关于英语专业毕业论文提纲模板.doc
关于英语论文提纲格式范例.doc
英语论文提纲格式范例下文是英语论文提纲格式语言和内容是评判一篇英语论文质量高低的重要依据;但是,写作格式规范与否亦是一个不可忽略的衡量标准。
因此,规范英语论文的格式,使之与国际学术惯例接轨,对我们从事英语教学,英语论文写作,促进国际学术交流都具有重要意义。
由于英语论文写作规范随学科不同而各有所异,本文拟就人文类学科英语论文的主要组成部分,概述美国教育界、学术界通行的人文类英语论文写作规范,以供读者参考、仿效。
一、英语论文的标题一篇较长的英语论文(如英语毕业论文)一般都需要标题页,其书写格式如下:第一行标题与打印纸顶端的距离约为打印纸全长的三分之一,与下行(通常为by,居中)的距离则为5cm,第三、第四行分别为作者姓名及日期(均居中)。
如果该篇英语论文是学生针对某门课程而写,则在作者姓名与日期之间还需分别打上教师学衔及其姓名(如:dr./prof.c.prager)及本门课程的编号或名称(如:english 734或british novel)。
打印时,如无特殊要求,每一行均需double space,即隔行打印,行距约为0.6cm(论文其他部分行距同此)。
就学生而言,如果英语论文篇幅较短,亦可不做标题页(及提纲页),而将标题页的内容打在正文第一页的左上方。
第一行为作者姓名,与打印纸顶端距离约为2.5cm,以下各行依次为教师学衔和姓、课程编号(或名称)及日期;各行左边上下对齐,并留出2.5cm左右的页边空白(下同)。
接下来便是论文标题及正文(日期与标题之间及标题与正文第一行之间只需隔行打印,不必留出更多空白)。
二、英语论文提纲英语论文提纲页包括论题句及提纲本身,其规范格式如下:先在第一行(与打印纸顶端的距离仍为2.5cm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一个字母上下对齐。
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、阿拉伯数字和小写英文字母标出。
关于英语专业毕业论文提纲优质范文.doc
英语专业毕业论文提纲范文一、英语谚语的概述1.1.对谚语的一般定义，并概括英语谚语的基本特点(3—5条)1.2.结合谚语与语言的关系，简要论述英语谚语来源的一般性概述这一部分大体写2000字。
二、西方的宗教传统与英语谚语的本源关联2.1对基督教的历史做一简单的概述，同时对《圣经》对基督教的核心意义与价值做一简单的说明2.1.1. 简述西方的宗教传统，或者基督教的历史2.1.2. 对基督教的基本信义做一简单的概述，从下述几个方面：(1)对基督教的只信仰一个唯一的上帝，不容许进行偶像崇拜;(2)原罪的观念与救赎的观念：涉及末世审判、救赎恩典和得救的观念(3)爱是基督教信仰的核心，核心是爱上帝，同时爱每个人归根结底，基督教是一种高级的精神性宗教，深深地浸透入了西方世界的每一个角落2.2英语谚语与基督教的关系，特别是《圣经》的英译对英语的影响(1)《圣经》历史上的英译本，主要讲钦定本的诞生和影响(譬如扩大了英语的词汇量、增强了英语的表意功能、增加了英语的表意手段等等)(2)通过一些简单的例证来说明从拉丁语翻译到英语这一过程的影响与意义(如可以举例一些特殊的词语、句式等说明，做好这一部分关键是找到好的研究资料)三、对源于《圣经》的谚语进行分析，揭示其宗教、文化内涵(选取若干源于《圣经》的谚语进行具体的、细致的分析，以揭示谚语背后的宗教内涵和英语所负载的宗教文化意义。
)1.选取15—20条有代表性的谚语进行分析，(1)简述一下选取分析对象的标准首先这些谚语必须来源于《圣经》或者有《圣经》直接引伸出来，其次这些谚语必须是应用较广，家喻户晓，且包含特定的智慧(2)对这些谚语进行分析我们的分析角度或方法是：1、要将这些谚语放到《圣经》的文本中去，也就是要将其放回到具体的语境中，在具体的故事或圣经人物的言说中领会这些谚语的内涵2、可以适当的结合这些谚语的修辞、句式结构等来分析2.对上述谚语分析之后，从若干角度进行文化内涵的总结和概括这些谚语的内在价值：道德规范、人生智慧、这些谚语的功能：宗教教化功能、规导劝慰功能、(这些价值功能关键的根据所选谚语的分析来确定，有新的发现可适当再添加)这一部分为本文的主体部分，在3500字左右附：拟订提纲的步骤与方法第一步，明确文章的大小题目。
英语毕业论文提纲模板文档2篇
英语毕业论文提纲模板文档2篇English thesis outline template document编订：JinTai College英语毕业论文提纲模板文档2篇前言：论文格式就是指进行论文写作时的样式要求，以及写作标准，就是论文达到可公之于众的标准样式和内容要求，论文常用来进行科学研究和描述科研成果文章。
本文档根据论文格式内容要求和特点展开说明，具有实践指导意义，便于学习和使用，本文下载后内容可随意调整修改及打印。
本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：英语毕业论文提纲模板文档2、篇章2：毕业论文提纲如何设计文档篇章1:英语毕业论文提纲模板文档contentsintroduction (1)1.the common historical background (1)1.1 international (1)1.2 national (1)2.the common beliefs of beats and rockers (2)2.1 rebellion against conventions (2)2.1.1 beats in literature (2)2.1.2 rockers in music circles (3)2.2 ideologies in between (4)2.2.1 beatniks were fed up with their government aboutthe explanations of why things happened (4)2.2.2 their same destiny (4)2.2.3 beat culture and rock culture were not accepted byboth capitalist and socialist ideologies (5)2.3 belief in oriental religion (5)2.3.1 beatniks study on chinese buddhism (6)2.3.2 rockers belief in indian buddhism (6)3.their identical lifestyles (6)3.1 bohemian (7)beats (7)3.1.2 rockers (7)3.2 madness (8)3.2.1 the beats regarded modern american life as cruel, selfish,and impersonal that writers and artists were being drivento madness (8)3.2.2 rockers were mad enough to drive rockniks crazy onrock circus spot (9)3.3 self-indulgent (9)drugs (9)3.3.2 homosexual (10)4.the same conduct (10)4.1 beats of satan and angles (10)4.2 rockers conduct of the two sides (11)conclusion (13)篇章2:毕业论文提纲如何设计文档【按住Ctrl键点此返回目录】【摘要】：由于房产市场销售业绩的上升,银行的个人住房抵押贷款业务量也随之加大,这不但给银行带来了丰厚的利润,也产生了极大的风险,本文就住房抵押贷款风险进行深入探讨。
大学英文毕业论文提纲--推荐范例.doc
大学英文毕业论文提纲范例1 introduction1.1 significance of the research1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one2.2 research methodology of bilingual mental lexicon2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor of bilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model3.1 setting and characteristic of l2 word acquisition3.2 psychological mechanism of l2 word acquisition3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodic memory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehensionand production4.1.1 receptive vs. productive vocabulary: imbalance onacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negative semantic transfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how1 introduction1.1 significance of the research1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one2.2 research methodology of bilingual mental lexicon2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor of bilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model3.1 setting and characteristic of l2 word acquisition3.2 