2022英文开题报告格式.docx

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1、2022英文开题报告格式英文开题报告格式英语论文开题报告是英语专业毕业生完成毕业论文中最重要的一环，通过开题报告的书写，我们能明确所选英语论文题目的探讨意义、价值及可行性，勾画出论文的整体框架，依据论文开题报告写出优秀的英语毕业论文，下面是范文，欢迎阅读了解英文开题报告格式：一、选题依据及意义（不少于300字）.English, especially English reading and writing, has become an effective means to get access to all kinds of information and an indispensable m

2、eans of international communication. As a matter of fact, English writing are vital to our individual development because it has been applied more and more in both our English study and future work.However, according to my personal writing experience and teaching practice experience in Bobai Middle

3、school, I found that the students' EFL writing ability is not so encouraging and satisfactory in senior high schools though they have learned English for several years in primary and middle school. Not a few of them do very poor in applying English to express their ideas, thoughts, feelings, etc

4、. in EFL writing. Some of them even cannot produce a single correct sentence in their compositions. Those students may actually have something to write, but they just cannot express it correctly and appropriately in English. On one hand, they do not grasp sufficient active vocabularies to express th

5、emselves. On the other hand, they lack sense of sentence structure and composition structure to develop their composition. The last but not least, they don't know how to apply the materials they have read to improve their writing ability though they have read a lot.Therefore, it's necessary

6、and urgent to find an effective and practical approach to solve the poor performance in the students' EFL writing and improve their writing ability. Many scholars have proved that there is a strong relationship between reading and writing. From reading to writing can effectively enlarge the stud

7、ents' amount of vocabulary, cultivate their sense of sentence structure and composition structure, enrich their writing materials and promote their ability in using words and sentences. Therefore, from reading to writing approach is highly advocated in improving EFL writing in senior high school

8、s.二、探讨目标与主要内容（含论文（设计）提纲，不少于500字）.1.探讨目标：According to the New Curriculum Standards for senior high schools, listening, speaking, reading and writing are four basic skills and requirements for the students. However, the students' EFL writing ability in senior high schools is not so pleasant and en

9、couraging. The prevalent EFL writing approaches （the product approach and the process approach） in senior high schools do not do much good to improve students' writing ability. This study aims to compare these two approaches with from reading to writing approach and show the advantages of applyi

10、ng from reading to writing approach in senior high schools.From reading to writing approach advocates that writing should be integrated with reading so that the students can enlarge their vocabulary in reading, learn how to use language appropriately, how to apply their background knowledge, how to

11、arrange the sentences, how to organize the composition, how to achieve coherence and unity and how to activate their mind when writing. In this way, the students can improve their writing ability effectively and efficiently. Therefore, the thesis tries to analyze the present reading and writing situ

12、ation in senior high schools, expound the nature of reading and writing, discuss the necessity and feasibility of reading to writing approach, show the application of reading to writing approach in EFL writing practice and prove the effectiveness and practicality of reading and writing approach.2.主要

13、内容（提纲）：1. Introduction2. The present situation of English writing in senior high schools3. The nature of reading and writing3.1 The nature of reading3.2 The nature of writing4. The relationship between reading and writing4.1 Reading paves the way for writing4.2 Writing promotes reading5. The necessi

14、ty and feasibility of reading-to-writing5.1 The necessity of reading-to-writing5.2 The feasibility of reading-to-writing6. The advantages of applying reading-to-writing approach6.1 The definition of reading-to-writing approach6.2 A comparison of reading-to-writing approach with product approach and

15、process approach7. The application of reading-to-writing approach7.1 The principles of applying reading-to-writing approach7.1.1 Paying equal attention to reading and writing7.1.2 Paying equal attention to intensive reading and extensive reading7.2 The selection of good reading materials7.3 Ways of

16、adapting reading-to-writing approach7.3.1 Pre-writing reading7.3.2 Writing from reading7.3.3 Post -writing reading and rewriting三、探讨方法和手段。（1）探讨方法 .1. Literature research method: read relevant books, journals and nets for research .2. Comparative analysis method: compare the product approach and the

