教你如何写英语论文提纲范文
英文作文提纲示范
英文作文提纲示范提纲：主题，我的英语学习经历。
1. 英语学习的起点和动机。
2. 英语学习的过程和方法。
3. 英语学习的成果和收获。
4. 英语学习的未来计划。
英文：1. My English learning journey started when I was in primary school. At that time, I was fascinated by the English songs and cartoons on TV. I wanted to understand the lyrics and dialogues, so I asked my parents to enroll me in an English training center. 。
中文，我的英语学习之旅始于我上小学的时候。
那时候，我对电视上的英文歌曲和卡通片很着迷，想要理解歌词和对话，于是我请求父母让我去报名参加英语培训班。
2. In the beginning, I learned English mainly through memorizing vocabulary and grammar rules. However, I foundit hard to apply what I've learned in real-life situations. Later on, I realized that the key to mastering a languageis to practice speaking and listening. Therefore, I started to watch English movies and TV shows, listen to English podcasts, and speak with my foreign friends. 。
中文，一开始，我主要通过背单词和语法规则来学习英语。
英语教学毕业论文提纲
英语教学毕业论⽂提纲英语教学毕业论⽂提纲模板精选3篇 论⽂提要是内容提纲的雏型。
⼀般书、教学参考书都有反映全书内容的提要，以便读者⼀翻提要就知道书的`⼤概内容，下⾯是⼩编为⼤家推荐的3篇英语教学毕业论⽂的提纲模板，希望⼤家喜欢! 英语教学毕业论⽂提纲模板⼀ Abstract 5-6 摘要 7-9 1. Introduction 9-11 1.1 Background of the Research 9 1.2 Significance of the Research 9-10 1.3 Structure of the thesis 10-11 2. Literature Review 11-19 2.1 Some Attempts to Define expert and novice teacher 11-13 2.2 An overview of studies on teaching behaviors 13-16 2.3 An overview of the characteristics of expert teachers' teaching behaviors 16 2.4 Limitations of the Previous Studies 16 2.5 Theoretical bases 16-19 3. Research Design 19-25 3.1 Subjects 19-20 3.2 Observed teaching tasks 20-21 3.3 Classification of English teachers’ teaching behaviors 21-22 3.4 Research method 22-24 3.5 Research Procedures 24-25 4. Data Analysis and Discussion 25-51 4.1 Diversity in Speech Presentation behavior 25-33 4.2 Diversity in Text Presentation 33-38 4.3 Diversity in Action Presentation (body language) 38-40 4.4 Diversity in interaction behavior 40-51 5. Conclusions and Implications 51-55 5.2 Pedagogical Implications 53-54 5.3 Limitations and recommendations for the Further Research 54-55 Acknowledgments 55-56 References 56-59 Appendix I Classroom observation worksheet of teaching behavior 59-61 Appendix II 唐卫海提问⾏为类别观察表 61-62 Appendix III 攻读硕⼠学位期间发表的论⽂ 62 英语教学毕业论⽂提纲模板⼆ Abstract 3-4 摘要 5-7 Tables 7-10 1. Introduction 10-14 1.1 Research Questions 11 1.2 The purpose and significance of this research 11-12 1.3 Layout of thesis 12-14 2. Literature Review 14-24 2.1 The concept and connotation of teaching journal 15-17 2.2 The Content of teaching journal 17-20 2.3 Reflective level 20 2.4 The styles of teaching journal 20-24 3.Research Design 24-26 3.1 Purpose of Research 24 3.2 Subjects 24 3.3 Instruments 24-25 3.4 Procesures of research 25 3.5 Data collection 25-26 4. Results and Discussions 26-52 4.1 Results and discussions of quesionnaire 26-32 4.2 The writing differences between teachers of differnet professional ranks on reflective content and reflective level 32-45 4.3 The writing differences between teachers of different genders on reflective content and reflective level 45-52 5. Methods to Improve Teachers' Reflective Ability 52-56 5.1 Problems in the process of reflection 52-53 5.2 The ways to improve teachers' reflective ability 53-56 6. Conclusion 56-58 6.2 Limitations 56-57 6.3 Suggestions for future research 57-58 Acknowledgements 58-60 Bibliography 60-64 Appendix 64-65 英语教学毕业论⽂提纲模板三 Abstract 3-4 摘要 5-8 1. Introduction 8-12 1.1 Research background 8 1.2 Significance of the study 8-10 1.3 Organization of thesis 10-12 2. Literature Review 12-22 2.1 Language learning strategies 12-15 2.1.1 Definition of the language learning strategies 12-13 2.1.2 Classification of learning strategies 13-14 2.1.3 Studies on learning strategies 14-15 2.2 Language learning styles 15-18 2.2.1 Definition of language learning style 15 2.2.2 Classification of language learning style 15-17 2.2.3 Studies on language learning style 17-18 2.3 Learning strategies training 18-19 2.4. Review of the relationship of learning strategies and learning styles 19-22 3. Methodology 22-33 3.1 Purposes 22 3.2 Hypotheses 22 3.3 Research participants 22-23 3.4 Instruments of the research 23-24 3.4.1 Questionnaire 23 3.4.2 Observation 23-24 3.5 Procedures 24-33 3.5.1 Pre-treatment questionnaire 24-25 3.5.2 Language learning strategy training instruction 25-30 3.5.3 Post-treatment questionnaire 30-33 4. Results and Discussion 33-47 4.1 Results of the questionnaire 33-43 4.1.1 The results of the T-test in pre-treatment questionnaire 37-40 4.1.2 The results of the