AP英语语言与写作2013评分

AP? English Language and Composition

2013 Scoring Guidelines

The College Board

The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity.

Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is

made up of over 6,000 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in

education. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success — including the SAT? and the Advanced Placement

Program?. The organization also serves the education community through research and advocacy on behalf of students,

educators, and schools. The College Board is committed to the principles of excellence and equity, and that commitment is

embodied in all of its programs, services, activities, and concerns.

? 2013 The College Board. College Board, Advanced Placement Program, AP, SAT and the acorn logo are registered trademarks

of the College Board. All other products and services may be trademarks of their respective owners.

Visit the College Board on the Web: https://www.360docs.net/doc/815690637.html,.

AP Central is the official online home for the AP Program: https://www.360docs.net/doc/815690637.html,.

Question 1

The essay score should reflect the essay’s quality as a whole. Remember that students had only 15 minutes to read the sources and 40 minutes to write; the paper, therefore, is not a finished product and should not be judged by standards appropriate for an out-of-class assignment. Evaluate the paper as a draft, making certain to reward students for what they do well.

All essays, even those scored 8 or 9, may contain occasional lapses in analysis, prose style, or mechanics. Such features should enter into a holistic evaluation of an essay’s overall quality. In no case should an essay with many distracting errors in grammar and mechanics score higher than a 2.

___________________________________________________________________________________________

9 Essays earning a score of 9 meet the criteria for the score of 8 and, in addition, are especially

sophisticated in their argument, thorough in development, or impressive in their control of

language.

8 –Effective

Essays earning a score of 8 effectively examine the factors a group or agency should consider in memorializing an event or person and in creating a monument. They develop their argument by effectively synthesizing* at least three of the sources. The evidence and explanations used are appropriate and convincing. The prose demonstrates a consistent ability to control a wide range of the elements of effective writing but is not necessarily flawless.

7Essays earning a score of 7 meet the criteria for the score of 6 but provide more complete explanation, more thorough development, or a more mature prose style.

6 –Adequate

Essays earning a score of 6 adequately examine the factors a group or agency should consider in memorializing an event or person and in creating a monument. They develop their argument by adequately synthesizing at least three of the sources. The evidence and explanations used are appropriate and sufficient. The language may contain lapses in diction or syntax, but generally the prose is clear.

5 Essays earning a score of 5 examine the factors a group or agency should consider in

memorializing an event or person and in creating a monument. They develop their argument by

synthesizing at least three sources, but how they use and explain sources is somewhat uneven,

inconsistent, or limited. The writer’s argument is generally clear, and the sources generally develop the writer’s position, but the links between the sources and the argument may be strained. The

writing may contain lapses in diction or syntax, but it usually conveys the student’s ideas.

Question 1 (continued)

4 – Inadequate

Essays earning a score of 4 inadequately examine the factors a group or agency should consider in memorializing an event or person and in creating a monument. They develop their argument by synthesizing at least two sources, but the evidence or explanations used may be inappropriate, insufficient, or unconvincing. The sources may dominate the essay’s attempts at development, the link between the argument and the sources may be weak, or the student may misunderstand, misrepresent, or oversimplify the sources. The prose generally conveys the student’s ideas but may be inconsistent in controlling the elements of effective writing.

3 Essays earning a score of 3 meet the criteria for the score of

4 but demonstrate less success in

examining the factors a group or agency should consider in memorializing an event or person and in creating a monument. They are less perceptive in their understanding of the sources, or their explanation or examples may be particularly limited or simplistic. The essays may show less

maturity in control of writing.

2 –Little Success

Essays earning a score of 2 demonstrate little success in examining the factors a group or agency should consider in memorializing an event or person and in creating a monument. They may merely allude to knowledge gained from reading the sources rather than cite the sources themselves. These essays may misread the sources, fail to develop a position, or substitute a simpler task by merely summarizing or categorizing the sources or by merely responding to the prompt tangentially with unrelated, inaccurate, or inappropriate explanation. Essays that score 2 often demonstrate consistent weaknesses in writing, such as grammatical problems, a lack of development or organization, or a lack of control.

1 Essays earning a score of 1 meet the criteria for the score of

2 but are undeveloped, especially

simplistic in their explanation, weak in their control of writing, or do not allude to or cite even one source.

0 Indicates an off-topic response, one that merely repeats the prompt, an entirely crossed-out

response, a drawing, or a response in a language other than English.

— Indicates an entirely blank response.

? For the purposes of scoring, synthesis means using sources to develop a position and citing them accurately.

Question 2

The score should reflect the essay’s quality as a whole. Remember that students had only 40 minutes to read and write; the paper, therefore, is not a finished product and should not be judged by standards appropriate for an out-of-class assignment. Evaluate the paper as a draft, making certain to reward students for what they do well.

