrease/change) to... , but.., is not by itself an adequateexplanation.6. According to ( As can be seen in / As is shown in) the figure (statistics/findings/data)released (provided) by ... , it can be learned (seen/predicted) that ...7. As every coin has two sides, the disadvantages of it can not be ignored ....Concluding (结尾)1. From what has been discussed above (Tacking into all these factors/Judging from allevidence offered), we may draw the conclusion that...2. All the evidence (analysis) supports( confirms/warrants/points to ) a ( an ) unshakable(sound/unmistakable) conclusion that ...3. There is no immediate (effective) solution (approach / answer / remedy) to the problemof... , but ... might be useful (helpful / beneficial).4. It is high time that we place great (special/considerable) emphasis on the improvement( development/promotion) of...5. It is necessary (essential/fundamental) that effective (proper) action (measures / steps /remedies) should be taken to prevent the situation.6. For the reasons given above, I feel (recommend) that...7. It is hoped (suggested/recommended) that great (corporate / persistent) efforts should bemade to control ....模版1 Some people believe (argue, recognize, think) that 观点1. But other people take an opposite side. They firmly believe that 观点2. As for me, I agree to the former/latter idea.There are a dozen of reasons behind my belief. First of all, 论据1.More importantly, 论据2.Most important of all, 论据3.In summary, 总结观点. As a college student, I am supposed to 表决心.或 From above, we can predict that 预测.模版2People hold different views about X. Some people are of the opinion that 观点1, while others point out that 观点2. As far as I am concerned, the former/latter opinion holds more weight.For one thing, 论据1.For another, 论据2.Last but not the least, 论据3.To conclude, 总结观点. As a college student, I am supposed to 表决心.或 From above, we can predict that 预测.模版3There is no consensus of opinions among people about X(争论的焦点)。
全英语论文格式和范文(热门31篇)
全英语论文格式和范文(热门31篇)
书写英文论文时，论文题目的格式不能忽视，一般英文论文题目格式包含：字数限制，字体要求，大小写要求及排版打印，下面我们就一一说明：
英语论文题目要言简意赅，完整的概括全文主题，论文题目一般不要超过15个单词，尽量在一行展示。
如果一行无法展示完，可以另起一行，也可以做成主标题与副标题的形式，英文论文题目的意思应与中文题目一致。
英语论文题目字体一般为二号，“Times New Roman”，加粗，居中，除了题目以外，论文中所有英文字体均采用“Times New Roman”. 全英语论文格式和范文第22篇全英语论文格式和范文第25篇全英语论文格式和范文第27篇全英语论文格式和范文第28篇全英语论文格式和范文第31篇
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Y行(与打印纸顶端的距离仍为左右)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Y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、*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Y个字母;处于同一等级的纲目,其上下行左边必须对齐。
需要注意的是,同等重要的纲目必须是两个以上,即:有Ⅰ应有Ⅰ,有
A应有B,以此类推。
如果英文论文提纲较长,需两页纸,则第二页须在右上角用小写罗马数字标出页码,即ii(第Y页无需标页码)。
英语议论文模板 英语议论文模板范文 英语议论文万能模板简单优秀5篇
英语议论文模板英语议论文模板范文英语议论文万能模板简单优秀5篇英语议论文一直以来被认为是书面语篇中一种基本的文本模式。
而英语议论文对外语学习者来说也是较难的一种语篇类型。
参考一些英语议论文模板，问题或许就迎刃而解了。
下面这5篇英语议论文模板范文英语议论文万能模板简单是作者为您整理的英语议论文模板范文模板，欢迎查阅参考。
大学英语议论文篇一要求从一句话或一个主题出发，按照提纲的要求进行论述。
1. 阐述名言或主题所蕴涵的意义。
分析并举例使其更充实。