psychological mechanism of l2 word acquisition3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodic memory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehensionand production4.1.1 receptive vs. productive vocabulary: imbalance onacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negative semantic transfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how1 introduction1.1 significance of the research1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one2.2 research methodology of bilingual mental lexicon2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor of bilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model3.1 setting and characteristic of l2 word acquisition3.2 psychological mechanism of l2 word acquisition3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodic memory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehensionand production4.1.1 receptive vs. productive vocabulary: imbalance onacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negative semantic transfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how1 introduction1.1 significance of the research1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one2.2 research methodology of bilingual mental lexicon2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor ofbilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model3.1 setting and characteristic of l2 word acquisition3.2 psychological mechanism of l2 word acquisition3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodic memory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehensionand production4.1.1 receptive vs. productive vocabulary: imbalance onacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negative semantic transfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how1 introduction1.1 significance of the research1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one2.2 research methodology of bilingual mental lexicon2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor of bilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model3.1 setting and characteristic of l2 word acquisition3.2 psychological mechanism of l2 word acquisition3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodic memory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehensionand production4.1.1 receptive vs. productive vocabulary: imbalance onacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negative semantic transfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how1 introduction1.1 significance of the research1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one2.2 research methodology of bilingual mental lexicon2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor of bilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model3.1 setting and characteristic of l2 word acquisition3.2 psychological mechanism of l2 word acquisition3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodicmemory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehensionand production4.1.1 receptive vs. productive vocabulary: imbalance onacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negative semantic transfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how1 introduction1.1 significance of the research1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one2.2 research methodology of bilingual mental lexicon2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor of bilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model3.1 setting and characteristic of l2 word acquisition3.2 psychological mechanism of l2 word acquisition3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodic memory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehensionand production4.1.1 receptive vs. productive vocabulary: imbalance onacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negative semantic transfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how1 introduction1.1 significance of the research1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one2.2 research methodology of bilingual mental lexicon2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor of bilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model3.1 setting and characteristic of l2 word acquisition3.2 psychological mechanism of l2 word acquisition3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodic memory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehensionand production4.1.1 receptive vs. productive vocabulary: imbalance onacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negative semantictransfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how1 introduction1.1 significance of the research1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one2.2 research methodology of bilingual mental lexicon2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor of bilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model3.1 setting and characteristic of l2 word acquisition3.2 psychological mechanism of l2 word acquisition3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodic memory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehensionand production4.1.1 receptive vs. productive vocabulary: imbalance onacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negative semantic transfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how1 introduction1.1 significance of the research1.2 organization of the thesis2 literature review2.1 researches on monolingual mental lexicon2.1.1 definition of mental lexicon2.1.2 models of mental lexicon: a developing one2.2 research methodology of bilingual mental lexicon2.2.1 word association paradigm2.2.2 word translation task2.2.3 cross-language priming paradigm2.3 theories on bilingual mental lexicon2.3.1 weinreich’s three hypotheses: the ancestor of bilingualmental lexicon models2.3.2 paivio’s bilingual dual-coding theory2.3.3 kroll & stewart’s revised hierarchical model2.3.4 de groot’s distributed representation model3 extended bilingual distributed representation model3.1 setting and characteristic of l2 word acquisition3.2 psychological mechanism of l2 word acquisition3.2.1 coactivation pattern: l2 word representation manner3.2.2 simultaneous formation of semantic memory and episodic memory3.3 semantic restructuring in l2 vocabulary development4 implications for l2 word meaning acquisition4.1 unbalanced performance on language comprehensionand production4.1.1 receptive vs. productive vocabulary: imbalance onacquisition difficulty4.1.2 positive effect of episodic memory4.2 negative semantic transfer4.2.1 episodic memory: the primary cause of negative semantic transfer4.2.2 negative effect of episodic memory4.3 episodic memory and l2 word meaning acquisition4.3.1 applying episodic memory: when and how4.3.2 strengthening semantic memory: why and how。
英语毕业论文提纲
英语毕业论文提纲论文题目：The Impact of English Teaching Methods on Students' English Proficiency提纲：I. IntroductionA. Background information on English language learning as a global phenomenonB. The importance of English proficiency in various aspects of life, such as education, employment, and social interactionC. The significance of effective teaching methods in promoting students' English language skillsII. Literature Review1. Grammar-translation method2. Audio-lingual method4. Task-based learning5. Content-based instructionB. Analysis of strengths and weaknesses of each teaching methodC. Discussion of studies that have examined the impact of different teaching methods on students' English proficiencyIII. Case StudyA. Detailed description of the research design and methodology used in the case studyB. Selection of a specific teaching method to focus on, considering its relevance and impact on English language learningC. Description of the study participants, including their demographic information and English proficiency level at the beginning of the studyD. Implementation of the chosen teaching method in a specific classroom settingE. Data collection methods, including pre- and post-tests, classroom observations, and student surveysF. Analysis of the collected data to evaluate the impact of the teaching method on students' English proficiencyIV. Findings and DiscussionA. Presentation and interpretation of the research findings from the case studyC. Analysis of qualitative data, such as classroom observations and student surveys, to gain insights into students' perceptions of the teaching methodD. Discussion of the implications of the research findings for English language teaching practicesA. Identification of the most effective teaching method based on the research findings and literature reviewC. Importance of professional development opportunities for teachers to update their teaching techniques and strategiesD. Need for further research to explore the impact of other factors, such as learner differences and classroom environment, on English language learningVI. ConclusionA. Summary of the key points discussed in the paperB. Reinforcement of the significance of using effective teaching methods to enhance students' English proficiencyC. Final thoughts on the future direction of English language teaching and learning in a globalized world注意：根据提供的要求，提纲超过1200字，但是毕业论文的提纲一般是较为详细和完整的，方便后续的写作工作。