All essays, even those with scores of 8 or 9, may contain occasional lapses in analysis, prose style, or mechanics. Such features should enter into a holistic evaluation of an essay’s overall quality. In no case should an essay with many distracting errors in grammar and mechanics score higher than a 2.

___________________________________________________________________________________________

9 Essays earning a score of 9 meet the criteria for the score of 8 and, in addition, are especially

sophisticated in their argument, thorough in their development, or impressive in their control of

language.

8 – Effective

Essays earning a score of 8 effectively analyze* the rhetorical strategies Louv uses to develop his argument about the separation between people and nature. They develop their analysis with evidence and explanations that are appropriate and convincing, referring to the passage explicitly or implicitly. The prose demonstrates a consistent ability to control a wide range of the elements of effective writing but is not necessarily flawless.

7 Essays earning a score of 7 meet the criteria for the score of 6 but provide more complete

explanation, more thorough development, or a more mature prose style.

6 – Adequate

Essays earning a score of 6 adequately analyze the rhetorical strategies Louv uses to develop his argument about the separation between people and nature. They develop their analysis with evidence and explanations that are appropriate and sufficient, referring to the passage explicitly or implicitly. The essay may contain lapses in diction or syntax, but generally the prose is clear.

5 Essays earning a score of 5 analyze the rhetorical strategies Louv uses to develop his argument

about the separation between people and nature. The evidence or explanations used may be

uneven, inconsistent, or limited. The writing may contain lapses in diction or syntax, but it usually conveys the student’s ideas.

Question 2 (continued)

4 – Inadequate

Essays earning a score of 4 inadequately analyze the rhetorical strategies Louv uses to develop his argument about the separation between people and nature. These essays may misunderstand the passage, misrepresent the strategies Louv uses, or may analyze these strategies insufficiently. The evidence or explanations used may be inappropriate, insufficient, or unconvincing. The prose generally conveys the student’s ideas but may be inconsistent in controlling the elements of effective writing.

3 Essays earning a score of 3 meet the criteria for the score of

4 but demonstrate less success in

analyzing the rhetorical strategies Louv uses to develop his argument about the separation

between people and nature. They are less perceptive in their understanding of the passage or

Louv’s strategies, or the explanations or examples may be particularly limited or simplistic. The

essays may show less maturity in control of writing.

2 – Little Success

Essays earning a score of 2 demonstrate little success in analyzing the rhetorical strategies Louv uses to develop his argument about the separation between people and nature. These essays may misunderstand the prompt, misread the passage, fail to analyze the strategies Louv uses, or substitute a simpler task by responding to the prompt tangentially with unrelated, inaccurate, or inappropriate explanation. The essays often demonstrate consistent weaknesses in writing, such as grammatical problems, a lack of development or organization, or a lack of control.

1 Essays earning a score of 1 meet the criteria for the score of

2 but are undeveloped, especially

simplistic in their explanation, or weak in their control of language.

0Indicates an off-topic response, one that merely repeats the prompt, an entirely crossed-out response, a drawing, or a response in a language other than English.

— Indicates an entirely blank response.

* For the purposes of scoring, analysis refers to explaining how the author’s rhetorical choices develop meaning or achieve a particular effect or purpose.

Question 3

___________________________________________________________________________________________

9 Essays earning a score of 9 meet the criteria for the score of 8 and, in addition, are especially

sophisticated in their argument, thorough in their development, or particularly impressive in their control of language.

8 – Effective

Essays earning a score of 8 effectively develop a position on the relationship between ownership and sense of self. The evidence and explanations used are appropriate and convincing, and the argument is especially coherent and well developed. The prose demonstrates a consistent ability to control a wide range of the elements of effective writing but is not necessarily flawless.

7 Essays earning a score of 7 meet the criteria for the score of 6 but provide a more complete

explanation, more thorough development, or a more mature prose style.

6 – Adequate

Essays earning a score of 6 adequately develop a position on the relationship between ownership and sense of self. The evidence and explanations used are appropriate and sufficient, and the argument is coherent and adequately developed. The writing may contain lapses in diction or syntax, but generally the prose is clear.

5 Essays earning a score of 5 develop a position on the relationship between ownership and sense of

self. The evidence or explanations used may be uneven, inconsistent, or limited. The writing may contain lapses in diction or syntax, but it usually conveys the student’s ideas.

4 – Inadequate

Essays earning a score of 4 inadequately develop a position on the relationship between ownership and sense of self. The evidence or explanations used may be inappropriate, insufficient, or unconvincing. The argument may have lapses in coherence or be inadequately developed. The prose generally conveys the student’s ideas but may be inconsistent in controlling the elements of effective writing.

Question 3 (continued)

3 Essays earning a score of 3 meet the criteria for the score of

4 but demonstrate less success in

developing a position on the relationship between ownership and sense of self. The essays may

show less maturity in control of writing.