the good old prover________(名言或谚语)reminduthat ________(释义). indeed, we can learn manthingform it.first of all,________(理由一). for example, ____________(举例说明). secondly,________(理由二). another case ithat ________(举例说明). furthermore , ____________(理由三).英语四级英译汉的目的。
,要求和评分in mopinion, ________(我的观点). in short, whatever you do, please remember the say____a. if you understand it and applit to your studor work, you”ll necessarilbenefit a lot from it.2.大学英语议论文通用模板the topic of ①________(主题)ibecoming more and more popular recently. there are two sideof opinionof it. some people saa itheir favorite. thehold their view for the reason of②________(支持a的理由一)what imore, ③________(理由二). moreover, ④________(理由三).while otherthink that ia better choice in the following three reasons. firstly,________(支持b 的理由一). secondl(besides),⑥____________(理由二). thirdl(finally),⑦____________(理由三).from mpoint of view, i think ⑧________(我的观点). the reason ithat ⑨____________(原因). aa matter of fact, there are some other reasonto explain mchoice. for me, the former isurela wise choice .(2) 给出一个观点，要求考生反对这一观点some people believe that ①________(观点一). for example, thethink ②________(举例说明).and it will bring them ③________(为他们带来的好处).in mopinion, i never think thireason can be the point. for one thing,④____(我不同意该看法的理由一). for another thing, ⑤____(反对的理由之二). form all what i have said,i agree to the thought that ⑥____(我对文章所讨论主题的看法).英语六级考试写作技巧大学英语议论文篇二1. 问题现状英语四级英译汉的目的，要求和评分怎样解决(解决方案的优缺点)in recent days, we have to face i problem——a, which ibecoming more and more serious. first, ________(说明a的现状).second, ________(举例进一步说明现状) confronted with a, we should take a serieof effective measureto cope with the situation. for one thing, ________(解决方法一). for another ________(解决方法二). finally, ________(解决方法三).personally, i believe that ________(我的解决方法). consequently, i’m confident that a bright future iawaiting ubecause ________(带来的好处).说明利弊题型这种题型往往要求先说明一下现状，再对比事物本身的利弊，有时也会单从一个角度(利或弊)出发，较后往往要求考生表明自己的态度(或对事物前景提出预测)1. 说明事物现状事物本身的优缺点(或一方面) 你对现状(或前景)的看法nowadaymanpeople prefer a because it haa significant role in our daillife. generally, itadvantagecan be seen afollows. first ________(a的优点之一). beside____________(a的优点之二).but evercoin hatwo sides. the negative aspectare also apparent. one of the important disadvantageithat ________(a的一个缺点).to make matterworse,____________(a的第二个缺点).through the above analysis, i believe that the positive aspectoverweigh the negative ones. therefore, i would like to ________(我的看法).(from the comparison between these positive and negative effectof a, we should take it reasonabland do it according to the circumstancewe are in. onlbthiway, ________(对前景的预测).推荐英语议论文模板范文(精篇三姓名：性别：女民族：汉族政治面貌：团员出生日期：婚姻状况：未婚学历：大专毕业院校：师范学院毕业时间：所学专业：英语教育外语水平：英语（pets—3）电脑水平：熟练工作年限：3年联系方式：工作类型：全职期望行业：培训机构、教育、科研院所期望职位：幼儿教育、教师、培训工作地点：不限期望月薪：1000—20xx20xx年9月—20xx年6月就读于xx幼儿师范学校，多次获得奖学金20xx年9月—20xx年6月就读于师范学院，多次获得奖学金。
英语论文格式模板
