Introduction in Thesis Writing 论文写作简介
英语专业毕业论文的写作方法
附：写作指导愿我的文档给您带来帮助和快乐！英语专业毕业论文的写作方法Introduction:毕业论文或学士学位论文（thesis）是每个本科生在毕业之前最重要的一项学习任务。
写作毕业论文是总结、检验、深化所学专业知识的过程，同时也可以训练学生分析和解决问题的实际能力，从而为毕业后继续学习和运用所学专业知识进行更高层次的研究奠定基础。
因此，每个本科生都必须认真对待，努力写好毕业论文。
完成毕业论文，需要一定的专业知识，也需要正确的写作方法。
毕业论文或学士论文是一种研究性论文（research paper）。
它的语气、格调和格式不同于非正规文体，如技术报告、随笔等。
毕业论文也讲究一定的学术性，但其要求与目的不同于在学术期刊上发表的学术论文。
毕业论文是一种正规作文，必须遵循正规作文的规范。
完成一篇毕业论文，一般要经过选择方向（论题）、确定论文题目、收集资料、研究分析参考资料、整理论据、拟订参考书目、拟订论文提纲、构思、拟写初稿、修改润色、校对和定稿等步骤。
1.1选择论题和确定论文题目选择论题和确定论文题目，应当考虑论题的学术研究价值，并力求有自己的见解，还必须考虑自己的专业水平、写作能力以及资料来源、写作时间等客观因素。
在确定论文题目的过程中，不宜草率从事、急于求成。
英语专业涉及的范围很广，包括英语语言、英汉互译、英美文学、英美文化和英语教学法。
其中英语语言又包括语法、语音、词汇和修辞等领域。
另外，历史研究也是也是一大方向，如英语史、翻译史、文学史等。
选择论题和确定论文题目，应以“小题大做”为原则，其要领是：先从上述范围内选择一个方向，然后逐渐缩小范围.选择论题与确定题目，必须弄明白研究方向、论题、题目之间的关系。
研究方向是一个研究领域，范围较大、较泛。
论题指论文要论证的命题，而论文题目只是论题的概括。
如，英语翻译技巧是一个研究的方向，而论证翻译技巧的性质、用途就可成为一个论题。
总之，确定论文题目应当在一个易于操作的小范围里去考虑。
简介英文作文怎么写
简介英文作文怎么写英文：When it comes to writing an introduction in English, there are a few things to keep in mind. First, it's important to grab the reader's attention right away. This can be done through a catchy hook or an interesting fact. For example, if you're writing about the benefits of exercise, you could start with a statistic about how many people in the world are overweight or obese.Another important aspect of writing a good introduction is to provide some background information on the topic. This helps the reader understand the context of what you're writing about and why it's important. For example, ifyou're writing about the history of the Internet, you could provide some information about when it was first developed and how it has evolved over time.Finally, it's important to have a clear thesisstatement in your introduction. This is the main argument or point that you will be making in your essay, and it should be stated clearly and concisely. For example, if you're writing about the benefits of exercise, your thesis statement could be something like, "Regular exercise has been shown to improve physical health, mental well-being, and overall quality of life."中文：在写英语简介时，有几个要点需要注意。
引言英文作文格式模板范文
引言英文作文格式模板范文英文：Introduction is an essential part of an essay, which serves as a hook to grab readers' attention and provide a brief overview of the topic. In this article, I will discuss the format, template, and example of anintroduction in English writing.The format of an introduction usually consists of three parts: the hook, the background, and the thesis statement. The hook is the first sentence that aims to engage readers and make them interested in the topic. It can be a quote, a question, a statistic, or a story. The background provides context and background information about the topic, which helps readers understand the significance and relevance of the issue. The thesis statement is the main argument or point that the essay will make, which should be clear, concise, and specific.The template of an introduction can be as follows:Hook: A sentence or two that grabs readers' attention and makes them interested in the topic.Background: A paragraph that provides context and background information about the topic.Thesis statement: A sentence that states the main argument or point of the essay.For example, let's say the topic is about the benefits of exercise. The introduction can be:Hook: Did you know that regular exercise can improve your physical and mental health?Background: Exercise has been proven to have numerous benefits, such as reducing the risk of chronic diseases, improving mood and cognitive function, and enhancing overall well-being.Thesis statement: Therefore, incorporating exerciseinto our daily routine is essential for maintaining a healthy and happy lifestyle.中文：引言是文章的重要组成部分，它作为一个钩子来吸引读者的注意力，并提供关于主题的简要概述。
如何撰写毕业论文的英文摘要与关键词
如何撰写毕业论文的英文摘要与关键词AbstractWriting an abstract for a graduation thesis is an essential part of the research process. The abstract serves as a summary of the entire thesis, providing a concise overview of the research objectives, methodology, results, and conclusions. This article aims to guide students on how to effectively draft an abstract for their graduation thesis, including tips on content, structure, and language usage.Keywords: abstract, graduation thesis, research objectives, methodology, results, conclusions1. IntroductionThe abstract of a graduation thesis plays a crucial role in informing readers about the main aspects of the research without requiring them to read the entire thesis. Therefore, it needs to be informative, concise, and well-written in order to capture the reader's attention. This section will provide an overview of the key elements to consider when writing an abstract.2. Content of the AbstractThe content of the abstract should reflect the main components of the graduation thesis. First, it should clearly state the research objectives and the problem statement. This sets the context for the research and allows readers to understand the purpose of the study. Next, the abstract should outline the methodology used to conduct the research, including the data collection methods and analysis techniques employed. It is important to highlight thekey findings and results obtained from the research, showcasing the significance and