2 – Little Success

Essays earning a score of 2 demonstrate little success in developing a position on the relationship between ownership and sense of self. These essays may misunderstand the prompt, or substitute a simpler task by responding to the prompt tangentially with unrelated, inaccurate, or inappropriate explanation. The prose often demonstrates consistent weaknesses in writing, such as grammatical problems, a lack of development or organization, or a lack of coherence and control.

1 Essays earning a score of 1 meet the criteria for the score of

2 but are undeveloped, especially

simplistic in their explanation and argument, weak in their control of language, or especially

lacking in coherence.

0 Indicates an off-topic response, one that merely repeats the prompt, an entirely crossed-out

response, a drawing, or a response in a language other than English.

— Indicates an entirely blank response.

英语论文写作方法

一.关于本专业毕业论文地选题二.英语专业本科生毕业论文选题可以在三个大地方向中进行，即英语文学，语言学和翻译学.各个大方向中又可以选择小地方向，具体解释如下：.英语文学：选择英语文学地毕业论文选题可以从三个方向进行：国别文学研究、文学批评理论研究和比较文学研究. 在进行国别文学研究选题时，一般选取英国文学或美国文学中地某一经典作家（如海明威），某一经典作品（如《双城记》），某一写作手法（如象征手法地运用）或某一文学思潮（如浪漫主义运动）作深入研究.但在选择作家或作品时最好选择在文学史上作为经典地作家或作品.有个别流行作家或作品极富盛名，容易引起学生地兴趣，如《飘》或《荆棘鸟》，学生有强烈愿望选择它们作为研究对象.在不可避免上述情况时，应该尽可能地挖掘作品内在地深刻含义，不能流于肤浅地分析. 文学批评理论地选题一般不太适合英语专业本科生，因为该理论知识地学习在英语专业研究生阶段，本科生一般不具备文学批评理论地知识结构.这个方向地选题可以有关某一文学批评理论,一文学批评术语地阐释或某两种或以上地文学批评理论地比较. 比较文学研究就是将两个以上地作家或作品进行比较.这两个作品或作家可以是同一国别地（如“雪莱与拜伦地诗歌比较”），也可以是不同国别地（如《牡丹亭》与《罗密欧与朱丽叶》）.语言学：选择语言学地毕业论文选题可以在两个大地方向进行：普通语言学和应用语言学. 普通语言学地研究就是对于英语语言地任何一个方面地研究，如对一种词性、或一种时态、或拼写、语调等等方面地研究（如“一般现在时及其交际功能”）. 应用语言学包括教学法地研究和其它一些新兴地应用语言学分支地研究.师范专业或本身从事教师职业地学生选择教学法方向地较多.在这个方向选题，也要避免过大范围地选题，而应对一个具体问题进行研究，最重要地是要结合教学实践或实验.这个方向地好地选题有：“个性与英语教学”，“方言对英语学习地影响” 等. .翻译学：翻译学地选题一般可以在两个方向上进行：翻译理论以及翻译活动. 对翻译理论地研究就是探讨某一种翻译理论等等.相比之下，对翻译活动地研究更多一些，这些选题可以是对一种语言现象地翻译、或一种修辞格地翻译地研究（如“汉语成语地英译”）.应该注意地是，在对翻译活动作研究时，往往需要某种翻译理论支撑，总结规律，并对这一活动作出评价，要避免仅仅时例子地罗列. 二.英语专业毕业论文格式要求学位论文包括前置、主体、附录等三个部分. （一）前置．英文封面：由论文英文题目、解释、作者、指导老师姓名和职称、时间组成. ．目录：由论文地中、英文摘要、篇、章、条、款以及参考书目、附录等序号、题名和页码组成，排在英文封面之后另页. ．中、英文内容摘要：摘要是论文地内容不加注释和评论地简短陈述，宜以最简洁地语言介绍论文地概要、作者地突出论点、新见解或创造性成果以及实验方法、数据或结论，是一篇完整地短文，可以独立使用，中文摘要一般在字左右关键词：关键词是用以表示全文主题内容信息地单词或术语.为便于文献检索，学位论文应注明三至五个具有代表意义中、外文“关键词”，这些关键词就是论文地中心词，以显著地字符另起一行，分别排在中、外文摘要地左下方.各关键词之间用“分号”隔开.外文关键词应与中文关键词相对应. （二）主体部分主题部分包括引言（）、正文()、结论()、参考文献().主体部分必须由另页右页开始. ．引言：主要说明研究工作地目地、涉及范围、相关领域地前人研究成果和知识空白、研究设想、研究方法等方面地概述、理论意义和实用价值等. ．正文：论文地正文是核心部分，占主要篇幅.一般论文选题需要从几个方面来论述或论证.要求论据充分，论点明确.行文必须实事求是，客观真切，准确完备，合乎逻辑，层次分明，简练可读.正文部分要有分级标题，章、条、款、项地序号编码