T-test in post-treatment questionnaire 40-43 4.2 Discussion 43-47 4.2.1 The senior high school students’ learning styles were expanded with the help of learning strategy training 44 4.2.2 The variety of learning styles helps the students to learn better with different learning tasks 44-45 4.2.3 The learning strategies help the students learn better, more easily and actively33 45-47 5. Conclusion 47-49 5.1 Major findings 47-48 5.1.1 The learning styles of the senior high students were tended to be various 47-48 5.1.2 The language learning strategy training can expand or even changethe language learning styles 48 5.2 Limitations and recommendations for further study 48-49 Acknowledgements 49-51 Bibliography 51-55 Appendix 55-61 AppendixA 关于英语学习风格的问卷调查 55-59 AppendixB 英语学习策略培训观察量表 59-60 AppendixC Listening Material 60-61。
提纲式作文示范英语
提纲式作文示范英语Title: The Power of Education in Shaping Society。
Introduction:Education plays a pivotal role in shaping societies, influencing individuals, and driving progress. Its impact spans across generations, economies, and cultures. In this essay, we delve into the multifaceted influence of education on society, exploring its significance, challenges, and potential solutions.I. Education and Economic Development:1. Education fosters economic growth by equipping individuals with skills and knowledge essential for modern industries.2. Educated populations are more likely to innovate, adapt to technological advancements, and contribute to anation's competitiveness in the global market.3. Access to quality education reduces incomeinequality and enhances social mobility, laying the foundation for a more inclusive society.II. Education and Social Cohesion:1. Education promotes social cohesion by fostering understanding, empathy, and respect for diversity.2. Schools serve as melting pots where individuals from various backgrounds come together, fostering tolerance and cooperation.3. Education instills values of citizenship, democracy, and human rights, nurturing responsible and engaged citizens.III. Education and Public Health:1. Education is a key determinant of health outcomes,influencing behaviors related to nutrition, hygiene, and disease prevention.2. Educated individuals are more likely to access healthcare services, leading to improved overall health outcomes and reduced healthcare costs.3. Investing in education, particularly in health education, yields long-term benefits by promoting healthier lifestyles and reducing the burden of disease.IV. Challenges in Education:1. Access to quality education remains a challenge in many parts of the world, particularly in marginalized communities and developing countries.2. Disparities in educational attainment persist, perpetuating social inequalities and hindering progress towards sustainable development goals.3. Educational systems often face funding constraints,teacher shortages, and outdated curricula, compromising the quality of education provided.V. Solutions and Recommendations:1. Prioritize investment in education, allocating resources to ensure universal access to quality education for all.2. Enhance teacher training and support to improve the quality of instruction and promote student engagement.3. Embrace innovative approaches to education, leveraging technology and alternative learning modalities to reach underserved populations.4. Foster partnerships between governments, civil society, and the private sector to address systemic challenges and promote educational equity.Conclusion:Education serves as a catalyst for social change, economic development, and individual empowerment. By investing in education and addressing systemic barriers, societies can unlock human potential, foster inclusive growth, and build a more prosperous and equitable future for all.。
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。
【精品】英语论文提纲优秀范文
