如何寫英語畢業(yè)論文引言部分

1、Writing an IntroductionElements of the introduction:1. General statements about a field of research, to provide the reader with a setting or context for the problem to be reported and to claim its importance.2. More specific statements about the aspects of the problem already studied by other resear

2、chers, laying a foundation of information already known.3. Statements that indicate the need for more investigation, creating a gap for the present study.4. Very specific statements giving the purpose/objectives of the writer s study or outlining its main task.5. Optional statements that give a posi

3、tive value or justification for carrying out the study.6. Statements that describe the structure or organization of the thesis.Organization1. Introduction1.1 Background of the study (Setting: 1, 2)Recently, there has been wide interest in The effect of has been studied extensively in recent years.1.

4、2 Literature Review (3) (if put in Part II, use Purpose and Significance/Implication of the study)Most studies have .Much research has been done on . Bachman (1990) showed that validity is an important aspect of writing language tests. However, / Although many studies have been done on X,1.3 Purpose

5、 of the study (4, 5)The purpose of this thesis is to analyze/investigate/explore/examine, etc.This thesis + describes/presents + the result of .This thesis will discuss/deal with .Significance or value:The study may provide an alternative .The analysis may provide new insights into the teaching of l

6、iterature in China.1.4 Structure of the thesis (6)The thesis contains four parts: Part 1 . Part 2 is . Part 3 . Part 4 . (Please refer to your outline.)For example:Using Microcomputers in TeachingDuring the past 40 years, the United States has experienced the integration of the computer into life of

7、 people. Progress has been made to the point that small, inexpensive computers areavailable for innumerable uses. Many schools have purchased and are purchasing microcomputers for infusion into their directed learning programs.Most individuals seem to agree that the microcomputers will continue to p

8、lay an important role in education. Gubser (1980) and Hinton (1980) suggested increases in the numbers of computers both in schools and home in the near future. Schmidt (1982) identified three types of microcomputer use in classroom: the object of a course, a support tool, and a means of providing i

9、nstruction. Foster and Kleene (1982) cite uses of microcomputers in agriculture: drill and practice, simulation and problem solving. The findings of studies examining the use of various forms of computer-assisted instruction have mixed. Studies by Hickey (1968) indicated superior result, but studies

10、 by other researchers indicated little or no significant effect. Although much work to analyze data has been done, more studies need to be conducted to ascertain the effects of microcomputer-assisted instruction in teaching various subjects in a variety of learning situations.The purpose of this stu

11、dy was to ascertain the effect of using microcomputer-assisted instruction as compared to a lecture-discussion technique in teaching principles and methods of language acquirement in EFL context to senior students of Education. This topic was identified as being of importance to teachers in providin

12、g them the necessary background to teach lessons in this field.The thesis consists of 4 parts. Part 1 is the introduction, which informs the readers of the background and the purpose of the study as well as the organization of the thesis. Part 2 is the literature review, presenting studies done by o

13、ther scholars both home and abroad. Part III is the core of the thesis, which describes the analysis of the text conducted by the author. Part IV concludes the thesis by discussing the significance of the study and some limitations.1) The beginning sentence(s) (research field/territory)The increasin

14、g interest in has heightened the need for Of particular interest and complexity are Recently, there has been a spate of interest in how toIn recent years, applied researchers have become increasingly interested inThe possibility has generated interest in Recently, there has been wide interest inThe

15、explication of the r elationship between is a classic problem of has a great importance for has become an important aspect of has led to the hope that has been studied extensively in recent years.The well- known phenomena have been favorite topics for analysis both in Knowledge ofThe study ofThe the

16、ory thatThe effect ofMany investigators have recently turned toThe relationship between has been studied by many authors.A central issue in is the validity.2) Current state (more specific research topic) There is now much evidence to support the hypothesis that The properties of are still not comple

17、tely understood.A standard procedure for assessing has been Education core courses are often criticized for is a common finding in patients withAn elaborate system of is found in the English is rich in related words exhibiting “ stress shifts ”.There are many situations where 3) Previous relevant re

18、search (some major ones)To relate what has been found (or claimed) to who has found it (or claimed it);To provide a specification (in varying degrees of detail) of previous findings, an attribution to the research workers who published those results, and a stance towards the findings themselves. Cit