2013高考英语阅读七选五(六选五)真题特色题型分类讲解

2013高考英语真题特色题型详解―阅读七选五(六选五) 一、(2013课标卷I) 第二节（共5小题；每小题3分，满分15分）根据短文内容，从短文后的选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。 Business is the organized approach to providing customers with the goods and services they want. The word business also refers to an organization that provides these goods and services. Most businesses seek to make a profit（利润）— that is, they aim to achieve income that is more than the costs of operating the business. 71 Commonly called nonprofits, these organizations are primarily nongovernmental service providers. 72 Business management is a term used to describe the techniques of planning, direction, and control of the operations of a business. 73 One is the establishment（制定） of broad basic policies with respect to production; sales; the purchase of equipment, materials and supplies; and accounting. 74 The third relates to the establishment of standards of work in all departments. Direction is concerned primarily with supervision （监管）and guidance by the management in authority. 75 A. Control includes the use of records and reports to compare actual work with the set standards for work. B. In this connection there is the difference between top management and operative management. C. Examples of nonprofit business include such organizations as social service agencies and may hospitals. D. However, some businesses only seek to earn enough to cover their operating costs. E. The second aspect relates to the application of these policies by departments. F. In the theory of business management, organization has two main aspects. G. Planning in business management has three main aspects. 本文是一篇讨论商务和商务管理的说明文。虽然看似有很多专业术语，但是根据我们常说的“指路词”，以及对上下文的推理，其实要做出正确答案并不难，可谓是难度中等。文章第一段描述了business的两个含义：一是提供顾客所要商品和服务的方法；二是提供这些商品和服务的组织。文展第二段则细述了商务管理是用来描述计划、指导以及控制公司运作技巧

中考英语作文评分标准

中考英语作文评分标准每年根据题目的不同，评分标准都会有所更改，但是其中比较大的几个项目是基本不变的。以下内容也许部分同学已经知道了，且稍安勿躁，验证一下与你所知道的是否相符。 1.内容分7分。要求包含题目所给出的要点。若要点缺失，可酌情扣分。比如09年中考作文“I want to do something for my school”，若没有写一件具体的事情，是要扣3分以上的；若写的事情太过于虚幻，没有实际内容，也会扣1-2分。 2.语言分8分。首先是字数，少于60字的作文要酌情扣分。其次是语法和拼写错误，每个扣0.5，重复错误不计；标点错误每4个扣0.5. 3.组织结构分3分，也就是我们常说的文采分。根据学生使用复杂句型、单词和谚语、俗语的情况来加分。这个评分标准看起来并不复杂，但是在实际操作过程中，这个评分标准会产生不少微妙之处，了解了这些微妙之处，同学们才能有的放矢，有针对性地写出高分作文。 1.60字绝不仅仅是60字那么简单如前所述，中考英语作文要求60字以上，标点符号不算，少了就要扣分。但是60字的作文能不能得高分？从我们拿到的实例作文来看，16分以上的作文，没有少于75字的，甚至少于80字的也少之又少。当然，也极少有超过100字的，因为中考试卷的短线格一共80个，在格子下面大约还有2行的空间，可以加20字左右，再多阅卷人就很难看清了，也会影响卷面的美观（后面我会说“卷面分”的问题）。所以，同学们如果想让作文得到高分，最好是让字数在75-100字之间。 2.如何有组织、有计划地拿文采分？有很多老师和同学说，要拿到文采分，同学们需要在平时做大量的阅读，积累好词好句，还得加上考试中较好的发挥。这个观点没有问题，但是对于初三的同学来讲，我们仍然可以更有方向性的去准备自己的作文，事半功倍地争取文采分。原则上讲，前15分少于14分的一般不给文采分，然而在实际操作中我们发现，也有不少的前面得12或13分的同学得到了1-2分的文采加分。这是因为老师在阅卷的时候给分是分两大部分给的，前15分是往下扣、后3分是往上加，也就是说对前15分，阅卷老师们是在找扣分的点；后3分，阅卷老师们是在找加分的点。所以并不是全文都要写得精彩绝伦才能得到文采分，只要文章中有1个亮点，基本就可以争取到1分的文采分（当然，3分的文采分是很难全部拿到的）。而这些亮点，是可以提前准备的。例如，有一些“万金油”式的复杂句型，例如强调句型、only相关的倒装句等，只要同学们多操练几次，几乎是一定能用到作文当中，从而为自己争得文采分的。