英语毕业论文的提纲范文3篇
英语毕业论文的提纲范文3篇The outline model of English graduation thesis编订：JinTai College英语毕业论文的提纲范文3篇前言：论文格式就是指进行论文写作时的样式要求，以及写作标准，就是论文达到可公之于众的标准样式和内容要求，论文常用来进行科学研究和描述科研成果文章。
本文档根据论文格式内容要求和特点展开说明，具有实践指导意义，便于学习和使用，本文下载后内容可随意调整修改及打印。
本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：英语毕业论文的提纲范文2、篇章2：毕业论文提纲范文3、篇章3：毕业论文提纲范文篇章1:英语毕业论文的提纲范文论文提纲最起码要能清楚的显示您论文的研究内容以及研究思路。
下面内容由小泰为大家分享英语毕业论文的提纲范文，一起来看看吧！Introduction0.1 Salman Rushdie and Midnight's Children0.2 Literature Review0.3 Significance of the ThesisChapter One The Carnival Rhetoric in Midnight's Children1.1 Carnival Language1.1.1 Language of Heteroglossia1.1.2 Linguistic Deviation1.2 Carnival Rhetorical Devices1.2.1 The Use of Metaphor1.2.2 The Use of Satire1.2.3 The Use of Pun1.3 Sum-upChapter Two The Carnival Characters in Midnight's Children2.1 Women's Carnivalesque Acts2.1.1 Widow2.1.2 Witch2.1.3 Unfaithful Wives2.2 Saleem's Carnivalesque Acts2.2.1 Grotesque Appearance and Eccentric Behavior2.2.2 Turning into Clown2.2.3 Crowning and Uncrowning2.3 Sum-upChapter Three Intertextual Dialogue in Midnight's Children3.1 Intertextual Dialogue between History and the Text3.1.1 National Allegory3.1.2 Fictionalization of National History3.2 Intertextual Dialogue between Pretexts and the Text3.2.1 Borrowings from Western Culture3.2.2 Borrowings from Indian Culture3.3 Intertextual Dialogue within the Text3.3.1 Palimpsest3.3.2 Polyphony3.4 Sum-upConclusionThis conclusionFocusing on contemporary forms of narrative, Hutcheon argues that postmodernistfiction embodies several carnivalesque structures. Firstly, in its metafictional preoccupationsand its tendency to foreground the artifice of literary construction, contemporary narrativeenacts a carnivalesque rebellion against the official ideology of realism （Hutcheon, 1988:83-4）。
英语专业毕业论文提纲
英语专业毕业论文提纲英语专业毕业论文提纲篇一：英语专业毕业论文提纲文学批评理论的选题一般不太适合英语专业本科生，因为该理论知识的学习在英语专业研究生阶段，本科生一般不具备文学批评理论的知识结构。
这个方向的选题可以有关某一文学批评理论,一文学批评术语的阐释或某两种或以上的文学批评理论的比较。
比较文学研究就是将两个以上的作家或作品进行比较。
这两个作品或作家可以是同一国别的(如雪莱与拜伦的诗歌比较 )，也可以是不同国别的(如《牡丹亭》与《罗密欧与朱丽叶》)普通语言学的研究就是对于英语语言的任何一个方面的研究，如对一种词性、或一种时态、或拼写、语调等等方面的研究(如一般现在时及其交际功能 )。
应用语言学包括教学法的研究和其它一些新兴的应用语言学分支的研究。
师范专业或本身从事教师职业的学生选择教学法方向的较多。
在这个方向选题，也要避免过大范围的选题，而应对一个具体问题进行研究，最重要的是要结合教学实践或实验。
这个方向的好的选题有：个性与英语教学，方言对英语学习的影响等。
翻译学：翻译学的'选题一般可以在两个方向上进行：翻译理论以及翻译活动。
对翻译理论的研究就是探讨某一种翻译理论等等。
相比之下，对翻译活动的研究更多一些，这些选题可以是对一种语言现象的翻译、或一种修辞格的翻译的研究(如汉语成语的英译 )。
应该注意的是，在对翻译活动作研究时，往往需要某种翻译理论支撑，总结规律，并对这一活动作出评价，要避免仅仅时例子的罗列。
学位论文包括前置、主体、附录等三个部分。
英文封面：由论文英文题目、解释、作者、指导老师姓名和职称、时间组成。
主体部分主题部分包括引言(Introduction)、正文(Body)、结论(Conclusion)、参考文献(Bibliography)。
主体部分必须由另页右页开始。
引言：主要说明研究工作的目的、涉及范围、相关领域的前人研究成果和知识空白、研究设想、研究方法等方面的概述、理论意义和实用价值等。
英语专业毕业论文提纲
专业论文：英语专业毕业论文提纲一、摘要（此处留空）二、引言1. 研究背景（此处留空）2. 研究目的与意义（此处留空）3. 研究方法（此处留空）4. 论文结构安排（此处留空）三、文献综述1. 国内外研究现状（此处留空）2. 研究空白与不足（此处留空）3. 研究内容与目标（此处留空）四、研究方法与数据来源1. 研究方法（此处留空）2. 数据来源（此处留空）3. 数据处理与分析方法（此处留空）五、实证研究1. 研究对象与样本选择（此处留空）2. 研究结果与分析（此处留空）3. 研究结论（此处留空）六、讨论与启示1. 研究结论的讨论（此处留空）2. 对英语专业教学的启示（此处留空）3. 对英语专业人才培养的启示（此处留空）七、结论（此处留空）2. 研究局限与展望（此处留空）（此处留空）九、附录（此处留空）一、摘要二、引言1. 研究背景近年来，我国英语教育取得了显著成果，英语专业毕业生人数逐年增加。
然而，随着就业市场的变化，英语专业毕业生面临着就业压力。
本研究的背景是分析英语专业毕业生的就业现状，为高校英语专业人才培养提供有益借鉴。
2. 研究目的与意义本研究旨在：（1）分析英语专业毕业生的就业现状，了解其就业领域、行业分布及薪资水平等。
（2）探讨影响英语专业毕业生就业的因素，为高校英语专业人才培养提供依据。
（3）提出提高英语专业毕业生就业竞争力的对策建议。
3. 研究方法本研究采用文献研究法、问卷调查法、统计分析法等方法，对英语专业毕业生的就业现状进行分析。
4. 论文结构安排三、文献综述1. 国内外研究现状（1）英语专业毕业生的就业现状分析。
（2）影响英语专业毕业生就业的因素探讨。
（3）英语专业人才培养模式的优化。
2. 研究空白与不足（1）研究视角较为单一，缺乏对就业现状的全面分析。
（2）研究方法较为传统，缺乏创新。
（3）研究结论对高校英语专业人才培养的指导意义不足。
3. 研究内容与目标（1）分析英语专业毕业生的就业现状。
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英语专业毕业论文提纲模板why should we write the thesis?to write a thesis before graduation is a must for every university graduate.by writing a thesis, we may get some experience and some basic methods for further theoretical study and research and the ability to solve problems.it is the reflection of a student’s study in college.whether a student has such an ability to write a thesis or to solve problems in his/her field is one basis for a unit to accept him/her or not.how long should we prepare for writing a thesis?one year or sowhat do we need when we write a thesis?firstly, for english major, most important of all, it is english knowledge and