implications of the study. Finally, the abstract should summarize the main conclusions drawn from the research, highlighting any recommendations or further areas of study.3. Structure of the AbstractTo ensure clarity and coherence, the abstract should follow a specific structure. It is recommended to use the following format: introduction, method, results, and conclusion. This structure allows readers to easily navigate the abstract and understand the main aspects of the research. Each section within the abstract should be concise, yet provide enough information to convey the main ideas effectively.4. Language UsageWhen writing the abstract, it is important to use clear and concise language. Avoid using jargon or technical terms that may not be familiar to all readers. Instead, use plain language to ensure that the abstract can be understood by a wide range of audiences. Additionally, focus on using active voice and avoid excessive use of passive voice to enhance the readability of the abstract. Lastly, proofread the abstract carefully to avoid any grammatical or spelling errors that could hinder the overall clarity of the text.5. Length of the AbstractThe length of the abstract may vary depending on the requirements set by the educational institution or the journal publishing guidelines. However, as a general guideline, the abstract should not exceed 250-300 words. It is important to be concise and selective in the information provided, focusingonly on the key aspects of the research. Remember that the abstract acts as a summary and should not include excessive details or citations.6. Finalizing the AbstractOnce the abstract is drafted, it is essential to review and revise it to ensure accuracy and coherence. Seek feedback from advisors, professors, or peers to gather different perspectives and improve the quality of the abstract. Ensure that the abstract aligns with the content of the graduation thesis and accurately reflects the research conducted. Additionally, double-check the formatting and style requirements to ensure compliance with the specific guidelines provided.In conclusion, writing an abstract for a graduation thesis requires careful consideration of the content, structure, and language usage. The abstract should provide a concise summary of the research objectives, methodology, results, and conclusions. By following the guidelines outlined in this article, students can effectively draft an abstract that captures the essence of their research and engages the readers.Keywords: abstract, graduation thesis, research objectives, methodology, results, conclusions。
如何写英语毕业论文引言部分
Writing an IntroductionElements of the introduction:1.General statements about a field of research, to provide the reader with a setting or context forthe problem to be reported and to claim its importance.2.More specific statements about the aspects of the problem already studied by otherresearchers, laying a foundation of information already known.3.Statements that indicate the need for more investigation, creating a gap for the present study.4.Very specific statements giving the purpose/objectives of the writer’s study or outlining itsmain task.5.Optional statements that give a positive value or justification for carrying out the study.6.Statements that describe the structure or organization of the thesis.Organization1.Introduction1.1Background of the study (Setting: 1, 2)Recently, there has been wide interest in …The effect of … has been studied extensively in recent years.1.2Literature Review (3) (if put in Part II, use Purpose and Significance/Implication of thestudy)Most studies have ….Much research has been done on …. Bachman (1990) showed that validity is an important aspect of writing language tests. …However, …/ Although many studies have been done on X, …1.3Purpose of the study (4, 5)The purpose of this thesis is to analyze/investigate/explore/examine, etc.This thesis + describes/presents + the result of ….This thesis will discuss/deal with ….Significance or value:The study may provide an alternative ….The analysis may provide new insights into the teaching of literature in China.1.4Structure of the thesis (6)The thesis contains four parts: Part 1 …. Part 2 is …. Part 3 …. Part 4 …. (Please refer to your outline.)For example:Using Microcomputers in TeachingDuring the past 40 years, the United States has experienced the integration of the computer into life of people. Progress has been made to the point that small, inexpensive computers areavailable for innumerable uses. Many schools have purchased and are purchasing microcomputers for infusion into their directed learning programs.Most individuals seem to agree that the microcomputers will continue to play an important role in education. Gubser (1980) and Hinton (1980) suggested increases in the numbers of computers both in schools and home in the near future. Schmidt (1982) identified three types of microcomputer use in classroom: the object of a course, a support tool, and a means of providing instruction. Foster and Kleene (1982) cite uses of microcomputers in agriculture: drill and practice, simulation and problem solving. The findings of studies examining the use of various forms of computer-assisted instruction have