英语论文范文
英语专业论文英语范文推荐(精选4篇)
英语专业论文英语范文推荐(精选4篇)选择英语文学的毕业论文选题可以从三个方向进行：国别文学研究、文学批评理论研究和比较文学研究。
问渠那得清如许，为有源头活水来，本文是勤劳的小编给家人们找到的英语专业论文英语范文推荐【精选4篇】，仅供参考，希望对大家有一些参考价值。
英语小论文800字篇一1．坚强的意志是成功的重要保证。
2．意志坚定的人才能完成伟大的使命，3．学生也是这样，不刻苦学习，终究不会成为有用之才There is an old saying: where there is a will, there is a way. It tells us that a strong will is the most essential quality that anyone who wants to achieve success. It can contribute a lot to one’s success.Although “All roads lead to Rome”, none of them is completely smooth. Our life is filled with obstacles which may make us feel so hopeless that we may choose to give up. At the crucial moment, strong will helps a lot. As a matter of fact, the ability to work through difficult situation and unfortunate events with strong will can make one stronger and more capable. In other words, if we want to realize life’s goal, we must keep forging ahead with strong consciousness.From what has been discussed above, we can see that the establishment of tough determination is of great importance to everyone. With a strong will, including our knowledge, we will be able to deal with any situation in our life. Whatever we do, as long as we stick to and do not give up easily, we will realize the goal at last.英语专业论文模板篇二“魅力新声”英语歌唱比赛不仅具有较高的学术含量，而且包含较浓厚的英语文化。
英语议论文800字范文(精选4篇)
英语议论文800字范文(精选4篇)1.正反观点式议论文模板：导入部分：第1段Recently we’ve had a discussion about whether we should..．(导入话题) Our opinions are divided on this topic.(观点有分歧)正文部分：第2段Most of the students are in favor of it.(正方观点) Here are the reasons．First..．Second..．Finally...(列出2~3个同意的理由)第3段However, the others are strongly against it．(反方观点) Their reasons are as follows．In the firstplace..．What’s more..．In addition...(列出2~3个反对的理由)结论部分：第4段Personally speaking, the advantages overweigh the disadvantages, for it will do us more harm than good, so I support it.(个人观点)2.“a或者B”类议论文模板：导入部分：第1段Some people hold the opinion that a is superior to B in many ways．Others, however, argue that B is muchbetter．Personally, I would prefer a because I think ahas more advantages．正文部分：第2段There are many reasons why I prefer a．Themain reason is that ..．another reason is that...(同意a的原因)第3段: Of course, B also has advantages to some extent..．(列出1~2个B的优势)结论部分：第4段: But if all these factors are considered, a is much better than B．From what has been discussed above, we mayfinally draw the conclusion that ...(得出结论)3.观点论述类议论文模板：导入部分：第1段提出一种现象或一些决定作为议论的话题 as a student, I am strongly in favour of the decision．(亮明自己的观点是赞成还是反对)The reasons for this may be listed as follows．(过渡句段承上启下)正文部分：第2段Firstof all..．Secondly..．Besides...(列出2~3个同意或反对的理由)结论第3段In conclusion, I believe that..．(照应第1段，构成_总—分—总_结构)1.正反观点式议论文模板：导入部分：第1段Recently we’ve had a discussion about whether we should..．(导入话题) Our opinions are divided on this topic.（观点有分歧）正文部分：第2段Most of the students are in favor of it.（正方观点）Here are the reasons．First..．Second..．Finally...（列出2~3个同意的理由）第3段However, the others are strongly against it．(反方观点) Their reasons are as follows．In the first place..．What’s more..．In addition...（列出2~3个反对的理由）结论部分：第4段Personally speaking, the advantages over weigh the disadvantages, for it will do us more harm than good, so I support it.（个人观点）2.