(Enter your title here)A Thesis Presented to theFaculty of Binhai School of Foreign AffairsTianjin Foreign Studies UniversityIn Partial Fulfillmentof the Requirements for the DegreeBachelor of Artsby(Enter your name here)May，2013Contents摘要3Abstract3I. Introduction3II. Literature review32.1 (Enter heading 2 here)42.2 (Enter heading 2 here)42.3 (Enter heading 2 here)4III. (Enter your Main Finding 1 here)4 3.1 (Enter heading 2 here)43.1.1 (Enter sub-heading 3 here)43.2.1 (Enter sub-heading 3 here)43.1.3 (Enter heading 3 here)4 3.2 (Enter heading 2 here)43.2.1 (Enter heading 3 here)43.2.2 (Enter heading 3 here)43.2.3 (Enter heading 3 here)4 3.3 (Enter heading 2 here)43.3.1 (Enter heading 3 here)53.3.2 (Enter heading 3 here)53.3.3 (Enter heading 3 here)5 IV. (Enter your Main Finding 2 here)54.1 (Enter heading 2 here)54.1.1 (Enter heading 3 here)54.2.1 (Enter heading 3 here)54.1.3 (Enter heading 3 here)5 4.2 (Enter heading 2 here)54.2.1 (Enter heading 3 here)54.2.2 (Enter heading 3 here)54.2.3 (Enter heading 3 here)54.3 (Enter heading 2 here)54.3.1 (Enter heading 3 here)64.3.2 (Enter heading 3 here)64.3.3 (Enter heading 3 here)6V Conclusion6References6摘要(在此输入你的摘要)关键词：〔在此注入关键词〕Abstract〔空一行〕〔Enter your Abstract in English here〕Key words: (Enter your keywords here)I. Introduction(Enter your te*t here)II. Literature review(Enter your te*t here)(Enter your te*t here)2.2 (Enter heading 2 here)(Enter your te*t here)2.3 (Enter heading 2 here)(Enter your te*t here)III. (Enter your Main Finding 1 here) 3.1 (Enter heading 2 here)(Enter your te*t here)3.1.1 (Enter sub-heading 3 here) (Enter your te*t here)3.2.1 (Enter sub-heading 3 here) (Enter your te*t here)3.1.3 (Enter heading 3 here)(Enter your te*t here)3.2 (Enter heading 2 here)(Enter your te*t here)3.2.1 (Enter heading 3 here)(Enter your te*t here)3.2.2 (Enter heading 3 here)(Enter your te*t here)3.2.3 (Enter heading 3 here)(Enter your te*t here)3.3 (Enter heading 2 here)(Enter your te*t here)(Enter your te*t here)3.3.2 (Enter heading 3 here)(Enter your te*t here)3.3.3 (Enter heading 3 here)(Enter your te*t here)IV. (Enter your Main Finding 2 here) 4.1 (Enter heading 2 here)(Enter your te*t here)4.1.1 (Enter heading 3 here)(Enter your te*t here)4.2.1 (Enter heading 3 here)(Enter your te*t here)4.1.3 (Enter heading 3 here)(Enter your te*t here)4.2 (Enter heading 2 here)(Enter your te*t here)4.2.1 (Enter heading 3 here)(Enter your te*t here)4.2.2 (Enter heading 3 here)(Enter your te*t here)4.2.3 (Enter heading 3 here)(Enter your te*t here)4.3 (Enter heading 2 here)(Enter your te*t here)(Enter your te*t here)4.3.2 (Enter heading 3 here)(Enter your te*t here)4.3.3 (Enter heading 3 here)(Enter your te*t here)V Conclusion(Enter your te*t here)ReferencesBillows, F. L. 1961. The Techniques of Language Teaching. London: Longman. Byrne, D. 1981. ‘Integrating skills.’ In John, K. & Morrow, K. (eds.), Communication in the classroom: Applications and Methods for a Communicative Approach. London: Longman.Cana le, M. & Swain, M. 1980. ‘Theoretical bases of communicative approaches to second language teaching and testing.’ Applied Linguistics, 1, 1-47.Ventura, J. 1978. ‘Criteria and practice effects in facial metaconstruct.’ Paper presented at the meeting of the American Psychological Association, La Fonto, August. *iao, A. L. 1998. An Academic or a More Practical Approach. Retrieved on 08/12/2009, atZekulin, I. (1930) Quoted in James, E.C. (1945) Artifacts in Behavioural Research, New York: Academic press, pp. 35-36.戴炜栋、何兆熊．新编简明英语语言学教程[M]．：外语教育，2002．方梦之．加强比照语言学的研究[A]．自俭、瑞华．英汉比照研究论文集[C]．：外语，1990，79－85．Faulkner, W．The Sound and the Fury [M]．喧哗与骚动．文俊译．：译文，1984．萧钰．信息化迈入快车道．(2001-12-19)[2002-04-15]．.creader./news/20011219/9.html.辛斌．交际教学法：问题与思考[J]．外语教学与研究，1995 (3) ：49-55．。
