英语专业论文格式chapter I
英语专业论文写作thesis
• 笔者多年前在一家汽车企业工作，经常就能收到民间科学家的邮件和电话，有的异 常兴奋声称自己有重大发现，印象比较深的是有次收到一位民间科学家的邮件，内 容涉及一种汽车，不需要外界能量，只要依靠汽车在路上颠簸和摩擦的能量发电， 将这些能量储存起来就可以永久行走，后来那个民间科学家还打电话过来让我通知 总裁直接去见他，否则耽误了他的重大成果要负责，我本想直接挂电话，但想到他 写了好几千字有点不忍心，就问了他一句“你知道什么叫能量守恒定律吗”，他总 是答非所问，完全沉浸自己的理论中不能自拔，根本无法沟通。
1.3 summary and evaluation of information
• A dissertation involves both summarizing and evaluating other people’s studies in the field
Suppose this represent all the knowledge mankind has gained
A master’s degree means you have expertise in r field
As a PhD, you focus on it and reach the boundary
And you surpass it.
Your PhD
Basically, your dissertation is a simplified version of a PhD thesis.
英语毕业论文格式规范 (1)
湖 南 涉 外 经 济 学 院本科毕业论文（设计）（页面设置：论文页边距：上30mm ，下25mm ，左25mm ，右25mm ，页眉20 mm 、页脚15 mm ）题目作者学院专业学号指导教师 二〇一六年五月三日论文诚信声明示例（打印时删除蓝色字）湖南涉外经济学院本科毕业论文（设计）诚信声明本人声明：所呈交的本科毕业论文（设计），是本人在指导老师的指导下，独立开展工作所取得的成果，成果不存在知识产权争议，除文中已经注明引用的内容外，本论文不含任何其他个人或集体已经发表或创作过的作品成果。
对本文工作做出重要贡献的个人和集体均已在文中以明确方式标明。
本人完全意识到本声明的法律结果由本人承担。
本科毕业论文（设计）作者签名：（手写）二○一六年五月三日（打印）The thesis mainly analyzes the roots of the tragic fate of the heroine—Margaret. At the beginning of the thesis, the author introduces the background of Alexandre Dumas Fills and his masterpiece –Camellias, which is a love tragedy on the basis of his life experiences, making great influence on many a people. And then, the author introduces the typical tragic character, Margret’s miserable fortune and the roots. To make the theme outstanding, the author illustrates the painful sufferings of Margret in society, culture, characteristics, love and religious persecution in detail. Finally, let’s come to the conclusion that female should improve the conscious of self—awareness, have the control of our own fates, be brave to fightKeywords: Margret; tragic fate; reasons本文主要分析了女主人公玛格丽特的悲剧命运及其根源。
英文系本科毕业论文格式
英文系本科毕业论文格式一、格式论文依次包括封面、目录、英文摘要(Abstract)与关键词(Key words)、中文摘要与关键词、引言(Introduction)、正文、结语(Conclusion)和文献目录(Works Cited)等部分。
二、封面具体样式参照论文样本页A，封面格式可到外国语学院网站下载。
三、标题居中。
如果有副标题，用冒号把英文主、副标题隔开，例如：The Human Nature Motif in William Golding’s Lord of the FliesInvisible Colour versus Visible Wall: Hanif Kureishi’s “Strangers When We Meet”中文副标题须在主标题后另起一行，前面加破折号, 例如：论威廉•戈尔丁《蝇王》中的人性母题看不见的颜色与看得见的墙——评哈尼夫•库雷西的“相逢不相识”四、英文摘要与关键词Abstract左顶格，字体为Times New Roman 小四号，黑正体，与摘要内容部分以冒号隔开。
摘要内容部分长度为150词以内，字体为Times New Roman 小四号正体，从第二行开始到结束均为左顶格。
关键词部分另起一行，以Key words为标题，关键词标题左顶格，字体为Times New Roman 小四号，黑正体，与所列关键词以冒号隔开，关键词以3至5个为宜，字体为Times New Roman 小四号正体，除少数专有名词外一律小写，关键词之间以分号隔开。
五、中文摘要与关键词摘要左顶格，字体为宋体小四号，黑正体，与摘要内容部分以冒号隔开。
摘要内容部分长度为200字以内，字体为宋体小四号正体，从第二行开始到结束均为左顶格。
