英语学术论文写作期末考试A卷
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五、参考书目（共15分）
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一、课题名称（共10分）
The Impact of Culture on Advertising Language
文化对广告语言的影响
二、本课题的研究现状（共40分）
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学院班级姓名学号
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嘉应学院外国语学院2012-2013学年第一学期期末考查试卷
《英语学术论文写作》试题(A卷)
（考试形式：开卷，考试时间：不限，考试对象：09级本科）
题号
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五
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复核人
得分
评卷人
根据各自毕业论文的选题，完成该论文的开题报告。
要求：
1、紧扣选题，思路清晰，内容充实，文字简洁。
2、格式规范，版面整洁。
3、参考书目不少于10个，其中至少2个英文文献。
4、论文题目用中、英文，提纲用英文写，其它可用中文。
1、
5、用电脑打印，字体:宋体,字号：小四，行间距：1.5倍。
6、交卷时间：2012年12月28号下午3：00—4：00以班为单位交外语学院办公室。
西安电子科技大学《英语议论文写作》2023-2024学年第一学期期末试卷
《英语议论文写作》2023-2024学年第一学期期末试卷1、—I don’t care for baseball.—How can you say you don’t like something you’ve never even tried it!A．till B．after C．unless D．when2、—Have you heard ____ news that over 10,000 people lost their lives in the earthquake inJapan?—Not yet．What ____ big surprise!A．the; a B．the; / C．/; / D．/; a3、He works very hard in order to get himself ______ into a key university.A．accepted B．received C．announced D．admitted4、You ________ have booked the tickets in advance; there were plenty left.A．needn’t B．can’tC．shouldn’t D．mustn’t5、Mr. Wilson is a man of patience and kindness, and his good temper never ______ him.A．fails B．disappointsC．controls D．worries6、Danie l’s family ________ their holiday in Huangshan this time next week.A．are enjoying B．are to enjoy C．will enjoy D．will be enjoying7、If you ________ come to our village, I’ll show you around.A．will B．shall C．must D．should8、The 114 colorful clay Warriors ____ at No. 1 pit, ______ in height from 1.8m to 2m, haveblack hair, green, white or pink faces, and black or brown eyes.A．unearthed; ranging B．unearthing; ranging9、I’d never wondered before wheth er or not he was kid-friendly. With one glance, I quickly that he probably wasn’t.A．agreed B．reportedC．explained D．decided10、Taking drugs has become part of every sport _________ athletes seek to achieve beyond their natural limits.A．which B．that C．who D．where第二部分阅读理解（满分20分）阅读下列短文，从每题所给的A、B、C、D四个选项中，选出最佳选项。
高二英语英语学术论文写作单选题30题答案解析版
高二英语英语学术论文写作单选题30题答案解析版1.In academic writing, it is important to be _______ in presenting your arguments.A.preciseB.vagueC.casualD.hasty答案：A。
在学术写作中，精确地呈现你的论点很重要。
选项B“vague”（ 模糊的）不符合学术写作要求；选项C“casual”（ 随意的）和选项D“hasty” 匆忙的）也不适合学术写作的严谨性。
2.When writing an academic paper, you should avoid using _______ language.A.colloquialB.formalC.technicalD.sophisticated答案：A。
写学术论文时，应避免使用口语化的语言。
选项B“formal”正式的）、选项C“technical”专业的）和选项D“sophisticated”（复杂的）在学术写作中有其特定用途，而口语化语言不适合学术写作。
3.A good academic paper is characterized by its _______ analysis.A.superficialB.thoroughC.hastyD.cursory答案：B。
一篇好的学术论文以其全面的分析为特点。
选项A“superficial”（ 肤浅的）、选项C“hasty”（ 匆忙的）和选项D“cursory” 粗略的）都不能体现学术论文的高质量分析。
4.In academic writing, you should use _______ sources to support your arguments.A.reliableB.dubiousC.unreliableD.questionable答案：A。
在学术写作中，你应该使用可靠的来源来支持你的论点。
学术论文写作期末考题
英语专业学术论文写作期末考题要求：从下列选题中，选择一个论题，按照外国语学院毕业论文写作规范及格式要求，写出论文大纲，并列出参考文献目录。
分别写在两张纸上，以A4纸打印装订，统一上交。
上交日期截止为2011年12月25日。
文学：1.On Hardy’s Fatalism in The Return of the Native (也可选择哈代的其他作品)2. A Feminist Reading of Sister Carrie3. A Double Interpretation of Robinson Crusoe4.Symbolism in The Great Gatsby语言学：1. A Discussion of Puns in English2.The Polite Language in the English Language3. A Comparative Study of English and Chinese Idioms4.Symbolic Meaning and Usage of Color Terms教学法：1.Application of Body Language to Primary School English Teaching2.Improving Middle School Students’ Listening Comprehension3.Culture Lead-in in Senior Middle School English Teaching in China4.The Application of Cooperative Learning in Primary School English Teaching翻译：1.On Translating English Book Titles into Chinese2.On Translation of Chinese Public Signs into English3.Culture Factors in Translation4.Translation of Metaphor between English and Chinese。
2020-2021某大学《英语写作》2期末课程考试试卷A1(含答案)
2020-2021《英语写作》2期末课程考试试卷A1适用专业： 考试时间：考试时间：120分钟 闭卷 试卷总分：100分(答案请写在答题纸上)Part I. Summary Writing (20 %):Directions: Read the following passage. Write a summary of about 80 words.The “Hawthorne Effect”, on e of the best-known experiments in sociology was conducted before World War II at the Hawthorne plant of Western Electric. The management was eager to improve productivity and wanted to know what kind of incentives would encourage the workers to increase output. The researcher who investigated the problem, Elton Mayo, separated a group of women from the other workers and systematically varied lighting, coffee breaks, lunch hours, methods of payment, and so on. At first, Mayo and his associates were delighted: each new change increased levels of productivity. But when the researchers found that productivity rose no matter which variables were involved, they became suspicious. When the workers were finally returned to their original conditions, their productivity rose yet aga in! Something was seriously wrong with the researchers’ theoretical assumptions. Whatever had caused the changes in the dependent variable —productivity —it was not the independent variables the experimenters had introduced, and