SCI论文——英文写作的语言技巧总结

我觉得写文章之前要先有思路，你怎么去写怎么写的和别人不同，有新意。这里面的文章很大，我也说不透，只是参透了一二，和大家分享，望大家不要耻笑。我毕竟是个硕士研究生。我觉得论文写很简单，主要是能够发表出去。下面我简单讲下我的思路。有相同或不同见解的留下言，共同交流，一起进步。文章的第一步要有图，也就是说首先把图做的漂漂亮亮的，不管是SEM，TEM，Uv-vis，FTIR，还是效果图。图片放到你的文章里就是你的思路，图片放好了你的思路就出来了，这是就关键的过程，放图的过程中你要考你怎么写，你的文章新的地方在哪?;图做好了也放好了，就是写文章了，写文章也很快了，因为思路有了你的文章也构思好了。我在这里给出我写文章时的程序。对于文章主体部分，我觉得先写Results and discussion，写完了根据其内容下个Conclusion，然后根据Conclusion写Abstract(因为它们俩有些许的类似)，而后补充Experimental。论文发表qq1813831290最后也是最难写的地方Introduction，这个让审稿人一看就能知道你的文章的水平，所以写好Introduction是关乎论文是否收录的关键所在。我和外国审稿人专家关于审稿交流过意见，他们也是这样认为，他们也认为Introduction是整个文章的脸面，这是他们主要审的地方，在这里能看到你的创新点，创新点不够直接refuse;Introduction写的还可以的话，就看Results and discussion，这部分其实主要看的是图，你的图的清晰度质量，以及性能图。我审过一篇Journal of Hazardous Materials上面的文章，我也是这样审的。当然是咱们国内某名牌大学的文章，做的是催化，我也是做这个的不知为什么编辑发来让我审，我也感觉很莫名。后来编辑告诉我和我的文章有些类似还称我是专家，教授…… 下面我引用了一些总结的写作经验，我觉得很有用。大家认真看看，在此先祝福大家论文高中，硕果累累不减当年勇时： 1.前言部分 1.1如何指出当前研究的不足以及有目的地引导出自己的研究的重要性通常在叙述了前人成果之后，用However来引导不足，比如 However,little information... little attention has been devoted to… little work... little data/little research or few studies/investigations/few attempts have been don on… or none of these studies

2013年北京高考英语试题及答案

2013 年北京高考英语试题第一部分：听力理解（共三节，30 分）第一节（共5 小题；每小题1.5 分，共7.5 分）听下面5 段对话，每段对话后有一道小题，从每题所给的A、B、C 三个选项中选出最佳选项，听完每段对话后，你将有10 秒钟的时间来回答有关小题和阅读下一小题。例：What is the man going to rend? A. A newspaper B. A magazine C. A book 答案是A 1. What room does the man want? A. Sinple B. Double C. Twin 2. What will the man buy? A. Vegetables B. Meat C. Bread 3. What does the man plan to do? A. Go fishing B. Go jogging C. Go camping 4. How much is the change? A. $8 B. $ 42 C. $50 5. What’s the weather like this afternoon? 第二节（共10 小题；每小题1.5 分，共15 分）听下面4 段对话或独白。每段对话或独白后有几道小题，从每题所给的A、B、C 三个选项中选出最佳选项。听每段对话或独白前，你将有5 秒钟的时间阅读每小题。听完后，每小题将给出5 秒钟的作答时间。每段对话或独白你将听两遍。听第6 段材料，回答第6 至7 题。 6. When will the woman go to see the movie? A. Friday. B. Saturday C. Sunday 7. Where will the woman sit for the movie? A. In the front. B. In the middle C. At the back 听第7 段材料，回答第8 至9 题。 8. When will the two speakers meet? A. On the 13th B. On the 14th C. On the 15th 9. What is the man doing? A. Persuading the woman to accept his suggestion. B. Making an apology to the woman. C. Inviting the woman to lunch. 听第8 段材料，回答第10 至12 题。 10. Where are the two speakers? A. In the library. B. In the café. C. In the classroom