写英语作文格式模板
写英语作文格式模板英文回答：Format of an English Essay。
1. Introduction。
Begin with a hook to grab the reader's attention.State the thesis statement, which presents the main argument of the essay.Provide a brief overview of the essay structure.2. Body Paragraphs。
Each body paragraph should focus on a specific supporting point for the thesis statement.Start with a topic sentence that states the main ideaof the paragraph.Provide evidence to support the topic sentence, such as research findings, examples, or personal experiences.Conclude each paragraph by restating the main idea in a different way.3. Conclusion。
Restate the thesis statement in a slightly different form.Summarize the main points of the essay.End with a closing statement that leaves a lasting impression on the reader.Sample English Essay。
Title: The Importance of Education。
英文期刊论文格式
英文期刊论文格式【篇一：外文期刊的论文要求格式】your papers title starts here: please centeruse helvetica (arial) 14full first author1, a, full second author2,b and last author3,c12full address of first author, including country3full address of second author, including country list all distinct addresses in the same wayaemail, bemail, cemailkeywords: list the keywords covered in your paper. these keywords will also be used by the publisher to produce a keyword index.for the rest of the paper, please use times roman (times new roman) 12abstract. this template explains and demonstrates how to prepare your camera-ready paper for trans tech publications. the best is to read these instructions and follow the outline of this text. please make the page settings of your word processor to a4 format (21 x 29,7 cm or 8 x 11 inches); with the margins: bottom 1.5 cm (0.59 in) and top 2.5 cm (0.98 in),right/left margins must be 2 cm (0.78 in). (we shall be able to publish your paper in electronic form on our web page , if the paper format and the margins are correct. if not, we will have to scan your paper which, when compared with an electronic version, results in very poor quality) your manuscript will be reduced by approximately 20% by the publisher. please keep this in mind when designing your figures and tables etc.introductionall manuscripts must be in english, also the table and figure texts, otherwise we cannot publish your paper.please keep a second copy of your manuscript in your office. when receiving the paper, we assume that the corresponding authors grant us the copyright to use the paper for the book or journal in question. should authors use tables or figures from other publications, they must ask the corresponding publishers to grant them the right to publish this material in their paper.use