“a或者B”类议论文模板：导入部分：第1段Some people hold the opinion that a is superior to B in many ways．Others, however, argue that B is much better．Personally, I would prefer a because I think a has more advantages．正文部分：第2段There are many reasons why I prefer a．The main reason is that ..．another reason is that...（同意a的原因）第3段Of course, B also has advantages to some extent...（列出1~2个B的优势)结论部分：第4段But if all these factors are considered, a is much better than B．From what has been discussed above, we mayfinally draw the conclusion that ...(得出结论)3.观点论述类议论文模板：导入部分：第1段提出一种现象或一些决定作为议论的话题as a student, I am strongly in favour of the decision．(亮明自己的观点是赞成还是反对)The reasons for this may be listed as follows．(过渡句段承上启下)正文部分：第2段First of all..．Secondly..．Besides...（列出2~3个同意或反对的理由）结论第3段In conclusion, I believe that..．(照应第1段，构成_总—分—总_结构)4._How to_类议论文模板：导入部分：第1段提出一种现象或其中一种困难作为议论的话题正文部分：第2段Many ways can help to solve this serious problem, but the following may be most effective．First of all..．another way to solve the problem is ..．Finally...（列出2~3个解决此类问题的办法）结论部分：第3段These are not the best but the only two/ three measures we can take．But it should be noted that we should take action to...（强调解决此类问题的根本方法）。
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。
英语作文论文六篇
英语作文论文六篇英语作文论文范文4争论网购英语作文一Internet shoppingInternet shopping is a new way of shopping. It offers a lot of advantages. The most important one is convenience. You can shop whenever you like because the online shops are open 24 hours a day. And you don’t have to queue with others. And it is often cheaper to buy goods through the Internet and it is also easy to find what you are looking for.There are some disadvantages, too. You can not see the products or check their qualities. Besides you can not enjoy walking around the shops and talking with your friends.网络购物网络购物是一种新的购物方式。
它供应了很多优点。
最重要的是便利。
你可以在网上购物，由于网上商店每天开24个小时。
你不必排队等着你。
而且通过互联网购买商品往往更廉价，也很简单找到你所查找的东西。
也有一些缺点。
你看不到产品或检查他们的品质。
此外，你不能享受漫步的商店和与你的伴侣交谈。
争论网购英语作文二Online shoppingAlong with the advance of the society ,more and more person has experienced online shopping .online shopping has come into fashion in most of cities due to the rapid development of internet technology .At the same time ,with the increasing globalization and urbanization , the human race has entered a completely new stage in its history.Online shopping has its pros and cons just as the saying goes:”so many people ,so many minds .”It is quite understandable that views on this issue vary from person to person .From the perspective of c onsumers .it can save some time for people who don’t have much spare time .For retailers ,it can cut some costs for those without much circulating funds .However ,there are still some defects in online shopping .First ,compared with face-to-face deal, it seems less reliable and trustworthy .Second ,people will lose the fun of bargain.英语作文论文范文5【关键词】高校人才培育英语教育人文思想高等学校的根本任务是培育人才,人才的质量是高等教育胜利与否的主要衡量标准。
英语议论文经典范文3篇(带翻译)