文档独家特色简介：一，层次清晰，脉络清楚，都有关键字给出，简洁明了二，英语论文提纲最优秀的范文，老师给了99分的高分，满分100分三，内容超级完整，语言质量非常高四，拥有配套的英语论文提纲模板，题目：英语毕业论文提纲模板优秀完整详细无敌版Thesis OutlineI.Abstracta.Reason for writingOnline education has popped out nowadays as the prosperity of moderntechnologies emerges, yet not been into large-scale practice in systematiclearning about certain stuff. I am doing the research to figure out theadvantages of online education and thus more persons can know it.b.ProblemIt seems that there are not so many people into this field ,and thus itsdevelopment is not as swift as it should be . And there are almost scare of studiescompared with traditional classesc.MethodologyI mainly employ such methodologies as document reading law, comparison law.d.ResultsThrough all these methodologies, I have got approximately a raft of dataconcerning the online versus traditional learning which have been analyzed andpresented in the paper.e.ConclusionThroughout the effort, I have come to the conclusion that online education is morebeneficial than traditional one in both money-saving and space-liberating ways. II.Introductiona.HookIf online college courses take place really, can people in the future attend collegenot in campus but at home? If online courses cover almost every subject and aimfor each level ranging from introduction to advance degree, may school fade outon the earth?b.Previous researchWho wrote about these ideas first?Lauer, Claire once said that for online study constructing identities in onlinecommunities of practice was essential. Taylor is one of the first persons whoexplore online study, emphasizing more on the difficulties in internet learning—learner’s lack of self-management and of interaction between teachers andstudents. The integration and classification of available online courses isMickle’s main research , from a completely novel angel ever to promote itsdevelopment . Zhangzongjiu said that online study is an amazing and marvelousreform of traditional study and centered in the comparison regarding online versustraditional study .Who wrote about these ideas recently?Recently , Laureal studied the interaction and interrelationship between onlinestudy and the real realization of absolutely fair education .Why does more research need to be done on this topic?All of these five persons studied the online education mainly from the practicalperspective . Nonetheless , the reasons why people should choose the developingonline study rather than developed traditional study are not clear and persuasiveenough ,which have been greatly ignored by the previous researchers .c.Why did you choose this topic/thesis statement?Yet nowadays, online education is blooming while the practical using rate of itis less than the traditional one . But only when the reasons why people shouldtend to online courses instead of traditional ones become clear ,people willbelieve in online course and then choose it . Thus , I concentrate on theadvantages of online study to encourage people to try the new mode of study ,andto have more confidence in it .d.Sufficient background informationDistant education :Distant education ,in this paper , refers to teachers givinglectures to and interacting with students by internet rather thantelephone ,television or traditional mails .Bridge :Bridge , in this paper ,refers to the online chatting system for students andteachers to exchange their ideas .e.Thesis StatementTaking online courses is more beneficial than traditional oneself ,because they canspend less and learn more .f.Mention the different sections of your paper (table of contents)In the following part , I will discuss my methodologies in part three and my threeclaims in part four . The annotated bibliography will be presented in part five .III.Methodologya.How did you do your research?There are two methodologies I mainly employ . The First method is documentreading law .I collect an ocean of resources related to online study in liberaland internet to get a good grasp of its researching current situation .Secondly， I use comparison law . I found two classes in the same gradeand number . T he level of students’ grades of the two classes are equal .One class studied only through the resourceful online data whereas theotherwere only guided by their teachers . Throughout a course of one term , Igave the two class the same exams to test their learning effects. Andapparently through the test results , the class of online study were far higher than the other in the final grades . Then I got the result that online studywas much better than the traditional class .b.Why did you do it this way?In the first , the reasons why I choose document reading law lie in that myobject of study is more of theory and less of practice , consequently , I needto pile up a large number of data in my mind . Secondly , thecomparison law is quite essential in that only when we compare two studymodes together , we can find that where and how the online courses aremore beneficial than traditional one .IV.Bodya.First Claim : Online courses cost less .i.Supporting EvidenceMost of data on internet is free of charge .ii.Supporting EvidenceMost of charging classes on internet is much cheaper .b.Second Claim: People can learn more.i.Supporting EvidenceA numerous of data regarding certain subject are easy to access.ii.Supporting EvidenceIf people don’t understand some points ,they can finally comprehend outthem by themselves without asking teachers through the online sourcesavailable.iii．