italic for emphasizing a word or phrase. do not use boldface typing or capital letters except for section headings (cf. remarks on section headings, below).organization of the textsection headings. the section headings are in boldface capital and lowercase letters. second level headings are typed as part of the succeeding paragraph (like the subsection heading of this paragraph). page numbers. do not number your paper:tables. tables (refer with: table 1, table 2, ...) should be presented as part of the text, but in such a way as to avoid confusion with the text. a descriptive title should be placed above each table. units in tables should be given in square brackets [mev]. if square brackets are not available, use curly {mev} or standard brackets (mev).macros. do not use any macros for the figures and tables. (we will not be able to convert such papers into our system)language. all text, figures and tables must be in english. figures. figures (refer with: fig. 1, fig. 2, ...) also should be presented as part of the text, leaving enough space so that the caption will not be confused with the text. the caption should be self-contained and placed below or beside the figure. generally, only original drawings or photographic reproductions are acceptable. only very good photocopies are acceptable. utmost care must be taken to insert the figures in correct alignment with the text. half-tone pictures should be in the form of glossy prints. if possible, please include your figures as graphic images in the electronic version. for best quality the pictures should have a resolution of 300 dpi(dots per inch).color figures are welcome for the online version of the journal. generally, these figures will be reduced to black and white for the print version. the author should indicate on the checklist if he wishes to have them printed in full color and make the necessary payments in advance.equations. equations (refer with: eq. 1, eq. 2, ...) should be indented 5 mm (0.2). there should be one line of space above the equation and one line of space below it before the text continues. the equations have to be numbered sequentially, and the number put in parentheses at the right-hand edge of the text. equations should be punctuated as if they were anordinary part of the text. punctuation appears after the equation but before the equation number, e.g.c2 = a2 + b2. (1) literature referencesreferences are cited in the text just by square brackets [1]. (if square brackets are not available, slashes may be used instead, e.g. /2/.) two or more references at a time may be putin one set of brackets [3,4]. the references are to be numbered in the order in which they are cited in the text and are to be listed at the end of the contribution under a heading references, see our example below. summaryif you follow the “checklist” your paper will conform to the requirements of the publisher and facilitate a problem-free publication process.references[1] dj.m. maric, p.f. meier and s.k. estreicher: mater. sci. forum vol. 83-87 (1992), p. 119[2] m.a. green: high efficiency silicon solar cells (trans tech publications, switzerland 1987).