英语学术论文写作纲要
英语毕业论文提纲格式_论文格式_
英语毕业论文提纲格式英文提纲怎么写呢?对于毕业生而言，论文提纲的撰写是非常的重要的。
下面是小编分享的英语毕业论文提纲格式，欢迎阅读学习!英语毕业论文提纲格式一、目的和意义英语专业的毕业论文写作是完成本科教学计划、实现本科培养目标的重要阶段;是对学生的英语实践技能、英语语言知识、经贸英语知识以及其他相关学科知识、全面素质、研究与创新能力进行检验考核的重要手段;是学生学士学位资格认证的重要依据;是衡量、评估英语专业教学质量与水平的重要内容之一。
二、选题原则毕业论文选题应从本专业培养目标的要求出发，结合学科发展的动态和研究现状，尽可能使其具有发展与创新的空间，从而有利于巩固和拓宽学生的知识面，有利于对学生进行科研能力基本训练以及独立工作能力的培养。
毕业论文属于研究性论文，讲求一定的学术性，但其要求与目的有别于刊于学术杂志的学术论文，因而为确保学生在教学计划规定的时间内，在教师指导下完成所要求的工作，选题应遵循如下基本原则：1、选题须符合教学大纲的基本要求和人才培养的基本规格，须体现专业训练的基本内容，须与所学的专业知识相衔接。
2、选题须充分考虑学生的语言能力、知识构成和专业兴趣。
3、选题的类型应多种多样，力求有益于学生综合运用多学科的理论知识与技能，有利于培养学生独立工作的能力。
4、选题须考虑完成的工作量与所需的时间应符合教学计划的要求，内容既要有探索、钻研的余地，又要考虑完成的可能性。
工作量原则上应控制在经过努力能够在规定的时间内完成规定任务的范围内，以保证教学任务的完成。
三、类型及基本要求英语专业毕业论文依据学术性质和类型不同应符合如下要求：1、语言及语言学研究类论文就本科毕业论文而言，纯语言研究无论在理论知识的储备上，还是在语料的收集上都有很大难度，不宜提倡。
此类论文可以在语言结构(语音、语法、词汇、语篇等)，语言运用(独特的语言现象、语言手段、语言变化等)，语言文化(文化对语言理解、使用和学习的影响等)，两种语言对比等领域进行应用性的研究。
《英语学术论文写作》课程教学大纲
本科生课程大纲课程属性：公共基础/通识教育/学科基础/专业知识/工作技能，课程性质：必修、选修一、课程介绍1.课程描述：英语学术论文写作的教学对象是本院英语专业四年级本科生以及兄弟院系达到相应英语水平并先修过基础英语的本科生。
开始本课程学习时，学生应该已经掌握高级英语写作技能,如描述、叙述、说明及议论文的写作。
本课程针对英语专业毕业论文写作过程，要求学生熟悉了解写作过程中的各个环节，为下半学期即将开始的毕业论文写作做好充分准备。
2.设计思路：本课程引导英语专业四年级学生以及达到相应英语水平的非英语专业学生了解和熟悉学术论文写作的技巧和方法。
课程内容的选取基于学生“读懂学术材料，规范学术论文格式，独立进行学术调查研究”。
课程内容包括以下几个部分：英语学术论文的组成，引言、文献综述、研究方法、研究结果与讨论、研究结论的撰写，学术论文写作的格式，学术论文的语言特点以及学术论文的常见表达方式。
具体包括：研究论文的定义、结构、撰写原因以及撰写步骤；论文题目选择的注意事项（避免选择过于宽泛、单一、过时的论文题目，题目需- 1 -要具体化）；介绍图书馆的布局结构，包括在线数据库、搜索引擎和图书馆藏书；学术论文的定义和功能，论文大纲的撰写，以及论文大纲格式的选择；在调查研究过程中，怎样寻找有价值的信息；阅读文献资料以及做笔记的方法；论文初稿的撰写；如何合理利用整理笔记，引用相关文献； MLA格式、APA格式的引用和参考文献的撰写。
课程教学方法以讲授、课堂讨论、课堂测试和小组展示等多种方式结合进行。
3. 课程与其他课程的关系：先修课程：开始本课程学习时，绝大多数学生已经通过英语专业四级考试，并结束专业八级考试，其它院系学生也已经达到相应英语水平，在听、说、读、写、译等方面达到了较高水平；学生应该已经修过英语写作、英语语言学、英语词汇学等课程，零散接触过学术论文写作，有一些感性认识。
本课程是英语专业学生进入毕业论文写作阶段之前必须通过的课程。
英语论文提纲范例大全13篇
英语论文范文精选篇一Chapter OneINTRODUCTION1.1 Research BackgroundHigh proficiency in writing is a key to success in a wide variety of situations andprofessions; meanwhile it is of critical importance for students to apply for promising jobs.Writing skills for university students are among the overwhelming indicators of success inacademic work during their freshmen year of college (Geiser & Studley, 2001). Writingskills for professionals are critical for their daily work and essential for application andpromotion within their disciplines (Light, 2008). Writing induces the capability ofconstructing logics, articulating ideas, debating opinions, and sharpening multipleperspectives. As a result, effective writing is conducive to associating convincingly withcommunication targets, including teachers, peers, colleagues, coworkers, and thecommunity at large (Crowhurst, 1990). No wonder that writing skill is an indispensible partto be checked for every test at home and abroad，such as TOELF, lELTS，GRE, BEC，CET4, CET6, TEM4，TEM8 and so on.Notwithstanding such manifestation of the significance of writing, it is reported in the2002 National Assessment of Educational Progress (NAEP) report in the U.S.A. that lessthan a third of students in Grade 4 (28%)，Grade 8 (31%), and Grade 12 (21%) scored at orabove proficient levels，and only 2% wrote at advanced levels for all three samples.Moreover, only 9% of Grade 12 Black students and only 28% of Grade 12 White studentswere able to write at a proficient level (National Center for Educational Statistics, 2003).……………1.2 Significance of the ResearchBased on the CET 4 and CET6 compositions extracted from the CLEC，the study aimsto reveal the relationship between the linguistic features and the writing quality by meansof the advanced software，namely Lexical Frequency Profile, Coh-Metrix3.0 and L2Syntactic Complexity Analyzer for the analysis of vocabulary, syntax and textual cohesion.This study will be of great value mainly for the following two aspects:Firstly, theoretically speaking, the study is going to offer guidance and reference forthe teachingmethodology of L2 writing. The study reveals the contribution of lexicaldiversity, syntactic complexity, textual cohesion to writing quality, reflects the mostdecisive factor of the writing quality and analyzes the mutual relationship between thelexical diversity and quality of writing, the syntactic complexity and quality of writing aswell as the textual cohesion and quality of writing. Hopefully, this research will shedsome light on the instruction of CET 4 and 6 writing and provide practical advice.Secondly, practically speaking, the study demonstrates a new direction for thedevelopment of automatic assessment of the writing. The study is to be carried out bothby means of software and labor work to comprehensively examine more than 28variables that might have an impact on writing quality and build the relation modelbetween these related variables and writing scores. ……………Chapter TwoLITERATURE REVIEW2.1 Lexical Features and Quality of WritingIn the process of L2 writing，students are always perplexed by vocabulary. Leki&Carson (1994) surveyed 128 L2 learners to know about their feelings on the courseEnglish for Academic Purposes (EAP). It is discovered that the strongest zeal for studentsis to improve their language proficiency, especially lexical proficiency. Jordan (1997)obtained the similar conclusion in his study on Chinese students in UK applying for theirmaster degrees, 62% of whom regarded vocabulary as their biggest problem in the processof English writing. Over the past two decades，researchers have attached more and more importance toL2vocabulary studies. As an important element of language proficiency, lexical proficiency isdefined from different perspectives and evaluated by a series of measurements. Meanwhile, lexical proficiency, to a large extent, is embodied by lexical features. As a matter of fact,studies on lexical features have received more and more attention from home and abroadresearchers mainly focusing on total words, lexical diversity (LD) or lexical richness (LR)and lexical complexity (LC), among which lexical diversity or lexical richness has gainedmore popularity for lexical proficiency study.……………2.2 Syntactic Features and Quality of WritingSyntactic complexity (also called syntactic maturity，or linguistic complexity)，isimportant in the prediction of the quality of student writings. Wolfe-Quintero et al. (1998)pointed out that a syntactically complex writer uses a wide variety of both basic andsophisticated structures，while a syntactically simple writer uses only a narrow range ofbasic structures. In the past half century, researchers adopted many different indices tostudy the syntactic complexity and attempted to find out the relationship among the scores,the grades, the ages and the writing quality. Syntactic complexity is defined as “the range of forms that surface in languageproduction and the degree of sophistication of such forms” (Ortega, 2003). It is animportant factor in the second language assessment construct as described in Bachman's(1990) conceptual model of language ability, and therefore is often used as an index oflanguage proficiency and development status of L2 learners. Various studies have proposedand investigated measures of syntactic complexity as well as examined itspredictivenessfor language proficiency, in both L2 writing and speaking settings, which will be reviewedrespectively.Syntactic complexity is also called syntactic maturity, referring to the range oflanguage production form and the degree of the form complexity. Therefore，the length ofthe production unit, the amount of the sentence embeddedness and the range of thestructure type are all the subjects of the syntactic complexity (Ortega 2003: 492).