Supporting EvidenceThe recognizing level of a student attending traditional education is limitedby his or her teacher somehow ,but that internet comprises viewpoints in varietycan widen one’s eyesight .c.Third Claim: People can learn more actively and happily.i.Supporting EvidenceSome people are stressed facing their lecturers directly ,while the specialtributes of internet can address the elephant in room easily .ii.Supporting EvidenceStudents in traditional one might lose confidence in that others may laughat them when their answers are wrong in class and thus lose interest instudy , whereas internet can avoid from it .iii．Supporting EvidenceStudents maybe be interrupted by surrounded students’ behavior , whileinternet learning can be fully personal in students’ own room , thus , it isimpossible to be disturbed by other things or persons such as chaos of thestuff dropping and murmurs of other classmates .V.Annotated Bibliography[1]Lauer, Claire. "A Review of “Constructing Identities in Online Communities of Practice: A Case Study of Online Learning”."The Journal of Educational Research: 64-65. Print.The writer, an editor in the journal of educational research, devoted her attention and energy to the study of online learning, proceeded a practical case study to test what advantages the internet wins in this field in conformity with her center on a specific and real case and thus came to the conclusions that online study outweighed the traditional one mainly on its flexibility both on time and space and that constructing identities in online communities of practice was essential .The writer is not alone . John henry ,a renowned educationist , agreed with her on the importance of constructing identities in online study system and pointed two advantages of it . Firstly , it can help to keep track of the progress of online learning and enables teachers, secondly , to have more accurate acquaintance with each individual . But there arise a disharmonious musical note . Leonard persisted that it was totally unnecessary to construct identities in online study community and claimed that constructing identities hided one of the most prominent merits of online learning--the obscurity of identity to make students inquire whatever problems they are confronted with during study . And I partly back Leonard’s opinion in identity-constructing and par tly sustain the editor’s view concerning the convenience online study brings to us .And her opinions strengthen my belief and confidence in online study ‘s outstanding and incomparable advantages of its liberating the time and place .[2]Laureal, Wood. "English Online Studies Spark New Opportunities for Students, TalktoCanada Reports.(Report)." China Weekly News 6 Sept. 2011. Web. 5 May 2015.</doc/1G1266169166.html>.The article is on china weekly news, a prestigious press numerous persons view every day, its author having concentrated on the modern learning modes, that is online study, for many years .The author spots her attention on online English study, and thinks that for English learners, internet learning can be complementary with learning in classroom, and sometimes plays an vital role in the rural areas where the English teaching is not as advanced and accessible as in cities. Internet gives every person a fair opportunity to learn English, whether the learners are rich or poor, white or black, western or eastern, professors or a nannies, which in a sense helps to narrow the gap between the developed educational zones and developing ones. But Hjems ,an outstanding English teacher in the primary school ,objected to it ,expressing almost controversy viewpoint that English learning on internet is not effective enough because English learners , in general , are young and tend to distract from learning without teachers’ supervising and to just play games and so on . Yet , as for the first viewpoint , it occurs to me that enjoying fair education plays a crucial part in human rights and online learning ,no wonder ,promotes magically the realization of fair education and to some extent ,can erase the discrimination led by tendentious education .When it comes to the second view ,distraction as Hjems mentioned ,can also take place in the traditional class which is tedious .Thus as long as the online courses are mixture of interestingness and knowledge ,the phenomenon of distraction can be eliminated radically .