论文写作期末考试题型

?英语学术论文写作?试题题型及复习提要

Part I Basic knowledge of academic writing (3’x10=30’) (总计10小题，来自教材，必须系统看书。)

1. research involves gathering together and analyzing the research findings from other peoples' research. (Secondary /Empirical / Primary)

2. An is a concise summary of your thesis. It is usually about 200 or 300 words with 4 or 5 key words. Its major purpose is not to evaluate, but rather to describe, the thesis. (title page / conclusion / abstract / introduction )

6. plagiarism means that the writer knows that he is copying other people’s ideas, opinions, or language deliberately without thinking of giving

acknowledgments. (Intentional/Unintentional)

7. Writing has few hard and fast rules. But writing a graduation thesis does have some stylistic customs you will probably want to observe. For example, you should always refer to individuals by their full name or by alone. (given name / middle / surname / first name)

8. The word such as often suggests that the writer/the user does not believe what is quoted. (point out/ say/ write/claim)

9. Titles of book, pamphlet, , newspaper, play, long poem, magazine,

film, ballet, opera, etc. should be in italics. (journal / short poem / song )

10. Suppose you want to use the abbreviation SFL stand for Systemic Functional

Linguistics after the full term first occurs, please fill in the blank in the

following paragraph to make it clear.

The theoretical framework of the present study is M.A.K.

Halliday’s Systemic Functional Linguistics ( SFL ) and

the objective of the study is to apply the meta-functional ideas in

SFL to the analysis of the novel ….

(sic/ibid/et

al/hereafter)

Part II Completing the table by filling in the blanks (2’x5=10’)

Part III Reading and speculating (10’x2=20’)

1. The following paragraph most possibly came from

（Abstract/Introduction/Literature

review/Conclusion）

The purpose of this paper is to determine the use of metacognitive (元认知) strategies by Chinese freshmen in English learning through questionnaire. The results showed that although Chinese college students do use some kinds of metacognitive strategies while learning English, they are still not frequent users of many of them. For this phenomenon, the author gives some constructive suggestions for teachers about how to enhance students’awareness of metacognitive use in English learning process.

Part IV Writing bibliographical entries based on the following

note cards. (Following our own school’s style) (20’)

Key:

[1] Aronoff, M., and K. Fudeman. What Is Morphology? [M]. Malden:

Blackwell

publishing Ltd, 2005.

[2] Ashby, M., and J. Maidment. Introducing Phonetic Science [M].

Cambridge: Cambridge University Press, 2005.

Part V. Analysis and evaluation (20’)

Sample 1: As Butt et al (2000: 135) points out, “what comes first in a clause expresses an important and separate kind of meaning. English speakers and writers use the first position in the clause to signal to their audience what the message is about. In English the first position in a clause contains textual meanings because it signposts the development of a text. To analyse and discuss textual meanings we need a simple and distinct metalanguage: we call the first element Theme and the rest of the clause Rheme.” According to Halliday (1967:212), “the Theme is what is being talked about, the point of departure for the clause as a message.”“And “the Theme is the element which serves as the point of departure of the message; it is that with which the clause is concerned.” (Halliday 1985: 38) and “it [the Theme] is that which locates and orients the clause within its context”(Halliday and Matthiessen 2004:64). In other words, “the English clause consists of a Theme and a Rheme…[the Theme] is as it were the peg on which the message is hung…The Theme of the clause is the element which, in English, is put in first position” (Halliday 1970:161). From these definitions, we can see that “as a general guide, the Theme can be identified as the element which comes in first position in the clause….The Theme is one element in a particular structural configuration which, taken as a whole, organizes the clause as a message…. A message consists of a Theme combined with a Rheme. With that configuration, the Theme is the starting-point for the message; it is what the clause is going to be about”(Halliday 1985:39) and “it is the ground from which the clause is taking off” (Halliday 1994:38). As Butt et al (2000: 136) explain, “it [the Theme] functions as a starting point or signpost, that is, the frame the speaker has chosen for the meeting.”

