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问题一：修改说明怎么写 尊敬的编辑您好： 首先，感谢您和审稿专家的审稿意见。根据您和专家的意见，逐一说明修改如下。 1. 2. . . .为了便于您的复审，现将修改部分用蓝色字体注释。其他地方我完全接受您和审稿专家的修改意见 再次感谢您和审稿专家提出的宝贵修改意见！并同时希望您在复审的过程中如再次发现不足之处请及时告知，并希望该文章能尽快发表。 再次感谢！ 此致 敬礼！ 问题二：论文修改说明怎么写 主要找格式错误。 问题三：英文论文的修改说明怎么写 是想了解润色证明(editing certificate)吗?还是修改论文时，旁边的注解说明? 需要润色证明，现在修改机构都提供，我有一份wordvice润色证明，用英语写了这份手稿已经由xxxx公司修改完毕.... 如果是问注解说明，可以参考word的注解使用方法。 问题四：论文修改说明怎么写 问题的提出：讲清所研究的问题“是什么”. 选题背景及意义：讲清为什么选择这个题目来研究，即阐述该研究对学科发展的贡献、对国计民生的理论与现实意义等。 文献综述：对本研究主题范围内的文献进行详尽的综合述评，“述”的同时一定要有“评”,指出现有研究成果的不足，讲出自己的改进思路。 研究方法：讲清论文所使用的科学研究方法。 论文结构安排：介绍本论文的写作结构安排。 “第2章，第3章，……，结论前的一章”的写法是论文作者的研究内容，不能将他人研究成果不加区分地掺和进来。已经在引言的文献综述部分讲过的内容，这里不需要再重复。 结论是对论文主要研究结果、论点的提炼与概括，应准确、简明，完整，有条理，使人看后就能全面了解论文的意义、目的和工作内容。主要阐述自己的创造性工作及所取得的研究成果在本学术领域中的地位、作用和意义。同时，要严格区分自己取得的成果与导师及他人的科研工作成果。 问题五：期刊论文如何撰写修改说明 把人家的问题列出来 比如两个审稿人 ref a： 提出的问题1（审稿人） 首先表示感谢 你如果按照审稿人的意见修改了，你就写已经按审稿人意见在文中修改 如果不向修改，那说明你自己的理由 问题2 。。。。。。。。。 ref b： 按上述回答 别忘记感谢审稿人 问题六：学位论文评阅书修改情况说明怎么写 学位 学位是标志被授予者的受教育程度和学术水平达到规定标准的学术称号，分学士、硕士、博士三级。 "博士后指的是获准进入博士后科研流动站从事科学研究工作的博士学位获得者，它不是一种学位，将博士后看成是一种高于博士的学位，是对我国学位制度的一种误解。 根据《中华人民共和国学位条例》的规定，学士学位，由国务院授权高等学校授予，硕士学位、博士学位由国务院授权的高等学校和科研机构授予。高等学校本科毕业生，成绩优良，达到规定的学术水平者，授予学士学位;高等学校和科研机构的研究生，或具有研究生毕业同等学力的人员，通过硕士(博士)学位的课程考试和论文答辩，成绩合格，达到规定的学术水平者，授予硕士(博士)学位。作为学位授予单位的高等学校和科学研究机构，在学位评定委员会做出授予学位的决议后，发给学位获得者相应的学位证书。 问题七：中国科学院大学 学位论文修改情况说明表怎么写 论文――讨论是论文中比较重要，也是比较难写的一部分。应统观全局，抓住主要的有争议问题，从感性认识提高到理性认识进行论说。要对实验结果作出分析、推理，而不要重复叙述实验结果。应着重对国内外相关文献中的结果与观点作出讨论，表明自己的观点，尤其不应回避相对立的观点。论文的讨论中可以提出假设，提出本题的发展设想，但分寸应该恰当，不能写成“科幻”或“畅想”。 问题八：针对学位论文"学术不端"检测结果，对本人所做修改的详细说明怎么写 百度文库上有很多你想要的答案 去上面免费下载吧 不懂追问，望采纳，你的采纳是我答题的动力。 问题九：论文重新检测审核表修改说明怎么写 1、论文题目：要求准确、简练、醒目、新颖。 2、目录：目录是论文中主要段落的简表。（短篇论文不必列目录） 3、提要：是文章主要内容的摘录，要求短、精、完整。字数少可几十字，多不超过三百字为宜。 4、关键词或主题词：关键词是从论文的题名。 问题十：SCI文章修改说明怎么写 层次互否清楚，思路是否通畅。可以先从大小标题之间的关系来看文章的思路和层次。（如果论文不设小标题， ）
Recently,the problem of__________has aroused people's concern. However, different people hold different attitudes toward. A lot of people seem to think that__________________ There is no doubt that enough concern must be paid to the problem does us much harm(good)I quite agree with the statement that ________________,The reason are chiefly as follows, to start with___________,in addition_________,perhaps the primary reason is ___________,It has more advantages than disadvantages(disadvantages thanadvantages)。In my opinion, Taking all these factors into consideration, We naturally came to the conclusion that_________________. Obviously, it is high time that we took some measures to solve the problem. 最近，_______问题已引起人们的关注，然而，人们的态度各不相同，很多人似乎以为_________ 毫无疑问，对________问题应该给予足够的重视。它对我们很有坏处（好处）。我十分赞同这一论述_________________，主要的原因包括_____________一个原因是_________ 另一个原因_________或许最主要的是_________________.它的利多弊少。弊多利少 在我的观点，把所有这些因素加以考虑，我们自然会得出结论_______________________。显然，现在我们提出解决问题方案正是时候。