………CHAPTER THREE METHODOLOGY (20)3.1 Composition Collection (20)3.2 Tools (21)3.3 Variables (23)3.3.1 Dependent variables (25)3.3.2 Independent variables (26)3.4 Data Analysis (28)CHAPTER FOUR DATA ANALYSIS AND RESULTS (30)4.1 Quantitative Differences in High- and Low- Proficiency Writings-1ivviv (30)4.2 Comparison between Quantitative Features of CET4 (38)4.3 Impacts of Quantitative Features on Writing Quality (47)5.1 Lexical Diversity and Writing Quality (47)5.2 Syntactic Complexity and Writing Quality (48)5.3 Textual Cohesion and Writing Quality (49)Chapter FiveDICUSSION5.1 Lexical Diversity and Writing QualityU index assessing lexical diversity has showed significant difference between high-and low-proficiency writing both in CET4 and CET6. It may suggest thathigh-proficiencywritings have displayed more diverse vocabularies, which is different from the study ofWang (2004). In his study, the target students have a similar lexical diversity. Among theindices assessing lexical study in his study, none index has showed significant differencebetween high- and low-proficiency writings or correlated with writings scores. In his study,he explained the possible reason for such a result that there issignificant difference inaverage words. However, this result is probably attributed to his measurement of lexicaldiversity. In his study, TTR was employed as an index of lexical diversity, but asmentioned above, TTR is reliable only when texts have the same length. In Wang's study,texts vary in length; thus longer texts tend to have lower TTR. That is why the relationshipbetween lexical diversity and writing quality is blurred. But in this study, we adopted Uindex to measure lexical diversity in CET compositions, for U index can avoid theweakness of TTR and eliminate the influence of text length. Besides, Liu (2003) studied 57second- year college students in two natural classes and found out that vocabulary size hadno immediate effect on writing score. However, the result that lexical diversity has apositive impact on the quality of writing in this study is in accordance with the study ofMcNamara et al. (2001).……………ConclusionThis study aims to explore the relationship between lexical features and L2 writingquality with the help of Lexical Frequency Profile, the relationship between syntacticfeatures and L2 writing quality through the use of the computational tool L2 SyntacticComplexity Analyzer and the relationship between cohesive features and second languagewriting quality with the help of the computational tool Coh-Metrix3.0. Meanwhile, thestudy gives us information about the textual representation of different writingproficiencies along multiple textual measurements.This section summarizes the major findings of this study and presents theoretical,methodological and pedagogical implications for L2 writing research. Limitation of thepresent study and suggestions for further studies are raised in the end.……………Reference (omitted)英语论文范文精选篇二Chapter One Introduction1.1 Background of the ResearchEnglish writing is an important way of communication, which can enhance the ability oflanguage acquisition in the process of second language learning. As one of the language skills,English writing is very difficult to master. After many years, students still find that their writingis unsatisfactory and have many problems. It is widely acknowledged that much attentionshould be paid to English writing. At present our college English writing teaching is time-consuming and low effectiveness, for teachers spend a lot of time and energy reading andcorrecting students’ compositions, but the efficiency is not high; at the same time, studentsspend a lot of time writing, and the results are not satisfactory.The following conspicuous problems tend to exist in the English writing. First, when givena topic, students tend to think in Chinese and do a translation job. Second, students spend toomuch time avoiding grammatical errors in the process of writing, which leads to the ignoranceof the organization of the compositions in a comprehensive view. Third, enriching the contentduring the writing process is difficult for students, for they fail to support their viewpointswithappropriate examples and strong arguments. English writing is the weakest part in Englishlearning especially for Chinese Vocational college students. According to Basic Teaching Requirements for Vocational College English Course,developing students’ comprehensi ve abilities to use English language is the teaching aim ofvocational college English. In terms of writing, students should have the ability to master thebasic writing skills and accomplishing writing tasks of different types, including narration,description, argumentation and practical writings like business email or announcement.Besides,their writing should have a clear organization and proper coherence; at the same time, studentsshould be able to write or describe something with adequate content and proper form indifferent situations, such as business situation.…………1.2 Purpose and Significance of the ResearchAs we can see, most English class in the vocational colleges is always a big class which contains at least sixty students and in the class students may not receive the feedbackfromteacher immediately, although offering feedback is one of the essential tasks. It is helpful andefficient for teachers that students themselves can check other s’ writing and give comments. Sothese two feedbacks have their own roles in the revision. Considering the vocational collegeeducation, examining the practice of teacher feedback and peer feedback on EFL writing is ofgreat importance and necessity. This study is aimed to discuss the effects of teacher feedbackand peer feedback in the English class in order to provide some useful English writing teachingmethod and studying ways for vocational college education. This is not only consistent with thespirit of the new curriculum; at the same time reflects the “student-c entered” teachingphilosophy.…………Chapter Two Literature Review2.1 Feedback TheoryFeedback is widely seen in education as crucial for both encouraging and consolidatinglearning (Anderson, 1982; Brophy, 1981; Vygotsky, 1978), and the importance has alsobeenacknowledged in the field of English writing.In language learning, feedback means evaluative remarks which are available to languagelearners concerning their language proficiency or linguistic performance(Larsen-Freeman,2005). In the filed of teaching and learning, feedback is defined as many terms, such asresponse, review, correction, evaluation or comment. No matter what the term is, it can bedefined as “comments or information learners receive on the success of a learning task, eitherfrom the teacher or from other learners (Richards et al., 1998)”.A more detailed description of feedback in terms of writing is that the feedback is “inputfrom a reader to a writer with the effect of providing information to the writer for revision”(Keh, 1990). From the presentation of general grammatical explanation to the specific errorcorrection is all the range of feedback. The purpose is to improve the writing ability of studentsby the description and correction of the errors.The role of feedback is to make writers learn where he or she has misled or confused thereader by supplying insufficient information, illogical organization, lack ofdevelopment ofideas, or something like inappropriate word-choice or tense (Keh, 1990).