17、process approach with from reading to writing approach and show the advantages of from reading to writing approach.（2）探讨手段 .Collect, sort and search books, journals and dates from the library and on the internet.四、参考文献书目（作者、书名或论文（设计）题目、出版社或刊号、出版年月或出版期号）.1 Judith Oster. 1984. From Reading to Writing:

18、 A Composition Text with Reading for English as a Second Language M. Columbus: A Bell & Howell Company.2 Judith A. Standford. 2000. Developing Connections: Short Reading for Writers （Second Edition） M. California: Mayfield Publishing Company.3 蔡明德. 论英语阅读教学对写作的影响及教学启示D. 华中师范高校， 2003.4 陈立平. 从阅读与写作

19、的关系看写作教学中的范文教学J. 外语与外语教学， 2001,（04）.5 陈昕. 浅谈英语阅读与写作的关系J. 科技信息（科学教研）， 2022,（01）.6 高利华. 英语写作教学中结果法与过程法的对比探讨J. 大同职业技术学院学报， 2003,（03）.7 刘上扶. 英语写作论M. 南宁：广西教化出版社， 1998.8 刘烨. 以读促写在中学英语写作教学中的应用探讨D. 西北师范高校， 2022.9 罗静. 英语教学以读促写教学法新探J. 现代技能开发， 2003,（03）.10 王蔷. 英语教学法教程M. 北京：高等教化出版社， 2000.11 韦岩峰. 提高英语阅读实力的有效途径J.

20、 青海师范高校学报（哲学社会科学版）， 2004,（06）.12 相廷礼. EFL阅读与写作实力的相关性分析D. 山东高校， 2022.13 肖福寿. 英语写作教学的原则与策略M. 上海：上海高校出版社， 2022.14 谢薇娜. 谈阅读与写作的交融性J. 外语教学， 1994,（04）.15 熊杰. 中学英语阅读教学中结合写作练习提高学生写作实力的探讨D. 西北师范高校，2022.16 中华人民共和国教化部制订。 全日制义务教化一般高级中学英语课程标准（试验稿）M. 北京：北京师范高校出版社，2003.五、文献综述（在对选题涉及的探讨领域的文献进行广泛阅读或调查的基础上，对该领域的探讨现状、

21、发展动态等内容进行综述，并提出自己的见解和探讨思路。不少于700字）.It is necessary and compulsory to learn about the prior studies about this thesis, since theyare helpful to make this study more persuasive and creative.Liu Ye （2022） points out that English as a foreign language has become a sure access to information of all sorts

22、 and an indispensable means of international communication. Besides, he also said that with the shift from the ability of manipulating the linguistic structure to the ability of using the language to communicate in written/spoken forms in English, EFL writing was considered as a tool for people to c

23、ommunicate in a real situation. Xiong Jie （2005） also points out that both reading and writing are powerful and highly individual tools for thinking, learning and discovering, and both perform the function of communication. Judith Oster （1984） points out in his book From Reading to Writing: A Compos

24、ition Text with Reading for English as a Second Language:Reading puts us in touch with other minds and feelings and experiences. We also experience the ways in which the writers have organized information, chosen words, structured arguments. We can see how well a good writer expresses himself; what

25、makes that writing so effective, what we can learn from it. Reading gives us ideas we may not have imagined, information we may not have had It may stimulate us to think, to feel, to read, or even to argue against the writer's view。From the studies above, we can see that English reading and writ

26、ing are very important everyone's individual development.There are many EFL writing approaches, among which the process approach and the product approach are the two prevalent ones. Wang Qiang （2000） points out that the product approach pays great attention to the accuracy of the final product b

27、ut ignores the process. The product approach is a traditional one, which follows this pattern: the teacher gives a to/ Liu Shangfu （1998） thinks that the disadvantages outweigh its advantages in the product approach. The advantage is that the students can get a clear idea of the style, organization,

28、 etc. of the composition. But there are obvious disadvantages: the students don't feel free to write because the given to/ after the students' works are handed in and, most importantly, the students usually put their works aside after handed down. In this way, the product approach does littl