关键词部分另起一行，以关键词为标题，关键词标题左顶格，字体为宋体小四号，黑正体，与所列关键词以冒号隔开，关键词字体为宋体小四号正体，关键词之间以分号隔开。
论文格式范文
学号： 191080402013届本科生毕业论文（设计）国内语料库中介语研究现状分析学院(系)：外语系专业年级：英语09*学生姓名： ***指导教师： ***完成日期： 2013年*月An Analysis of Current Status of Corpus-based Interlanguage Studies in ChinaContents中文摘要................................................................................................... I II Abstract .. (IV)Chapter I Introduction (1)1.1 Corpus (1)1.2 Corpus linguistics (1)1.3 Corpus and interlanguage (2)1.4 Research purpose and significance (2)Chapter II Methodology (2)Chapter III Results and analysis (2)3.1 Major areas of corpus-based interlanguage studies (2)3.1.2 Research on corpus-based grammar (5)3.1.3 Research on corpus-based speaking (6)3.1.4 Research on corpus-based writing (7)3.1.5 Research on corpus-based discourse (8)Chapter IV Analysis of current situation (9)4.1 Trend of major research areas (9)4.2 Corpora in corpus-based interlanguage studies (9)4.3 Features of research method (10)4.3.1 From the bottom to up method (10)4.3.2 Contrastive interlanguage analysis (10)Chapter V Suggestions (10)5.1 To extend and deepen the corpus-based interlanguage researches115.2 To compile English textbooks based-on corpora (11)5.3 To build the online language database (11)Bibliography (13)Acknowledgments (15)中文摘要语料库是指一个由大量的语言实际使用的信息组成的, 专供语言研究、分析和描述的语言资料库，而语料库语言学则是指在语料库的基础上对语言进行分析和研究的科学。
英语专业论文格式特殊规定
英语语言文学专业硕士学位论文写作要求（2006级使用）1. 学位论文的总体要求1.1学位论文的基本要求学位论文是表明作者从事科学研究取得创造性成果和创新见解，并以此为内容撰写、作为申请学位用的学术论文。
硕士学位论文的基本观点、结论和建议应在学术上具有一定实用价值或理论意义；所涉及的主要问题，应能体现出论文作者具有坚实的理论基础和专门知识。
学位论文应做到立论正确、推理严谨、说明透彻、数据可靠。
应做到结构合理、层次分明、叙述准确、文字简练、文图规范。
对于涉及作者创新性工作和研究特点的内容应重点论述，做到数据或实例丰富、分析全面深入。
文中引用的文献资料必须注明来源。
硕士学位论文必须由硕士生独立完成。
1.2学位论文和摘要篇幅要求（1）硕士学位论文的篇幅一般为2.5-3万字；（2）中文、英文摘要一般为400—600字（中文、英文各自独立成一页）；（3）论文详细摘要(英文)篇幅一般不超过3000字；2. 学位论文封面书写要求论文中英文封面应严格按照指定模式制作：（样本附后）说明：（1）中图分类号：根据论文的主题内容对照《中国图书馆分类法》选取（到本校图书馆网站上可查）。
（2）单位代码：我校单位代码10425。
（3）学号：以《研究生教育管理信息系统》显示的学号为准。
（4）论文题目：应准确、鲜明、简洁，能概括整个论文中最主要和最重要的内容。
论文题目中所用到的词应考虑到为检索提供特定实用的信息（如关键词），一般不宜超过25个中文字，若语意未尽，可用副标题补充说明。
副标题应处于从属地位，一般可在题目的下一行用破折号“——”引出。
论文题目应避免使用不常用缩略词、首字母缩写字、字符、代号和公式等。
（5）学科专业：以国务院学位委员会批准的授予硕士学位和培养研究生的学科、专业目录中的学科专业为准。
我院的学科专业为：英语语言文学（6）研究方向：以《硕士生培养方案》中所列的方向为准。
我院的三个研究方向为：英语语言学及应用语言学；翻译理论与实践；英语教学研究。
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。
英语专业论文写作要求与格式规范
中国石油大学（北京）远程教育学院英语专业毕业设计（论文）写作要求与格式规范一、总体要求1.英语本科学生毕业设计(论文)应规范、完整，符合英语语言文学系的规范性规定和要求。
论文和毕业设计手册采用B5纸单面打印，页边距上、下、左、右均为2.2厘米。
2.论文封面填写英语专业毕业设计（论文）共包括汉、英语两个封面。
汉语封面为外层装订封面，选用白色光面纸张，英语封面为内衬封面，选用一般打印纸张。
封面填写应该明晰、规范，按照学院设计的固定格式填写。
<详细情况请参阅《英语专业论文写作要求与格式》及本规定中“具体内容和撰写要求”部分有关封面填写的规定和说明。
>3.行距设置毕业论文内容及各种标题（包括摘要、目录、致谢、参考文献、附录）的行距设置统一选用双倍行距，每页18行。