开门见山说明来意就行. Dear xxx: Many thanks for the insightful comments and suggestions of the have made corresponding revision according to their in blue are the changes I have made in the text（为了便于审稿人重审,一般把修改过的地方用醒目颜色标出）. 按照审稿人的意见逐条进行了修改 The following is the answers and revisions I have made in response to the reviewers' questions and suggestions on an item by item basis. 1. 2.
标点符号问题或正文结果与图片结果不符合等笔误问题，这一种我们只需要在自己的文章中核实后进行改正即可；我们实验室都是找北京译顶科技，你有这方面的需求的话可以去找一下看看 ོ࿐
依据学术方向进行选题。论文写作的价值，关键在于能够解决特定行业的特定问题，特别是在学术方面的论文更是如此。因此，论文选择和提炼标题的技巧之一，就是依据学术价值进行选择提炼。依据兴趣爱好进行选题。论文选择和提炼标题的技巧之二，就是从作者的爱好和兴趣出发，只有选题符合作者兴趣和爱好，作者平日所积累的资料才能得以发挥效用，语言应用等方面也才能熟能生巧。依据掌握的文献资料进行选题。文献资料是支撑、充实论文的基础，同时更能体现论文所研究的方向和观点，因而，作者从现有文献资料出发，进行选题和提炼标题，即成为第三大技巧。从小从专进行选题。所谓从小从专，即是指软文撰稿者在进行选则和提炼标题时，要从专业出发，从小处入手进行突破，切记全而不专，大而空洞。
凭我的经验，在文章刚刚写就的时候，人总会有种满足感。在这种满足感的指引下，你会很难发现一些错误。如果一两天不碰那篇文章，然后再回过头来看得话，你会发觉你能找出更多的错误。所以我个人建议大家，revision最好是在文章写完一到两天后再做。在修改自己文章的时候，最好设想一下如果自己是老师的话，会期望看到些什么内容。在修改文章的时候，千万不要怕大删大改。如果确定自己在某一方面确实描述得不尽人意的话，还是应该作一定修改。有的时候你会发觉改了三四遍后文章已经面目全非了。不过在这个时候你最好再回过头来看看自己abstractconclusion是否也要做相应的调整。总的来说，在这个阶段，你要擅于否定自己，做好做大改动的心理准备。要检查一下自己的文章是不是详略得当、是否有overstate的地方或者论述不够的地方、在逻辑推理上有没有缺陷、在章节和段落的布局是否合理、章节和段落的号码是否正确等等。
第一，改逻辑。有的文章，看上去很丰满，但是其实逻辑不通。以我所在的领域为例，有的文章，就是数据的叠加，数据前后不呼应，不能称之为完整的文章。
第二，改语法，不能出现基本的语法问题，这里我推荐一个软件，grammarly，可以改一些基本的语法问题。
第三，改用法。就是所谓的sci润色了，让语言尽可能的正式化，符合sci科技文的书写习惯。我建议让老板润色，尤其是老板的英语很好的时候。
第四，精修文章。文章可能有一些，小的问题，比如误差棒没加什么的，参考文献的格式。缩写是否统一。
名雕装饰公司为什么这么贵?因为售后服务他们会全程跟进服务。名雕云呼叫中心为客户提供24小时客户服务,客户可随时随地联系到名雕,系统自动诊断装修全程信息,即时反馈客户诉求。 不仅如此,名雕装饰还成立专门的售后服务团队,组织专业质检团队,主动进行春秋季定期上门巡检和不定期质检服务。
标点符号问题或正文结果与图片结果不符合等笔误问题，这一种我们只需要在自己的文章中核实后进行改正即可；我们实验室都是找北京译顶科技，你有这方面的需求的话可以去找一下看看 ོ࿐
编辑要求在COVER LETTER逐点解释修改的内容，对所有同行评议的内容都应逐点解释。逐点的意思是要回答审稿人的每个问题。而不是详细列举在文章中如何具体修改的（用红色标出来就可以了或是word的跟踪修订功能） SCI文章修回的COVER LETTER模板如下： Dear you very much for your letter and advice. We have revised the paper, and would like to re-submit it for your consideration. We have addressed the comments raised by the reviewers, and the amendments are highlighted in red in the revised manuscript. We hope that the revision is acceptable, and I look forward to hearing from you soon. With best wishes,Yours sincerely,XXXXXX================================================================（换页）We would like to express our sincere thanks to the reviewers for the constructive and positive to Reviewer 1XXXXXXXXXXXXXXXXXXXXXXXXReplies to Reviewer 2XXXXXXXXXXXXXXXXXXXXXXXXReplies to Reviewer 3XXXXXXXXXXXXXXXXXXXXXXXX
基本上先列出对方的意见，然后逐条回复你是如何修改的 你的论文准备往什么方向写，选题老师审核通过了没，有没有列个大纲让老师看一下写作方向？ 老师有没有和你说论文往哪个方向写比较好？写论文之前，一定要写个大纲，这样老师，好确定了框架，避免以后论文修改过程中出现大改的情况！！ 学校的格式要求、写作规范要注意，否则很可能发回来重新改，你要还有什么不明白或不懂可以问我，希望你能够顺利毕业，迈向新的人生。 选题是大学生最困惑的问题，又是毕业论文写作的关键，学生必须高度重视，同学们要明白选题是论文成功的决定因素，选题决定研究思考的目标，决定研究成果的价值以及毕业论文写作的成败。
