精品資料（2021-2022年收藏）論文結構及各部分的寫作要求

1、畢業(yè)論文的結構1前置部分 (Front Matter)：中文封面（Cover, in Chinese）英文題名頁（Title Page, in English）鄭重聲明論文使用授權說明目錄（Contents）英文摘要、關鍵詞頁（Abstract and Key Words, in English）中文摘要、關鍵詞頁（Abstract and Key Words, in Chinese）2正文部分 (Body)：引言（Introduction）主體（Body）結論（Conclusion）3文尾部分 (Back Matter)：參考文獻（Works Cited）致謝 （Acknowledgemen

2、ts）附錄（Appendix）封底（Back Cover）論文標題1. 論文的標題應具備以下特征：1) 準確。要做到“題與文相符”，概括文章的基本內容，揭示文章的主題。2) 醒目。要引人注目，給人留下深刻印象。3) 新穎。要有新鮮感。只有作者的思想新穎，論題才能富有新意。4) 簡潔。要具有高度的概括性。字數限制在20個字以內（一般不超過10個實詞）。5) 具體。要具體地表達出論文的觀點，切忌空泛而談。 2. 英文標題四種結構1) 名詞性詞組(包括動名詞) Sister Carries Broken Dream2) 介詞詞組On the theme of Young Goodman Brown

3、by Hawthorne3) 名詞詞組+介詞詞組A comparison between a Teacher-Centered Class and a Students-Centered Class4) 疑問式How to Use a Computer in Managing an English Class （學術論文不建議使用此標題方式）有的標題由兩部分組成，用冒號( ：)隔開。一般來說，冒號前面一部分是主標題，提出文章中心或主旨。冒號后面是副標題，補充說明主標題的內容，如研究重點或研究方法。 Charles Dickens: The Master of Critical Realism

4、（查爾斯狄更斯批判現實主義大師）Positions of Attributes and Adverbials in English and Chinese：A Comparative Study（英漢定語和狀語的位置比較）The Chinese Version of Jude the Obscure：An Outstanding Example of Artistic Recreation（藝術再創(chuàng)造的范例無名的裘德漢譯本）3. 標題中各詞的大小寫1) 名詞、代詞、動詞、形容詞、副詞、從屬連詞(because, if, until, when)首字母大寫2) 介詞、冠詞、并列連詞(and, b

5、ut, for)、不定式to首字母小寫。3) 標題第一個單詞、最后一個單詞無論詞性首字母應該大寫。摘要摘要是對全篇論文的精煉概括。它能讓讀者在短時間內對論文的內容和價值作出初步判斷。摘要必須簡潔明了，重點突出，層次分明，讓讀者高效地獲取信息。摘要一般在初稿完成后再著手撰寫，因為如果不對論文有一個整體把握，是難以歸納總結、取其精華的。中文摘要中不使用“本文”、“作者”等作為主語，應采用“對進行了研究”、“報告了現狀”、“進行了調查”等表達方式，一般不分段落。摘要正文的字數為300字以內。 摘要應包括以下內容：1）研究主題/范圍 2）背景信息 3）研究目的 4）研究方法/步驟 5）研究發(fā)現 6）研

6、究結論和研究所帶來的啟示請閱讀以下摘要（見TESOL Quarterly, 2002）：Speaking and Writing in the University: A Multidimensional ComparisonAbstract (1) The dozens of studies on academic discourse carried out over the past 20 years have mostly focused on written academic prose (usually the technical research article in scienc

7、e or medicine) or on academic lecture. (2) Other registers that may be more important for students adjusting to university life, such as textbooks, have received surprisingly little attention, and spoken registers such as study groups or on-campus service encounters have been virtually ignored. (3)

8、To explain more fully the nature of the tasks that incoming international students encounter, this article undertake a comprehensive linguistic description of the range of spoken and written register at U. S. universities. (4) Specifically, the article describes a multidimensional analysis of regist

9、er variation in the TOEFL 2000 Spoken and Written Academic Language Corpus. (5) The analysis shows that spoken registers are fundamentally different from written ones in university contexts, regardless of purpose. (6) Some of the register characterizations are particularly surprising. (7) For exampl

10、e, classroom teaching was similar to conversational registers in many respects, and departmental brochures and Web pages were as informationally dense as textbooks. (8) The article discusses the implications of theses findings for pedagogy and further research. 作者在第一、二句中提出了研究的主題（academic discourse）、