…………2.2 Theoretical Foundations of FeedbackCollaborative learning, also called cooperative learning, is the second theoretical basis thatback for the application of feedback in writing class. It is feasible that students communicateactively with each other in the classroom.There is a clear difference betweenstudents-centered and traditional teacher-ledclassrooms. Students’ enthusiasm of participating in group discussion strengthens whenstudents are completely absorbed in collaborative learning in the students-centered class. Whenstudents get together to work out a problem, ideas are conveyed among them and immediatefeedback is received from their group members.Collaborative learning emphasizes that both students and instructors participate and interact actively (Hiltz, 1997). Collaborative learning is viewed from both behavioral andhumanistic perspectives (Slavin 1987). The behavioral perspective stresses that students areencouraged to study under a cooperativesituation and rewarded in the form of group rather thanindividual ones. As for the humanistic perspective, more understanding and better performanceare gained from the interaction among peers. So it is obvious that collaborative learning putsmore attention to the influence of peers, which is different from the previous English writingteaching theories(Johnson and Johnson,1986).Collaborative learning make the students work and learn together to maximize their ownand other’s study.…………Chapter Three Research Methodology (21)3.1 Research Questions (21)3.2 Subjects (21)3.3 Instruments (22)3.3.1 Writing Tasks (23)3.3.2 Questionnaires (23)3.3.3 Pre-test and Post-test (24)3.4 Research Design (24)3.5 Data Collection (27)Chapter Four Results Presentation and Discussion (29)4.1 Students’ Changed Writing P roficiency (29)4.2 Students’ Changed Interest in English Learning and Writing (36)Chapter Five Conclusion (43)5.1 Major Findings (43)5.2 Pedagogical Implications and Suggestions (44)5.3 Limitations of the Study (46)5.4 Suggestions for Further Study (46)Chapter Four Results Presentation and Discussion4.1 Students’ Changed Writing ProficiencyThe data from the pre-test and post-test of the EC and CC were all collected and analyzedthrough SPSS 13.0 to investigate the difference before and after the adoption of teacherfeedback and peer feedback in the English writing class. As table4-1 shows, the mean score of the control class (11.43) is rather similar to theexperimental class (11.56). Moreover, the standard deviation of experimental class (9.357) isalso rather similar to that of the control class (9.421). The mean score of the experimental groupisa little bit higher than that of control the group(11.56>11.43), but the disparity is only 0.13,and thelowest score and the highest score of the two groups are quite close to each other.On the basis of the group statistics of the pre-test, the author carried out an independentsamples t-test in order to further compare the mean scores of the pre-test between CC and EC.Table 4-2 shows the Sig is 0.624, higher than 0.05, showing the writing proficiency of twogroups have no significant difference. Thereby, the statistics in the row of “Equal variancesassumed” should be observed. The Mean Difference is merely 0.338, and the Standard ErrorDifference is only 2.086. In addition, Sig. (2-tailed) is 0.836 (>.05), which indicates that thestudents from both EC and CC share almost the same level of English writing proficiencybefore the study.…………ConclusionFeedback plays a key role and is quite effective in enhancing students’ writingproficiency. The comparison of mean scores in pre-test and post-test indicates that both groupsof EG and CG make more progress in their writingafter this feedback-initiated writinginstruction. Teacher feedback and peer feedback can lead to achievements in students’ writing,which means that the two kinds of feedback are all helpful, effective for promoting students’writing competence to some degree and there is no definite answer for the research question,which one will enhance students’ writing ability the more effective method between teacherfeedback and peer feedback. Teacher and peer feedback play different roles in improvingstudents’ writing. When giving teacher feedback, students in the control class make greaterprogress in organization and content, which was different from the experimental class. Theresults and discussion on students’ focus on the five language aspects had been mentioned in theprevious chapter. Those deep-level language aspects, like the content and organization are theweakest points for most of the students especially for the vocational students, so teacher has theability to point out the mistakes more deeply. As for peer feedback, students may havedifficultyin recognizing the errors in those deep -level aspects so they put more attention to the grammarand vocabulary.……………Reference (omitted)英语论文范文精选篇三Chapter I Introduction1.1 Theoretically analytical tool of the thesisAiming to analyze the features of English advertisements, the author picks English1advertisements which closely relate to people's daily life and rank first on the list ofcommercial advertisements as the studying material and applies thematic structure andthematic progression patterns as the theoretical tool of analysis.Now, quite a large number of linguists have studied theme and rheme, usingthematic structure and thematic progression patterns to conduct studies on detaileddiscourses，such as novels, sports news and students' theses. Taking thematic structureand thematic progression patterns as the analytical tool can help to explore how textsare developed. Halliday，a great linguist who has made many contributions tolinguistics, claims thematic structure as "basic form ofthe organization of the clause asmessage" (Halliday 1985:34). Each clause can be divided into theme part and rhemepart. The relation between themes and rhemes of the text can reveal how the text isconducted, which is known as thematic progression. Through thematicprogression,coherence of the text can be established. …………1.2 Purpose of the studyThrough the perspective of Systemic-Functional Grammar, 42 written texts ofEnglish advertisements are taken as the corpus and their thematic structures andthematic progression patterns are analyzed one by one. The author will analyze thedistribution of different themes and explore the use of four basic thematic progressionpatterns in this type of advertisements, trying to answer three questions:(1) What are the features of the usage of different themes in English advertisements?(2) Which thematic progression is used most often and why?(3) What pragmatic effects do these four thematic progressions have in Englishadvertisements?In the whole thesis, these three questions will be answered through analyzing theparticularEnglish advertisements. Halliday's(1994) theory of thematic structure and XuShenghuan's(1982) four basic thematic progression patterns will be adopted asanalytical framework, the reason of which will be explained later in Chapter 2.…………Chapter II Literature review2.1 Studies on thematic structureTheme and rheme distinction was firstly described by V. Mathesius in 1939 (HuZhuanglin 1994:137). In his mother tongue, Czech，he tries to analyze sentences fromthe perspective of communication and function and show how the information in asentence is expressed. Firbas translates Mathesius' definition of theme as: "[the theme]is that which is known or at least obvious in the given situation and from which thespeaker proceeds."