from this point of view the experiment was a failure. But the reasons for the experiment’s failure have taught sociologists a great deal. Production rose, it seems, because the women enjoyed all the attention they were getting: they became a tight-knit, cooperative group, they knew what effects the sociologists were trying to produce, and they did their best to please. This phenomenon —the contamination of the experiment by the subjects’ assumptions about what the sociologist is trying to prove —is still known as the Hawthorne effect. (239 words)Part II. Essay Appreciation (35%)Directions: Read the following essay and answer the questions.The Hazards of MoviegoingI am a movie fanatic. My friends count on me to know movie trivia (who was the pigtailed little girl in E.T.: The Extra-Terrestrial? Drew Barrymore) and to remember every big Oscar awarded since I was in grade school (best picture 1994? Forrest Gump). My friends, though, have stopped asking me if I want to go out to the movies. While I love movies as much as ever, the inconvenience of going out, the temptations of the theatre, and the behavior of some patrons are reasons for me to wait and rent the video.To begin with, . Since small local movie theaters are a thing of the past, I have to drive for fifteen minutes to get to the nearest multiplex. The parking lot is shared with several restaurants and a supermarket, so it ’s always jammed. I have to drive around at a snail ’s paceuntil I spot another driver backing out. Then it ’s time to stand in an endless line, with the constant threat that tickets for the show I want will sell out. If we do get tickets, the theater will be so crowded that I won ’t be able to sit with my friends, or we ’ll have to sit in a front row gaping up at a giant screen, I have to shell out a ridiculous amount of money —up to ＄8—for a ticket. That entitles me to sit while my shoes seal themselves to a sticky floor coated with spilled soda, bubble gum, and crushed Raisinets.Second, the theater offers tempting snacks that I really don ’t need. Like most of us, I have to battle an expanding waistline. At home I do pretty well by simply not buying stuff that is bad for me. I can make do with snacks like celery and carrot sticks because there is no ice cream in the freezer. Going to the theater, however, is like spending my evening in a Seven-Eleven that ’s been equipped with a movie screen and comfortable seats. As I try to persuade myself to just have a diet Coke, the smell of fresh popcorn dripping with butter soon overcomes me. Chocolate bars the size of small automobiles seem to jump into my hands. I risk pulling out my fillings as I chew enormous mouthfuls of Milk Duds. By the time I leave the theater, I feel disgusted with myself.Many of the other patrons are even more of a problem than the concession stand. Little kids race up and down the aisles, usually in giggling packs. Teenagers try to impress their friends by talking back to the screen, whistling, and making what they consider to be hilarious noises. Adults act as if they were at home in their own living room. They comment loudly on the ages of the stars and reveal plot twists that are supposed to be a secret until the film ’s end. And people of all ages create distractions. They crinkle candy wrappers, stick gum on their seats, and drop popcorn tubs or cups of crushed ice and soda on the floor. They also cough and burp, squirm endlessly in their seats, file out for repeated trips to the rest rooms or concession stands, and elbow me out of the armrest on either side of my seat.After arriving home from the movies one night, I decided that I was not going to be a moviegoer anymore. Questions:1. What pattern of developm ent does this essay belong to? (2’)A. DescriptionB. ExampleC. ProcessD. Cause and effect 2. Which statement best describes the introduction of the essay? (2’)A. It starts with an idea that is the opposite of the one then developed.B. It explains the importance of the topic to its readers.C. It begins with a general statement of the topic and narrows it down to a thesis statement.D. It begins with an anecdote.3. In which sentence is the thesis of the essay presented? (2’)A. Second sentenceB. Third sentenceC. Fourth sentence4. Which method of organization does the essay “The Hazards of Moviegoing ” use? (2’)A. Time orderB. Emphatic order5. Write the words in the thesis that announce the three major supporting points in the essay: (3’)a. b. c.院系： 专业班级： 姓名： 学号：装 订 线6.The topic sentence for the first supporting paragraph is supported by the following details (filling themissing details): (4’)a. b. The jammed parking lotc. d.e. f. Sticky floor7.What is the topic sentence for the second supporting paragraph (filling the missing sentence)? (3’)8.The second topic sentence is supported by the following details: (3’)a.At home, only snacks are celery and carrot sticks.b.