11、論文關注的對象（textbooks、study groups和service encounters）和背景信息（dozens of studies over the past 20 years、Other registers have received surprisingly little attention, have been virtually ignored.）；在第三句中，作者指出了研究的目的；第四句簡要說明了研究的方法；第五句則是研究的發(fā)現，最后幾句則是該研究發(fā)現為教學和對以后研究所帶來的啟示。英文摘要常用句式研究目的The purpose of this thesis is t

12、oThe primary goal of this research is toThe chief aim of the thesis is toThe study is intended toThe thesis aims to研究主題/范圍This thesis discusses (studies, concerns, addresses, deals with, examines, explores, probes into, elaborates on)This thesis argues/ demonstrates thatSubjects covered includeSome

13、of the specific topic discussed areThe scope of the research covers研究重點Particular attention is paid toThere has been a focus onThis study concentrates onThe greatest emphasis has been onThe primary emphasis in this thesis is on研究方法/步驟The method used in this study is known asThe procedure can be brie

14、fly described asThe approach that has been adopted extensively is calledInvestigations on . were carried out.Experiments have been carried out to test the validity ofThe experiment, consisted of three steps, is described inThe research has recorded valuable data using the newly developed methodThe f

15、undamental features of this theory are as followsThe theory is characterized byThis thesis analyzes (compares)This thesis consists of three chapters. Chapter One gives an overview ofChapter Two exploresChapter Three deals with研究發(fā)現It is found/indicated thatThe results of the experiment indicates that

16、The studies show that The investigation carried out by has revealed that The studies throw lights on the nature of Examples with actual experiment demonstrate that研究結論This thesis concludes thatThe authors conclusion is thatIn conclusion,建議The data/results suggest thatRecommendations are made regardi

17、ngSuggestions are made for further study of 撰寫摘要注意事項1. 用詞盡可能簡潔?？梢杂脝卧~表達的就不用短語，可以用短語表達的就不用句子。2. 摘要的敘述一定要客觀確鑿，不宜使用perhaps, maybe, likely, possibly, probably等模糊性詞語，也不應該含有傾向性評論。3. 不要過多地敘述背景知識，所提供的背景信息應該與本研究密切相關，以突出本研究的意義和創(chuàng)新性。4. 不要加進編寫者未來的計劃和打算，諸如“有關方面的研究有待于進一步展開”等。5. 人稱：采用第三人稱表達。6. 時態(tài)：1）說明研究目的、敘述研究內容、描述研

18、究結果、得出研究結論、提出建議時使用一般現在時。2）說明某課題現已取得的成果，可采用現在完成時。3）敘述研究過程，可采用一般過去時。7. 語態(tài)：主動語態(tài)和被動語態(tài)均可使用。在反映客觀事物，特別是介紹作者所做的工作時多使用被動語態(tài)。在介紹研究目的和結論時多使用主動語態(tài)。8. 句型：一般采用主謂結構的陳述句。盡量避免以短語或從句開頭，多以重要的事實開頭。關鍵詞 (Key Words)關鍵詞是指從論文中選取出來用以說明論文研究范圍、對象、方法和中心論點的專有名詞、術語和名詞詞組。關鍵詞是論文中出現頻率最高的詞匯，是論文論述的焦點。關鍵詞、標題和摘要是高度統(tǒng)一的。數量一般為3-5個。論文正文（5000

19、詞以上）：引言（約1000詞）+主體（3000詞以上）+結論（1000詞以內）引言 （緒論）引言一般包括以下內容：1）介紹選題的背景和研究意義，2）介紹前人的研究情況，適當加以評價或比較3）指出前期研究的空白點或提出新問題以及解決這些問題的方法與思路4）明確論文的研究對象、中心論點、研究方法和論文的整體框架。引言不要與文獻綜述和摘要雷同。在引言中，要著重論述本人選擇該論題的原因、目的和意義。評價文獻時，不要漫無邊際地羅列一系列著作或文章，而是要凸顯自己的研究論題在其中的地位以及與它們的聯系，以及本人在哪方面做了補充、發(fā)展和創(chuàng)新。引言應起到介紹研究背景、引出論述主題、激發(fā)讀者閱讀興趣的作用。許多

20、人選擇在完成論文的主體之后，對自己的全文有了整體認識，再回過頭來撰寫論文的引言部分。有時會出現這種情況，初稿的結論部分變成了第二稿的引言。主體（本論）主體是畢業(yè)論文的核心部分，一般分成三到四章來寫作。注意每一章開頭要有引言段/介紹段（說明本章要研究的問題，主要內容或觀點）；結尾要有結論段（總結本章內容）。在論文主體中，作者要采取合適的論證方法，用大量的論據來論證中心論點。一個可作為論據的具體材料，往往具有多面性，如果從不同的角度去分析，就可發(fā)掘出不同的意義。我們要明確地解釋我們的論據與論點之間的內在邏輯關系，而不是僅僅把論據列出來不加分析和說明，期待讀者自己看出它們之間的聯系。例：The pa