英语议论文经典范文3篇（带翻译）有很多的同学在写英语作文的时候，也会写一些经典的议论文，小编整理了相关范文，希望会对大家有所帮助！英语作文范文带中文翻译Manyyearsago,themovieabouttheyouthbecameverypopular,everyyear,wecanseeman yhotmoviesabouttheprotagonist’spassedyouth.Peopleliketorecalltheirpassedyouth, whichmakessuchmoviessellgood.ButIfindthecommonthingsaboutthesemovies,alltheprotagonists’youthareaboutfighting,loveandothernegativethings.Iunderstandthedirectors’intention,theywanttotellpeopleyouthisnotperfectandhavingpities.Ofcourse movieisexaggerating,therealyouthisaboutstudying,atleast,mostpeoplehaveworkedso hardtogetintotheiridealcolleges.Whatthemoviesdescribemakeupsomepeople’syouth,forwhichtheydon’thavethechancetoexperience.Weshouldnotbemisledbythesemovies,fortheteenagers,theirjobistostudy,sothattheycanhaveabrightfuture.【翻译】很多年以前，关于青春的电影很受欢迎，此后每年，我们都可以看到很多热门电影是关于主人公逝去的青春。
大学英语议论文范文(优选4篇)
大学英语议论文范文第1篇英语议论文的格式一、英语议论文写作要点者同意自己的看法,提出若干理由,企图说服他人.高中英语议论文的写作要注意以下要点:1.论点要鲜明、确切．一篇议论文只能有一个中心论点．论点一般在开头提出，然后加以论证．2.论据要充分、可靠．一般是以事实为论据，也可以利用成语，格言，名人名言作为论据．i borrowed a book from the library last week .it was very boring and difficult .i read only ten pages. therefore, i think that all library books are useless.评注: it does not have a logical argument .the writer dislike one library book, but not all library books are the same. the writer should not make a general statement (all library books are useless) based on his reactions to one single book.二、议论文的写作步骤:大学英语议论文范文第2篇英语议论文作文：关于我Hello, my name is Jian ’m a ’m 12 years ’m in Class 5,Grade ’m tall and thin.In the school,I’m a good student. At my home,I’m s good son.I like playing badminton, playing the violin and so on. Sometimes, I play badminton with my good friends, sometimes; I watch badminton games on like blue and green, because they’re very beautiful. I like eating watermelons and mangoes very much.This is me. Do you like me?大学英语议论文范文第3篇英语作文的格式作文与阅读一样极为重要。
全英语论文格式和范文(热门31篇)
全英语论文格式和范文(热门31篇)
书写英文论文时，论文题目的格式不能忽视，一般英文论文题目格式包含：字数限制，字体要求，大小写要求及排版打印，下面我们就一一说明：
英语论文题目要言简意赅，完整的概括全文主题，论文题目一般不要超过15个单词，尽量在一行展示。
如果一行无法展示完，可以另起一行，也可以做成主标题与副标题的形式，英文论文题目的意思应与中文题目一致。
英语论文题目字体一般为二号，“Times New Roman”，加粗，居中，除了题目以外，论文中所有英文字体均采用“Times New Roman”. 全英语论文格式和范文第22篇全英语论文格式和范文第25篇全英语论文格式和范文第27篇全英语论文格式和范文第28篇全英语论文格式和范文第31篇
英语论文提纲页包括论题句及提纲本身,其规范格式如下:先在第Y行(与打印纸顶端的距离仍为左右)的始端打上Thesis 一词及冒号,空一格后再打论题句,回行时左边须与论题句的第Y个字母上下对齐。
主要纲目以大写罗马数字标出,次要纲目则依次用大写英文字母、*数字和小写英文字母标出。
各数字或字母后均为一句点,空出一格后再打该项内容的第Y个字母;处于同一等级的纲目,其上下行左边必须对齐。
需要注意的是,同等重要的纲目必须是两个以上,即:有Ⅰ应有Ⅰ,有
A应有B,以此类推。
如果英文论文提纲较长,需两页纸,则第二页须在右上角用小写罗马数字标出页码,即ii(第Y页无需标页码)。
专四英语议论文范文模板(汇总7篇)
专四英语议论文范文模板(汇总7篇)专四英语议论文范文模板第1篇专四英语议论文范文模板第4篇专四英语议论文范文模板第5篇专四英语议论文范文模板第6篇According to the investigation,Chinese students rely much more on their parents for financial support than their American counterparts . As far as I’m concerned,there are many reasons behind the gap and it will change in the future.In my opinion,the main reason lies in the sense of independence. American students are taught to be independent when they are very young. For example,they will have to earn their own pocket money by helping with the house chores or doing part-time jobs since their childhood. On the contrary,Chinese students are taken such good are of that it is very difficult for them to live on eir own. In other words,American parents treat their children in college as responsible adults while Chinese parents will take it for granted that they should help their children in all ways as long as the children need it. As a result,Chinese American peers do. What’s more,Chinese students have fewer opportunities to find part-time jobs.However,the gap will narrow gradually in the future. Nowadays more and more Chinese students are seeking part-time jobs as they’re eager to acquire some social skills and earn some money,which will help themto do more in school and to live independently. As to the American students,I think the sources of American students’ income will remain the same.