mixed. Studies by Hickey (1968) indicated superior result, but studies by other researchers indicated little or no significant effect. Although much work to analyze data has been done, more studies need to be conducted to ascertain the effects of microcomputer-assisted instruction in teaching various subjects in a variety of learning situations.The purpose of this study was to ascertain the effect of using microcomputer-assisted instruction as compared to a lecture-discussion technique in teaching principles and methods of language acquirement in EFL context to senior students of Education. This topic was identified as being of importance to teachers in providing them the necessary background to teach lessons in this field.The thesis consists of 4 parts. Part 1 is the introduction, which informs the readers of the background and the purpose of the study as well as the organization of the thesis. Part 2 is the literature review, presenting studies done by other scholars both home and abroad. Part III is the core of the thesis, which describes the analysis of the text conducted by the author. Part IV concludes the thesis by discussing the significance of the study and some limitations.1) The beginning sentence(s) (research field/territory)The increasing interest in … has heightened the need for …Of particular interest and complexity are …Recently, there has been a spate of interest in how to …In recent years, applied researchers have become increasingly interested in …The possibility … has generated interest in …Recently, there has been wide interest in …The explication of the r elationship between … is a classic problem of …The well-known … phenomena … have been favorite topics for analysis both in …Knowledge of … has a great importance for …The study of … has become an important aspect of …The theory that … has led to the hope that …The effect of … has been studied extensively in recent years.Many investigators have recently turned to …The relationship between … has been studied by many authors.A central issue in … is the validity.2) Current state (more specific research topic)There is now much evidence to support the hypothesis that …The … properties of … are still not completely understood.A standard procedure for assessing has been …Education core courses are often criticized for …… is a common finding in patients with …An elaborate system of … is found in the …English is rich in related words exhibiting “stress shifts”.There are many situations where …3) Previous relevant research (some major ones)To relate what has been found (or claimed) to who has found it (or claimed it);To provide a specification (in varying degrees of detail) of previous findings, an attribution to the research workers who published those results, and a stance towards the findings themselves. Citation:Types: integral and non-integral: depending on the surface featuresIntegral citation:the name of the researcher occurs in the actual citing sentence as some sentence-element: a subject, passive agent, part of a possessive noun phrase, or an adjunct of reportingFor example:Bachman (1990) showed that validity is an important aspect of writing language tests.Validity as one important aspect of writing language tests was established by Bachman (1990). Bachman’s theory (1990) claims that …Bachman’s (1990) theory of language testing ha s general support.According to Bachman (1990), validity …. (adjunct of reporting)Non-integral citation: the name of the research either in parenthesis or elsewhere by a superscript number, or via some other deviceFor example:Previous research has sh own that … (Bachman, 1990).It has been shown that … (Bachman, 1990).It has been established that … 1-3Validity might be an important aspect … (Bachman, 1990).Validity may be an … (but cf. Ellis, 1989).4) Point out the gap—not treated in the previous studies but are very important aspects,including:--- the important aspect that lacked adequate study or that didn’t draw much attention from other researchers.--- The problem already studied but still unsolved, or with a different opinion or opposite view.---The problem raised by someone but never studied, so the need for further, more profound study.Write just one or two sentences.Use proper signal words to draw readers’ attention: however, but, few, little, no, unknown, untreated, unavailable, etc.However/But + gap (inadequately studied part) + the research topic of the present studyHowever, no research has been conducted on …But few studies have been done on ….Very little is known about the impact of microcomputers in the education to disable peopleAlthough, while: little, no, few, many, much, some, etc. used in the main clause.Although/While + Previous work + Gap topic (study not conducted yet)Although some information is available on X, …Although many studies have been done on X, …While much research has been conducted on X, little knowledge is available on Y.5) Purpose of the thesis or studyThis thesis + describes/presents + the result of surveys and interviews conducted in Xinjiang todetermine the distribution of underground water in that area.This paper + will discuss/deal with + the operation of an automatic measurement systemappropriate for laboratory demonstration.Research