21、rty is terrible. There is no alcohol. The party is great. There is no alcohol.論點1. 立論要有據可依，不可主觀臆斷，更不要前后矛盾。2. 論點要明確，不要論證許久，讀者卻不知為何而論證，尤其要避免用詞模糊而產生的歧義。3. 論點要深刻而新穎。Six steps for making the thesis evolve1. Formulate an idea about your subject, a working thesis. 2. See how far you can make this thesis go

22、 in accounting for evidence. 3. Locate evidence that is not adequately accounted for by the thesis. 4. Make explicit the apparent mismatch between the thesis and selected evidence, asking and answering So what? 5. Reshape your claim to accommodate the evidence that hasn't fit. 6. Repeat steps 2

23、through 5 several times. Example: In the film Educating Rita, a working-class English hairdresser (Rita) wants to change her life by taking courses from a professor (Frank) at the local university, even though this move threatens her relationship with her husband (Denny), who burns her books and pre

24、ssures her to quit school and get pregnant. Frank, she discovers, has his own problems: he's a divorced alcoholic who is bored with his life, bored with his privileged and complacent students, and bent on self-destruction. The film follows the growth of Frank and Rita's friendship and the ch

25、anges it brings about in their lives. By the end of the film, each has left a limiting way of life behind and has set off in a seemingly more promising direction. She leaves her constricting marriage, passes her university examinations with honors, and begins to view her life in terms of choices; he

26、 stops drinking and sets off, determined but sad, to make a new start as a teacher in Australia. working thesis: Educating Rita celebrates the liberating potential of educationcomplicating evidence: Franks problems are caused (in part) by his education.revised thesis: Educating Rita celebrates the l

27、iberating potential of enabling (in contrast to stultifying) education revisited evidence: Franks stultifying education is associated with a smug, stale elite. Ritas enabling education corresponds with lower-class energy and doses of “real-life” revised thesis: Educating Rita celebrates the liberati

28、ng potential of enabling education, defined as that which remains open to healthy doses of working-class, real-world infusionscomplicating evidence: Frank and Rita both end up alone and alienate. revised thesis: Educating Rita celebrates the liberating potential of enabling education (kept open to r

29、eal-world, working-class energy) but also acknowledges its potential costs in loneliness and alienation.論據1. 論據和論點要統(tǒng)一。如果論據在論證論點時有牽強感覺，要堅決去掉。比如，要證明苔絲這部作品奠定了作者批判現實主義作家的地位，就需要提供相關的論據表現其對傳統(tǒng)的道德、偽善的宗教、不幸的婚姻和腐朽社會的批判，而不是大段描寫故事情節(jié)和人物性格。2. 論據要有說服力，即真實可靠、典型、充分。3. 論據的提出不能一味羅列，要注意順序和層次，并根據需要來選擇論據的類型。比如，當需要引出論題，證明

30、其重要性時可以援引理論或權威論述；當需要駁斥對方觀點時，可以舉出事例或數據指出其謬誤。論據的類型Statistical Evidence 數據Statistics are a primary tool for those writing in the natural and especially the social sciences. They have the advantage of greater objectivity, and, in the social sciences, of offering a broad view of a subject. Remember, thou

31、gh, that, like other forms of evidence, statistics do not speak for themselves; their significance must be overtly elucidated. Nor should it simply be assumed that statistics are valid representations of the reality they purport to measureAnecdotal Evidence事例An anecdote is a little story (a narrativ

32、e), a piece of experience. Anecdotal evidence involves the close examination of particular instances, often including the writer's or researcher's own experience with whatever he or she is studying. So, for example, a historian wishing to understand the origins and development of the Latino

33、community in a small East Coast American city might use as a large part of his or her evidence interviews conducted with local Latino residents. Anecdotal evidence is in some ways at the opposite extreme from statistical evidence. Statistical research often attempts to locate broad trends and patter

34、ns by surveying large numbers of people and tries to arrive at reliable information by deliberately controlling the kind and amount of questions it asks. By contrast, the kind of thinking based on anecdotal evidence is less concerned with verifiable trends and patterns than with a more detailed and