英文SCI论文写作时的语言表达技巧

英文SCI论文写作时的语言表达技巧 1. Introduction： A. 如何指出当前研究的不足并有目的地引导出自己研究的重要性？在叙述前人成果之后，用However来引导不足，提出一种新方法或新方向。如：However, little information(little attention/little work/little data/little research……)(or few studies/few investigations/few researchers/few attempts……)(or no/none of these studies……)has(have)been done on(focused on/attempted to/conducted/investigated/studied(with respect to))。如：Previous research (studies, records) has (have) failed to consider/ ignored/ misinterpreted/ neglected to/overestimated, underestimated/misleaded. Thus, these previous results are inconclusive, misleading, unsatisfactory, questionable, controversial. Uncertainties (discrepancies) still exist…… 研究方法和方向与前人一样时，可通过以下方式强调自己工作：However, data is still scarce(rare, less accurate)or there is still dearth of……We need to(aim to, have to) provide more documents(data, records, studies, increase the dataset). Further studies are still necessary(essential)…… 强调自己研究的重要性，一般还要在However之前介绍与自己研究问题相反或相关的问题。比如：(1)时间问题；(2)研究手段问题；(3)研究区域问题；(4)不确定性；(5)提出自己的假设来验证。如果你研究的问题在时间上比较新，你可大量提及时间较老问题的研究及重要性，然后(However)表明“对时间尺度比较新的问题研究不足”；如果你的是一种新的研究手段或研究方向，你可提出当前流行的方法及其物质性质，然后(However)说对你所研究的方向方法研究甚少；如果研究涉及区域问题，就先总结相邻区域或其它区域的研究，然后(However)强调这一区域的研究不足；虽然前人对某一问题研究很多，但目前有两种或更多种观点，这种uncertainties或ambiguities值得进一步澄清；如果自己的研究是全是新的，没有前人的工作可对比，你就可以自信地说“根据假设提出的过程，存在这种可能的结果，本文就是要证实这种结果”等等。We aim to test the feasibility (reliability) of the……It is hoped that the question will be resolved (fall away) with our proposed method (approach). B. 提出自己的观点：We aim to//This paper reports on//This paper provides results//This paper extends the method//This paper focus on……The purpose of this paper is to……Furthermore, Moreover, In addition, we will also discuss…… C. 圈定自己的研究范围：introduction的另一个作用就是告诉读者(包括reviewer)，你文章的主要研究内容。如果处理不好，reviewer会提出严厉的建议，比如你没有考虑某种可能性，某种研究手段等。为减少这种争论，在前言的结尾就必须明确提出本文研究的范围： (1)时间尺度； (2) 研究区域等。如涉及较长的时序，你可明确提出本文只关心某一特定时间范围的问题，We preliminarily focus on the older (younger)……如有两种时间尺度(long-term and short term)，你可说两者都重要，但是本文只涉及其中一种。研究区域的问题，和时间问题一样，也需明确提出你只关心某一特定区域！ D. 最后的原场：在前言的最后，还可以总结性地提出“这一研究对其它研究有什么帮助”；

考吧网2013年高考英语阅读理解练习及答案(3)

Fear and its companion pain are two of the most useful things that man and animals possess if they are used. If fire didn’t hurt when it burned, children would play with it until their hands were burned away. Similarly, if pain existed but fear didn’t, a child could burn itself again and again because fear would not warn it to keep away from the fire that had burnt it before. A really fearless soldier—and some do exist—is not a good soldier because he is soon killed; and a dead soldier is of no use to his army. Fear and pain are therefore two guards without which man and animals might soon die out. In our first sentence we suggested that fear ought to be properly used. If, for example, you never go out of your house because of the danger of being knocked down and killed in the street by a car, you are letting fear rule you too much. The important thing is not to let fear rule you, but instead, to use fear as your servant and guide. Fear will warn you of dangers; then you have to decide what action to take. In many cases, you can take quick and successful action to avoid the danger. For example, you see a car coming straight towards you; fear warns you, you jump out of the way, and all is well. In some cases, however, you decide that there is nothing that you can do to avoid the danger. For example, you cannot prevent an airplane crashing into your house, and you may not want to go and live in a desert where there are no airplanes. In this case, fear has given you its warning, you have examined it and decided on your course of action, so fear of the particular danger is no longer of any use to you, and you have to try to overcome it. 1. Children would play with fire until their hands are burnt away if _________. A. they were not well educated at school B. they had never played with fire before C. they had no sense of pain D. they were fearful of pain 2. People sometimes succeed in timely avoiding danger because _________.

2013浙江高考英语阅读D

2013 浙江高考英语真题阅读 D 1974年，在填写了50张申请表，通过4轮面试，并赢得了一个工作机会后，我得到了我能得到的东西——一份教学的工作，地点在我所认为的偏远的蛮荒之地——新泽西州西部地区。仅当我提醒自己：我将从事我14岁时就开始想要做的工作——教英语——的时候，我性格中的乐观一面才活泛起来。开学了，但是我越来越感到仿佛我呆在外国一般，这乡下果真是新泽西的地界吗？当狩猎季来临时，我的学生们一个星期都不在学校，我被告知他们在10月下旬也是频繁的缺课，因为要帮他们的父亲在农场上制干草，而我，一个来自纽约的年轻女性，过去都认为“趁着天晴晒干草”，不过意味着度过一段好玩的时光而已。但是，我仍然在教英语，我工作很辛苦，只是抽空吃个饭睡个觉，后来我就带上了一个六年级班——17个男孩，5个女孩，他们的年纪仅仅比我小六岁而已，其实在我知道这个之前很久，我就有一个问题了：作为一个年轻的理想化的老师，我在工作中挣扎，我想令文学复苏，促进对于文字之爱，而孩子们想要在教室后边扔纸球，低声说脏话。在大学时候我曾经被教授：作为一个成功的教育者，我应该忽略坏行为，我也是这么做的，我有信心，正如教材上说的，伴随着我给学生的正面关注，坏行为就会消失了，这听起来很合理，但是书本教材很明显忽略了一个事实：人类，尤其是少年们，看来罕有合理的行为，等到我的老板——也是我的校长——因最严厉，最苛求，最快把无经验的老师除名而有名的那个人——进入教室来督查我的教学的时候，学生展示出了极少的值诸暨市海亮外国语学校https://www.360docs.net/doc/815690637.html, dongding得赞扬的行为。校长坐在教室后面，班上男生发出野兽叫，彼此打闹，而女生就挫指甲，读杂志，我只能假装这一切都没有发生，继续讲课，尽力问一些激发灵感的问题，我老板坐在教室后头，在我看来变得越来越高大碍眼，20分钟之后他一言不发，离开了，被解雇的场景在我眼前来回地动。当我进行完剩余的课堂教学而没有哭出来时我感到适度的胜利感，但是接下来无课程期我得面对他，我想知道是否他还要让我那天干到头，我走向他的办公室，深呼吸一次，开了门。他坐在椅子上，看着我，那是长久的，沉重的眼光，我一言不发，我能想到的就是我不是一个英语教师，我对自己撒了谎，假装当时一切正常。当他开始说话时，他没有责备，仅仅说“你对他们没有什么说的” 他重复了一次这句话，“他们感到厌烦，这没有什么好奇怪的，为何不只谈文学的实质，停止谈论象征符号之类的呢，跟他们交谈，不是对他们讲话，更重要的是，为什么你忽略他们的坏表现呢？”我们谈论了一会，他指出了我的问题，提供了一些解决方法，我们进行了角色扮演，他演坏学生，我呢就演一个强力的但是内心温暖的老师。那年就这样过着，我们度过了许多时光，讨论文学，关于人类。。（此处看不清影印版）。。的