[3] Mickle, Bob. "Online Courses' Advantages." Connecting Students to Advanced Courses Online. Washington, D.C.: U.S. Dept. of Education, Office of Innovation and Improvement, 2007. Print.This article concerning online study grabs a unique viewpoint to demonstrate its idea that online courses, especially those in universities and colleges throughout the world ，should be classified and integrated in a special website so as to save more time wasting on searching courses in the ocean of internet covering too much exquisite sources as well as tedious ones to find the wanted swiftly and purposely . His proposition is extracted from his practical experience as a worker in the dept. Of education office, thus it is worth attention –drawing since real situation speaks louder than imagery condition. His opinion was supported by a raft of elites coming from all walks of life ,such as Jasson from press field ,and Babbage ,a computational-teaching researcher .I figure that Mickle’s idea is constructive ,but can be improved better by ranking the courses centering on the same topics and lectured by distinctive teachers ,because this practice can not only save time for students ,but also stimulate the lecturers to enhance their teaching quality as soon as possible .[4] Taylor, Cadel. "Hurdle Hinders Online Studies." Australasian Business Intelligence 22 Oct. 2006. Print.Completely distinctive from what most researchers study in the overall field of online study, hurdles hindering the online study are the protagonists of the article .it depicts the challenging difficulties lagging the stride development of online study beh ind, that is the learners’ lack of self-management and the interaction between teachers and students might causing the situation where the contents on is not exactly what the students truly want . Yet another renown scholar, David lee, objects to it, and he thinks the internet serves as the bridge for the persons all through the world, unlimited by distance, and people can exchange and communicate with each other on the invisible powerful net, thus teachers can rearrange their teaching plans over and over until it is to students‘ taste. From my point of view , the first standpoint is terribly negative ,one-sided ,and somehow outdated . The modern technology has managed to send human to moonwalk , therefore , that distant people make video chat is just a piece of cake . Hence I prefer the latter. We can address the difficulty establishing an effective chatting system for the teachers and students.[5]张宗久.线上学习与线下学习比较研究[N].四川外语学院学报，2008-1-22（1）. Zhangzongjiu, a Chinese pioneer devoted in online study and graduated from the awfully fame-owning university in china, has harvested a fruitful yield in the field and employ the comparing methods of online study and traditional study to research it . He emphases that each mode has its own weak and strong points, but online study leaded by the most modern and advanced techniques way too outweigh the traditional ones in every aspect, and even we can say that online study is an amazing and marvelous reform of traditional study, while liqian, also centering it, came up with that traditional study was unsurpassable as far as its close-distance between theteachers and students bringing the convenience of exchanging the sparkles in mind. I consent to the former whereas object to the latter ,because from my perspective ,online study not only covers all the advantages of traditional teaching ,but also possess countless strong points the traditional one doesn’t have . Maybe nowadays ,online system of study remains not perfect but as technology flies ,it will be in the future .。
英文提纲作文模板范文