开门见山说明来意就行. Dear xxx: Many thanks for the insightful comments and suggestions of the have made corresponding revision according to their in blue are the changes I have made in the text（为了便于审稿人重审,一般把修改过的地方用醒目颜色标出）. 按照审稿人的意见逐条进行了修改 The following is the answers and revisions I have made in response to the reviewers' questions and suggestions on an item by item basis. 1. 2.
标点符号问题或正文结果与图片结果不符合等笔误问题，这一种我们只需要在自己的文章中核实后进行改正即可；我们实验室都是找北京译顶科技，你有这方面的需求的话可以去找一下看看 ོ࿐
基本套路
1、解题，也就是做什么
2、为什么，也就是在梳理国内外研究现状的基础上，阐明自己研究的意义。这里可以提出前人研究存在的三个问题，或本课题的三个难题，立靶子，留待后面慢慢解。
3、怎么做，也就是讲清楚自己的研究是怎么设计和实施的，解决了一两个难题。
4、效果怎么样，基于研究过程，得到了哪些重要的研究数据、结论，解决了哪些问题，形成三点结论，与前面的三个难题呼应。
5、总结强化自己的特色亮点，以及不足之处，请听众批评。
答辩ppt的做法
基本要围绕上述基本套路，切忌三个误区。
1、把论文复制到ppt上，包括结构和体例。
2、放大量文字在ppt上，为了方便照着读。无论是正文还是批注都是不可取的。
3、放图表在ppt上，不加解释。
解决方案：
1、以听众的理解为目标，应按照上述四个步骤来重新组织。
2、尽量口语化表述。把长句为主的书面语用嘴巴讲出来，是非常催眠的。需要口语化陈述，环环相扣，避免废话，需要多练。
3、ppt是陈述的补充材料，是为了提供口头陈述所难表达的图表、复杂定义、例子等，让听众感到图文并茂，深入浅出。
问题的提出：讲清所研究的问题“是什么”.选题背景及意义：讲清为什么选择这个题目来研究，即阐述该研究对学科发展的贡献、对国计民生的理论与现实意义等。文献综述：对本研究主题范围内的文献进行详尽的综合述评，“述”的同时一定要有“评”,指出现有研究成果的不足，讲出自己的改进思路。研究方法：讲清论文所使用的科学研究方法。论文结构安排：介绍本论文的写作结构安排。“第2章，第3章，……，结论前的一章”的写法是论文作者的研究内容，不能将他人研究成果不加区分地掺和进来。已经在引言的文献综述部分讲过的内容，这里不需要再重复。结论是对论文主要研究结果、论点的提炼与概括，应准确、简明，完整，有条理，使人看后就能全面了解论文的意义、目的和工作内容。主要阐述自己的创造性工作及所取得的研究成果在本学术领域中的地位、作用和意义。同时，要严格区分自己取得的成果与导师及他人的科研工作成果。
尊敬的各位老师您们好！我叫，来自班，学号，我论文的题目是。本篇论文是在老师的指导下完成的。在这期间，*老师对我的论文进行了详细的修改和指正，并给予我许多宝贵的建议。在此，我非常感谢她一直以来的精心指导，同时也对各位评审能在百忙之中抽出宝贵的时间，参与论文的审阅和答辩表示不胜感激。下面我就把论文的基本思路向各位答辩老师作如下简要陈述：一、选题缘由选择本课题作为我论文的写作题材的原因如下：二、资料收集准备工作选定题目后，为了完成论文，我进行了资料收集，拟定提纲，论文初稿、修改、定稿等一系列程序。在毕业论文的准备和写作过程中，我阅读了大量的***方面的相关书籍和学术期刊论文，这得益于我们学校图书馆丰富的参考书籍和中国学术期刊网中的专业论文。三、论文的结构和内容本文共分成*部分：第一部分主要阐述了第二部分主要第三部分主要阐述了本篇论文已经完成，还有许多的地方需要更全面的改进，但总的来说，在撰写的过程中，我真实地学到了许多东西，也积累了不少经验，更进一步丰富了自己的知识。但由于个人能力不足，加之时间和精力有限，在许多内容表述、论证上存在着不当之处，与老师的期望还有差距，许多问题还有待进行一步思考和探究，借此答辩机会，希望各位老师能够提出宝贵的意见，指出我的错误和不足之处，我将虚心接受，从而进一步深入学习，使该论文得到完善和提
下面是关于学术论文英文摘要模板，希望对你们有帮助。
Abstract
Since Dewey developed the concept of “critical thinking”, many scholars abroadhave carried out a series of studies about improving students' critical thinking skills ineducation field. In the 1980s,critical thinking became the target of higher educationprograms in such foreign countries as the US and Canada. It has gained its widespreadattention in China only in recent years. But there are only few studies about it ineducation field. Our traditional English teaching method pays much attention to thetraining of students' linguistic knowledge and language skills but ignores thecultivation of students' critical thinking abilities. In the process of skill practice,teachers often stress the importance of memorizing vocabulary and imitating skillsrigidly,but neglect the students' abilities in analyzing problems and putting forwardinnovative