全国英语专业大学生学术论文写作教程.ppt

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1、Part1ElementsincludedinthegraduationthesisCover (毕业论文封面)Acknowledgement（致谢）（可选）Abstract and key words(毕业论文英文摘要及关键词)摘要及关键词(毕业论文中文摘要及关键词)Contents (目录)Body (正文)References/works cited/bibliography(参考文献)Appendix (附录)（可选）QualityofgraduationthesisBepreciseandaccuratedefinitionsBe careful and clear in estab

2、lishing links betweenideas,evidenceandjudgmentsTakecaretodistinguishfactsfromopinionsBeobjectiveratherthanemotionalorrhetoricalBelogicalinsequenceandstructureContain references to other work to show whereevidenceandideashavecomefromAtleast5,000wordsPart2Finding a topicFinding a topicAssess your prio

3、r interest and knowledge.Have a quick overview of the courses you have already taken in previous semesters to see if there is anything that appeals to you particularly.Talk with as many teachers and students as you can to see what suggestions they might have for refining your topic.“from zero to one

4、”NarrowingthetopicCreatingagoodtitlebig or general topicsspecific,manageable topicsExamplesGeneral:TheAmericanCivilWarRestricted:CausesoftheVictoryoftheNorthMorerestricted:TheSupportGiventotheUnionArmybythePeopleThetopicchosen:BlackSoldiersintheUnionArmy几个要点可以帮助你确定选题：选题应该有意义，有新意，观点正确、明确；选题应在个人能力可及范围

5、之内；确定选题之前，对该选题所涉及的资料有充分的了解；通过对该选题论证和分析，能得出较客观公正的结论。FieldresearchFieldresearchisthebasicmeansofgatheringinformationinfieldssuchassociology,anthropology,psychologyandetc.Itcanbecarriedoutinthreeways:ObservingInterviewingUsingquestionnairesFieldresearch-UsingquestionnairesAlistofquestionsdesignedtocoll

6、ectresponsesthatcanbeanalyzedforusefulinformationAdvantages：Amuchlargernumberofpeople;economic,efficientandanonymousDevelopingquestionnairesTitle:showingthefocusofthestudyIntroduction:statingthepurposeofthequestionnaireandhowyouintendtousetheresults;adviceonansweringthequestionsandtheamountoftimenee

7、dedtocompleteit.Questions:openquestionsandclosedquestions You can include the results in the text of your paper or develop a table to make it easier for your readers to scan the results.In your report,you may want to include the following:I.Description of the study(context,purpose,subjects)II.Proced

8、ures of the study(designing the questionnaire,selecting the readers,administering the questionnaire,summarizing the results)III.Interpretation of the results,summary and discussionPresentingtheresultsofquestionnaireKeepingtrackofyourresearch Advice Ithelpsyoulocatethesourceswhiledoingresearchanddocu

9、mentthesourceswhenyouare writing the paper.What should beemphasized here is that you should keeprecords while doing the research instead oftryingtoreconstructthemafterwards.KeepingtrackofyourresearchForNewspaper/Magazine/JournalArticlesAuthorofarticle;Titleofarticle;TitleofNewspaper/Magazine/Journal

10、ArticlesVolumenumber卷名;Issuenumber期号;Dateofissue发行日期Inclusivepagenumbers(frompage#topage#)文章首页号和尾页号;Library(andfloor)wheretheNewspaper/Magazine/JournalislocatedExtract/Excerpt“extract”更强调一些有推理过程的摘录，提取精粹的意思多点更强调一些有推理过程的摘录，提取精粹的意思多点“excerpt”应该是直接摘录，引用的意思多一点应该是直接摘录，引用的意思多一点Quotation引语Comment个人评述Paraphr

11、ase阐释Summary概要KeepingtrackofyourresearchPart3OutliningStructureofapaperGenerally speaking,the structure of apaperconsistsofthreeparts:IntroductionBodyConclusionOutliningIntroductionItsometimesprovidessomebackgroundinformationsothatthereadercanfollowwhatyouaregoingtodiscussinthepaper.Itmayalsoinformt