[3] y. mishing, in: diffusion processes in advanced technological materials, edtied by d. guptanoyes publications/william andrew publising, norwich, ny (2004), in press.chemistry, edited by s.d. schwartz, volume 5 of progress in theoretical chemistry and physics, chapter, 10, kluwer academic publishers (2000).[5] r.j. ong, j.t. dawley and p.g. clem: submitted to journal of materials research (2003)从这里开始你的论文的标题：请中心使用helvetica字体（宋体）14全第一author1，整个第二author2，b和最后author31full地址的第一作者，包括国家第二作者2full地址，包括国家3list所有不同的地址，以同样的方式aemail，bemail，cemail关键词：列出你的论文中所涉及的关键字。
英文论文报告参考文献格式
英文论文报告参考文献格式用Times New Roman.每一条目顶格，如某一条目超过一行，从第二行起“悬挂缩进”2字符。
参考文献中所有标点与符号均在英文状态下输入，标点符号后空一格。
参考条目顺序:英国文学、中国文学、网络文学。
他们是按姓氏的字母顺序排列的。
文件前不使用序列号。
1）英文参考文献：（1）专著与编著排列顺序为:姓、名、专有名称、出版地、出版社、出版年份。
例如：Brinkleyork: Knopf, 1993.如果名著中有其他作品或书名，则后者为斜体。
例如：Dunn, Richard J ed. Charlotte Bront: Jane EyreNew York: Norton, 1971.A、两个至三个第一的姓在前，名在后，中间用逗号隔开；其余名在前，姓在后，中间无逗号；每个之间用逗号隔开，最后一个的姓名前用“and”，后用句号。
例如：B、三个以上第一姓名（姓在前，名在后，中间加逗号）后接“et al.”，其他姓名省略。
例如：University of Hawaii Press, 1997.C、同一同一年出版的不同文献，参照下例：Widdowson, Henry G1998a.Widdowson, Henry G. Cambridge:Cambridge University Press, 1998b.（2）论文集参照下例：Thompson, Pett. “Modal Verbs in Academic Writing”. In Ben Kettlemann & York: Rodopi, 2002: 305-323.（3）百科全书等参考文献参照下例：Fagan, Jeffrey. “Gangs and Drugs”. ork: Macmillan, 2001.（4）学术期刊论文参照下例：Murphy, Karen. “Meaningful Connections: Using Technology in Primary Classrooms”.（5）网络文献参照下例：“Everything You Ever Wanted to Know About URL”.（6）专著：参照下例：皮亚杰.结构主义[M] .北京:商务印书馆,1984.（7）期刊文章：参照下例：杨忠,张韶杰.认知语音学中的类典型论[J].外语教学与研究,1999,(2):1-3.（8）学位论文参照下例：梁佳.大学英语四、六级测试试题现状的理论分析与问题研究[D].湖南大学,2002.（9）论文集参照下例：许小纯.含义和话语结构[A].李红儒.外国语言与文学研究[C].哈尔滨:黑龙江人民出版社,1999:5-7.（10）附录2）中文参考文献一、参考文献的类型参考文献(即引文出处)的类型以单字母方式标识，具体如下：[M]--专着，着作[C]--论文集(一般指会议发表的论文续集，及一些专题论文集，如《***大学研究生学术论文集》[N]-- 报纸文章[J]--期刊文章：发表在期刊上的论文，尽管有时我们看到的是从网上下载的(如知网)，但它也是发表在期刊上的，你看到的电子期刊仅是其电子版[D]--学位论文 :不区分硕士还是博士论文[R]--报告：一般在标题中会有“关于****的.报告”字样[S]-- 标准[P]--专利[A]--文章：很少用，主要是不属于以上类型的文章[Z]--对于不属于上述的文献类型，可用字母“Z”标识，但这种情况非常少见常用的电子文献及载体类型标识：[DB/OL] --联机网上数据(database online)[DB/MT] --磁带数据库(database on magnetic tape)[M/CD] --光盘图书(monograph on CDROM)[CP/DK] --磁盘软件(puter program on disk)[J/OL] --网上期刊(serial online)[EB/OL] --网上电子公告(electronic bulletin board online)很显然，标识的就是该资源的英文缩写，/前面表示类型，/后面表示资源的载体，如OL表示在线资源。
标准英文论文格式
标准英文论文格式，文献综述是作者对某一方面问题的历史背景、前人工作、争论焦点、研究现状和发展前景等内容进行评论的论文。
因此，论文，文献格式的统一要求有着不可或缺的意义。
下面小编为大家带来了标准英文论文格式，供大家参考。
篇一：简单版英文论文格式1.题目即标题，它的主要作用是概括整个论文的中心内容。
题目要确切、恰当、鲜明、简短、精炼。
XXXX（题目：二号，黑体，加粗，居中,除了英语小词外，其他单词首字母都要大写；另外：除了题目外，论文中所有英文的字体均采用“Times New Roman”）XX学院 XX级学号XX XXX 指导老师：XXX（学院、专业、学号、作者姓名、指导教师姓名（小四号宋体字，加粗），依次排印在论文题目下，上空二行，居中）2.摘要摘要是论文的高度概括，是长篇论文不可缺少的组成部分。
要求用中、英文分别书写，一篇摘要不少于200字。
要注明3—5个关键词。
【Abstract】XXXX……（英文摘要：上空二行；题目采用五号“Times New Roman”字体，加粗，置于粗体方括号【】内，顶格放置；随后的内容与前面的粗体方括号【】之间空一格，不用其他任何标点符号；采用五号“Times New Roman”字体，不加粗；单倍行距。
）3.关键词是标示文献关键主题内容，但尽量少用不规范的主题词或新造词。
关键词是为了文献标引工作，从论文中选取出来，用以表示全文主要内容信息款目的单词或术语。