专四英语议论文范文模板第7篇Competition is a common phenomenon in our society . We compete when we play games, we try to do better than others in our study, and there is constant competition for jobs, fame, wealth and so forth. Therefore,we can say that, in a certain sense, competition is one of the motive forces of the development of our modern society.It is often believed, that competition and cooperation are in opposition to each other. Some people stress competition, without which, in their eyes, there is no responsibility, no drive and ultimately, no progress. Others advocate cooperation whatever they do. They are of the opinion that the dependence of people on one another has increased, without which the society we live in can not keep going smoothly. In reality, we find that in many cases competition goes hand in hand with cooperation. Lets take a football game for example. During the game, one team is competing against the other, but each member of the team must cooperate with his teammates. Otherwise, they would lose the game no matter how skillful each individual player might be. It is clear that competition has much to do with cooperation.As far as I’m concerned, I do not agree with the view that competitionand cooperation are always in conflict with each other. In my opinion, while advocating competition. We should never forget cooperation. In our social life, cooperation is especially necessary because most work is fulfilled with or through other people. So Ive come to the conclusion that competition are equally important.竞争是社会的普遍现象。
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广告英语的语言特色王龙（西安翻译学院国关院 710105）摘要：广告为了凸显其特殊的劝说功能,广告商用尽各种策略,修辞则是其中重要策略之一。
修辞作为一门劝说的艺术能帮助广告商实现其预期的目标。
本文将从心理语言学的角度,探讨多种修辞格运用的心理语言学基础。
关键词:广告英语;修辞格;心理语言Abstract : Ad —writers employ all kinds of strategies to fulfil the special function —persuasion of advertisements。
Rhetorical devices are the important strategies , which contribute to the realization of expected aims of the ad - writers。
The paper will probe into rhetorical devices in adverting English on the basis of psycholinguistics 。
Key words : Advertising English ; Rhetorical devices ;Psycholinguistics当今社会广告无处不在,作为引进国外科学技术和介绍国内产品的一座桥梁,广告英语也愈来愈被人们关注。
由于广告的劝说功能,使得广告英语在文体方面具有特色。
为了能够成功地劝说受众,能激起大众的兴趣以期最终采取购买行为。
广告商运用各种策略,而运用修辞格则是其中策略之一。
修辞是一门劝说艺术,一种可以控制或改变他人信念乃至行为的工具、技巧或手段。
各种修辞格的运用使得广告能更具说服力。
心理语言学是通过研究语言和言语,从而进一步了解心智的本质和结构的科学。
广告商运用了多种修辞格使得广告能产生较好的效果,本文将以此为基点,探讨其心理语言学基础。
一、隐喻隐喻研究源远流长,有人说,隐喻是一种修辞格;有人说,隐喻是一种范畴错置。
本文将把隐喻作为一种修辞格来看待。
Carroll (1999∶145) 指出,隐喻的理解首先要从心理词汇(lexicon) 中提取消息,选择适当的那部分意义,最后识别本体与喻体之间的关系。
束定芳(2000∶17) 指出,隐喻中的喻体对说话者或听话者来说要比本体更为熟悉。
而在两者发生互动反应时,通常是更为熟悉的事物的特点和结构被影射到相对陌生的事物上,因而喻体可以帮助认识本体的特点和结构,因而也具有了认知的功能。
由此可看出,隐喻中喻体与本体的相似性应该说是构成隐喻的基础,对于不能很好地直接地表达出的意义,运用隐喻也就更易被理解。
High EfficiencyOur Big Bird can be fed even at night2) Kodak is Olympic color第一则为法国货运航空公司的广告标题。
公司的班机被比作随时待命的巨鸟,而货物则是喂“鸟”的食物。