12、hereaderofthemethodsyouwillusetodealwiththesubject.Theintroductionparthasnofixedlength.Inastudentspaper,itusuallycontainsoneortwoparagraphs,butitcouldbeaslong as one or two pages,depending on how long andcomplicatedthepaperis.OutliningBodyThebodyisthemainpartofapaperandcontainsalltheideasandthemajor

13、andminorsupportingdetails.Inalongerpiece of academic writing,such as a book,the body maycomprisemorethanonechapter.OutliningConclusionThe conclusion,usually consisting of one or severalparagraphs,bringsthepapertoalogicalandsatisfactoryend.Itrestatesthethesis,summarizesthemainideas,suggestssolutions

14、to the questions discussed,or indicates thesignificanceofyourstudy.OutliningIn most cases,thesis statement is an important part of theintroduction.Forwritingalongeracademicpaper,youarestronglyadvisedto put your thesis statement in the introduction part andmakeitexplicit.Inaddition,pleasekeepinmindth

15、atyourthesisstatementcanalways be revised and reformulated during drafting andrevisingwhenyouthinkitisnecessary.Formulatingthethesisstatement(中心论点或主题句)Outliningtopicoutline:phrasesOutlinesentenceoutline:sentenceTypesofoutlinePart4Contentsofintroduction第一层:Introducing the importance of theresearchare

16、aandreviewingpreviousresearch第二层:Indicating the problem that has notbeen solved by previous,raising a relevantquestion第三层:SpecifyingthepurposeofyourresearchSampleintroductionAnintroductiontoalinguisticthesisonpragmatic metaphorThe word metaphor is from the ancient Greek verbmetapherein,and means,“to

17、 carry over,transfer”.Inrhetoric,metaphorisatropeinwhichonethingisspokenofasifitweresomeotherthing.Innaturallanguage,metaphoris so ubiquitous that scholars,who study language andcognition,havecometorecognizethatnounderstandingoflanguage is complete without an adequate account ofmetaphor.Thesemetapho

18、rsprovideexpressionsforexperiencesandconceptsforwhichliterallanguageseemsinsufficient,thereby increasing the range of articulationpossiblewithinthelanguage.Metaphor has been studied in many disciplines and frommany perspectives since Aristotle.Generally speaking,metaphorhasbeenstudiedmainlyatthelexi

19、callevelofthelanguage.Sincethe1980s,scholarshavestartedtoexaminethephenomenonatthegrammaticallevel,i.e.“grammaticalmetaphor”(Halliday,1994).Halliday has the comment:“There is a strong grammatical element in rhetoricaltransference;andoncewehaverecognizedthiswefindthatthereisalsosuchathingasgrammatica

20、lmetaphor,wherethe variation is essentially in the grammatical formsalthoughoftenentailingsomelexicalvariationaswell”(1994:341-342).Thecontinuationofmetaphorsthroughtheages,acrossculturesandpervasiveexistenceatdifferentlevelsoflanguageindicatesthatthe metaphorical use of language is not limited to t

21、he lexical orgrammatical level and is a multi-level phenomenon in languagecommunication.Thepresentpaperattemptstoapplyrecenttheoriesof linguistics,systemic functional linguistics in particular,to theanalysisofmetaphoricaluseoflanguageatthepragmaticallevel,i.e.“pragmatic metaphor”.The paper will firs

22、t define“pragmaticmetaphor”andthenexaminetwomajorkindsofpragmaticmetaphor:dysphemisticmetaphorsandeuphemisticmetaphors.1.Thedefinitionofmetaphoranditsfunctioninrhetoric,etc.2.Thepreviousstudyofmetaphoratdifferentlevels.3.Thepurposeofthepresentstudyanditsfocus.AnanalysisofcomponentsintheintroductionS