solutions. Therefore, English writing teaching is affected by this andmerely attaches emphasis to train students' reading and writing skills. There are fewstudies which aim at systematically cultivating students' analysis, synthesis, summary,comparison and reasoning skills while they are writing. Therefore,this study aims atdesigning some writings tasks and teaching strategies which can be used to fostercollege students' critical thinking awareness and promote students' all-rounddevelopment.
According to six critical thinking skills,this study was carried out by requiringstudents to hand in an argumentation. All participants in this study are non-Englishmajor college freshmen from a 211 key university. The revised version of Rubric forQualitative Critical Thinking Skills Instrument was used in this study. Withquantitative and qualitative analysis,writing experiment is conducted within a wholesemester to collect data concerning students' learning behavior. Reading-to-write isused in experimental class while traditional method is adopted in control class. Thewriting scores by the experimental and control class were statistically processed bysoftware SPSS . And also the interview was launched in some of students inexperimental class to assess students' critical thinking abilities reflected in theirwritings-The final analysis indicated that EGAP writing model exerted a significantlypositive influence in improving students' critical thinking skills, especially in arousingstudents' writing enthusiasm and critical thinking awareness. Compared with controlclass, students in experimental class made big progress in writing competence. Inaddition, this study put forward some reform proposals to the teaching of Englishwriting. The study is of great value to instruct students to employ critical thinkingskills in their writing.
Abstract
A large body of research has been conducted on the effects of technology-enhancedEnglish vocabulary learning since the 1960s (Marty, 1981)。 However, no consensus hasbeen reached yet (Choo, Lin, & Pandian,2012; Mohsen & Balakumarohsen, 2011)。
Despite the fact that some narrative reviews have evaluated and explored thesecontradictory results, this study aims at quantifying the overall effectiveness oftechnology-enhanced English vocabulary learning with a different approach to review:meta-analysis and performing in-depth moderator analyses of learning method and testtype further.
Totally, twenty effect sizes from thirteen pieces of primary research are obtainedafter collecting related literature published or unpublished in recent ten years via fourchannels and selecting through three filters. Later, all the primary research is coded anddata are computed in random-effects model with software ComprehensiveMeta-Analysis.