orientation (investigation, study, experiment, etc.): past or present + research question The purpose of this research/investigation/study/experiment was toReport orientationThe purpose of this study +was+ to investigate the effect on computer-assisted instruction toeducation of the disabled people.The purpose of this investigation was to …The purpose of this report/thesis is to determine whether an automatic measurement system can be applied to population investigation.Significance of the study(1)Comment on the benefits or effects produced from the application of the findings in actualpractice. For example:The study may provide an alternative to the problem of shortage of entertainment facilities in this newly built community.The result of this research could be useful to authorities and educators responsible for planning course of secondary education.(2)Comment on the theoretical implication and significance. For example:Both of the factors under investigation in this study may be of importance in exploring the occurrence of SARS in this season.Results of this study may suggest a need for further research into the impact of psychological factors on this disease.6) The structure or the content of the remainder of the thesis at the end of the introduction.Eg. I have organized the rest of this thesis in the following way …This thesis is structured as follows…The remainder of this thesis is divided into five sections. Section II describes …For exampleThe impact of studying in a second language (L2) medium universityon the development of L2 writingNeomy StorchIntroductionIn the past decade, Australian universities have experienced an exponential growth in the number of internationalstudents. For example, in 2006 the University of Melbourne reported an 88% growth in its international student enrolments since 2000. A report by the Australian Department of Foreign Affairs shows that international education is now Australia’s third largest export industry (Australian Education International, 2008). Most of the international students come from Asia, from countries such as China, Malaysia, Thailand, Indonesia and Vietnam. In response to the growing number of international students and their perceived needs, universities throughout Australia have developed a range of language and academic support programs (see Melles, Millar, Morton, & Fegan, 2005). For example, the university in which this study was conducted offers a free-of-charge diagnostic test to incoming international students. The test results are used to generate recommendations regarding the type of language support, if any, the student is likely to need. A range of support options is available: English for Academic Purposes (EAP) credit subjects, non-credit-bearing workshops and short courses, as well as individual consultations with language tutors who offer an editing type of service. However, neither the test nor the recommended support options are mandatory, and indeed many students do not follow the recommendations because of timetabling constraints (on enrolling in an EAP subject concurrently) and a perceived lack of time to attend workshops and consultations (see Storch & Hill, 2008). Other studies (e.g., Hirsch, 2007) also report low uptake of support options for similar reasons.One of the assumed advantages of studying in an Australian university is that this immersion experience integrated with formal study will lead to improved English language skills. This is a reasonable expectation. Living and studying in the second language (L2) environment provides learners with exposure to rich and authentic language input and with opportunities to produce extensive and meaningful language output. In theories of second language acquisition, exposure to such input (Gass, 2003; Krashen, 1985) and practice in producing language (Swain, 1985; Swain & Lapkin, 1995) are generally accepted as essential conditions for successful second language acquisition. However, output practice is now regarded as more important than input (e.g., Ellis, 2003), particularly for the development of productive skills such as writing (DeKeyser, 1997). Rese archers building on Swain’s work (e.g., Cumming, 1990; Muranoi, 2007) have argued that the need to produce language pushes learners to process language syntactically; that is, pay attention to the means of expression necessary to convey their intended meaning. For example, Cumming (1990, p. 483) writes: ‘‘Composition writing elicits an attention to form-meaningrelations that may prompt learners to refine their linguistic expression – and hence their control over their linguistic knowledge.’’However, findings from empirical research on the impact of living and studying in the L2 environment on students’L2 skills are mixed (see reviews in DeKeyser, 2007b; Freed, 1995), depending largely on how progress is measured. Moreover, where improvement in L2 is reported, it is mainly in speaking skills and for programs longer than one semester. DeKeyser (2007b) notes that research on the effects of study abroad on L2 listening, reading and writing skills is extremely scarce.Studies which have investigated the effects of in-country intensive EAP courses that prepare students for further study or for