23、ample 1The organization of an introduction元元认认知知策策略略是是为为了了成成功功学学习习一一门门语语言言而而采采用用的的管管理理步步骤骤，包包括括选选择择注注意意、计计划划与与安安排排、评评价价（Oxford1990:20）。这这种种自自我我管管理理策策略略对对学学习习成成绩绩的的提提高高和和自自主主学学习习的的培培养养起起着着非非常常重重要要的的作作用用。而而对对外外语语学学习习者者进进行行元元认认知知策策略略培培训训被被认认为为是是提提高高策策略略使使用用水水平平、自自 主主 学学 习习 能能 力力 和和 学学 习习 成成 绩绩 的的 有有 效效

24、 途途 径径（OMalley&Chamot1990：184-86）。）。在在过过去去的的二二十十年年里里，国国内内外外对对于于元元认认知知策策略略的的研研究究日日益益增增多多，其其中中著著名名研研究究者者有有Chamot(1987)，OMalley&Chamot(1990)，Oxford(1990)，Wenden(1991,1999)，Green&Oxford(1995)，Dreyer&Oxford(1996)，Park 1997)，文文 秋秋 芳芳(1996)，文文秋秋芳芳和和王王海海啸啸(1996)，李李炯炯英英(2002)，王王笃笃勤勤(2002)，刘刘彗彗君君(2004)。这这些些研研

25、究究结结果果不不尽尽相相同同，但但基基本本都都认认为为学学习习成成功功者者和和不不成成功功者者之之间间的的元元认认知知策策略略使使用用存存在在差差异异且且该该策策略略与与学学习习成成绩绩具有相关性。具有相关性。尽尽管管成成就就斐斐然然，但但与与其其他他学学习习策策略略的的研研究究相相比比较较，元元认认知知策策略略的的研研究究仍仍处处于于较较低低的的水水平平，而而对对外外语语学学习习者者的的元元认认知知策策略略培培训训则则更更为为少少见见，进进行行过过培培训训研研究究的的主主要要有有下下列列学学者者：OMalley&Chamot(1990)，Oxford(1990)，Wenden(1991)，W

26、eaver&Cohen(1997)，Cohen(1998)，纪纪康康丽丽(2002)，吕吕长长弘弘(2001)，苏苏远远连连(2003)，杨杨坚坚定定(2003)，张张彦彦君君(2004)。上上述述培培训训多多为为讲讲座座或或短短期期集集中中训训练练，迄迄今今为为止止还还没没有有专专门门针针对对英英语语学学习习不不成功者的为期较长的元认知策略培训。成功者的为期较长的元认知策略培训。The Components of an Introduction1.A brief of MS and MS training2.A brief of the study on MS3.A brief of the

27、 research done on MS training4.Limitation of the previous training(TheChineseintroduction)Sample 2The organization of an introductionJane Eyre is the masterpiece of CharlotteBronte.Publishedin1847,thenoveltookthegeneral reading public by storm with itssuperficial-ly romantic love story combinedwitha

28、tragictaleofthemadwomanlockedinthe attic.From then on,it has receivedextensivecomments.Nevertheless,the image of madwoman,Bertha Mason isneglectedbymostofthescholarsforalongtimewhiletheimageofJane,a self-respecting,decisive,young woman who struggles forindependenceandclaimsequaltreatmentandrightsfro

29、mthemale-dominatedsocietyisthefocusofthepubliccommentsandcriticism.BerthaMasoninJane Eyre isthemadwomanbeinglockedintheatticinThornfield.AllwelearnaboutherisfromRochestersaccount.Shehas been deprived of the right and opportunity to speak for anddefendherself.However in recent years,under the impetus

30、 of the feministmovementandcriticism,theimageofmadwomaninJane Eyre hascometoarousemoreandmoreinterestandatten-tion.Somecriticshold that the image of madwoman serves only as accessories inpushingforwardtheplot;someseeitasaproofthatthenovelJaneEyrebearssomecharacteristicsoftheGothicNovel;someadvisetha