英语论文写作规范

英语论文格式及写作规范语言和内容是评判一篇英语论文质量高低的重要依据；但是,写作格式规范与否亦是一个不可忽略的衡量标准。因此,规范英语论文的格式,使之与国际学术惯例接轨,对我们从事英语教学,英语论文写作,促进国际学术交流都具有重要意义。由于英语论文写作规范随学科不同而各有所异,本文拟就人文类学科英语论文的主要组成部分,概述美国教育界、学术界通行的人文类英语论文写作规范,以供读者参考、仿效。一、英语论文的标题一篇较长的英语论文(如英语毕业论文)一般都需要标题页,其书写格式如下:第一行标题与打印纸顶端的距离约为打印纸全长的三分之一,与下行(通常为by,居中)的距离则为5cm,第三、第四行分别为作者姓名及日期(均居中)。如果该篇英语论文是学生针对某门课程而写,则在作者姓名与日期之间还需分别打上教师学衔及其姓名(如:Dr./Prof.C.Prager)及本门课程的编号或名称(如:English 734或British Novel)。打印时,如无特殊要求,每一行均需double space,即隔行打印,行距约为0.6cm(论文其他部分行距同此)。就学生而言,如果英语论文篇幅较短,亦可不做标题页(及提纲页),而将标题页的内容打在正文第一页的左上方。第一行为作者姓名,与打印纸顶端距离约为2.5cm,以下各行依次为教师学衔和姓、课程编号(或名称)及日期；各行左边上下对齐,并留出2.5cm左右的页边空白(下同)。接下来便是论文标题及正文(日期与标题之间及标题与正文第一行之间只需隔行打印,不必留出更多空白)。二、英语论文提纲英语论文提纲页包括论题句及提纲本身,其规范格式如下:先在第一行(与打印纸顶端的距离仍为2.5cm左右)的始端打上Thesis 一词及冒号,空一格后再打论题句,回行时左边须与论题句的第一个字母上下对齐。主要纲目以大写罗马数字标出,次要纲目则依次用大写英文字母、阿拉伯数字和小写英文字母标出。各数字或字母后均为一句点,空出一格后再打该项内容的第一个字母；处于同一等级的纲目,其上下行左边必须对齐。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Ⅱ,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(第一页无需标页码)。三、英语论文正文有标题页和提纲页的英语论文,其正文第一页的规范格式为:论文标题居中,其位置距打印纸顶端约5cm,距正文第一行约1.5cm。段首字母须缩进五格,即从第六格打起。正文第一页不必标页码(但应计算其页数),自第二页起,必须在每页的右上角(即空出第一行,在其后部)打上论文作者的姓,空一格后再用阿拉伯数字标出页码；阿拉伯数字(或其最后一位)应为该行的最后一个空格。在打印正文时尚需注意标点符号的打印格式,即:句末号(句号、问号及感叹号)后应空两格,其他标点符号后则空一格。四、英语论文的文中引述正确引用作品原文或专家、学者的论述是写好英语论文的重要环节；既要注意引述与论文的有机统一,即其逻辑性,又要注意引述格式（即英语论文参考文献）的规范性。引述别人的观点,可以直接引用,也可以间接引用。无论采用何种方式,论文作者必须注明所引文字的作者和出处。目前美国学术界通行的做法是在引文后以圆括弧形式注明引文作者及出处。现针对文中引述的不同情况,将部分规范格式分述如下。 1.若引文不足三行,则可将引文有机地融合在论文中。如: The divorce of Arnold's personal desire from his inheritance results in “the familiar picture of Victorian man alone in an alien universe”(Roper9). 这里,圆括弧中的Roper为引文作者的姓(不必注出全名)；阿拉伯数字为引文出处的页码(不要写成p.9)；作者姓与页码之间需空一格,但不需任何标点符号；句号应置于第二个圆括弧