4.字体设置[1]“Abstract”、“Table of Contents”、“Bibliography”、“Acknowledgements”等题目选用“三号加粗Times New Roman”、行距为双倍行距,跟其后内容空一行；[2] 正文第一级标题（如Chapter One等）选用“三号加粗Times New Roman”、行距为双倍行距,跟其后内容空一行；第二级标题选用“小三号加粗Times New Roman”；第三级标题选用“四号加粗Times New Roman”；摘要、目录、正文、致谢、参考文献等部分的正文内容统一选用“四号Times New Roman”、行距为双倍行距。
（注意：为论证起见而选用的汉语实例和语料等，字体选用小四号宋体）各级标题第一个词的首字母和其他实词首字母大写。
除一级标题为下空一行,与正文内容分开外，二级和三级标题均不再空行。
各级标题应使用自动生成标题。
各部分正文首行缩进4个字符。
5.正文撰写要求正文分章节撰写，第一级标题用“Chapter One”、“Chapter Two”、“Chapter Three”等连续编号，每章结束应另起一页，标题末尾不加标点（问号、叹号、省略号除外），标题居中排列，如标题较长需要换行，则要求使用自动换行居中，下空一行接写第二级标题。
book chapter引用格式
Book Chapter引用格式引言在学术研究和写作中，我们经常需要引用书籍中的章节内容。
正确使用书籍章节引用格式不仅能够使我们的论文或文章更具可信度，还可以避免抄袭的问题。
本文将介绍常用的书籍章节引用格式，并给出相应的示例。
书籍章节引用格式书籍章节引用格式通常包括书籍作者、书籍标题、章节标题、章节页码等关键信息。
具体格式如下：作者姓, 作者名. (出版年). 章节标题. 在书籍编辑姓, 编辑名 (Eds.),书籍标题 (页码). 出版地: 出版社.下面是对上述格式的详细解释：1.作者姓, 作者名：引用书籍章节时，首先需要提及该章节的作者。
作者的姓氏应放在前面，名字放在后面，并用逗号隔开。
2.出版年：在作者之后，我们需要提及该章节所在书籍的出版年份。
出版年可以在书籍的版权页找到。
3.章节标题：接下来是该章节的标题。
章节标题应放在书籍标题之前，并用句点隔开。
4.在书籍编辑姓, 编辑名 (Eds.)：如果该书籍有编辑者，则需要在书籍标题之前提及编辑者的姓名。
编辑者的姓氏应放在前面，名字放在后面，并用逗号隔开。
同时，需要在姓名之后加上”(Eds.)“以表示编辑者的角色。
5.书籍标题：紧接着是书籍的标题。
书籍标题应放在页码之前，并用句点隔开。
6.页码：最后，我们需要提及该章节在书籍中的页码。
页码应放在出版地之前，并用括号括起来。
7.出版地: 出版社：最后是书籍的出版地和出版社。
出版地应放在出版社之前，并用冒号隔开。
示例下面是几个使用书籍章节引用格式的示例：1.引用一本书中的章节：Darwin, C. (1859). On the origin of species. In J. Smith (Ed.),The evolution of species (pp. 45-67). London: Penguin Books.2.引用一本书中的多个章节：Smith, J. (2000). Introduction. In A. Johnson (Ed.), The history of science (pp. 1-10). New York: Oxford University Press.Smith, J. (2000). Chapter 1: The scientific revolution. In A.Johnson (Ed.), The history of science (pp. 11-30). New York:Oxford University Press.3.引用一本书中的多个作者的章节：Johnson, A., & Smith, J. (2005). Chapter 2: The age ofenlightenment. In A. Johnson (Ed.), The history of science(pp. 31-45). New York: Oxford University Press.结论正确使用书籍章节引用格式是学术研究和写作中的重要一环。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Genre of academic paper
Research article Thesis/dissertation treatise Graduation paper
Research article
A short scholarly report prepared for a peerreviewed publication, the research article generally conforms to this four-part structure: Introduction, Method, Results and Discussion. Its usual purpose is to communicate research findings. (Brian Devlin 2002 P.6—International Standards for Students’ Writing) (研究性论文,学术性较强.)
Questions
What is academic writing? Why do we write academically? What are the technical terms/terminologies used for academic writing? What are their differences? What do you intend to learn from this course?
Thesis
thesis statement thesis of an article