(1)fresh popcorn(2)(3)9.The third topic sentence is supported by the following details: (6’)a.b.c. Adults talk loudly and reveal plot twists.d.10. The ending paragraph of the essay has been eliminated except one sentence. Try to finish it with about 60 words. (8’)Part III. Writing (45%)Directions: Write an example essay of about 250 words on the following topic.If a friendly aliens from a highly developed civilization decided to visit our planet, they would encounter a contradictory race of beings—us. We humans would have reasons to feel both proud and ashamed of the kind of society the aliens would encounter. Write an essay explaining whether you would be proud or ashamed of the state of the human race today. Give reasons for your feelings.You are to write in five parts.In the first part, state specifically what your thesis is.In the second three parts, support your thesis with three points.In the last part, bring what you have written to a natural conclusion or a summary.Marks will be awarded for content, organization, grammar and appropriateness. Failure to follow the instructions may result in a loss of marks.2020-2021《英语写作》2期末课程考试试卷A1答案Part I. Summary Writing (20 %):The Hawthorne Effect phenomenon was first noted in an experiment conducted before World War II at the Hawthorne plant of Western Electric. Productivity increased significantly not because incentives were added but because attention was given to workers. The Hawthorne Effect is the contamination of the experiment because the subjects try to achieve whatever result the experimenters desire.Part II. Essay Appreciation (35%)1—4 d a c b5 a. the inconvenience of going out,b. the temptations of the theatre,c. the behavior of some patrons6. have to drive fifteen minutesendless ticket linecrowded theaterhaving to shell out a ridiculous amount of money7. the theater offers tempting snacks that I really don’t need8. theater is like a Seven-Eleven with seatsChocolate barsMilk Duds9. Little kids race up and down the aisles;Teenagers try to impress their friends by talking back to the screen, whistling, and making what they consider to be hilarious noises;People of all ages create distractions.10. I was tired of the problems involved in getting to the theater, resisting unhealthy snacks, and dealing with the patrons. The next day, I arranged to have premium movie channels installed as part of my cable TV service, and I also got a membership at my local video store. I may now see movies a bit later than other people, but I’ll be more relaxed watching box office hits in the comfort of my own living room.Part III. Writing (45%)英文写作成绩的判定主要从以下三个方面：内容（Content）；（focus on ideas）语言（Language）；（focus on verb tenses, diction, spelling）写作技巧（Skills）；（Writing skills）1.扣分显示也主要表现在以下四个方面：语言（L）：35%写作技巧（S）：40%内容（C）：25 %2.批阅统一标识：错误一律用线标出，较严重的语言错误用波浪线标出，每条波浪线表示扣1分；一般性的语言错误用直线标出，每条直线表示扣0.5分。
英文科技论文写作与学术报告期末试题与答案
1.单选题(1.5分)Which one should not be including in writing scientific papers?•A Scientific attitude.•B Logics in presention.• Our own feelings and emotions.•D Authentic language.2.单选题(1.5分)If the readers want to know the result of the paper quickly, which part can they read?•A Introduction.• Abstract.•C Discussion•D The whole paper.3.单选题(1.5分)Which of the following translation is authentic?•注意安全---- take care.•B第一教学楼---- No.1 teaching building.•C小心落水---- fall into water carefully.•D投诉电话---- law suit phone number.4.单选题(1.5分)Which statement is CORRECT when we read work of others?•A Comment on other people's work with an offensive attitude.• Comment on other people's work when you think the other people's work is valuable to the academic community.•C Use the word like this is nothing but…•D We don’t need to be generous because every work has its shortcomings.5.单选题(1.5分)Which one is NOT the main factor when the reviewer determine whether to accept your paper?•A The contribution of your paper.•B The novelty of methodology.• The number of references you cite.•D The quality of your model.6.单选题(1.5分)Which statement is NOT CORRECT in problem descriptions or formulation section?•A If you have descriptions of the approach or algorithm, you put it here.• If you have simulation results or numerical results, you put it here.•C If you want to emphasize the novelty of your method, you describe the unique features of the method.•D In this section, you want to let the contributions of the paper stand out.Which one is CORRECT when you list the references?•A It’s ok if you put as many references as you can.•B To enrich your paper, you should can list something that is not referred to in your paper.• Every reference you list here must be referred in the main text.•D It’s proper for you to list many home made references.8.单选题(1.5分)What should you do if you want to show acknowledgment?•A It’s not appropriate to put acknowledgment in the front page.• You can put a separate section of acknowledgment in your paper.•C If you acknowledge Albert Einstein, you should thank him based on the fact.•D The length of acknowledgment should be strictly constrained.9.单选题(1.5分)Generally speaking, what does the proof reading mean?• It means your paper has been scheduled to published in the next issues and you need to return it promptly.•B It means your paper has many problems and you need to return it promptly.•C It means your paper has been published and you need to return it promptly.•D It means your paper has been returned.Which of the following is CORRECT about equations and variables.•A If you clearly know the meaning of a variable, it’s ok that it is not defined.