【Key Words】 XX; XX;XX;XX（英文关键词：题目采用五号“Times New Roman”字体，加粗，两个单词的首字母要大写，置于粗体方括号【】内，顶格放置；随后的内容与前面的粗体方括号【】之间空一格，不用任何其他标点符号，采用五号“Times New Roman”字体，不加粗，除了专有名词外，其他单词的首字母不大写，各单词之间用分号“；”隔开，分号之后空一格；最后一个关键词之后不用任何标点符号；单倍行距。
英语论文范文
英语论文范文篇一：英文论文范例CONTENTS（以上字体Times New Roman, 小3号；加粗）（以下字体均为：Times New Roman；小4号；行距：1.5倍） ACKNOWLEDGEMENTS Abstract (in English) (1)Abstract (inChinese) (1)Ⅰ Introduction (1)1.1Multi-Media With Erroneous Zones (1)1.1.1 Erroneous Zone 1 (2)1.1.2 Erroneous Zone 2 (2)1.1.3 Erroneous Zone 3 (2)1.1.4 Erroneous Zone 4 (3)ⅡCountermeasures (3)2.1 UnsuitableOperation (4)2.2 Over stimulation In Courseware (4)2.3 Vague Content with AutomaticalTransformatio n (5)2.4 Neglect Of Teachers’Function (5)ⅢConclusion…………………………………………………………………………. .63.1 Prospect in English Teaching (6)3.2 Personal Opinions of Further Research (6)BIBLIOGRAPHY (7)DECLARATIONDiscussion on the Application of Multi-mediaIn English Teaching（字体：Times NewAbstract: With the rapid development of computer and popularization of the network, the present teaching pattern that still uses traditional teaching method “one chalk, one blackboard” seems to be unable to meet the requirements in the present society any longer, and English teaching is no exception. The introduction of the multi-media teaching method to the English class has been one of the tendencies to the development of English teaching. But the misuse of the modern tools will surely result in the bad effect to English teaching. So English teachers should take an active part in the research of how to use the multi-media teaching method in English teaching and try to avoid its misuses.Key words: multi-media; English teaching; overcome（英文摘要和关键词都是两边对齐；5号字；行距：单倍；字体：Times New Roman；“Abstract” 和“Key words” 两个词或词组要加粗）（关键词之间用分号隔开；词与词之间相隔一个英文字符）（空一行）摘要：随着电脑和网络的迅速发展，那种“一盒粉笔，一块黑板”的传统教学模式的应用已远远不能满足现代社会对教学的需要。
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英语论文格式模板参考最近发表了一篇名为《英语论文格式模板参考》的范文，觉得应该跟大家分享，这里给大家转摘到。
土木工程专业的英文格式均以美国土木工程师协会出版社发布的标准格式为准。
以下是为大家的英语论文格式模板参考，希望能帮到大家。
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3.5 cm，左、右页边距均为3.25 mm。
论文宽不得超过14.5cm,长不得超过22.5cm。
字体和字号：，标题，作者联络信息和图表中的文字均为times new roman 12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(standard practice for use of the international system of units)可以通过电话1-800-548-2723向asce索取。
其他相关使用，如anmc metric editorial guide，5th ed，1992 可向美国国家公制协会索取(american national metric council，1735n.lynnstreet,suite 950,arlington,va 22209-2022)图表：标题说明和图例：插入的图表应该以出现顺序编号(figure 1，figure 2，table 1，table 2)。
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。
如果在正文中插入图，尽量放在页面的顶部或尾部。
不要选择文字环绕图形的对齐方式，可选择上下环绕方式。
底纹：插图中不要选择带阴影或底纹，否则会影响印刷效果。
照片：如果文中需要附上照片，在文中出现照片的地方贴上其黑白光面冲洗照片，标题说明位于照片下方。
照片将和正文一起缩印，请不要提供彩色照片，以免影响印刷效果。
扫描图：印刷后的扫描图不如原件清晰。
如果文中有扫描图，请提供灰色色标扫描图。
作者联络信息：请用横线和正文隔开。
联络信息可以为一位作者或所有作者的，包括以下内容：作者全名;所属学会;学历或授予的荣誉;所在单位;通讯地址和电子邮箱;电话和传真。
___：所有 ___为单倍行距，放在文章最后，按照第一作者姓氏的字母顺序排列。
如有同一作者的两篇以上文献，按出版年代先后排列。
正文中引用 ___时，作者和出版年代应该放入括号内。
由于上标缩印后会变小，难于辨认，正文中不使用上标标注 ___。
所列出的 ___应当在正文中都有所引用，如果正文中没有引用，请将文献列入文章最后的附加信息(additional information)部分，或者相关材料(related materials)部分。