31、tthismadwomanisthe“animal”aspectsofwomanhood;someevenputforwardthatthemadwomanisanothersuppressedJaneEyre.Theanalysisofthismadwomannevercomestoanend.Thispaperwillfocusonthismysteriousandpitifulmadwomanaimingtoshowthatsheisdesertedbythemale-dominatedworldandservesasasocialvictiminthenovel,andfindthea

32、uthorsfemininevoiceimplied in the novel.What is more,this paper will discuss thelimitations of this madwoman.Although Bertha Masons miserableposition deserves our sympathy,she is not a praised figure in thenovel.Shehasherownlimitations.Andherownlimitations,tosomeextent,cause her failure in strugglin

33、g for self-recognition.So thispaper not only focuses on Bertha Masons miserable position anddesperatestrugglesbutalsoonherlimitations.The Components of the Introduction1.a brief comment of the novel2.A comment on the character treated3.The previous research into the character4.The purpose and focus

34、of the studyPart5Developmentofbody毕业论文常用的几种毕业论文常用的几种基本结构形式基本结构形式毕业论文常用的几种基本结构形式毕业论文常用的几种基本结构形式总提分述总提分述先分论后总论先分论后总论总提、分述、总论总提、分述、总论推进式推进式总提分述总提分述第一第一层次次第二层次第三层次第四层次先提出中心先提出中心论论点，然后分点，然后分别别从几个方面去从几个方面去论证论证，阐阐明明中心中心论论点点总提总提分述分述先分论后总论第四第四层次层次第一层次第二层次第三层次从几个方面比较分析，然后归纳起来得出结论总提、分述、总论总提、分述、总论 总提总提 分述分述 总论总

35、论 第二层次第二层次第一层次第一层次 第三层次第三层次 第第五层次五层次 第四层次第四层次总提、分述、总论三者兼而有之总提、分述、总论三者兼而有之推进式推进式第五第五层次次解决解决问题(得出得出结论)第四第四层次次找出症找出症结第三第三层次次分析原因分析原因第二第二层次次叙述叙述现象象第一第一层次次提出提出问题一步一步深入，是由浅入深的论证方法一步一步深入，是由浅入深的论证方法一步一步深入，是由浅入深的论证方法一步一步深入，是由浅入深的论证方法Part6Writingofconclusion结结语语应应是是论论文文最最后后的的总总体体结结语语，主主要要反反映映论论文文的的目目的的、解决问题及最

36、后的结论。解决问题及最后的结论。结结语语启启迪迪新新思思想想。给给读读者者留留有有思思考考的的余余地地，让让读读者者动动脑，寻找在现实生活中可运用论文观点的场合。脑，寻找在现实生活中可运用论文观点的场合。写出适合自己论文题目与内容的结语。写出适合自己论文题目与内容的结语。Strategiesusedinthewritingofconclusion综合要点得出结论法解决问题提出建议法重申论点预测未来法Example1Pride and Prejudice successfully portrays asuccessionofwomenimages,orrathertheirmarriages.T

37、he first kind of marriage likeLydiaswasconstructedonsexandimpulseoffeeling.ItwasnotstrangethatLydiawhohadnoluckinherlifeshouldchoosethiskindofmarriage for the 18th centurywas a time infavorofsenses.Thesecondkindofmarriagelike the one between Charlotte and Collinswasbasedonafortune.Because there was

38、no life security for women inthat society,they were not able to supportthemselves without a fortune.Thus womenconsideredmarriagetheironlyhopeofsecurity.Thethird kind of marriage was Darcy and Elizabethsmarriage.They got married not only out of thesense,butalsooutoftheirdeepaffections.Therewaslove,ro

39、manceandhappinessintheirmarriage.ThesamewastrueofthemarriagebetweenJaneandBingley.Through Lydia and Charlotte,Jane andElizabeth,JaneAustininthenovelrevealsherideal on marriage.The social position andmoneyarenottheonlystandardtomeasureasuccessful marriage,love is also a veryimportant element to be co