•B It’s ok if the papers are full of equations and variables.• Usually the equations and the symbols only serve as shorthand for presentation.•D You can write the equations in the form you like randomly.11.单选题(1.5分)Which of the following author names may not be the right format of the reference?•A X. Guan, Zhang, S., S. Li, Wu Wang.•B Guan, X, Zhang, S., Li, S., Wang, W.•C Xiaohong Guan, S. Zhang, S. Li, Wang, W.• Guan Xiaohong, Zhang, S., S.Li, W.Wang.12.单选题(1.5分)Which statement is correct to response to reviews?•A "How can you be so stupid?"•B "You don't even understand this."• "Thank you for your advises, it deed help in my work ,but I think…..."•D "What do I mean by this?"Which description of the feature of the review system is CORRECT?•A The author knows the reviewer, but the reviewer doesn’t know the author.• The authors don’t know the reviewer, but the reviewer knows the authors.•C The reviewers know each other.•D The author knows the reviewer, and the reviewer know the author, too.14.单选题(1.5分)For one hour’s talk , about how long should you prepare for it?•A 30 minutes .•B About one hour .•C About two hours• 7.5hours or more15.单选题(1.5分)What is a good presentation?•A Use many beautiful animations, but the content is not fulfilled.•B The topic of your presentation is interesting in your aspect.• The subject of your presentation is welcomed by the audience.•D The words in your slide are of large size to make the audience look clearly.Which statement is correct?• Don't keep the laser pointer on all the time.•B In order to relax ,you can keep your hands in your pocket.•C It is ok that you just read the PPT from the screen.•D Using a monotone delivery and uniform emphasis is also ok.17.单选题(1.5分)Which statement is correct when facing a question that you don’t know the answer?•A Taking lots of time thinking on the stage.•B Saying” I don’t know and you can ask google”.•C Complain the question is not a good question.• Saying “I don't know the answer now, but I can do some little study and answer you offline.”18.单选题(1.5分)Which is NOT the correct statement in the following?•A You can prepare some slides for some expected question.•B You can take the questions in the rehearsal as pre-reviews.• ) You cannot say I don't know even if you don’t have an answer.•D You can offer the approach to finding the answer if necessaryWhich statement is correct?•A It is ok to list many homemade references.• It is ok to list many references that are published recently.•C It is ok to list 3 pages of references if your paper just have 6 pages.•D It is ok to list many references that are 20 or 30 years old.20.单选题(1.5分)What should you do when you present a paper?•A Prepare slides strictly according to the time limit•B Make presentation and answer questions politely•C Read program carefully, locate your session and be aware the time slot for presentation• All the above21.单选题(1.5分)What does “no show ”mean in the video?•A You don’t submit the final paper.• You submit a paper to the conference and you do not show up.•C Don’t show off when you make presentation.•D You don’t do a good presentation.How long should the author usually spend on presenting the paper?•A About 2 or 3 minutes.• About 15 to 20 minutes.•C About an hour.•D About two hours or more.23.单选题(1.5分)When should we meet session chair ?• At author’s breakfast or just before the session•B At poster sessions.•C During other’s presentation.•D Just at any time.24.单选题(1.5分)Which part mainly determine the contributions of the paper?•A Validity or correctness of the method.• Originality or creativity of the concept.•C Clarity of the writing.•D Suitability of the readershipAs an AE, what information should you get after glancing over the paper?•A What the paper about.•B Its potential contributions.•C Who are other leading researchers in the area.• All the above.26.单选题(1.5分)How long should you spend on completing the review?•A One week.•B Two weeks.• Four to six weeks.•D Ten weeks or more.27.单选题(1.5分)What information should you give authors if you want they to revise?•A which parts to cut•B how the paper should be reorganized•C how the paper should be revised.• All the above.What are the tasks of a conference session chair ?•A Meeting the authors either in author's breakfast or just before the session.•B Introducing the authors.•C Controlling the presentation time and follow the schedule.• All the above.29.单选题(1.5分)In some conferences, What do you need to report to the program committee •A How many papers are presented•B Anyone no show•C How the session goes.• All the above.30.单选题(1.5分)Which disciplines contribute to “Quantum Informatics”?•A Information &Transportation.•B Information& biology.•C Information& chemistry.• Information& physicsWhen writing proposals, we should concentrate on the reviewers’ side.•正确•错误32.判断题(1.5分)If you find out there are several authors no show, you can say” Let me combine the session with somebody else, who is unsigned”.•正确•错误33.判断题(1.5分)A paper is usually reviewed by one reviewer.•正确•错误34.判断题(1.5分)To make it easier , you can send emails to all the reviewers simultaneously.•正确•错误35.判断题(1.5分)If you find the paper is really interesting, can you say, "I know the paper have not been published yet, so I can directly use the information?"