ability that based on your language skills, especially writing skill and grammar knowledge.secondly, the way of writing is also important.a good title, some good ideas to support thesis statement, right language and standard format are what we need.the language style is something that we should pay muchattention to, for example:wording: we prefer big word to small one;sentence: long sentences are quite expectable.how do we write a thesis? how many steps should we follow?generally speaking, when we write a thesis, we follow 10 steps:1. choose a subject: that is, what you are going to write about. for english major, we may apply:2. choose a title/title a paper;3. collect materials for reference in writing;4. analyze the collected materials;5. sort out the data and arguments;6. list references;7. make up an outline;8. 1—3 drafts;9. proofread;10. the last version.what subjects may we choose to write?english and american literaturethe practice and theory of translationenglish languageenglish linguisticsenglish grammarenglish phoneticsenglish lexicologyenglish rhetoriclanguage and cultureelt methodologyteaching english in middle schoolenglish teaching research and surveythe history of... (all mentioned above)why should we write the thesis?to write a thesis before graduation is a must for every university graduate.by writing a thesis, we may get some experience and some basic methods for further theoretical study and research and the ability to solve problems.it is the reflection of a student’s study in college.whether a student has such an ability to write a thesis or to solve problems in his/her field is one basis for a unit to accept him/her or not.how long should we prepare for writing a thesis?one year or sowhat do we need when we write a thesis?firstly, for english major, most important of all, it is english knowledge and ability that based on your language skills, especially writing skill and grammar knowledge.secondly, the way of writing is also important.a good title, some good ideas to support thesis statement, right language and standard format are what we need.the language style is something that we should pay much attention to, for example:wording: we prefer big word to small one;sentence: long sentences are quite expectable.how do we write a thesis? how many steps should we follow?generally speaking, when we write a thesis, we follow 10 steps:1. choose a subject: that is, what you are going to write about. for english major, we may apply:2. choose a title/title a paper;3. collect materials for reference in writing;4. analyze the collected materials;5. sort out the data and arguments;6. list references;7. make up an outline;8. 1—3 drafts;9. proofread;10. the last version.what subjects may we choose to write?english and american literaturethe practice and theory of translationenglish languageenglish linguisticsenglish grammarenglish phoneticsenglish lexicologyenglish rhetoriclanguage and cultureelt methodologyteaching english in middle schoolenglish teaching research and surveythe history of... (all mentioned above)why should we write the thesis?to write a thesis before graduation is a must for every university graduate.by writing a thesis, we may get some experience and some basicmethods for further theoretical study and research and the ability to solve problems.it is the reflection of a student’s study in college.whether a student has such an ability to write a thesis or to solve problems in his/her field is one basis for a unit to accept him/her or not.how long should we prepare for writing a thesis?one year or sowhat do we need when we write a thesis?firstly, for english major, most important of all, it is english knowledge and ability that based on your language skills, especially writing skill and grammar knowledge.secondly, the way of writing is also important.a good title, some good ideas to support thesis statement, right language and standard format are what we need.the language style is something that we should pay much attention to, for example:wording: we prefer big word to small one;sentence: long sentences are quite expectable.how do we write a thesis? how many steps should we follow?generally speaking, when we write a thesis, we follow 10 steps:1. choose a subject: that is, what you are going to write about. for english major, we may apply:2. choose a title/title a paper;3. collect materials for reference in writing;4. analyze the collected materials;5. sort out the data and arguments;6. list references;7. make up an outline;8. 