29、e good to improve students' writing ability because it only trains their usage of words and grammar knowledge but not improves their mind and sense of writing composition.Wang Qiang （2000） considers that the process approach does not only pay attention to what students do while they are writing

30、but also attaches great importance to what the students （and the teacher） do before they start writing and after they finish writing. Liu Shangfu （1998） thinks that the process approach puts much emphasis on the students' writing process and help to discover, analyze and solve problems in the st

31、udents writing process. In process approach, writing is a process of brainstorming, outlining, drafting, sharing, revising and evaluating. In this approach, the students can feel free to express themselves, get guidance from their teachers or peers, experience every details of writing and broaden th

32、eir mind. But it still has its disadvantages: it costs the students a lot of time and it does no good to the students to form a habit of writing in a limit time. That is because the students usually have a heavy learning tasks in senior high schools and all kinds of examinations require the students

33、 to write in a given time.As mentioned above, we can see that the product approach and process approach are not so feasible and practical in English learning in senior high schools.As a matter of tact, the positive effects of combining reading to improve writing has been recognize for ages. It can b

34、e testified by Chinese proverbs He who reads tremendously owns a gifted pen and You will become a poet yourself if you have read three hundred Tang poems thoroughly。 We can see that the integration of reading and writing in reading have long been used in native language learning and considered as an

35、 effective way in improving native language learning. However, the combination of reading and EFL writing in China has just begun. Yang Jing （2003） made a study on improving students' English writing ability through the course of comprehensive English. She deemed that the course of comprehensive

36、 English played an important role in providing language knowledge as well as training in language skills. Liu Ye （2022） points out that from reading to writing approach can motivate students into active reading and writing, present a real-life communicative situation and improving writing skills. Fr

37、om the internal law of language development, reading and writing skills were related closely. The process of reading was actually the one that readers gained and internalized the information of language knowledge, the process of input. However, the process of writing was the one that writers present

38、ed the knowledge that they had learned or acquired, the process of output. There was no doubt that reading-input, was the foundation of writing-output. And on the other hand, writing output was the result of reading-input. All in all, some scholars have expounded the possibility of integrating readi

39、ng and writing on the perspective of theoretical explanation and empirical inference. Some others have carried out experimental researches to testify the feasibility and efficiency of the integration of reading and writing.In short, researches both at home and abroad on EFL writing have made great c

40、ontributions to this field. This thesis lays its emphasis on the importance of preparing for writing in common English reading and practice writing in daily English learning, proves the effectiveness and practicability of from reading to writing approach and provides an effective and practical appro

41、ach for the students to improve their EFL writing ability.六、工作进度支配（时间、内容、步骤）.1. Preparation period.1）. From the time 10th Nov, 2022 to 8th Jan, 2022, I would search for the related materials in order to set down the title, preparing the report of the paper.2）. From the time 9th Jua,2022 to 22nd Jua,

42、2022, I would search for suitable goal, approach and content , finishing the report.3）. From the time 23rd Jan, 2022 to 1st Mar, 2022, I would read the materials carefully and search for more.2. Written period.1）. From the time 1st to 11th Mar, 2022, I would generalize the materials and the data.2）.

43、 From the time 12th Mar, to 10th Apr, 2022, I would finish the first draft.3）. From the time 12th to 25th Apr, 2022, I would hand in the paper to the teacher and revise it according to her advice.4）. From the time 25th to 27th Apr, 2022, I would truly finish the paper and make it checked, preparing

44、for argument.3. Oral defense period.七、预期成果。The BA thesis: From reading to writing: an Effective and Practical Approach in Improving Students' EFL Writing ability in Senior High Schools.本文来源：网络收集与整理，如有侵权，请联系作者删除，谢谢！第17页 共17页第 17 页 共 17 页第 17 页 共 17 页第 17 页 共 17 页第 17 页 共 17 页第 17 页 共 17 页第 17 页 共 17 页第 17 页 共 17 页第 17 页 共 17 页第 17 页 共 17 页第 17 页 共 17 页