(Martin 1992:434) Therefore, according to him, theme is the startingpoint of the message, which is known or given in the utterance and from which thespeaker proceeds, while rheme plays a role as new information, which is about what thespeaker says ontheme and represents the very important information that the speakerwants to convey to the hearer. In his opinion，a clause is divided into three parts: theme,rheme and transition. Of course, it is obvious that Mathesius does not use the exactexpression of "theme" and "rheme".Though Mathesius' point of view has some deficiencies, it influences Praguescholars greatly. One of his well-known followers, Firbas, proposes a view to improvethe thematic theories. He believes that theme is one that has lower degree ofcommunicative dynamism in some certain context while rheme has higher one.Different from Mathesius in dividing a clause into three parts (Hu Zhuanglin et al1989)，Firbas (1992) merges the concept of transition into rheme and divides a clauseinto two.Following with their opinions, there are two groups differing from each other. Onegroup thinks that theme is equal to "given" while the other one, Systemic School,accepts 'separating approach' which disentangles the two. Systemic School argues thatthere are differences existing between information structure (given-new) and thematicstructure (theme-rheme).…………2.2 Studies on thematic progression patternsIn discourse analysis，a sentence is understood as a message，conveyinginformation from the speaker to the listener. It can be separated into two segments:theme and rheme. Mathesius' (1976) concept of theme and rheme leads to a surge ofinterest in discourse analysis operated at the level of clause. The different choices andorders of discourse themes, the mutual connection and hierarchy between themes andrhemes, as well as their relationship to the hyperthemes of the superior discourse (suchas the paragraph, chapter, etc.) to the whole text or to the situation would influence theinternal structure of the text. Halliday (1985:227) subscribes to that opinion too，statingthat "the success of a text does not lie in the grammatical correctness of its individualsentences，but in the multiple relationships established among them". Therefore,thematic progression performs an important role in discourse analysis.Both scholars abroad and at home make great contributions to the study ofthematic structure together with thematic progression.…………Chapter III Analytical framework of the study and research design (20)3.1 Analytical framework of the study (20)3.1.1 Analytical framework of thematic structure (21)3.1.2 Analytical framework of thematic progression patterns (22)3.2 Research design (24)3.2.1 Consideration on selecting data used in the analysis (25)3.2.2 Analytical procedures (27)3.3 Summary (30)Chapter IV Analysis of thematic structure (33)4.1 Some rules of identifying and counting themes........334.2 Simple theme, multiple theme and zero theme (35)4.2.1 Distribution of simple theme, multiple theme and zero theme (36)4.2.? Data analysis (38)4.3 Textual theme, interpersonal theme and experiential theme (39)4.3.1 Distribution of three functional themes (40)4.3.2 Data analysis (42)4.4 Summary (43)Chapter V Analysis of thematic progression patterns........445.1 Distribution of thematic progression patterns (44)5.2 Data analysis (44)5.3 Summary (45)Chapter V Analysis of thematic progression patterns5.1 Distribution of thematic progression patternsBefore discussing the distribution of thematic progression patterns, anadvertisement sample will be taken as an example, which is selected from Michelin.Example 3:GE(T1) is building the world by providing capital, expertise and infrastructure for a globaleconomy(Rl). GE Capital(T2) has provided billions in financing so businesses can build and growtheir operations and consumers can build their financial futures(R2). We(T3) build appliances,lighting, power systems and other products that help millions of homes, offices, factories and retailfacilities around theworld work better(R3).^In this example given above, themes and rhemes have already been marked forconvenience. T1 refers to the theme of the first clause while R1 refers to the rheme, andso on. These three sentences in this piece of advertisement are all concerned about GEenterprise, although there is a slight difference among them. According to ZhuYongsheng (1985)，these themes can be seen as the same one and these clauses aresharing the same theme. ……………ConclusionThis thesis is focused on the thematic structure and thematic progression patternsof English advertisements, aiming to find some features and favored patterns.A literature review on thematic structure，thematic progression patterns andEnglish advertisements is made before the detailed analysis and finds that fewresearches are done on advertisements with a perspective of thematic organization andby a case study of one specific kind of advertisements. Therefore, the author conducts astudy on English advertisements by setting a theoretical framework,including theHalliday's theory of thematic structure and Xu Shenghuan's classification of thematicprogression patterns. Through these methods，the research is done by investigating thestatistics and results are given below: English advertisements prefer to use simpler themes to convey' informationquickly and directly. Multiple themes and clauses with themes omitted are used not sooften and differ from each other not so much in number because of the uniquecharacteristics of advertisements.……………Reference (omitted)英语论文范文精选篇四第一章引言1.1研究背景传统的课堂英语教学已经不能满足日益提高的英语学习要求，而网络化的英语在线学习系统提供大量不断更新的资源，突破地域和时间的限制，为学生和教师提供课内或课外的网络学习平台。
《学术论文写作(英)》-课程教学大纲
《学术论文写作（英）》课程教学大纲一、课程基本信息课程代码：17002204课程名称：学术论文写作（英）英文名称：Academic English Writing课程类别：通识课学时：64学分：4适用对象: 国际商学院财务管理中外联合培养项目班级；考核方式：考试先修课程：商务英语阅读II，商务英语写作II二、课程简介《学术论文写作（英）》专门针对广东财经大学中外人才培养实验班二年级学生开设的大学英语系列改革课程之一。
该课程是一门桥梁课程，旨在提高中国学生的学术研究与论文写作能力，帮助他们适应接下来的留学学习；课程以学术研究与论文写作各环节和分项技能的训练为纲，帮助学生培养良好的学术研究和写作习惯，并且注重技能的巩固和整合，强调学以致用。
同时，课程注重中西结合，在学术阅读和写作中加强爱国主义教育，增加学生文化自信，培养学生批判性思维，使之既要继承中华优秀传统文化又要弘扬时代精神，既要立足本国又要面向世界，即把中华传统文化以及现代文化的创新成果继承下来，传播出去，发扬光大，最终促使他们成为向世界介绍中国、传播中华文化且具有国际视野的高端双语复合型人才。
该课程教学采取以学生为中心, 教师讲授为引导，学生写作训练、主题讨论以及雅思写作模拟练习为辅助的模式；将面授与机助学习，课内讲授和课后自主学习紧密结合起来。
课堂教学采用外语教学与研究出版社引自的Garnet Education的经典学术英语教材《学术研究与论文写作》和《学术英语阅读》。
本课程的教学评估包括形成性评估和终结性评估。
三、课程性质与教学目的学术论文写作（英）是一门通识必修课，其主要目的是为我校必须参加雅思考试的中外人才培养实验班同学提供系统学习学术英语语言、培养学术论文写作能力和增强雅思写作考试技巧，同时通过大量阅读输入提高学生的学术英语素养、学术英语交流和跨文化交际能力，提升他们的批判性思维能力和跨文化交际意识。
学生学完该门课程后，应能达到以下要求：1）掌握基本学术论文写作技能，包括撰写abstract, introduction, definition, conclusion 的方法和paraphrasing 和referencing 的技巧、规范；2）掌握学术研究的基本方法，包括选题、收集和分类资料、运用论据论证观点、对论据的分析和解释等；3）学生的语篇分析和概括能力，特别是改述(paraphrase)和综述(summarise)的能力显著提升，语言表达丰富多样化；4）学生的批判性思维、西方逻辑思维和东西方文化差异意识通过写作、教师引导、和讨论得以相当的提升；提升学生在学术交流中的辩证性思考能力，能够坚定文化自信，向世界“讲好中国故事，传播好中国声音，阐释好中国特色”，进一步帮助学生树立正确价值观和加强爱国主义教育。
论文写作大纲范文
论文写作大纲范文Title: The Impact of Social Media on Mental Health。
I. Introduction。
A. Background information on the rise of social media。
B. The increasing concerns about the impact of social media on mental health。
C. Thesis statement: This paper will explore thevarious ways in which social media can affect mental health。
II. The Positive Effects of Social Media on Mental Health。
A. Connection and support。
B. Access to mental health resources and information。
C. Opportunities for self-expression and creativity。
III. The Negative Effects of Social Media on Mental Health。
A. Comparison and self-esteem issues。
B. Cyberbullying and harassment。
C. Fear of missing out (FOMO) and anxiety。
IV. The Role of Social Media in Mental Health Awareness。
A. Campaigns and initiatives to raise awareness about mental health。
B. The use of social media for destigmatizing mental illness。
英语学术论文写作 教学大纲