英文提纲作文模板范文英文：Outline writing is an essential skill that every student should learn. It helps to organize your thoughts and ideas, making it easier to write a coherent essay. In this article, I will provide a template for writing an outline and explain how to use it effectively.Firstly, start with a clear and concise thesis statement. This will be the main point of your essay and should be included in the introduction of your outline. Next, create subheadings for each of the main points you want to make in your essay. These subheadings should be in chronological order and should support your thesis statement.Under each subheading, write a few bullet points to summarize the key ideas you want to discuss. These bullet points should be specific and detailed, providing evidenceand examples to support your argument. Remember to include transitional phrases between each subheading to ensure a smooth flow of ideas.Once you have completed your outline, review it to ensure that it is well-structured and coherent. Make any necessary revisions and ensure that your ideas are presented logically and clearly. Finally, use your outline as a guide when writing your essay, referring back to it as you write to ensure that you stay on track and address all of the key points you outlined.中文：提纲写作是每个学生都应该学会的重要技能。
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。
英语文学论文提纲
英语文学论文提纲英语文学(English literature)指英语写成的文学作品，作者不一定是来自英格兰。
英语文学论文提纲范文一：AbstractWhile bring unparalleled development and prosperity to society on economy and culture.Internet technology has given a huge challenge to the original intellectual property protection. Intellectual property protection is a global issue, it involves the economy, the culture, the legal aspects of morality, and it requires joint efforts of the whole society. The international development of the Internet for the traditional intellectual property system brings huge impact. At present the protection of intellectual property rights were insufficient, such as legislation, patents, etc. In many countries, the intellectual property rights protection lags behind; the system is relatively backward, compared with the international average still have a large gap.Keywords: System;The status;Protection; Changing;influence Ⅰ. Traditional system of intellectual property protectionA. The severe situation. Traditional system of intellectual property protection is affected by many factors, subjective and objective factors leading to the crisis.1. Traditional intellectual property protection scope expands unceasinglyInformation technology makes the traditional intellectual property protection from single copyright expanded to commercial secret, science and technology, and even network domain.2. Realistic social ethics and network ethics to understandingof the differences between knowledge propagation. These differences influence the protection of intellectual property rights from a subjective.3. Network monopoly attenuated. Under the network environment, Intellectual property legislation differences and the rights protection period ragged, etc. All profoundly influence to the intellectual property rights of exclusiveness and weaken the intellectual property of monopoly. The intellectual property confirmation, using, monitoring and protect the realization are difficult.4. Network unfair competition. Network unfair competition often occur in e-commerce, it has great harmfulness .Network unfair competition problems triggered network domain name and well-known trademark and other industrial property rights protection problems. Network unfair competition problems triggered network domain name and well-known trademark and other industrial property rights protection problems.B.It needs to be changed. Traditional system of intellectual property protection of change is related to people's interests. Once lost its protection, any innovation will be taken away or suppressed. This is a matter of “To be or not to be”Ⅱ. There are some controversiesA. network liberalization - Open/close source. It is a widely discussed topic, and still has considerable differences.B. more strict law enforcement. If we don't sound legal system and perfect the system or, conversely, or even give up the existing protection system we will live in a quiet society, no innovation, no character, no development.C. consciously. Some people think that legal is unnecessary and high moral man is just ok. It is just a long-term andunrealistic idealⅢ. Some thoughts.A. More perfect legal system and the consummation system .Although the protection of intellectual property rights belongs to the category of truth ethics. For the time being, a more perfect legal system and the consummation system is a direct way of solving the problem.B. Strengthens education. The personate is most important, so strengthen education is necessary.C. Targeted policies .We can adopt different action in different fields, for instance the open source movement in computer technology. It could attract more volunteers; we also can take powerful legal protection for commercial secrets. Those are some fields.CopyrightCommercial secretssoftwareDigital library and databaseD. Network ethics. This is a brand-new topic, we should work together to create a good social network information society.Reference1. Peter, D. (2002) .A Philosophy of Intellectual Property [M] .Dartmouth：Publishing Company Limited.2. Tina, H. & Linda ,F.