Key:

The above paragraph aims to define and explain the concept of Theme

in M.A.K. Halliday’s Systemic Functional Linguistics.

However, except for a few clauses, i.e. “As Butt et al. (2000:135) points out”, “From these definitions, we can see that…”, “As Butt et al. (2000:136) explain” and a few words (i.e. And, and, and) and phrases (i.e.

According to Halliday (1967:212), In other words), which serve a linking function, the rest of the paragraph is comprised of quotations from other people’s writings. The obvious problem is that the writer puts many quotations together without trying to integrate them into the text. This is in fact a clear example of “cut and paste” and the writer does nothing but to take other people’s words directly and put them into his writing.

Although Halliday tries to vary his ways of defining the concept of Theme, his expressions at different times are essentially the same. Thus, there is no need to quote him in an exhaustive way.

One way of solving the present problem is not to quote too much, and another is to quote indirectly.

(划线部分为关键点)

Sample 2: The original passage below was taken from Geoff Thompson's (1996: 28) Introducing Functional Grammar (London: Arnold, P. 28). The three revised paragraphs, i.e. (a), (b), (c) were taken from the literature review chapter of three different drafts of a BA thesis. First, arrange the three paragraphs on a cline and say which is from the first draft and which is from the third draft. Then tell us the reasons why you think so.

Original

We use language to talk about our experience of the world, including the worlds in our own minds, to describe events and states and the entities involved in them. We also use language to interact with other people, to establish and maintain relations with them, to influence their behaviour, to express our own viewpoint on things in the world, and to elicit or change theirs. Finally, in using language, we organise our messages in ways which indicate how they fit in with the other messages around them and with the wider context in which we are talking or writing. (Geoff Thompson 1996:

28)

(a)

As Thompson (1996:28) summarizes, if we take a functional approach to language, we assume that language can be used "to talk about our experience of the world" and this "world" includes not just the world in reality but also "the worlds in our own minds", and language is also used

"to describe events and states and the entities involved" in these "worlds". Apart from this, we communicate with people by using language, and in this respect the aim of communication may be "to establish and maintain relations with them, to influence their behaviour, to express our own viewpoint on things in the world, and to elicit or change theirs". Besides, we can also use language to "organise our messages in ways which indicate how they fit in with the other messages around them and with the wider context in which we are talking or writing".

(b)

Language can be used to do many things. From a functional linguistics perspective, people use it to say things about objects, ideas, events, states, situations, and so on in our daily life. In daily interactions, language plays an important role in establishing and maintaining personal and interpersonal relationships, and the choice of language use can also influence people's behaviour and their viewpoints on things and events around them. From the use of language we can see how daily messages are organized "in ways which indicate how they fit in with the other messages around them and with the wider context in which we are talking or writing" (Thompson 1996: 28)

(c)

As is believed by many people, people use language to talk about their experience of the world, including the worlds in their own minds, to describe events and states and the entities involved in them. They also use language to interact with other people, to establish and maintain relations with them, to influence their behaviour, to express their own viewpoint on things in the world, and to elicit or change theirs. Finally, in using language, they organise their messages in ways which indicate how they fit in with the other messages around them and with the wider context in which we are talking or writing.

Key: 1. First draft: c Second draft: a Third draft: b (10')

2. Obviously, Version (c) copies the structure and ideas of the

original version. The writer tries to replace the original we and our with they and their, which damages the flow of discourse and makes the meanings unclear. If the writer is not able to summarize or paraphrase, he is advised to quote directly, which is much better than to take people's ideas and wording freely. (5')

3. Mentioned the reasons why you think (b) is the third draft.

eg: The first sentence is the topic sentence

At the end of the paragraph, give the source of the message.

Most of time, using the writer's own words to express other's ideas. (5')