proficiency tests such as the International English Language Testing System (IELTS) have also produced somewhat mixed results. These studies have tended, in the main, to e xamine the effects of the courses on learners’ overall L2 proficiency. For example, studies by Read and Hayes (2003) in New Zealand and by Green andWeir (2003) in the United Kingdom reported marginal improvements in English language proficiency following intensive IELTS preparation and EAP courses. In contrast, Elder and O’Loughlin (2003), in a study conducted in New Zealand and Australia, reported a half band improvement on IELTS following intensive EAP courses. Elder and O’Loughlin also noted that improvement was greatest on the listening subtest and evident in average gains for the entire cohort but that individual performances varied considerably.Shaw and Liu’s (1998) study, unlike the studies discussed above, investigated developments in learners’ L2 w riting skills. The researchers compared learners’ writing in terms of a large number of linguistic features before and after a full-time preparatory EAP course (2 – 3 months long) in the United Kingdom. They reported that, although the learners’ writing sh owed no significant changes in linguistic accuracy or complexity,1 the writing did become more formal, employing language associated with written rather than spoken language, such as fewer personal pronouns and contractions.Hinkel’s (2003) study, on the other hand, found that the writing of ESL learners showed features which create an overall impression of text simplicity even after a long period of living and studying in the US. Hinkel’s large-scale study compared the writing produced by advanced ESL learners, most of whom had spent four years studying in US community colleges and high schools, with the writing of native-speakers of English beginning their university study. Hinkel found that the ESL learners’ writing showed a higher frequency of simple syn tactic and lexical constructions (e.g., sentences with be as the main verb, vague nouns such as people) which are often associated with informal discourse. Thus, Hinkel suggests that the in-country experience provides ESL learners with a great deal of exposure to informal conversational discourse and that this may explain the prevalence of informal expressions and constructions in the learners’ writing.The above two studies focused only on the linguistic features of writing, and as such have considered only one aspect of what is considered ‘‘good academic writing.’’ Influential theories of writing, such as genre theory (e.g., Christie, 1998; Hyland, 2003) and a growing volumeof research onL2 writing (see extensive reviewin Silva&Brice, 2004 and the edited volume by Candlin&Hyland, 1999) have stressed that writing is a multi-dimensional, socio-cognitive activity, where the processes involved and the features of the text produced are very much shaped by socio-cultural norms and interpersonal relationships within the context in which the writing takes place. From this perspective, academic writing generally involves cognitive activities such asreading and synthesizing information from a variety of sources, and producing a text which shows evidence of features a ssociated with ‘‘good academic writing’’ in an Anglophone context. These features, evident in various writing assessment schemes (see Weigle, 2002), include, for example, a clear introduction and conclusion, the use of a formal register, and correct citations of the work of other authors.The limited research on the effects of studying in an L2 setting on learners’ L2 writing and the low uptake of support options provided by the university, mentioned earlier, provided the impetus for this study. The focus of the study was on the learners’ writing, given that most assessment tasks are written assignments and exams. The study sought to investigate what features of academic writing, if any, develop as a result of studying in a degree program in an L2-medium university after one semester (12 weeks) and in the absence of formal language support.Journal of Second Language Writing, 2009 (18)To summarize:1.Setting: Learning strategies, the central aspects in foreign language teaching, have receivedextensive attention in applied linguistics.2.Previous work: Most studies have ….3.Gap:So far, virtually now published research takes account of the influence of personalstyles …. Despite more recent progress in understanding personality, the general picture remains unclear.4.Present aim: This thesis accordingly explores some of the ways English majors proceed fromthe beginning of English learning in the university to ….5.Justification: The study can provide specific guidance for English teaching and learning…..6.Structure: The thesis develops as follows. After the introduction, it briefly reviews theprevious studies in the field….。
英语作文写作之Introductions开头介绍
Summery: Ways to Introduce Thesis
General to Narrow Starting with the opposite Stating the importance of your topic Incident or story Questions Quotation
Writing Survey #4
3.) How did you choose to organize your essay in Assignment #3?
4.) Did you find the suggestions for introductions useful? Do you have any other ideas that could work for an introduction?