35、up-close presentation of particular instances. Authorities as Evidence 權威論斷A common way of establishing support for a claim is to invoke an authorityto call in as evidence the thinking of an expert in the subject area you are writing about. Much academic writing consists of evaluating and revising v

36、iews that people have come to believe are authoritative. The building of knowledge involves in large part the ongoing consideration of who or what will be accepted as authoritative. In chapter 14 we explain how to userather than just include and agree withother writers on your subject.Empirical Evid

37、ence 經驗證據Empirical evidence is derived from experience, the result of observation and experiment, as opposed to theory. It is usually associated with the bodily senses; the word empirical means "capable of being observed, available to the senses" the word comes from the Greek word for expe

38、rience. Evidence from the sciences, for example, is heavily empirical. But in the humanities, too, analyses are based on observationof texts, of musical scores, of art worksnot just on theories. Experimental Evidence 實驗證據Experimental evidence is a form of empirical evidence (capable of being observe

39、d). It is distinguished from other forms of evidence by the careful attention to procedure it requires. Evidence in the sciences is usually recorded in particular predetermined formats, both because methodology is important and because the primary test of validity in the sciences is that the experim

40、ent must be repeatable so that another experimenter can follow the same procedure and achieve the same results. Textual Evidence 文本證據We are using the term textual evidence to designate instances in which the language itself is of fundamental importance, in which the emphasis lies on how things are w

41、orded. A primary assumption in analyzing textual evidence is that the meanings of words are never simple and unambiguous. That is, the meanings of particular words cannot be assumed; they must be explained, and those explanations must be argued for. Insofar as the actual language of a document count

42、s, you are in the domain of textual evidence. How to use sourcesTypically, inexperienced writers either use sources as answersthey let the sources do too much of their thinkingor ignore them altogether as a way of avoiding losing their own ideas. If they agree with what a source says, they say it

43、9;s good, and they cut and paste the part they can use as an answer. If the source somehow disagrees with what they already believe, they say it's bad, and they attack it oralong with readings they find hard or boringdiscard it.The first step in using sources effectively is to reject the assumpt

44、ion that sources provide final and complete answers. If they did, there would be no reason for others to continue writing on the subject. Use the source as a point of departure, that is, use it as a stimulus to have an idea.Guidelines for writing the research paper1. Avoid the temptation to plug in

45、sources as answers. Think of sources as voices inviting you into a community of interpretation, discussion, and debate. 2. Put your sources into conversation with one another, rather than limiting yourself to agreeing or disagreeing with your sources, 3. Find your own role in the Conversation.4. Quo

46、te, paraphrase, or summarize in order to analyze. Explain what you take the source to mean, showing the reasoning that has led to the conclusion you draw from it. Quote, paraphrase, or summarize in order to analyzenot in place of analyzing. Don't assume that either the meaning of the source mate

47、rial or your reason for including it is self-evident. Explain to your readers what the quotation, paraphrase, or summary of the source means. What elements of it do you find interesting, revealing, or strange? Emphasize how those affect your evolving thesis. In making a source speak, focus on articu

48、lating how the source has led to the conclusion you draw from it. Beware of simply putting a generalization and a quotation next to each other (juxtaposing them) without explaining the connection. Instead fill the crucial site between claim and evidence with your thinking. 5. Use your selections fro

49、m sources as a means of raising issues and questions. As long as you consider only the source in isolation, you may not discover much to say about it. Once you begin considering it in other contexts and with other sources, you may begin to see aspects of your subject that your source does not adequa

50、tely address.6. Look for ways to develop, modify, or apply what a source has said. Apply the source in another context to qualify or expand its implications. Rather than focusing solely on what you believe your source finds most important, locate a lesser point, not emphasized by the reading, that y

51、ou find especially interesting and develop it further. 7. If you challenge a position found in a source, be sure to represent it fairly. First, give the source some credit by identifying assumptions you share with it. Then, isolate the part that you intend to complicate or dispute. 8. Seek out other

52、 perspectives on the source. Your aim need not be simply to find a source that disagrees with the one that has convinced you and then switch your allegiance. Instead, you would use additional perspectives to gain some critical distance from your source. An ideal way of sampling possible critical app

53、roaches to a source is to consult book reviews on it found in scholarly journals. Once the original source is taken down from the pedestal through additional reading, there is a greater likelihood that you will see how to distinguish your views from those it offers. You may think, for example, that

54、another source's critique of your original source is partly valid and that both sources miss things that you could point out; in effect, you referee the conversation between them. 9. When your sources disagree, consider playing mediator. Instead of immediately agreeing with one or the other, clarify areas of agreement and disagreement among them. Yo