(2003).Intellectual Property Law[M].London：Law Press reprinted by permission of Pal grave Publishers Ltd.3. Brussels.(2001. 3).Copyright and Related Rights in the Information Society[M].German：Commission Of the European Communities.4. Intellectual Property and National InformationInfrastructure[M].London：White P aper,19955. l-10.6. Lyon，L.(2002).Public relations for your library：A tool for effective communications：[J].Library talk，l 5(3)4—6. ：7. Rosenoer.(2001).World Intellectual Property [J] .Intellectual Property.8. 吴永臻(1998.6)网络信息环境的知识产权保护问题[J].河北大学学报。
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教你如何写英语论文提纲范文
2011-09-30 12:23:26 来源：作者：浏览：157 次
摘要
厄内斯特.海明威（1899---1961）是美国二十世纪著名作家，在世界文坛上，他享有很高的声誉。
《老人与海》是海明威与晚年证明自己创作实力的杰作，并且充分体现了他的人生哲学,它也是美国价值的精髓。
本论文主要是通过对桑提亚哥这个人物形象的分析来展开的。
通过对海明威所处的社会环境和其人生经历的研究，说明了海明威的人生哲学形成的背景。
并进一步通过桑提亚哥与大海、鲨鱼和小男孩之间的关系来反映海明威的人生哲学。
小男孩代表着人类的精神的生生不息，大海则象征着险恶与多变的环境，面对浩瀚的大海，桑提亚哥所表现出的态度，他充分表现了人类的一种精神，敢于同大自然、恶劣的环境和多桀的命运作斗争的精神，充分展现了人的智慧、刚毅与坚忍。
不仅是歌颂一种“硬汉”精神，它有着更加深层的涵义，它深刻地反映了作者的人生哲学和生活观，即：在残酷的社会现实和命运之中，人应该勇敢地面对一切痛苦和磨难，并同一切痛苦和磨难进行斗争，热爱生活，珍惜生命。
人生的意义既不在于“成功”，也不在于“失败”，而在于斗争，勇于同残酷的社会现实和冷漠无情的命运进行抗争，这才是真正地热爱生活、珍惜生命。
关键词：海明威；老人与海；人生哲学；硬汉精神；抗争；奋斗
Abstract
Ernest Hemingway（1899-1961）is a famous writer in American in the 20th century. Hemingway’s philosophy of life has a profound influence on modern American values. At the same time, it has extensive significance on the whole world; you will learn how to adopt a correct attitude towards failure, and how to struggle in adversity. His “code hero”---- Santiago is a guide to all human beings. He represents the spirit of the time. And the novel The Old Man and the Sea has brought luster to the realistic literature.
Among his books ,The Old Man and the Sea（1952）is the most famous one. The works made Hemingway win the Nobel Prize in 1954.And the main character-Santiago becomes the typical “code hero”in literature. The work aroused interest of many readers, and many critics have made comments on it. But these comments from critics mostly talk about his“code hero”and “lost generation”. In fact, the work deeply reveals Hemingway’s philosophy of life and life attitude. This thesis intends to reach a thorough understanding of Hemingway’s philosophy of life through the novel The Old Man and the Sea: when facing the cruel social reality and miserable fate, man should be brave and struggle with all the pains and sufferings, loving life and treasuring life. The
story of the old man –Santiago just reflects Hemingway’s ph ilosophy of life. The thesis had a research in Hemingway’s life experience and literary career which develop his attitude towards life. And there also are the relationships between Santiago and the fish, between the sea and Manolin to reflect his philosophy of life. The boy Manolin indicates the continuity of human life and the inheritance of human knowledge from generation to generation. And the sea stands for the competing society. His fighting against the marlin and later sharks shows his struggling spirit. It also reflects Hemingway’s philosophy of life: the meaning of life neither lays in the “success”, nor in the “failure”, but in the struggle itself.
Key words: Hemingway; The Old Man and the Sea; philosophy of life; code hero; struggle Contents
Introduction 1
1. The Background Information. 3
1.1 The Social and Cultural Background 3
1.1.1 The American Society of That Time 3
1.1.2 The literary Trends and Ideology of That Time 4
2. A Critical Account of Hemingway’s Life Experience 5
2.1 A Critical Account of Hemingway’s Life experiences and
Literary Career 5
2.2 Hemingway and the “Lost Generation” 8
3. Hemingway’s Philosophy of Life Reflected by the Novel 9
3.1 Reflected by the Old Man---Santiago 9
3.2 Reflected by Santiago and Manolin 11
3.3 Reflected by Santiago and the Fish 12
3.4 Reflected by Santiago and the Whole 14
3.5“Code Hero” in Hemingway’s Works 15
3.5.1 The Origin and the Development of the Concept of the “Code Hero” 15
3.5.2 Why did Hemingway Create the “Code Hero” 17
3.5.3 The Code Hero and His Features 18
Conclusion 21。