英语学术论文写作一、课程说明课程编号：180145X10课程名称：英语学术论文写作/English Academic Writing课程类别：学科基础课学时/学分：32学时/2学分先修课程：英语议论文写作适用专业：英语专业教材、教学参考书：教材：Peng, Jinding and Peiling Zhao. A Practical Guide to Academic Writing and Publishing. Changsha: Central South University Press, 2014.Liu, Jianbo. Writing English Research Papers: A Handbook for English Majors. Beijing: Higher Education Press, 2004.Zhou, Kaixin. A Handbook of Academic Research Paper Writing for English Majors. Beijing: Foreign Language Teaching and Research Press, 2013.教学参考书：MLA Handbook for Writers of Research Papers. 7th ed. Shanghai: Shanghai Foreign Language Education Press, 2009.Ma, Li and Xiuping Song.English Academic Writing and Language Styles. Beijing: Peking UP, 2011.R osenwasser, David and Jill Stepen. Writing Analytically. 5th ed. Beijing: Peking UP, 2012.Lu, Daofu. T hesis Writing for English Major at B.A. Degree: A Course Book. （《英语专业学士论文写作教程》）Guangzhou: Jinan University Press, 2012.二、课程设置的目的意义作为英语学科基础必修课程，本课程设置的目的是在学生掌握叙事性写作、说明文写作、议论文写作的基础上进一步掌握更高一级的写作理论和技能。
英语学术英语作文提纲
英语学术英语作文提纲### English Academic Writing OutlineI. Introduction- Hook: Start with a thought-provoking question or statement about the importance of academic writing in English. - Thesis statement: Clearly state the purpose of the essay, which is to provide guidance on writing academic essays in English.II. Understanding the Components of an Academic Essay- - Abstract: Briefly explain the purpose and findingsof the research.- Introduction: The role of an introduction in setting the stage for the essay.- Body: Discuss the structure of the body paragraphs, including topic sentences and supporting evidence.- Conclusion: The significance of summarizing the main points and implications of the research.III. The Process of Academic Writing- Research: The necessity of thorough research and how to find credible sources.- Outlining: The benefits of creating an outline toorganize thoughts and arguments.- Drafting: Tips for writing a first draft, including maintaining a formal tone and using academic language.- Revising: Strategies for revising the essay to improveclarity, coherence, and argument strength.- Editing: The importance of proofreading for grammar, punctuation, and spelling errors.IV. Writing Style and Language- Formal Tone: How to maintain a formal and objective tone throughout the essay.- Academic Vocabulary: The use of specialized vocabulary appropriate for academic writing.- Sentence Structure: Varying sentence structures to enhance readability and interest.- Citation and Referencing: Proper citation methods to avoid plagiarism and give credit to sources.V. Common Challenges and Solutions- Writer's Block: Strategies to overcome writer's block and get started on the essay.- Time Management: Techniques for managing timeeffectively to meet deadlines.- Critical Thinking: Developing critical thinking skills to analyze and evaluate information.- Feedback: The value of peer and instructor feedback in improving writing skills.VI. Examples of Academic Writing- Sample Abstract: Provide a brief example of what an abstract might look like.- Body Paragraph: An example of a well-structured body paragraph with a topic sentence and evidence.- Conclusion: A sample conclusion that ties together the essay's main points.VII. Conclusion- Recap: Summarize the key points discussed in the essay. - Final Thoughts: Offer advice on the continuous improvement of academic writing skills.- Call to Action: Encourage readers to practice and seek feedback on their academic writing.VIII. References- List of all the sources cited in the essay, formatted according to the chosen citation style (APA, MLA, etc.).This outline serves as a guide for students and researchers to understand and improve their academic writing skills in English.。
英语专业毕业论文大纲模板
Abstract:This thesis explores the evolving landscape of English language teaching and learning in the context of the 21st century. It examines the impact of technological advancements, globalization, and cultural diversity on the field, and proposes innovative strategies for enhancing the effectiveness of English language education. The paper is structuredinto five chapters, each focusing on a different aspect of English language teaching and learning.Table of Contents:1. Introduction2. Literature Review3. Theoretical Framework4. Methodology5. Results and Discussion6. Conclusion7. Recommendations for Practice8. ReferencesChapter 1: Introduction1.1 Background of the Study- Brief history of English language teaching- Current trends and challenges in the field1.2 Rationale for the Study- Importance of effective English language education- The need for innovation in teaching methods1.3 Objectives of the Study- To investigate the impact of technology on English language teaching and learning- To analyze the role of globalization in shaping English language education- To explore the challenges of cultural diversity in the classroom1.4 Scope of the Study- Focus on English language teaching and learning in the 21st century- Emphasis on the global perspective1.5 Research Questions- How has technology influenced English language teaching and learning?- What is the role of globalization in shaping English language education?- What challenges do teachers face in managing cultural diversity in the classroom?Chapter 2: Literature Review2.1 Historical Perspective- Evolution of English language teaching methodologies- Key theories and approaches in English language pedagogy2.2 Technological Integration- The role of technology in language learning- Case studies of technology-assisted language learning (TALL)2.3 Globalization and English Language Education- The spread of English as a global lingua franca- Impact of globalization on language teaching and learning2.4 Cultural Diversity in the Classroom- The challenge of cultural differences in language learning- Strategies for promoting cultural sensitivity and inclusivity2.5 Current Trends and Challenges- Emerging issues in English language education- The future of English language teaching and learningChapter 3: Theoretical Framework3.1 Theoretical Foundations- Language acquisition theories- Sociocultural theories of learning3.2 Pedagogical Approaches- Communicative language teaching (CLT)- Task-based language teaching (TBLT)3.3 Technological Tools- Virtual reality (VR) and augmented reality (AR) in language learning- Artificial intelligence (AI) and machine learning in language education3.4 Cultural Competence- Definition and importance of cultural competence- Strategies for developing cultural competence in language learnersChapter 4: Methodology4.1 Research Design- Qualitative and quantitative research methods- Mixed-methods approach4.2 Data Collection- Surveys and questionnaires- Interviews- Classroom observations4.3 Data Analysis- Content analysis- Statistical analysis4.4 Ethical Considerations- Informed consent- Confidentiality and privacyChapter 5: Results and Discussion5.1 Analysis of Survey Data- Teachers’ perceptions of technology in language teaching- Students’ experiences with technology-assisted language learning 5.2 Interviews with Teachers- Challenges faced by teachers in integrating technology- Strategies for managing cultural diversity5.3 Classroom Observations- Examples of effective technology integration in language classes - Strategies for promoting cultural sensitivity5.4 Discussion- Interpreting the results in the context of existing literature- Identifying patterns and trends in the dataChapter 6: Conclusion6.1 Summary of Findings- Key insights from the study- Relevance to the field of English language teaching and learning 6.2 Limitations of the Study- Methodological limitations- Scope limitations6.3 Implications for Future Research- Suggestions for further investigation- Areas for future explorationChapter 7: Recommendations for Practice7.1 Recommendations for Teachers- Strategies for integrating technology into language teaching- Approaches for managing cultural diversity in the classroom7.2 Recommendations for Policy Makers- The need for infrastructure development- Importance of professional development for teachers7.3 Recommendations for Language Learners- Tips for effective language learning- The importance of cultural awarenessChapter 8: References[Include a comprehensive list of all the sources cited in the thesis, formatted according to the chosen citation style (e.g., APA, MLA, Chicago).]Appendices[Optional appendices containing additional materials such as survey instruments, interview transcripts, and detailed data analysis.]Note: This template provides a general structure for an English professional graduate thesis. The actual content and depth of each section will vary based on the specific research questions, methodology, and theoretical framework chosen by the researcher.。