•正确•错误36.判断题(1.5分)Serving as a reviewer can help you develop the capability of critical reading and providing critic reviews.•正确•错误Validity or correctness of the method .means whether your paper fits this conference or journal.•正确•错误38.判断题(1.5分)Plenary and keynote speeches are very important because it often discusses the future development and research directions.•正确•错误39.判断题(1.5分)In poster sessions, you can just leave the poster at designated area and hang out•正确•错误40.判断题(1.5分)When making a poster, printing out your PPT is also a good choice.•正确•错误41.判断题(1.5分)For your own paper, there is no need to ask for permission from publisher if you want to reuse the graph and picture of this paper.•正确•错误To make it easier, you can just list the one and use “et al” for the other if the reference paper have five authors.•正确•错误43.判断题(1.5分)In order to prepare a good presentation, you can record your talk and then rehearse and practice.•正确•错误44.判断题(1.5分)The pronunciations in slides is not very important so we can slur them.•正确•错误45.判断题(1.5分)In order to enhance performance, you should use slides as many as possible.•正确•错误46.判断题(1.5分)Don’t use too many variables and notations ,or the audience would forget.•正确•错误47.判断题(1.5分)If you use a circle to present something , you also could use it to present another thing in the same talk.•正确•错误If you have much information to show , it is ok to make a slide too crowded.•正确•错误49.判断题(1.5分)To make it easier ,it is ok to copy texts form your thesis to the slide directly.•正确•错误50.判断题(1.5分)The reviewer may wonder whether you understand recent development if you use many references 20/30 years ago.•正确•错误51.多选题(2.5分)In order to write good paper , what should be included in your work ?• Theoretic investigation.• Experiments.• Numerical testing.• Simulation.What information should the title show?• The contribution of the paper.• The unique features.•C The structure of the paper.• The core ideas.53.多选题(2.5分)What should you pay attention to in writing?• Avoiding direct translation.• Writing simple sentences if you are not influent in English.• Using software to do spelling check and grammar check.• Checking the spellings of names in references.54.多选题(2.5分)Which statements are correct ?• Never argue with reviewers and editor.• You should know when to give up for a particular paper worthwhile for no more efforts.• If the paper is rejected, you should make more effort, get more results and add them to the content of the paper, and write the new paper.•D If you decide to give up a particular paper ,you can argue with reviews or editors to show your anger.Which parts does a slide usually conclude?• Title.• Text.• Graphs and tables.• Images.56.多选题(2.5分)What should you do in Q&A?• Answer audiences’ questions politely.•B For simple questions, you can say ”the question is so easy and you should ask google”.• Deflect the answer to the point you want to emphasize for irrelevant questions• Admit and/or offer the approach to finding the answer, or offer answers later if no answer57.多选题(2.5分)Why it is important to share credit?• Because it is the basis for free sharing the idea and respect for the intellectual property right of scholars.• Because there is a harsh punishment for plagiarism.• Because it can help to develop credible intellectual atmosphere.• Because it can protect the right of scholars.Which statements are correct?• You can just participate the sessions you are interested in.•B You must participate all sessions• You should ask question appropriately and make comments politely.• You can choose one or two committee to participate.59.多选题(2.5分)Which parts should be included in rating scales ?• Originality or creativity of the concept.• Validity or correctness of the method.• Clarity of the writing.• Suitability of the readership60.多选题(2.5分)Which disciplines are included in “Micro sensor and wireless sensor networks”?●Biology.●Mechanical engineering●Information.●Physics & chemistry.。
高二英语英语学术论文写作练习题30题
高二英语英语学术论文写作练习题30题1.In academic writing, which is a better way to start an essay?A.Starting with a quote.B.Starting with a question.C.Starting with a definition.D.Starting with a personal story.答案：B。
解析：在学术写作中，以问题开头可以引起读者的兴趣，促使他们思考并继续阅读以寻找答案。
以引用开头可能会显得比较生硬，且不一定能直接引出主题。
以定义开头可能会比较枯燥。
以个人故事开头在学术写作中不太恰当，不够客观。
开头部分很重要，它决定了读者是否有兴趣继续阅读下去。
以问题开头的优点是能激发读者的好奇心，缺点是如果问题不够有吸引力，可能效果不佳。
2.When introducing a topic in an academic paper, what should you avoid?A.Being too general.B.Being too specific.ing complex language.ing simple language.答案：A。
解析：在引入主题时，应避免过于笼统。
过于笼统会让读者不清楚文章的具体焦点。
过于具体可能在开头不太合适，但不是应该避免的。
使用复杂语言和简单语言都可以，只要恰当运用。
开头部分需要明确主题，避免过于宽泛，让读者能快速了解文章的大致方向。
以具体而清晰的方式引入主题的优点是能让读者迅速抓住重点，缺点是可能会限制文章的拓展性。
3.Which of the following is a good way to pose a problem at the beginning of an academic essay?ing a rhetorical question.B.Listing all the possible solutions.C.Describing the consequences of the problem.D.Giving a historical background of the problem.答案：A。
英语学术论文写作期末考试A卷-(2)
4.1.3 At the Textual Level
4.2.1 At the Lexical Level
4.2.2 At the Syntactic Level
4.2.3 At the Textual Level
5.Conclusion
得
分
4.2 Stylistic Equivalence in Business EnglishLettersTranslation
余美君.商务英语翻译.重庆：重庆大学出版社，2012.
朱蓝辉.奈达功能对等理论在应用文体翻译中的应用.长沙航空职业技术学院学
报.2010.