1—3 drafts;9. proofread;10. the last version.what subjects may we choose to write?english and american literaturethe practice and theory of translationenglish languageenglish linguisticsenglish grammarenglish phoneticsenglish lexicologyenglish rhetoriclanguage and cultureelt methodologyteaching english in middle schoolenglish teaching research and surveythe history of... (all mentioned above)why should we write the thesis?to write a thesis before graduation is a must for every university graduate.by writing a thesis, we may get some experience and some basic methods for further theoretical study and research and the ability to solve problems.it is the reflection of a student’s study in college.whether a student has such an ability to write a thesis or to solve problems in his/her field is one basis for a unit to accept him/her or not.how long should we prepare for writing a thesis?one year or sowhat do we need when we write a thesis?firstly, for english major, most important of all, it is english knowledge and ability that based on your language skills, especially writing skill and grammar knowledge.secondly, the way of writing is also important.a good title, some good ideas to support thesis statement,right language and standard format are what we need.the language style is something that we should pay much attention to, for example:wording: we prefer big word to small one;sentence: long sentences are quite expectable.how do we write a thesis? how many steps should we follow?generally speaking, when we write a thesis, we follow 10 steps:1. choose a subject: that is, what you are going to write about. for english major, we may apply:2. choose a title/title a paper;3. collect materials for reference in writing;4. analyze the collected materials;5. sort out the data and arguments;6. list references;7. make up an outline;8. 1—3 drafts;9. proofread;10. the last version.what subjects may we choose to write?english and american literaturethe practice and theory of translationenglish languageenglish linguisticsenglish grammarenglish phoneticsenglish lexicologyenglish rhetoriclanguage and cultureelt methodologyteaching english in middle schoolenglish teaching research and surveythe history of... (all mentioned above)why should we write the thesis?to write a thesis before graduation is a must for every university graduate.by writing a thesis, we may get some experience and some basic methods for further theoretical study and research and the ability to solve problems.it is the reflection of a student’s study in college.whether a student has such an ability to write a thesis or to solve problems in his/her field is one basis for a unit to accept him/her or not.how long should we prepare for writing a thesis?one year or sowhat do we need when we write a thesis?firstly, for english major, most important of all, it is english knowledge and ability that based on your language skills, especially writing skill and grammar knowledge.secondly, the way of writing is also important.a good title, some good ideas to support thesis statement, right language and standard format are what we need.the language style is something that we should pay much attention to, for example:wording: we prefer big word to small one;sentence: long sentences are quite expectable.how do we write a thesis? how many steps should we follow?generally speaking, when we write a thesis, we follow 10 steps:1. choose a subject: that is, what you are going to write about. for english major, we may apply:2. choose a title/title a paper;3. collect materials for reference in writing;4. analyze the collected materials;5. sort out the data and arguments;6. list references;7. make up an outline;8. 1—3 drafts;9. proofread;10. the last version.what subjects may we choose to write?english and american literaturethe practice and theory of translationenglish languageenglish linguisticsenglish grammarenglish phoneticsenglish lexicologyenglish rhetoriclanguage and cultureelt methodologyteaching english in middle schoolenglish teaching research and surveythe history of... (all mentioned above)why should we write the thesis?to write a thesis before graduation is a must for everyuniversity graduate.by writing a thesis, we may get some experience and some basic methods for further theoretical study and research and the ability to solve problems.it is the reflection of a student’s study in college.whether a student