学术论文写作教学大纲
《学术论文写作》课程教学大纲课程代码：070141027课程英文名称：English Thesis Writing课程总学时：16 讲课：16 实验：0 上机：0适用专业：英语大纲编写（修订）时间：2017. 10一、大纲使用说明（一）课程的地位及教学目标学术论文写作是高等学校英语专业开设的一门培养学生具有英语论文写作能力的专业课，主要讲授英语论文写作的基本知识、基本理论和基本方法，在英语专业培养计划中，它起到由基础理论课向专业课过渡的承上启下的作用。
本课程在教学内容方面除基本知识、基本理论和基本方法的教学外，通过英语论文写作训练，着重培养学生的英语思维和论文写作能力，为学生进行毕业论文写作做准备。
通过本课程的学习，学生将达到以下要求：1．掌握英语论文的定义、特点和写作的基本程序，具有写作英语论文的初步能力；2．树立正确的论文写作思想，了解国际当前的有关学术论文写作的规定和惯例；3．具有运用总结、检验、深化所学专业知识的能力；4．了解英语论文的写作方法，获得规范论文写作的基本训练；5．了解英语学术论文的新发展。
（二）知识、能力及技能方面的基本要求1. 基本知识：掌握英语论文写作的一般知识，论文的定义、特点、写作步骤等。
2. 基本理论和方法：掌握英语论文写作的基本原则，发现新的论题、新角度、新研究方法；避免抄袭。
3. 基本技能:掌握数据收集、数据分析，论证论点，得出结论等。
（三）实施说明1．教学方法：课堂讲授中要重点对基本概念、基本方法和写作思路进行讲解；采用启发式教学，培养学生思考问题、分析问题和解决问题的能力；引导和鼓励学生通过实践和自学获取知识，培养学生的自学能力；增加写作实践课，调动学生学习的主观能动性；注意培养学生提高利用互联网、电子图书馆及书籍文献等资料的能力。
讲课要联系实际并注重培养学生的创新能力。
2．教学手段：本课程属于专业基础课，在教学中采用电子教案、PPT课件及多媒体教学系统等先进教学手段，以确保在有限的学时内，全面、高质量地完成课程教学任务。
《英语论文写作》-课程教学大纲
《学术论文写作》（英）课程教学大纲The Course Syllabus of Thesis Writing in English一、课程基本信息课程代码: 16047301课程名称: 学术论文写作（英）课程类别:专业基础必修课学时：16学分: 1适用对象:英语，翻译，商务英语专业学生考核方式:考査先修课程: 英语写作I-II二、课程简介( Brief Course Introduction)“英语论文写作”课程是为了提高英语专业本科学生的毕业论文写作质量而于第七学期开设的专业必修课程。
课程的主要内容包括：英语专业毕业论文的基本要求，英语论文的选题标准与原则，相关的研究方法，写作步骤，开题报告的内容与格式要求，论文的结构、内容与语言要求，正文的引用规范和参考文献的著录方式，论文摘要和致谢词的写作，英语论文的评价标准，等等。
通过系统的学习、讨论与练习，使学生了解并掌握毕业论文的基本要素，为论文写作打好基础。
Thesis Writing in English, a compulsory specialty course offered in the seventh semester, aims at improving the dissertation quality of undergraduates majoring in English. Students will learn: 1) the basic requirements of an English dissertation; 2) how to select a topic; 3) the research methods that can be applied; 4) the writing procedure; 5) how to write a proposal; 6) the structure, content and stylistic requirements of a dissertation; 7) how to quote properly and how to document references; 8) how to write an abstract and the acknowledgements; 9) the evaluation standard of an English dissertation. Through systematic study, discussion and practice, senior students will master the basic elements of dissertation writing and get ready for thesis writing三、课程性质与教学目的“英语论文写作”是第七学期为英语专业本科生开设的专业必修课，总计16学时，1个学分。
学术英语写作大纲
学术英语写作大纲(共8页) -本页仅作为预览文档封面，使用时请删除本页-Academic Writing (3 credits )Module syllabus1.Unit descriptionAcademic writing is the study of how to organize a research paper appropriately, including the choosing of a topic, the layout of the thesis and the outline, using of the library and computer to do the research, revising of the rough draft and recognizing of three systems of documentation (MLA, APA, and CMS).This course is designed to help students learn how to write aresearch paper and to lay a foundation for writing more advanced academic papers in English for their future career. The course is an essential guide to effective academic writing in English.Through the course, the students will learn to write a research paper, which has great benefits to their future research fields. Meanwhile, students can develop their abilities of strong logic and critical thinking towards an issue, and it means more for their work and study. The academic writing skills and reasoning ability absolutely will lay the forceful foundation for the students’ future career.On successful completion of the module, learners will be able to:• List the basic information about the research paper• Set up a sensible framework of a research paper• Carry out a research with the help of the computer• Transform the notes into a rough draft and navigate the revision process• Recognize the documentation styles of the MLA, APA, and CMS2.Pre-requisite units and assumed knowledgeNone.3.Learning aims and OutcomesLearning outcome 1List the basic information about the research paper.ASSESSMENT CRITERIA:a. Define the research paper.b. Differentiate the report paper and the thesis paper.c. State the steps and schedule of writing the research paper. Learning outcome 2Set up a sensible framework of a research paper.ASSESSMENT CRITERIA:a.Manage to choose a proper topic.b.Write the thesis statement accurately.c.Construct the outline reasonably.Learning Outcome 3Carry out a research with the help of the computer.ASSESSMENT CRITERIA:a.Judge the credibility of online sources.b.List useful internet sites.c.Assemble a working bibliography.d.Collect information through skimming.Learning Outcome 4Transform the notes into a rough draft and navigate the revision process.ASSESSMENT CRITERIA:a.Write the rough draft with unity, coherence, and emphasis.b.Revise the opening paragraph.c.Revise sentences for variety and style.d.Revise words: Diction.Learning Outcome 5Recognize the documentation styles of the MLA, APA, and CMS.ASSESSMENT CRITERIA:a.Memorize the format for “worked Cited” (MLA).b.List the format for “References” (APA).c.Recall the footnotes and endnotes in CMS.4.Weighting of final gradeAttendance 10%Class Participation 10%Final Exam 20%Midterm Exams 20%Written assignments 40%5. GradingA 100- 95 A- 94-90 B+ 89-87B 86-83 B- 82-80 C+ 79-77C 76- 73 C- 72-70 D+ 69-67D 66-63 D- 62-60 F 59 or low6. PoliciesAttendance PolicyAttendance in class is mandatory for all students enrolled in the course. Any excused absence must be discussed directly with the teacher. Being late to class within 15 minutes will be recorded as 1 LATE and being late over 15 minutes will be recorded as l ABSENCE. 3 LATES equal to 1 ABSENCE. 20 % absences of the total teaching hours will cause an F (a failing grade ) directly . However, students are still welcome to continue to attend class. F students have no right to drop this course anymore. Each unexcused absence will result inthe lowering of the attendance grade by 1 point. Each excused absence will result in the lowering of the attendance grade by point.Participation PolicyStudents should participate in their chosen classes actively and effectively. The Participation Grade is related to the Attendance Grade. Students' final attendance grade is the maximum of their participation grade. Participation grade will be based on a variety of factors including, but not limited to taking part in class discussions and activities, completing assignments, being able to answer questions correctly, obeying class rules, and being prepared for class, frequent visiting your instructors and chatting in English during their office hours is highly recommended.Policy on Assignments and QuizzesStudents should finish their assignments completely and punctually. Assignment should be submitted on the date appointed by the instructor. If a student cannot hand in the assignment on time, the reasonable excuse will be needed. Late assignments will receive a maximum grade of 80. An assignment that is late for 3 days will be corrected but receive 0.You are recommended print all your assignment in the uniform format with the heading of Student’s Pledge of no cheating. Written assignment or printed ones without the uniform heading of pledge will receive a maximum grade of 80.It is mandatory to have weekend assignment every week. Any weekend