得理论在商务英语信函翻译中的应用
The Application of the Functional Equivalence Theory in the BusinessEnglishLetter Translation
二、本课题的研究现状（共40分）
得
分
近年来，随着经济全球化和中国改革开放的迅速发展，中国同世界各国之间的联系越来越密切，各国企业间的合作不断深入。在企业间的商务沟通中，商务信函作为不可或缺的交流工具，商务信息的有效交换取决于商务信函的准确翻译，因此商务英语信函翻译在国际经济交往中的重要性日益凸显。然而，国内的商务信函翻译理论研究相对匮乏，传统的翻译理论指导的商务英语信函翻译存在很大的局限性。国内大部分的研究者所遵循的是严复的“信、雅、达”的翻译理论。经过多年的翻译经验，这一理论更适合于文学作品的翻译而不适合商务文本的翻译。
Eugene A．Nida．Toward a Science of Translating．Shanghai: Shanghai Foreign Language Education Press，2004．
学术论文写作期末考试卷模版
广州大学松田学院外语系2011级英语专业学术论文写作（英）考核试卷题目（英）Writing Strategies for English Learning （中）英语学习中的写作策略学生姓名李琳学号 1105010423专业班级 2011级英语 3 班指导教师__王冉_____ _______二○一五年五月毕业论文原创性声明本人郑重声明：所呈交的毕业论文是本人在导师的指导下独立进行研究所取得的研究成果。
除了文中特别加以标注引用的内容外，本毕业论文不包括任何其他个人或集体已经发表或撰写的成果作品。
本人完全意识到本声明的法律后果由本人承担。
整理签名：20 年月日毕业论文版权使用授权书本毕业论文整理完全了解学校有关保障、使用毕业论文的规定，同意学校保留并向有关毕业论文管理部门或机构送交毕业论文的复印件和电子版，允许毕业论文被查阅和借阅。
本人授权优秀毕业论文评选机构将本毕业论文的全部或部分内容编入有关数据进行检索，可以采用影印、缩印或扫描等复制手段保存和汇编本毕业论文。
本毕业论文属于 1、保密囗，在10年解密后适用本授权书2、不保密囗。
（请在以上相应方框内打“√”）整理签名：20 年月日导师签名：20 年月日Writing Strategies of English LearningA thesis submitted in partial fulfillment of requirement forthe Degree of Bachelor of ArtsByLi LinUnder the Supervision of Associate Professor Wang RanDepartment of Foreign LanguagesGuangzhou University Sontan CollegeMay 18, 2015Writing Strategies for English LearningAbstractEnglish writing is an important part of English learning, is indispensable an important part of English learning, it can objectively reflect the learners' thinking ability of organization and language organizational ability, can better reflect the learners' comprehensive ability of using language. But in the usual writing, many students find it is difficult to improve English writing ability, want to improve English writing, students need to accumulate over a long period.Keywords: English writing, learners, accumulate over a long period英语学习中的写作策略摘要英语写作是英语学习的重要组成部分，是英语学习中不可缺少的一个重要环节，它能客观反映学习者的思维组织能力和语言组织能力，更能反映学习者的综合运用语言的能力。
11级(1-3)学术论文试卷
南阳师范学院2013-2014学年第二学期外国语学院2011级英语专业学术论文写作课程期终考试试卷（A）(适用班级：1、2、3班)Analyze the sections of a research paperDirections: The following is an Abstract from a research paper, please mark the elements of structure and then analyze the tense, the persons, and the voices used in the Abstract.(1) Body language or gesture is commonly used in every human society when speaking thinking and in other situations. (2) Different gestures may raise various reactions among people in diverse circumstances. (3) Therefore, kinesics or the study of gestures become significant in order to understand people better. (4) The purpose of this paper is to analyze and compare some cases of kinesics in teaching in order to work out the principles. (5) Samples are analyzed from actual data in everyday life and the findings reveal that kinesics is one of the most essential elements in communication, especially in teaching. (6) It h elp teachers to win popularity or induce misunderstanding. (7) Kinesics plays an important especially in modern teaching and it directly affects the validity of students’ feedback.。
西南科技大学学术英语写作期末测试题
西南科技大学2011-2012-2学期《学术英语写作》本科期末考试试卷姓名学号专业班级Direction: There are 3 types of exercises in the test. You may choose one and do it according to its requirement.Exercises 1Direction: Write an abstract (including a title, authorship and keywords) for the following essay. You should write no less than 250 words and no more than 400 words. You score will be valued by the format, content and grammar of your abstract.The University of Hertfordshire Internal Bridging Programme prepares Students in Higher Education for post-graduate study at the University of Hertfordshire. To follow the programme, students usually have a first degree and the appropriate academic qualifications to enroll on a Masters degree. However, the students' English competence is inadequate for a postgraduate course so it is necessary for them to improve it. Hence they need to follow our course or a similar one elsewhere. It is a one-year course and the students take several different modules. The largest module is English for Academic Purposes. It consists of 16 hours per week of class contact in Semester A and 6 hours per week in Semester B.The main aims of the Semester B course are to:•improve the students' command of academic English: language structure, use and vocabulary•consolidate their language skills of reading, writing, listening and speaking in academic contexts•put to practical use appropriate academic conventions observed in British higher education•acquire a range of transferable academic skills essential for effective study at postgraduate level•ridevelop learner independence.By the end of the course they should have a knowledge and understanding of:•relevant conventions followed in academic English (both written and oral)•the difference between the informal and formal registers of the English language•what is linguistically expected of an overseas postgraduate student in British higher education.and they should be able to:•listen to, understand and take notes in lectures•apply a range of reading strategies and use the library appropriately•produce a substantial piece of researched writing•take part in discussions, seminars and tutorials•prepare and deliver presentations•employ a range of general and academic vocabulary.Our objectives are defined by the needs of the students' academic courses in the following year. The main job, therefore, in preparing these courses is to investigate what our students will have to do in their academic course, work out what aspects of language - grammar, vocabulary, skills etc - they will need and then find ways to teach and assess it (Gillett, 1989).One skill needed by postgraduate students is the ability to take part in discussions. It is generally accepted that student-student interaction, both formal and informal, is beneficial in higher education (Pica & Doughty, 1985 Topping, 1996 Tan, 2003). It has also been reported that many Students in Higher Education, especially those from Asia, find this difficult and do not participate well enough in these discussions (Jones, 1999 Leki, 2001 Basturkmen, 2002). So participation in discussions is included as one of the objectives of our course. For several years, we have included a face-to face discussions of an academic article, whereby one student introduces an academic article to the class and then leads a discussion.With the recent introduction, though, of StudyNet, our in-house VLE, and a strong belief that any effective use of a VLE must begin with clear integration of the VLE into the course, it was decided to extend this aspect of the course to include an on-line discussion using the StudyNet group discussion facility. One reason is that much research has shown that on-line discussions produce more interaction (Dysthe, 2002). They also allow quieter students to participate and show that Students in Higher Education will participate more if they have