has such an ability to write a thesis or to solve problems in his/her field is one basis for a unit to accept him/her or not.how long should we prepare for writing a thesis?one year or sowhat do we need when we write a thesis?firstly, for english major, most important of all, it is english knowledge and ability that based on your language skills, especially writing skill and grammar knowledge.secondly, the way of writing is also important.a good title, some good ideas to support thesis statement, right language and standard format are what we need.the language style is something that we should pay much attention to, for example:wording: we prefer big word to small one;sentence: long sentences are quite expectable.how do we write a thesis? how many steps should we follow?generally speaking, when we write a thesis, we follow 10 steps:1. choose a subject: that is, what you are going to write about. for english major, we may apply:2. choose a title/title a paper;3. collect materials for reference in writing;4. analyze the collected materials;5. sort out the data and arguments;6. list references;7. make up an outline;8. 1—3 drafts;9. proofread;10. the last version.what subjects may we choose to write?english and american literaturethe practice and theory of translationenglish languageenglish linguisticsenglish grammarenglish phoneticsenglish lexicologyenglish rhetoriclanguage and cultureelt methodologyteaching english in middle schoolenglish teaching research and surveythe history of... (all mentioned above)why should we write the thesis?to write a thesis before graduation is a must for every university graduate.by writing a thesis, we may get some experience and some basic methods for further theoretical study and research and the ability to solve problems.it is the reflection of a student’s study in college.whether a student has such an ability to write a thesis or to solve problems in his/her field is one basis for a unit to accept him/her or not.how long should we prepare for writing a thesis?one year or sowhat do we need when we write a thesis?firstly, for english major, most important of all, it is english knowledge and ability that based on your language skills, especially writing skill and grammar knowledge.secondly, the way of writing is also important.a good title, some good ideas to support thesis statement, right language and standard format are what we need.the language style is something that we should pay much attention to, for example:wording: we prefer big word to small one;sentence: long sentences are quite expectable.how do we write a thesis? how many steps should we follow?generally speaking, when we write a thesis, we follow 10 steps:1. choose a subject: that is, what you are going to write about. for english major, we may apply:2. choose a title/title a paper;3. collect materials for reference in writing;4. analyze the collected materials;5. sort out the data and arguments;6. list references;7. make up an outline;8. 1—3 drafts;9. proofread;10. the last version.what subjects may we choose to write?english and american literaturethe practice and theory of translationenglish languageenglish linguisticsenglish grammarenglish phoneticsenglish lexicologyenglish rhetoriclanguage and cultureelt methodologyteaching english in middle schoolenglish teaching research and surveythe history of... (all mentioned above)why should we write the thesis?to write a thesis before graduation is a must for every university graduate.by writing a thesis, we may get some experience and some basic methods for further theoretical study and research and the ability to solve problems.it is the reflection of a student’s study in college.whether a student has such an ability to write a thesis orto solve problems in his/her field is one basis for a unit to accept him/her or not.how long should we prepare for writing a thesis?one year or sowhat do we need when we write a thesis?firstly, for english major, most important of all, it is english knowledge and ability that based on your language skills, especially writing skill and grammar knowledge.secondly, the way of writing is also important.a good title, some good ideas to support thesis statement, right language and standard format are what we need.the language style is something that we should pay much attention to, for example:wording: we prefer big word to small one;sentence: long sentences are quite expectable.how do we write a thesis? how many steps should we follow?generally speaking, when we write a thesis, we follow 10 steps:1. choose a subject: that is, what you are going to write about. for english major, we may apply:2. choose a title/title a paper;3. collect materials for reference in writing;4. analyze the collected materials;5. sort out the data and arguments;6. list references;7. make up an outline;8. 