19、ation:Types: integral and non-integral: depending on the surface featuresIntegral citation: the name of the researcher occurs in the actual citing sentence as some sentence-element: a subject, passive agent, part of a possessive noun phrase, or an adjunct of reportingFor example:Bachman (1990) showe

20、d that validity is an important aspect of writing language tests.Validity as one important aspect of writing language tests was established by Bachman (1990). Bachman s theory (1990) claims thatBachman s (1990) theory of language testing hsa general support.According to Bachman (1990), validity. (ad

21、junct of reporting)Non-integral citation: the name of the research either in parenthesis or elsewhere by a superscript number, or via some other deviceFor example:Previous research has shown that (Bachman, 1990).It has been shown that (Bachman, 1990).It has been established that-3 1Validity might be

22、 an important aspect (Bachman, 1990).Validity may be an (but cf. Ellis, 1989).4) Point out the gap not treated in the previous studies but are very important aspects, including:- the important aspect that lacked adequate study or that didn dtr aw much attention from other researchers.- The problem a

23、lready studied but still unsolved, or with a different opinion or opposite view.-The problem raised by someone but never studied, so the need for further, more profound study.Write just one or two sentences.Use proper signal words to draw readers att ention: however, but, few, little, no, unknown, u

24、ntreated, unavailable, etc.However/But + gap (inadequately studied part) + the research topic of the present studyHowever, no research has been conducted onBut few studies have been done on.Very little is known about the impact of microcomputers in the education to disable peopleAlthough, while: lit

25、tle, no, few, many, much, some, etc. used in the main clause. Although/While + Previous work + Gap topic (study not conducted yet)Although some information is available on X,Although many studies have been done on X,While much research has been conducted on X, little knowledge is available on Y .5)

26、Purpose of the thesis or studyThis thesis + describes/presents + the result of surveys and interviews conducted in Xinjiang to determine the distribution of underground water in that area.This paper + will discuss/deal with + the operation of an automatic measurement system appropriate for laborator

27、y demonstration.Research orientation (investigation, study, experiment, etc.): past or present + research question The purpose of this research/investigation/study/experiment was toReport orientationThe purpose of this study + was + to investigate the effect on computer-assisted instruction to educa

28、tion of the disabled people.The purpose of this investigation wasto The purpose of this report/thesis is to determine whether an automatic measurement system can be applied to population investigation.Significance of the study(1) Comment on the benefits or effects produced from the application of th

29、e findings in actual practice. For example:The study may provide an alternative to the problem of shortage of entertainment facilities in this newly built community.The result of this research could be useful to authorities and educators responsible for planning course of secondary education.(2) Com

30、ment on the theoretical implication and significance. For example:Both of the factors under investigation in this study may be of importance in exploring the occurrence of SARS in this season.Results of this study may suggest a need for further research into the impact of psychological factors on th

31、is disease.6) The structure or the content of the remainder of the thesis at the end of the introduction.Eg. I have organized the rest of this thesis in the following way This thesis is structured as followsThe remainder of this thesis is divided into five sections. Section II describesFor exampleTh

32、e impact of studying in a second language (L2) medium universityon the development of L2 writingNeomy StorchIntroductionIn the past decade, Australian universities have experienced an exponential growth in the number of internationalstudents. For example, in 2006 the University of Melbourne reported

33、 an 88% growth in its international student enrolments since 2000. A report by the Australian Department of Foreign Affairs shows that international education is now Australia thirsd largest export industry ( Australian Education International, 2008 ). Most of the international students come from As

34、ia, from countries such as China, Malaysia, Thailand, Indonesia and Vietnam. In response to the growing number of international students and their perceived needs, universities throughout Australia have developed a range of language and academic support programs (see Melles, Millar, Morton, & Fegan,

35、 2005 ). For example, the university in which this study was conducted offers a free-of-charge diagnostic test to incoming international students. The test results are used to generate recommendations regarding the type of language support, if any, the student is likely to need. A range of support o

36、ptions is available: English for Academic Purposes (EAP) credit subjects, non-credit-bearing workshops and short courses, as well as individual consultations with language tutors who offer an editing type of service. However, neither the test nor the recommended support options are mandatory, and in

37、deed many students do not follow the recommendations because of timetabling constraints (on enrolling in an EAP subject concurrently) and a perceived lack of time to attend workshops and consultations (see Storch & Hill, 2008). Other studies (e.g., Hirsch, 2007) also report low uptake of support opt