如果用“Our planes Pairlines ”代替“Our BigBird”,那么标题显得平淡无特色,喻体“Big Bird”的运用能使人们产生诸如雄鹰展翅等很多的联想! 使得广告更生动。
第二则是柯达彩色相片的广告,喻体“Olympic”首先给予受众是“最好”的直觉,且会联想到运动场上角逐激烈,瞬息万变,精彩的刹那本不易捕捉,但柯达则能快速、精确地把这些灿烂瞬间拍摄下来。
二、双关一般来说,人们为了清楚地表达自己,常常要避免歧义,但歧义并不都是只有负面影响,如果正确地利用,适当的控制则能使歧义产生很好的语言效果。
广告商运用的多是词义双关而非句法双关。
Carroll (1999∶123 —125) 指出,在语句的理解过程中,歧义的多种意义暂时都激活,但歧义的主要意义和上下文会很快消除歧义性。
当上下文和歧义词主要意义都指向同一方面:即都偏向同一主要意义,那么词汇的歧义性对语句的理解不会有何影响,在这种情况下似乎第二种意思都不被激活。
因此,在歧义不会影响语句理解的前提下,而且其双关意义被受众解读后能留下深刻印象,不难看出广告商为何如此青睐双关修辞格。
（一）语义双关利用词语的多义性使语句表达的内容有两种不同的理解时就是语义双关(Homographic pun) 。
1、I’m More satisfied” More”首先被解读为一个副词修饰过去分词“satisfied”, 显示此种烟的优良质量。
接着, 由于“More”的第一个字母大写使读者很快想到此烟的品牌名,因此这句广告词就被理解为:“是摩尔烟使得我更满意”。
品牌名和词的主要意义之间的双关,在广告中甚为常见。
2、Give a Timex to all , and to all a good tim e这则手表广告的关键词是“time”。
人们首先反映是“此表能给我们提供正确的时间”,然后其延伸意义很快也反映出来:“a goodtime”即表达“此表能给予你特别的快乐”。
（二）谐音双关当利用词语之间的同音关系使词语有两种不同的理解时就是谐音双关(Homophonic Pun) 。
1、Seoul Food这一则南朝鲜餐馆的广告,Seoul 即指汉城,又暗指Soul (心灵) ,受众一领会到此种涵义,广告印象也就更加深刻。
2、More sun and air for your son and heir在这则旅游广告中“sun”和“son”同音,“air ”与“heir”同音,受众一读到这广告就会有押韵的感觉,增加了对广告的记忆,再解读广告意义:“这里会给予你的儿子、继承人更多的太阳和空气”,受众对此诱惑更难以抗拒。
三、夸张夸张此词源自于希腊语huperbole ,意义excess(超过) 。
通俗地说, 夸张就是言过其实。
Carroll(1999∶148) 指出,话语的相互影响内容(interactional content) 即传达说话者态度的内容,对话语的保留和记忆是非常重要的因素。
有些语句仅仅对听者传达信息,而有些对听话者传达了说话者的态度。
话句的相互影响内容含量高,那么这话语容易被记忆、保留。
夸张手法的运用就是向听者传达态度的一个典型。
英语中有使用数词、使用形容词或副词的最高级形式,使用短语和使用动词等等来进行夸张。
广告英语最常使用的是形容词或副词的最高级形式和数词。
（一）The richest , f rashest , Irises taste in all the world这则酒广告连续运用了三个形容词的最高级,以此来体现该产品的优良品质和口味。
而且这三个形容词都以Pist P结束,使得该广告有很高的记忆价值。
We’ve hidden a garden of vegetables whereyou′d never expect ,in a pie.这则馅饼广告的夸张体现在“a garden of ”一词上,这个数量词的用法比程度副词“much ,a lot of ”等等都更形象、更具体,更能体现“很多蔬菜”。
四、仿拟李诗平(1998∶82) 指出,parody 一词源于希腊语paroidia ,意为“mock —song”。
即故意模仿某一著名的诗歌、某一名言、警句或某一谚语,改动部分词语而表达一种新的思想,从而达到讽刺、嘲弄或幽默的目的。
从语言的理解与记忆角度来看,因为警句、谚语已被理解熟知,如果改动其部分词语而使其成为广告词,因为人们头脑对警句、谚语有了已知的信息,这样的新广告词由于已知的信息而容易理解,且新的广告词的新增添的内容能加深已有信息,使得新广告词的记忆更为深刻。
因此,我们不难看到仿拟在广告中的广泛运用。
（一）One man’s disaster is another man’s delight !The sale is now on 这一广告是仿拟谚语:“One man’s meat is anoth2er man’s poison”(对甲有利的未必对乙也有利) 而来的。
广告以“disaster ”和“delight”这两个词巧妙地替换了原谚语中的“meat”和“poison”,一方面这样的广告更易被人们理解,同时也告知人们商店大甩卖对店主是“灾”,但对顾客来说却是“福”。
这种模仿就使得广告有一种幽默而又俏皮之感,使得人们对此的记忆能更加深刻。
（二）When it pours , it reigns例10 为水晶酒具广告,是对英语谚语“When itrains , it pours”的仿拟。
广告撰写者把原谚语巧妙的调换了位置,且使用“rain”的同音词“reign”,即保留了谚语原来的语法结构,同时新增加的语义使得广告更具注意价值,此广告的记忆价值也同样得到提高。
对警句、谚语的仿拟以上已做阐述,其实,仿词这一策略在广告中同样是被受欢迎。
仿词( noncewords) 是特意地在某特定场合对人们熟知的词语进行派生,新杜撰出来的词语不生疏,且具有新的语义。
（三）We know Eggsactly How to Sell Eggs第11 例为鸡蛋广告。
受众读到新造词Eggsact2ly ,就能猜到其意义是“exactly”。
而且在此广告中广告产品“egg”被两次重复,加强了对产品的促销。
just coined it to describe those Data Processing Acces2sories without which your computer can’t function wellwith full efficiency.例12 中的新造词“Compucessories ”派生于两个为人熟知的词“computer”和“accessories”。
此新造词不仅意思很容易被解读,而且因为是由“ computer”和“accessories”两词派生而来,给人留下新的印象。
五、排比广告商使用各种策略来使广告达到预期的效果,对广告的记忆充分体现广告的效果。
Carroll (1999∶149) 指出,精细复述(elaboration) 是指新接收的信息和已存在长久记忆的信息相关,因此加深了对新信息的记忆的这一过程。
越是复述得详细,那么对词、句、语篇的记忆将保持得越好。
排比、反复修辞格是这一种策略的典型体现。
排比(parallelism) 是将结构相同或相似、意义并重,语气一致的语言成份排列在一起。
（一）Think Once , Think Twice , Think Bike14) Don’t show me any other , just show m eBlack sister这上面两例都为排比句在广告中的运用,它们语言简练,结构平衡匀称,声调铿锵有力,意义鲜明突出,给人以一气呵成之感。