assignment should be submitted on first class of next week.It is mandatory to have holiday assignment on the public holidays. Any holiday assignment should be submitted on the first day on returning to school. Students are required to do a multitude of presentations during the course.PlagiarismAny form of Cheating is NEVER tolerated. Any Student ONCE Caught Cheating assignment or examination will receive a 0 for that particular work of the whole semester. At the beginning of the semester the definition of plagiarism will be carefully explained. When any thoughts or writings of another person are used, the sources must be clearly identified (using quotes, bibliography and giving reference) .Classroom Polices1.No eating, cellular phones, electronic dictionaries, smoking,chatting or drowsing in class.2.Please speak in English rather than Chinese in class.3.Students are not allowed to attend class without textbooks.4.Stand up when answering questions.5.Respect classmates’ ideas, opinions, and questions of yourclassmates.6.You are welcome to visit the instructor’s office in his/heroffice hours.7.Take good care of the laboratory facilities. Do not splash wateron the desktop.8.When each class is over, hang the earphone on the hanger. Put thetrash into the trash-bin.9.All your classroom involvement, performance and after-classcommunications with instructor will affect your participationscore.10.All communications with the teacher must be in English, bothinside and outside class time.7. Texts and other resourcesWinkler, Anthony C；McCuen-Metherell, Jo Ray(2008), “Writing the Research Paper: A Handbook”, Seventh Edition, Wadsworth Cengage Learning.8. Teaching methodsAssigned readings, class discussions, writing assignments, and revisions9. Week by week topic and study guideBasic Information about the Research PaperDefinition of the researchpaper. (1a)Format of the research paper.Reasons for the researchpaper.The report paper and thethesis paper. (1b)Drafts of the research paper.Writing the research paper:steps and schedule. (1c)Choosing a TopicHow to choose a topic. (2a)Topics to avoid.Narrowing the topic.The Thesis and the Outline The thesis: definition andfunction. (2b)The outline. (2c)Choosing an outline form.Using the Computer in Your ResearchComputers and the researchpaper.Online resources.Researching with searchengines.Evaluating internet sources.(3a)Using the Computer in Your ResearchRunning a research.Useful internet sites. (3b) Doing the ResearchWhat information to look for.Where to look forinformation.Assembling a workingbibliography. (3c)Doing the ResearchSelecting your sources:skimming. (3d)Note-taking.Plagiarism and how to avoidit.Transforming the Notes into aRough DraftPreparing to write the roughdraft: a checklist.How to use quotations toexplore and discover. (4a)Writing with unity,coherence, and emphasis. (4b)Transforming the Notes into aRough DraftUsing the proper tense. (4c)Using graphics in yourresearch paper. (4d)Writing the abstract.Revising Your Rough DraftPrinciples of revisionRevising the openingparagraph. (4e)Revising Your Rough DraftRevising sentences forvariety and style. (4f)Revising Your Rough DraftRevising words: Diction. (4g)Rules for writers.Introduce to Individual Assignment: Write a short research paper(less than 3000 words). Hand in both the rough draft and the reviseddraft.(Outcome 4)The MLA System of DocumentationFormat for “Works Cited”(MLA). (5a)Content notes.Finished form of thepaper.The APA System of DocumentationFormat for “References”.(5b)Finished form of the paper.Peer review checklist.The Traditional System of DocumentationFootnotes and endnotes. (5c)Subsequent reference infootnotes and endnotes.Finished form of the paper.Individual Assignment Due。
英语专业文学论文提纲
英语专业文学论文提纲英语专业文学论文提纲英语毕业论文提纲范文一：contentsintroduction (1)1.the common historical background (1)1.1 international (1)1.2 national (1)2.the common beliefs of beats and rockers (2)2.1 rebellion against conventions (2)2.1.1 beats in literature (2)2.1.2 rockers in music circles (3)2.2 ideologies in between (4)2.2.1 beatniks were fed up with their government aboutthe explanations of why things happened (4)2.2.2 their same destiny (4)2.2.3 beat culture and rock culture were not accepted byboth capitalist and socialist ideolog ies (5)2.3 belief in oriental religion (5)2.3.1 beatniks study on chinese buddhism (6)2.3.2 rockers belief in indian buddhism (6)3.their identical lifestyles (6)3.1 bohemian (7)3.1.1 beats (7)3.1.2 rockers (7)3.2 madness (8)3.2.1 the beats regarded modern american life as cruel,selfish,and impersonal that writers and artists were being drivento madness (8)3.2.2 rockers were mad enough to drive rockniks crazy onrock circus spot (9)3.3 self-indulgent (9)3.3.1 drugs (9)3.3.2 homosexual (10)4. the same conduct (10)4.1 beat s of satan and angles (10)4.2 rockers' conduct of the two sides (11)conclusion (13)英语毕业论文提纲范文二：摘要：The thesis statement should be as specific as possible. By writing a specific thesis statement, you focus on your subject and give yourself and your reader a clearer idea of what will follow in the body of the essay.your plan, and later in your essay, follow a logical order. The rule for writing is this: use your common sense and plan ahead. Do not leave the order of your paragraphs to chance.How many types of order can be used in thesis writing?What are they?Ordering the Paragraphs within the EssayThe types of order often used in single paragraphs— time order, space order, and order of climax— can sometimes be used to arrange paragraphs within an essay. Essays about subjects that can be broken into stages,with each step discussed in one paragraph, should be arranged according to time. Space order is used occasionally in descriptive essays.A writer who wishes to save the most important or convincing paragraph for last would use order of climax. Or he or she might wish to reverse this order and put the most important paragraph first.Very often, however, the writer simply arranges paragraphs in whatever order makes sense in that particular essay.Expanding the One-paragraph PlanAn essay is like an expanded paragraph.For this reason, any plan for developing a paragraph can also be used to develop an entire essay.It is up to the careful writer to choose the pattern that is best suited to his or her purpose and to the kind of essay required.Linking Paragraphs within the BodyJust as the sentence within a paragraph should flow smoothly, so the paragraphs within an essay should be clearly linked one to the next. As you write your essay,do not make illogical jumps from one paragraph to another. Instead, guide your reader. Link the first sentence of each new paragraph to the thesis statement or to the paragraph before.Here are four ways to link paragraphs:Linking Paragraphs within the BodyRepeat key words or ideas from the thesis statement.Refer to words or ideas from preceding paragraph. Link the first sentence of a new paragraph to the paragraph before, especially by referring to words or ideas near the end of that paragraph.Use transitional expressionsUse transitional sentencesUse all four methods of linking paragraphs as you write your essay.ChecklistNarrow the topic to one that you can discuss fully and well in an essay.Write a clear statement.Brainstorm ideas to support your statement.Choose some main ideas to support the thesis statement.Write a topic sentence that expresses each idea.Decide on a logical order in which to present the paragraphs in the body.Plan the body of each paragraph, using paragraph development.Write the first draft of your essay, linking paragraphs clearly to each other.Check for unity, logic, and coherence; revise and rewrite as necessary.Proofread for errors in grammar, sentence, structure, spelling, and mechanics.Three Types of Common Errors:Language/Ideas/FormatConsideration: How many kinds of specific errors you are likely to make in your writing? How to avoid them?。