Assignment #4
Choose one of the topics below and form a thesis. (400-500 words)
- The Victory of the Beijing Ducks - Spreading rumors online - A character from Romance of the Three
Bookstore shelves today are crammed with dozens of different diet books. The American public seems willing to try any sort of diet, especially the ones promising instant, miraculous results. Diet book authors are more than willing to invent new fad diets to cash in on this craze. Unfortunately some of these fad diets are ineffective or even unsafe. One of the worst fad diets is the “Palm Beach” plan. It is impractical, does not achieve the results it claims and is a sure route to poor nutrition.
英语学术写作作文模板
英语学术写作作文模板英文回答：Introduction。
In the realm of academic writing, the template servesas a guiding framework that aids scholars in organizingtheir thoughts and presenting them coherently. It providesa standardized structure that ensures a logical flow of ideas, enhancing the clarity and impact of the written work.Parts of an Academic Writing Template。
1. Title。
The title concisely encapsulates the main topic of the writing and should be both informative and engaging.2. Introduction。
Provides background information on the topic。
States the thesis statement, the main argument or point being made。
3. Body Paragraphs。
Each paragraph supports a specific aspect or claim related to the thesis。
Begins with a topic sentence that introduces the main idea of the paragraph。
Includes evidence, analysis, and discussion to support the topic sentence。
英语大作文提纲怎么写
英语大作文提纲怎么写提纲写作是一篇英语作文的重要步骤，它可以帮助我们清晰地组织思路，确保文章结构合理，内容完整。
以下是一篇高质量的英语作文提纲范例：I. Introduction。
1. Background information about the topic。
2. Thesis statement。
II. Body。
A. Point 1。
1. Explanation of the point。
2. Supporting details or examples。
B. Point 2。
1. Explanation of the point。
2. Supporting details or examples。
C. Point 3。
1. Explanation of the point。
2. Supporting details or examples。
III. Conclusion。
1. Restate the thesis statement。
2. Summary of the main points。
3. Final thoughts or recommendations。
这是一个简单但有效的提纲范例，可以根据具体的主题和内容进行适当的调整。
接下来，我们可以根据这个提纲写一篇关于"如何写提纲"的英语作文，仿写一篇高质量的范文：How to Write an Outline。
Introduction。
Writing an outline is an essential step in the process of composing an essay. It helps to organize thoughts, structure the content, and ensure the coherence of the writing. In this essay, we will discuss the importance of outlining and provide a simple guide on how to create an effective outline.Body。
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• Three "W's" • One "H"
Contents
What is Introduction Why Do We Write an Introduction When to Write an Introduction
How to Write an Introduction
3 How do we solve the problem?
What is the topic about?
When to Write an Introduction
• Many books recommend writing your introduction after you finish your paper. • no plan of action, no idea about what you're talking
Some Tips for Writing Introduction
What is Introduction
• • • • • the first part of a thesis "Chapter One" the general idea of what your thesis is about the topic the basic points of the thesis research the direction of your research
The first layer
1.1 Introducing the general research area including its background, importance, and present level of development
1.2 Reviewing previous research in this area The second layer Indicating the problem that has not been solved by previous research, raising a relevant question The third layer Specifying the purpose of your research The fourth layer 4.1 Announcing your major findings 4.2 Outlining the contents of your paper
• what you did • what do you want to do and why • results or conclusions
outline • chapters • main points of each chapter • be specific and detailed
•
Structural Layout of Introduction
Why Do We Write an Introduction
• prepare the reader for the body of writing • a thread of an idea
1
2
Why I (we) carried out the experiment, that is to say, what is the ts
• language:
Clarity Preciseness
Conciseness
logical thinking
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Conciseness
The introduction should be concise and clear. • Never write an extensive review of the field. • Never make this section into a history lesson. Begin your introduction by clearly identifying the subject area of interest. You may use key words from your “Title” in the first few sentences. Get to the primary subject quickly without losing focus.
Basic Requirements
Some Tips for Writing Introduction
• Making it flow Flow into each one smoothly; Don't repeat the same information • Looking at the introductions from other papers related to your study • Defining or explaining specialized terms or abbreviations which will be used • Ensuring that the literature cited is balanced, up to date and relevant.
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• tense: • Simple present tense: while referring to the problem and established knowledge e.g. "little is known about X" • Present perfect tense : while describing recent advances in a certain research field e.g. "few studies have been done on X" • Simple future tense : Sometimes, in the sentence including the objective of the research e.g.“This paper will present a new approach..."
How to Write an Introduction
• Parts of an introduction • Some basic requirements
Parts
Universe
Galaxy
Star
• backgound • literiture review • present level of development • problem • significance