2013高考英语(二月)阅读理解精选(13)

2013高考英语（二月）阅读理解精选（13）及答案维B2 阅读理解(每题2分，满分8分) 选材相似度：★★★★ 设题相似度：★★★ 难度系数：★★★★ Whether you depend on your bi ke for transportation (交通) or exercise，you'll enjoy these fun facts on this two-wheeled vehicle (车辆)． * In 1817，Karl von Drais from Germany invented a horseless carriage that would help him get around faster.The machine became known as the “draisine”，and led to the creation of the modern bicycle. * The term “bicycle” was not introduced until the 1860s，when it was created in France to describe a new kind of two-wheeler. * Fred A．Birchmore circled the globe by bicycle at the age of 25 in 1935.The whole trip covered forty thousand miles.He rode about 25,000 miles and wore out seven sets of tires (轮胎)． * There are over a half billion bicycles in China.They are the most common means of transportation.Bikes w ere first brought to China in the late 1800s. * About 100 million bicy cles are made worldwide each year. * Americans use their bicycles for less than one percent of all city trips.Europeans bike in cities a lot more often—in Italy 5 percent of all trips are on bicycle,30 percent in the Netherlands，and seven out of eight Dutch people over age 15 have a bike. * The Tour de France is one of the most famous bicycle races in the world.Established in 1903，it is considered to be the biggest test of endurance (耐久力) out of all https://www.360docs.net/doc/815690637.html,nce Armstrong，an American cy clist，is the only man to have won seven titles (1999—2005) after surviving cancer. * Bicycle Moto Cross (BMX)，an extreme style of bicycle track racing，became

如何撰写英语专业本科毕业论文

如何撰写英语专业本科毕业论文一般来讲，选题一下子是很难确定的。比较容易的做法是先选一个总的课题，然后围绕总题找材料阅读、思考，最后确定哪一个方面或哪些方面可以在论文中加以运用和发挥。比如，你对语音很有兴趣。若选“On English Phoics”，题目就太大了，不如选“On Teaching English Phoics in M iddle School”，因为这个题目范围小，直接与你从事的英语课堂语音教学联系起来，比较切合实际，写起来也比较顺手。同时师范院校的毕业生通过中学教学实习多少都有某些实践和体会，写起来就更容易一些。在选题方面，以下几点可供参考： (1) 题目要富有意义，要有严肃性。论文写作是一项严肃的学术研究。你的分析要有一定深度和创见，其目的是要让读者从中思考并获得新的信息。题目没有意义和严肃性，其论文必然不会有多大学术价值。 (2) 要结合个人特长和研究能力。比如，你对语言学和词汇学都有兴趣，但你更喜欢词汇学，并且平时阅读和积累这方面的材料也很多，可以说是你的专长; 那你最好选这方面的内容去写。因此，要根据个人的特长和能力选择符合个人实际的题目去写。

(3) 要结合个人手头的资料选题。论文中所表达的观点和论点一般是以资料研究为基础的。如手头仅有一、两本书或几篇文章，就想从中得出令人信服的结论，这是不可能的; 即使得出结论，这样的论文也是没有多大说服力的，结论是站不住脚的，因为你手头的资料太少，不足为证。 (4) 要注意客观性。题目的选择要竭力避免个人主观性。有些题目往往反映了作者的个人偏见。比如，这种题目：“Which Was the Creater Writer，Mark Twain or Hemingwei?”就不太合适了,因为你的结论不是“Mark Twain”，就是“Hemingwei”。这样容易产生个人主观臆断。我们不妨改为“A Comparison of Themes in Mark Twain’ s and Hemingwei’s Works”较妥。 (5) 要有利于得出合理的结论。若选“On English Teach ing inM iddle School”是很难得出比较合理的结论。题目太大，无法深入研究，应设法限制课题范围，找到研究焦点。比如,“On the Teaching of English Phoics”，太

AP英语语言与写作2013评分

英语论文写作方法

2013高考英语阅读七选五(六选五)真题特色题型分类讲解

中考英语作文评分标准

SCI论文——英文写作的语言技巧总结

2013年北京高考英语试题及答案

最新广东省高考英语作文评分标准

最新中考英语作文评分标准

英文SCI论文写作时的语言表达技巧

考吧网2013年高考英语阅读理解练习及答案(3)

2013浙江高考英语阅读D

英语论文写作规范

2013高考英语(二月)阅读理解精选(13)

如何撰写英语专业本科毕业论文