1—3 drafts;9. proofread;10. the last version.what subjects may we choose to write? english and american literaturethe practice and theory of translation english languageenglish linguisticsenglish grammarenglish phoneticsenglish lexicologyenglish rhetoriclanguage and cultureelt methodologyteaching english in middle school english teaching research and survey the history of... (all mentioned above)why should we write the thesis?to write a thesis before graduation is a must for every university graduate.by writing a thesis, we may get some experience and some basic methods for further theoretical study and research and the ability to solve problems.it is the reflection of a student’s study in college.whether a student has such an ability to write a thesis or to solve problems in his/her field is one basis for a unit to accept him/her or not.how long should we prepare for writing a thesis?one year or sowhat do we need when we write a thesis?firstly, for english major, most important of all, it is english knowledge and ability that based on your language skills, especially writing skill and grammar knowledge.secondly, the way of writing is also important.a good title, some good ideas to support thesis statement, right language and standard format are what we need.the language style is something that we should pay much attention to, for example:wording: we prefer big word to small one;sentence: long sentences are quite expectable.how do we write a thesis? how many steps should we follow?generally speaking, when we write a thesis, we follow 10 steps:1. choose a subject: that is, what you are going to write about. for english major, we may apply:2. choose a title/title a paper;3. collect materials for reference in writing;4. analyze the collected materials;5. sort out the data and arguments;6. list references;7. make up an outline;8. 1—3 drafts;9. proofread;10. the last version.what subjects may we choose to write?english and american literaturethe practice and theory of translationenglish languageenglish linguisticsenglish grammarenglish phoneticsenglish lexicologyenglish rhetoriclanguage and cultureelt methodologyteaching english in middle schoolenglish teaching research and surveythe history of... (all mentioned above)why should we write the thesis?to write a thesis before graduation is a must for every university graduate.by writing a thesis, we may get some experience and some basic methods for further theoretical study and research and the ability to solve problems.it is the reflection of a student’s study in college.whether a student has such an ability to write a thesis or to solve problems in his/her field is one basis for a unit to accept him/her or not.how long should we prepare for writing a thesis?one year or sowhat do we need when we write a thesis?firstly, for english major, most important of all, it is english knowledge and ability that based on your language skills, especially writing skill and grammar knowledge.secondly, the way of writing is also important.a good title, some good ideas to support thesis statement, right language and standard format are what we need.the language style is something that we should pay much attention to, for example:wording: we prefer big word to small one;sentence: long sentences are quite expectable.how do we write a thesis? how many steps should we follow?generally speaking, when we write a thesis, we follow 10 steps:1. choose a subject: that is, what you are going to write about. for english major, we may apply:2. choose a title/title a paper;3. collect materials for reference in writing;4. analyze the collected materials;5. sort out the data and arguments;6. list references;7. make up an outline;8. 1—3 drafts;9. proofread;10. the last version.what subjects may we choose to write? english and american literaturethe practice and theory of translation english languageenglish linguisticsenglish grammarenglish phoneticsenglish lexicologyenglish rhetoriclanguage and cultureelt methodologyteaching english in middle school english teaching research and survey the history of... (all mentioned above)。