40、nsidered in anideal marriage.It is true of the past,andprobablynowandthefuture.Example2InteachingchildrenEnglish,interestisessential.Inorder to arouse and keep childrens interest inEnglish,teachers must,according to childspsychological characteristics,use various methodsand create a happy environmen

41、t for children tolearn English and enjoy themselves at the sametime.Teacherscouldcreateapleasant,relaxedandevencompletingsituationbyaskingstudentstouseEnglishataspecifictimeandplacesuchas English day,story telling corner,poetryreading and spelling competition.Thesevariousactivitiesinandoutofclasscan

42、helpcreatesomesituationsinwhichimagination,humorandenthusiasmaremixedtomakeanattractive lesson successfully and to arousestudents interest in order to lead them tolearnEnglishbetter.Teachers could be very creative in teachingchildrenEnglishbymakinggooduseofbothintrinsic motivation and extrinsic moti

43、vationandconvertingchildrensextrinsicmotivationintotheintrinsiconesoastopromotetheirdevelopmentinstudy.Example3From the ancient time to the present,theChinesedietandthewesterndiethavetheirown ways of development;as a result,theyhavedevelopedtheirownfoodfeaturesandshown their different dietary cultur

44、es.TheChinese food stresses more on“seasoning”while the western food focuses more onscientificandnourishingcomposition.However,inrecentyears,withmorecommunication of international cultures,itfollowsthatChinaandthewestwouldlearnfrom each other for a better future ofnutritionalandhealthysystemoffood.F

45、romthe comparison of the dietary cultures inmanyaspects,notonlyforeignersknowmoreabout the culture of China,but the Chinesepeoplearealsoacquaintedwiththesociallifeofthewest.Asitgoeson,thedietaryculturecommunication will have the tendency ofdietaryharmonization.Part7Drafting,revisionandproofreadingDr

46、afting撰写初稿若用英文些论文，写第一稿时不必拘泥于英语语法、拼写等语言问题，注意力应集中在表达思想上。提纲越详细，初稿越容易写。初稿中应将拟引用的材料全部写上，但是内容安排可能随时需作更改，而更改有可能影响引用材料的位置，因此编号的工作留到后面去做。Revision修改初稿写二稿时应再次检查论文结构。检查论文结构是否易于读者抓住要点；内容表达是否清晰连贯。写第二稿时应注意提高语言质量，改正语法错误，注意遣词造句。必要时可重写某些段落。写第二稿时，论文中引用哪些资料已经基本确定，此时可以编制文献参考资料目录。若论文的组织结构不再做任何改动，可谓引用材料分别顺次编号，并将引用材料的出处按照顺

47、序排列，编制尾注。写第三稿时应再次检查语法、用词、拼写以及标点符号；检查引语编号是否有遗漏。至此论文基本就绪，只需最后润色、定稿。Part8WritingtheabstractWritingtheabstractWhatisanabstract?Anabstractisashortdescription,oranaccuratecondensation,ofthecontentsofapieceofwriting.Anabstracthassimilaritywithaprcis,proposal,synopsis,orasummary.Majortypesofabstracts1.Descr

48、iptive2.InformativeDescriptiveabstractsusuallydescribewhatthepaperisabout,thetopic,purpose,scope,andmethod of the paper.It helps the reader todecideiftheywillreadthepaper.Butitusuallydoes not offer information about details ofresults,conclusionsorrecommendations.Informative abstracts are usually lon

49、ger thandescriptive abstracts.They are usually writtenafter the research or the paper has beenfinished.They not only describe the topic,purpose,scopeandthemethodoftheresearchorthepaper,butalsoprovidetheinformationaboutresults,conclusions,orrecommendations.Intheory,abstractsareclassifiedintodescripti

50、ve andinformative.Inpractice,thesetwotypesofwritingtechniquescanbeusedinoneabstract.Suchanabstractiscalleddescriptive-informative abstract.Main components of an abstract1.Purpose or scope of the paper;2.Method of writing or method of the research discussed in the paper;3.Results,conclusions and/or r