a long substantial article for the purpose of certain degree or honor like a BA degree or MA degree
dissertation
What does this course intend to teach (the aim)?
To get the students familiar with some kinds of academic writings; To learn to write graduation papers（毕业论文), which are mainly based on what the students have learned and library sources; To learn some specific ways to write academically; At the end of the course, write a research paper based on library sources.
Why do we write academically?
To be an authority on certain subject or field, or certain aspect of subject or field. To share with people your ideas, your perception or understanding of the true nature of things, and your findings of your research or experiment. To enrich human knowledge. To improve one’s knowledge, and to achieve one’s ability to perceive the nature of things and solve problems. (This is the main purpose of the course for the students.)
Notice
This is not a course of writing skill. It will not talk about basic writings like narration, exposition or explanatory writings, or writing skills as sentences writing, paragraph writing, coherence and so on. It only copes with the description of the findings of a research or an experiment.
Graduation paper
This term may be more suitable for the case of the writing which will be done before the students’ graduation. The term paper is more general. It covers more aspects, without being too much more academic or professional because for an undergraduate student he/she can only write a paper which is like a paper, but not so academic, or involving in so much research.
English Academic Paper Writing by Ran Long-sen (2012.3)
Chapter 1
A Basic Introduction
Contents
What is academic writing? Why do we write academically? Genre of academic writing What does this course intend to teach?
What does this course intend to teach (the contents)?
Overview of the Steps in Preparing a Research Paper The Structure of a Dissertation Thesis Writing on Special Subjects (literature, translation, language and culture, teaching methodology, etc.) Elements of a dissertation Organizing ideas--language used in academic Writing/tenses and generalizations Writing, Revising and Avoiding Plagiarism
country Britain word thesis (specific) Dissertation (specific) paper/essay (general) 博士论文 博士论文 学士论文 硕士论文 博士论文 Australia America
学士论文 学士论文 硕/monograph
Treatise is a long written work systematically with one subject. (Oxford Advanced Learner’s Dictionary). It can also be called monograph. It may be on population, teaching methodology, environment protection, linguistics, pragmatics, etc. (学术专著)