38、ions for similar reasons.One of the assumed advantages of studying in an Australian university is that this immersion experience integrated with formal study will lead to improved English language skills. This is a reasonable expectation. Living and studying in the second language (L2) environment p

39、rovides learners with exposure to rich and authentic language input and with opportunities to produce extensive and meaningful language output. In theories of second language acquisition, exposure to such input ( Gass, 2003; Krashen, 1985) and practice in producing language ( Swain, 1985; Swain & La

40、pkin, 1995 ) are generally accepted as essential conditions for successful second language acquisition. However, output practice is now regarded as more important than input (e.g., Ellis, 2003), particularly for the development of productive skills such as writing ( DeKeyser, 1997). Researchers buil

41、ding on Swain s woCrku m(em.gi.n, g, 1990; Muranoi, 2007 ) have arguedthat the need to produce language pushes learners to process language syntactically; that is, pay attention to the means of expression necessary to convey their intended meaning. For example, Cumming (1990, p. 483) writes: Composi

42、tiownr iting elicits an attention to form -meaningrelations that may prompt learners to refine their linguistic expression and hence their controlover their linguistic knowledge. However, findings from empirical research on the impact of living and studying in the L2 environment on students L2 skill

43、s are mixed (see reviews in DeKeyser, 2007b; Freed, 1995), depending largely on how progress is measured. Moreover, where improvement in L2 is reported, it is mainly in speaking skills and for programs longer than one semester. DeKeyser (2007b) notes that research on the effects of study abroad on L

44、2 listening, reading and writing skills is extremely scarce.Studies which have investigated the effects of in-country intensive EAP courses that prepare students for further study or for proficiency tests such as the International English Language Testing System (IELTS) have also produced somewhat m

45、ixed results. These studies have tended, in the main, to e xamine the effects of the courses on learners overall L2 proficiency. For example, studies by Read and Hayes (2003) in New Zealand and by Green andWeir (2003) in the United Kingdom reported marginal improvements in English language proficien

46、cy following intensive IELTS preparation and EAP courses. In contrast, Elder and O Loughlin (2003) , in a study conducted in New Zealand and Australia, reported a half band improvement on IELTS following intensive EAP courses. Elder and O Loughlin also noted that improvement was greatest on the list

47、ening subtest and evident in average gains for the entire cohort but that individual performances varied considerably.Shaw and Liu s (19s9t8u)d y, unlike the studies discussed above, investigated developments in learners L2 w riting skills. The researchers compared learners writ ing in terms of a la

48、rge number of linguistic features before and after a full-time preparatory EAP course (2 3 monthslong) in the United Kingdom. They reported that, although the learners wri ting showed no significant changes in linguistic accuracy or complexity, 1 the writing did become more formal, employing languag

49、e associated with written rather than spoken language, such as fewer personal pronouns and contractions.Hinkel (2s0 03) study, on the other hand, found that the writing of ESL learners showed features which create an overall impression of text simplicity even after a long period of living and studyi

50、ng in the US. Hinkel-scsa llea rsgteudy compared the writing produced by advanced ESLlearners, most of whom had spent four years studying in US community colleges and high schools, with the writing of native-speakers of English beginning their university study. Hinkel found that the ESL learners wri

51、ting showed a higher frequency of simpleta scytinc and lexical constructions (e.g., sentences with be as the main verb, vague nouns such as people) which are often associated with informal discourse. Thus, Hinkel suggests that the in-country experience provides ESL learners with a great deal of expo

52、sure to informal conversational discourse and that this may explain the prevalence of informal expressions and constructions in the learners writing.The above two studies focused only on the linguistic features of writing, and as such have considered only one aspect of what is considered good academ

53、ic writing. Influential theories ofwriting, such as genre theory (e.g., Christie, 1998; Hyland, 2003) and a growing volumeof research onL2 writing (see extensive reviewin Silva&Brice, 2004 and the edited volume by Candlin&Hyland, 1999 ) have stressed that writing is a multi-dimensional, socio-cognitive activity, where the processes involved and the features of the text produced are very much shaped by socio-cultural norms and interpersonal relationships within the context in which the writing takes place. From this perspective, academic writing generally i