知识拓展：一、论文的基本结构1、(标题)2、署名(、邮编)3、摘要(概要，内容提要)4、关键词(3—5个为宜)5、正文(引言—本论—结论)6、 ___二、论文的结构及写作规范1、题名(标题)题名是一篇论文的总题目，是论文内容的高度概括，是论文精髓的集中表现，它以简洁的词语反映论文中重要的特定内容的逻辑组合，让人一看就能清楚地了解论文的主旨和中心内容题名应醒目，简练，新颖。
题名往往决定读者是否阅读中文标题一般不宜超过20个字，最多25个字副标题是对题名的补充，一般说明写作的原因、内容和范围2、署名署名位于题名之下的位置，还要写明单位、邮编署名表明对作者的尊重和作者应有荣誉，也表明文责自负摘要是全文的高度浓缩。
是简明、确切地记述论文重要内容、不加评论(包括自我评价)、不加补充解释的短文摘要是文章内容索略而准确的表达形式，不分段，中文字数一般在200-300个之间摘要的特点独立性和自明性：忠实于原文，与原文具有等量的主要信息浓缩性：限制字数筛选性和系统性：有利于信息检索创新性：传递新观点，新理论，新方法摘要的主要功能让读者尽快了解论文的主要内容，以补充题名的不足，即不阅读全文，就能获得必要的信息。
为文献检索数据库的建设和维护提供方便。
论文发表后，文摘杂志或各种数据库对摘要可以不作修改或稍作修改而直接利用，从而避免他人编写摘要可能产生的误解、欠缺甚至错误。
同时论文摘要的索引是读者检索论文的重要工具，所以论文摘要的质量高低，直接影响着论文的被检索率和被引用频次。
撰写摘要的注意事项(1) 摘要中应排除本学科领域已成为常识的内容;切忌把应在引言中出现的内容写入摘要;一般也不要对论文内容作诠释和评论(尤其是自我评价)。
(2) 不得简单重复题名中已有的信息。
比如一篇文章的题名是《因特未来教育怎样走进我的课堂》，摘要的开头就不要再写“本文回顾了因特未来教育怎样走进我的课堂…”(3) 结构严谨，表达简明，语义确切，逻辑清楚，无空泛、笼统、含混之词。
(4) 用第三人称。
不必使用“本文”、、“本人”、“作者”、“笔者”等作为主语。
4、关键词关键词是表明论文主要概念的规范化语言，是那些出现在论文标题(篇名、层次标题)以及摘要、正文中，能表现论文主要内容具有实质意义的规范的、关键的、可作为检索入口用的词语。
一篇论文的关键词以3-5个为宜，不考虑文法上的结构，不一定表达完整的意思。
作为关键词的几个词语彼此分开，或用逗号隔开。
5、正文引言简要说明撰写论文的原因，或论述问题的目的意义等本论论文的核心部分(本论中一般包含若干个层次标题)结论是对本论论点的强调，是对论文最终的和总体的高度总结，是对本论最终的必然逻辑发展，也是整篇论文的归宿和作者认识上的升华。
6、 ______的著录应符合国家有关标准(按GB7714—87《文后 ___著录格式》执行)。
___的序号左顶格，并用数字加方括号表示，如[1]，[2]，[3]，…，应与正文中的指示序号和格式一致。
每一 ___条目的最后均以“”结束。
一篇论著在论文中多处引用时，在 ___中只应出现一次，序号以第一次出现的为准，应将序号归并到一起集中列出。
不得将 ___标示置于正文中的各级标题处。
格式要求连续出版物(期刊、学报等)[序号]主要责任者.文献题名[J].刊名，出版年份，卷号(期号)：起止页码.(题名后方括弧内的单字母表示文献类型) 例[1]王秉利.基于网络的教师培训模式研究[J].中小学电教，xx，(1)：32-34.[5]毛峡，丁玉宽.图像的情感特征分析及其和谐感评价[J].电子学报，xx，29(12A)：23-27.专著[序号]主要责任者.文献题名[M].出版地：出版者，出版年：起止页码.例[12]韩雪屏.语文教育的心理学原理[M].上海：上海教育出版社，xx：102-105.[6] ___教科文组织国际21世纪教育委员会.教育——财富蕴藏其中[M].北京：教育科学出版社，1996：19.[1][5][6]李克东.教育技术学研究方法[M].北京：北京师范大学出版社，xx.报纸[序号]主要责任者.文献题名[N].报纸名，出版日期(版次).例[5]李肖含.“蚁族”与社会上每个人相关联[N].文摘周报，xx-03-16(5).电子文献[序号]主要责任者.文献题名[电子文献及载体类型标识].文献出处，发表或更新日期/引用日期.电子文献载体类型用双字母标识，具体如下：①磁带：MT ②磁盘：DK ③光盘：CD ④联机网络：OL电子文献及载体类型的类型标识方法为：[文献类型标识/载体类型标识]。
例如：①联机网上数据库[DB/OL] ②磁带数据库[DB/MT] ③光盘图书[M/CD] ④磁盘软件[CP/DK] ⑤网上期刊[J/OL] ⑥网上电子公告[EB/OL]例[1]万锦柔.中国大学学报论文文摘(1983-1993)[DB/CD].北京：中国百科全书出版社，1996.[5]徐宏霞.网络化学习的特点与模式[EB/OL].eblog.cersp./userlogl/53970/ar-chives/xx/169303.shtml，xx-03-03/xx-3-26.会议论文集[序号]主要责任者.文献题名[A].主编.论文集名[C].出版地：出版者，出版年：起止页码.例[5]毛峡.绘画的音乐表现[A].中国人工智能学会.xx年全国学术年会论文集[C].北京：北京邮电大学出版社，xx：739—740.学位论文[序号]主要责任者.文献题名[D].保存地：保存单位，年份.例[6]张和生.地质力学系统理论[D].太原：太原理工大学，1998.报告[序号]主要责任者.文献题名[R].报告地：报告会主办单位，年份.例[7]何克抗.信息技术与课程的深度整合[R].厦门：中国教育技术协会，xx.专利文献[序号]专利所有者.专利题名[P].专利国别：专利号，发布日期.例如[8] 姜锡洲.一种温热外敷药制备方案[P].中国专利：881056078，1983-08-12___ 例：[1]王秉利.基于网络的教师培训模式研究[J].中小学电教，xx，(1)：32-34.[2][4]韩雪屏.语文教育的心理学原理[M].上海：上海教育出版社，xx：102-105.[3]袁磊，杨凤芝.信息技术与课程整合的教学模式评析[J].现代远程教育，xx，(6).[5]何克抗.信息技术与课程的深度整合[R].厦门：中国教育技术协会，xx. ___与注释的区别___是作者写作论著时所参考的著作、论文、报告等文献，一般集中列表于文末，用方括号[ ]标注。
注释是对论著正文中某一特定内容的进一步解释或补充说明。
用数字加圆圈标注(如①、②…)，注释分为：随文注(夹住)，紧接文句，用圆括号标明。
页下注(脚注)，在本页下端的适当空白处作注。
篇末注(尾注)，在文章后面对全文的引文统一作注。
引文注释引文撰写学术论文，尤其是社会科学类的学术论文，常常要引用一定的文字材料，把别人的观点、理论或论述放进自己的文章里作为论据，这就是引用。
引用的形式一般有两种：转述，也称为复述或间接引用，转述的部分不加引号节录，又称直接引文，是对原作中话语的直接引用，这样的引用要加“”;如果是成段的引文，也可以不加引号而依照正文内缩两个字的位置独立成段。
注释的要求引文一般都需要明确标出其，特别是节录形式的引文更需要认真严肃地对待，这项工作称为注释，注述。
引用一定要加注释，而且要准确的加注释。