《学术论文写作》教学大纲
《学术论文写作》教学大纲一、课程说明1. 课程代码：1070138712. 课程中文名称：学术论文写作3. 课程英文名称：Academic Thesis Writing4. 课程总学时数：165. 课程学分数：16. 授课对象：英语专业四年级学生7. 本课程的性质、地位和作用本课程是《高等学校英语专业英语教学大纲》中规定的必修课，也是我院针对英语专业四年级学生开设的一门专业选修课，在学科体系中居重要地位。
本课程有利于培养学生进行科学研究的能力，并帮助、指导学生顺利完成毕业论文写作。
毕业论文写作是大学英语专业教学计划中一个不可缺少的部分和实践环节，是考查学生综合能力、评估学业成绩的一个重要方式，是高校英语专业教学质量评估的重要内容。
毕业论文写作的优劣决定学生毕业时可否被授予学士学位。
本课程可以培养学生的科研创新意识、严谨工作态度，良好学术道德，锻炼学生的思维组织能力，训练学生的语言运用能力，激活学生的知识输出与输入。
通过教学，使学生了解毕业论文的写作要求和撰写规范，知道如何撰写毕业论文，并掌握写作论文的方法。
二、教学基本要求1. 本课程的目的、任务本课程的教学目的在于培养学生撰写毕业论文的能力，要求学生对文献材料有一定的综合分析能力、并能用自己的语言表达个人观点和意见，同时还要求学生学会正确地引用他人的观点，避免有意或无意的抄袭现象。
本课程的任务是使学生了解从选题、文献调研、资料分析、列提纲、起草、修改到编辑的写作基本方法和基本技能，了解毕业论文开题报告、文献综述、摘要、引言、正文、结语的写作方法及文献引用方法等，为学生毕业论文写作提供指导和帮助，对学生进行基本的科研能力训练，培养学生的创新意识及独立思维、科学探索的能力。
2. 本课程的教学要求（1）系统了解毕业论文写作的主要过程和基本方法；（2）系统了解选题方法以及文献检索的主要方法和途径；（3）系统掌握开题报告、文献综述的写作方法；（4）掌握学校规范编制毕业论文的注释、参考文献以及引文的主要方法；（5）查阅教学法、语言学、文学、翻译等方面的汉英语论文，了解毕业论文的语言、结构、切入展开方法，熟悉学校毕业论文的写作规范；（6）通过论文写作的训练，提高研究性学习的能力和创新思维能力。
英语学术英语作文提纲
英语学术英语作文提纲英文回答：Introduction。
In the realm of academic discourse, the ability to effectively craft a thesis statement is paramount. A thesis statement serves as the backbone of any scholarly work, providing a roadmap for the argumentation that follows. This essay will elucidate the essential elements of a robust thesis statement, exploring its structure, content, and purpose.Structure of a Thesis Statement。
A well-structured thesis statement typically comprises three key components:1. Topic: The topic of the thesis statement is the broad subject matter that will be explored in the paper.2. Main Argument: The main argument is the central claim or assertion that the paper will defend. It should be specific, debatable, and supportable with evidence.3. Road Map: The road map outlines the organization of the paper, detailing the main points that will be discussed to support the main argument.Content of a Thesis Statement。
【推荐】英文论文大纲范例-范文模板（10页）
【推荐】英文论文大纲范例-范文模板（10页）本文部分内容来自网络整理，本司不为其真实性负责，如有异议或侵权请及时联系，本司将立即删除！== 本文为word格式，下载后可方便编辑和修改！ ==英文论文大纲范例篇一：英语论文提纲范例Title:1. Introduction1.1. Understanding “interaction”1.1.1. “Interaction” in socio-culture theory1.1.2. Classroom interactions1.2. Classroom discourse1.2.1. What is classroom discourse?1.2.2. IRF Content-analysis of classroom discourse2. Classroom questioning and the function2.1. Definition of classroom questioning2.1.1. Conception of classroom questioning and its development2.1.2. The criteria for effective questioning in the classroom2.2. Categories of questioning and their functions the previously learnt structural knowledge)2.2.1 Questioning for linguistic knowledge (for students to recall or remember2.2.2 Questioning for comprehension (for students to translate, to grasp the meaning of materials)2.2.3 Questioning for application (for students to generalize, or to use learnt materials in new and concrete situations)3. Investigation on classroom questioning3.1 Purpose and object of investigation3.2 Method of investigation4. Conclusion篇二：英语毕业论文的提纲样本本科毕业论文的提纲格式样例A Contextual Study of Black English摘要：对全文进行概括性的总结，涉及到研究背景、研究目的、研究方法、研究发现等；重点放在研究发现上。
英语学术论文写作纲要
英语学术论文写作Course Title: Effective Academic Writing in English: an Essential GuideCourse Numbers: 1800000106Type of course: Major compulsoryHours per week: 1Credit: 1Duration: 18 hoursText and Materials:Aimin cheng, Shouhua Qi, Effective Academic Writing in English：An Essential Guide,2010, Shanghai Foreign Education Press, ISBN:9787810956819Course description:Academic Writing is one of the key courses for university students majoring in English in China. This course is designed to help students learn how to write a course paper and/or a BA thesis and to lay a foundation for writing more advanced academic papers in English for their future career. The course is an essential guide to effective academic writing in English, by that it does not to cover every single one of all the important issues that are related to academic writing. That would have been a much more ambitious project with a much more comprehensive approach than has been adopted by the book.Course contents:Part 1 General features of Academic WritingChapter 1 Academic Writing: An Introduction●Academic writing: A definition●Characteristics of Good Academic WritingGood writing calls for critical reading and critical thinkingGood writing involves thoughtful revisionGood writing is directed toward an audienceGood writing achieves a clear purposeGood writing expresses ideas clearlyGood writing pluses with creativityChapter 2 Kinds of Academic Writing●Writing to summarize●Writing to synthesize●Writing to explainWriting to informWriting to explain processesWriting to explain●Writing to ArgueThe logical AppealThe Emotional AppealThe Ethical AppealFive Basic Components●Writing to propose●Writing to analyze●Writing to evaluateChapter 3 The rhetorical context and characteristics of Academic Writing●The rhetorical contestTopic or subjectAudiencePurpose and role●Characteristics of Academic papersPart ⅡProcess of Effective Academic WritingChapter 4 Finding a Topic●Process of Writing●Assessing your Prior Interest and Knowledge●Narrowing the Topic-Creating a Good Title●Techniques for InventingFree writingBrainstormingBranchingCubingQuestioning or Journalistic Formula●Generating New Ideas by Critical ReadingChapter 5 Researching the Topic●Field researchObservingInterviewingUsing questionnaire●Library researchTaking notesInternet research●Keeping track of your research● A six-step Approach to ResearchChapter 6 Outlining●The structure of a paper●Storing out your notes and other Materials●OutliningDraft OutlineFormal OutlineTwo Commonly Used patterns of Formal outlinesFormulating the thesis statementChapter 7 drafting, Revising, Editing and Proofreading●Drafting●RevisingRevising for content and Organization-Macro-revisionRevising for detail-Micro-Revision●Final Editing and ProofreadingPart III Strategies for Effective Academic WritingChapter 8 organizing the paper●Five basic Organizational patternsGeneral to specific/ abstract to concreteSpecific to general /concrete to abstractOrder of ImportantChronological OrderSpatial OrderOther Organizational Patterns●IntroductionNarrativeDescriptivePreparatoryCorrectiveInquisitiveStating a problemGiving a surprising fact or statisticsUsing a striking quote●ConclusionRestating the Main PointsReferring back to the thesis and the introductionSuggesting a solution further study or predicting an outcomeGiving a humorous comment or unexpected twistUsing a striking or Memorable QuoteChapter 9 strategies for Development●DefinitionSentence definitionExtended definitionHistorical definitionStipulate definition●ClassificationChoosing the principle to classifyTesting the effectivenessExplaining each subgroup●ExampleRelevant examplesSpecific examplesSufficient examples●Comparison and contrastPoints for comparing and contrastingTwo ways for organizing comparison and contrastTransitional words and phrases●Course and effectDistinguishing between cause and EffectNecessity, sufficiently and mill’s methodsOrganizing cause and effect analysisTransitional words and phrases for cause and effect analysis●Generalization●Visual elementsChapter 10 Use of Sources and Documentation●Importance of Using and Documenting Sources●Three Ways to Use Sources●Styles of Documentation●MLA StyleIn-text CitationExplanatory notesList of works cited●APA styleIn-text citationExplanatory NotesList of References or Bibliography。