time to think about their contributions and plan the language they want to use. It has also been reported that international students have increased motivation to use the target language and therefore produce more language (Bump, 1990 Beauvois, 1992 Kern, 1995 Oliva & Pollastrini, 1995). Moreover, there is a more balanced participation (Kern, 1995 Sullivan & Pratt, 1996 Warschauer, 1996). Students also use a wider variety of language (Chun, 1994 Warschauer, 1996), which is syntactically and lexically more complex (Warschauer, 1996). This structured use of the VLE benefits students with a range of learning styles from a wider range of sociocultural backgrounds (Pennington, 1996). It was hoped students would find this to their advantage.Thus there is evidence that group discussion is beneficial in education and that on-line discussions can also be valuable. However, how predominantly East Asian students would deal with an on-line discussion was an important question. Often, their view of education is that it is essentiallya passive process, something that happens to them, not something they have to do for themselves, something that is mainly the job of the teacher (Jin & Cortazzi, 1993 Cortazzi & Jin, 1997 Catterick, 2004). So the purpose of the research was to investigate whether such students would undertake the task in the manner set, whether they regarded the activity as being advantageous to them and whether they would see the underlying reasons for such a task. Finally, it was useful to determine whether the students perceived learning was in fact occurring.MethodologyThe programme had about 120 students in 2003/2004, divided into 9 groups for teaching purposes. The on-line discussion took place in the first four weeks of the second semester. The educational purpose of the on-line discussion, which we did nor evaluate in this study, was to help students improve their ability to read an academic article, to take part in discussions on such an article and to experience this via StudyNet. As with most of the teaching on this programme, the purpose of this is twofold: to improve students' language and study skills, and also to experience using StudyNet in preparation for their future academic lives. They were given very clear instructions about exactly what was required of them and their contribution was assessed, in order to encourage full participation.The on-line discussion element was worth 6.25% of the coursework element of the course for the semester. All the students discussed the same article and were told they could read the article on-line, print it out or copy it to their own computers. At the end of this discussion period, the lecturers evaluated the students' contributions. The assessment consisted of a combination of the quantity of contributions to the discussion and the quality - ideas, interaction and language. In other words, students were rewarded for contributing more than the minimum, as well as using the activity as a learning tool, not simply as a bare assessment. The students were then asked about what they felt about doing this activity and what they learned from it. This was done via a questionnaire in which students were asked how they took part in the discussion, what they felt about taking part in the discussion and what they thought they learned from it. The questionnaire was given to all the students who had taken part and they were asked to complete it in class time. This was done in weeks seven and eight, three to four weeks after having completed the activity. The questionnaire consisted of twenty-two questions, divided into multiple choice and short-answer questions. The rationale behind the questionnaire was to assess the perceived worthiness of the task by the students.The students were told that a grade would be given for their contribution to this discussion, and that a good contribution consisted of demonstrating knowledge of the article and making a relevant contribution to the discussion in appropriate English. They were instructed to make their first contribution by the end of week 2 of the semester and their second by the end of week three. Two contributions was the bare minimum if they wanted to pass and more was expected for a good mark. Each contribution had to be four or five sentences.The students were advised on, and given practice in class, about what a contribution consisted of. This could include, among other things:• a question to a member of the group•an opinion about the article•giving further information on the subject•agreement or disagreement with a member of their group•reasons for their opinions•invitations to other members of their group to contribute•asking other people about their opinions•supporting and encouraging other members of their groupThey were told to read all the contributions from their group members, not just those from the lecturer and furthermore to respond not only to the lecturer's points, but carry on a discussion with the other members of their group as well. Appropriate language needed to be used as this was a formal academic discussion, not an e-mail to a friend. Their contributions had to be written in accurate academic English and it might therefore be useful to compose their contributions in a word-processor, check it for accuracy and then paste it into the discussion. Their mark would depend on how well they achieved this task.Results and discussionThe purpose was therefore to see whether or not students undertook the task, what advantages they saw to it, whether they saw the reasons for doing it and what they thought they learned from it. 112 completed questionnaires were received. The questions most relevant to the research aims will be discussed, with the hope that it will be useful for lecturers in similar circumstances.First is the question of the extent to which students undertook the task. This was measured by looking at the number, frequency, style and length of students' contributions. Although the minimum number of contributions was two in order to achieve a pass, they were encouraged to contribute as much as possible, in order to be successful, and for their skills to be practised. The assessment period being over 4 weeks, 35% of students made one contribution a week, 23% twice a week, while 36 % of students contributed three times a week or more (Figure 1). It was certainly clear, therefore, that most students were contributing more than the minimum. It may be the case, though, that very few decided that doing any extra work for an assessment that counted such a small amount of the overall course mark was not worth the effort.Figure 1: Frequency of contributionConsidering the style of discussion, with threads connected to single opinions or ideas, one would have expected students to have read all or most of the contributions on the list prior to adding their own point of view. Figure 2 shows that 48% of students claimed to have read more than 5 previous contributions, while 22% of those students had read more than ten. Surprisingly, though, 10% of students claimed not to have read any contributions before adding their own. It can thus be speculated that these students do not quite understand the concept of a discussion, though, but this is predicated on there being 10 contributions to actually read.Figure 2: Contributions read prior to contributingAs regards the length of their own contributions, 42% stated they had written a paragraph, while the rest either equally wrote a few sentences or more than a paragraph. This was confirmed by the class lecturer, who monitored the contributions on a weekly basis. The students were expected to write at least a few sentences, so in this respect, it can be deemed successful.It was felt that the level of participation would depend to some extent on whether they had enjoyed the exercise. As can be seen from Figure 3, less than 2% said they hated it. Almost 50% chose 'OK' and 29% said they had enjoyed it. It was pleasing to note that 12.5% asserted that they had enjoyed it very much.Figure 3: Degree of enjoymentSecondly was whether or not the students found the exercise advantageous or useful. More than 50% of the students responded affirmatively (Figure 4), while only 6% of students did not it find it useful. No one considered it to be a waste of time. This was crucial for us, considering this was the first attempt at this type of task and is an evaluation method which needs to be used more actively in the future, as the use of the on-line facility is playing a larger role in academic life (Browne & Jenkins, 2003).Figure 4: Relative usefulnessThirdly, the open question of 'Why do you think we used the on-line method for discussion?' elicited numerous favourable responses. Chief among these, the students were of the opinion thatit would improve their reading and writing skills. Why they believed their writing skills would improve is not quite certain, as none of their contributions were corrected. In any case, they were making use of English in a formal academic style to communicate their ideas, an essential part of learning to write. Furthermore, the act of reading others' contributions and being able to compare grammar, vocabulary and level of sophistication of an argument with ones' own writing is a key part of peer learning, which is an aspect which is greatly emphasised in second language learning (Flower & Hayes, 1981 Grabe, 2001 Vincent, 1999). In addition they felt that it would allow them to analyse ideas more clearly and to think more independently. This may be linked to the time factor involved in being able to formulate ideas without pressure due to language ability and peer observation. This is particularly relevant to the quiet students who are often unwilling to be in focus in a class situation. They did consider that it would allow everyone more time and opportunities to discuss ideas and was particularly useful for the shy students. This is what was hoped for. Often the amount of time for discussion in class is limited, so allowing students this extra time to debate is of great importance.Lastly we wanted to see if the students thought they had learned something from the exercise. In this case, only 5 of 112 students said no, and 3 'not really, but it was good to practise.' Thus the great majority were of the opinion that they had learned from the task. Whether the students' perception is borne out in reality was not the focus of this research but should be researched at a future date. The areas they highlighted are being able to see the grammar mistakes of others, and being able to learn from them. Here the previous comment on peer learning is reflected. They decided that their knowledge, vocabulary and discussion skills had been enriched by the task. Some also considered that the experience allowed them to share ideas better than in class, and allowed them to feel more confident to give their opinion. This is a core issue, as many Students in Higher Education, especially those from the Far East, usually have a great deal to say, but lack the confidence when surrounded by local students with whom they often have minimal actual contact. If their confidence can be initially improved in this way, one hopes it can be extended to class situations. The chance to summarise and organise ideas better was another issue mentioned. These are essential skills all students need.ConclusionPost-graduate international students at UK institutions of Higher Education often find difficulty dealing with seminar type discussions. An attempt was made to help students with this by utilising the group discussion facility of a university Virtual Leaning Environment (VLE). However, as most of the students were from East Asia, who often consider education as essentially a passive process, it was felt necessary to investigate whether they would undertake such an activity and what the benefits were. Despite some criticisms, the students generally took part in the activity seriously and saw the usefulness of it. They were generally found to understand the purpose of the activity and felt they had learned from it. Thus, overall, when the activity was clearly seen to be related to the learning outcomes and integrated into the course, the verdict was overwhelmingly positive and the rationale understood. By taking the various points students made and adjusting the task slightly, by integrating the on-line discussion more into class work, involving the lecturers more and by thinking more about the text, we hope that the positive outcomes can be furthercemented, and further areas probed and students helped to take part in seminar style discussions more confidently and competently.ReferencesBasturkmen, H. (2002). Negotiating meaning in seminar-type discussion and EAP. English for Specific Purposes, 21, 233-242.Beauvois, M. H. (1992). Computer-assisted classroom discussion in the foreign language classroom: Conversation in slow motion. Foreign Language Annals, 25(5), 455-464.Browne, T. & Jenkins, M. (2003). VLE Surveys - A longitudinal perspective between March 2001 and March 2003 for Higher Education in the United Kingdom. Retrieved August 10, 2004, from /groups/tlig/vle/Bump, J. (1990). Radical changes in class discussion using networked computers. Computers and the Humanities, 24, 49-65.Catterick, D. (2004). Mapping and managing cultural beliefs about language learning of Chinese EAP learners. In L. Sheldon (Ed.), Directions for the future (pp. 65-78). Oxford: Peter Lang.Chun, D. (1994). Using computer networking to facilitate the acquisition of interactive competence. System, 22(1), 17-31.Exercises 2Direction: Translate the following Chinese abstract into English. Add a suitable title for the abstract, and write down the authorship and keywords. You score will be valued by the format, content and grammar of your abstract.摘要课堂互动是指教师与学生之间的互动。