Results show that: (1) Technology has a positively large effect on Englishvocabulary learning according to Cohen's standards as proposed in 1992 (g = 95% confidential interval of [, ])。 (2) Learning methods (intentional learning,incidental learning, and integrated learning) have impacts on the overall effectiveness.
Heterogeneity exists in the three learning methods (g = = 0,01 < )，Effectiveness of intentional learning, incidental learning and integrated learning is ^ =, g 二 , g = respectively. Incidental learning under technology-enhancedenvironment yields the largest effectiveness on English vocabulary learning. (3) Testtypes (recognition tests, recall tests,recognition + recall tests) also have impacts on theoverall effectiveness. The three test types are heterogeneous as well {Q = , p = < )。 Recognition tests, recall tests, and recognition + recall tests have effectsizes of and respectively. Technology-enhanced English vocabularylearning achieves the largest effectiveness in recognition tests.
Abstract
The present study, which is based on the Competing Values Framework (. CVF:a framework to identify the organizational effectiveness and to define organizationalculture)， aims to investigate English teachers, teaching motivation at universities, theirperception of the organizational culture in the target university,their professionalaspiration and how they affect each other. The research questions to be addressed are asfollows: (1) How do the English teachers perceive the organizational culture at theirworkplace? (2) How much effort will the teachers pay for their professionalengagement and aspiration? (3) What kinds of motivation do the English teachers in thetarget university appear to have? (4) How will the organizational culture and theprevious experience affect teachers' motivation?
This study employed four different questionnaires as the research instruments,including one demographic questionnaire and three research questionnaires, . thedemographic questionnaire, the Organizational Culture Assessment Instrument (. theOCAI) (Cameron & Quinn, 1999)，the Professional Engagement and CareerDevelopment Aspiration-scale (. the PECDA-scale) (Watt & Richardson, 2008b)，andthe Work Tasks Motivation Scale for Teachers Teaching (. the WTMST) (Fernet et al.,2008)，to investigate the above mentioned research questions. The whole investigationtook roughly 12 weeks and involved three stages: the preparation stage,the pilot study,and the main study.
The findings of the present study show that most of the teachers are intrinsicallymotivated and with identified regulation influenced by the performance culture and theclan culture which are the dominant culture types of the target research site. Results alsoindicate that the overseas experience and length of teaching experience affect teachers'perception of tixe organizational culture and motivation. The participants who haveoverseas experience tend to be more with the sense of professionalism, moreintrinsically motivated and be more confident with their competence in the academicarea; and the ones who have longer years of teaching experience are with moreidentified regulation and introjected motivation and are more committed and moreassured of staying in the education field. The participants in the target universitybasically belong to the highly engaged persisters,and the male teachers expect to be theleadership.
Abstract
Owing to the economic, social and academic needs as well as the advantages of EGAP(General Academic Purpose in Chinese College English) itself, there exist 这 great deal ofnecessity and feasibility for applying English for EGAP class. It is our understanding thatwriting plays an extremely important role in the course of EGAP and genre is a quiteinfluential factor in improving students5 writing competency. However,the investigation ofstudents' current writing situation shows that being deeply influenced by traditional writingteaching methods which emphasize grammar and vocabulary; the students have littleknowledge about genre approach theoretically or systematically and lack the awareness ofgenre. Because of this,it becomes necessary to put forward an English writing teachingapproach which is effective as well as applicable to the situation in China so as to enhancetheir writing competence.
This paper firstly gives a brief introduction to the developing trend of EGAP bydiscussing its necessity and applicability in China and the main views of two schools of genretheory, the tiieoretical foundation and genre-based approaches of three main schools of genrestudy and practice. And also,their characteristics are compared and the adaptability inChinese College EGAP class is analyzed, based on which it puts forward a modifiedGenre-based approach in EGAP writing class in order to enhance students' genre awarenessand improve their writing skills.
To achieve this, two non-English major classes of freshmen in East China University ofScience and Technology (ECUST) have been selected as the experimental class andcontrolled class, and the research lasts one semester. The Genre-based approach is applied inthe experimental class following a modified Genre-based approach. And a comparison hasbeen made on the same subject at the beginning and the end of the semester and thecomparison and contrast between the experimental class and controlled class have also beenmade. Owing to various factors,such as learning motivation, different students show variedextent of acceptance to certain teaching approaches. Therefore, emphasis has not only beenput on the overall changes,but also on the individual differences.
There are three hypotheses:
1. Can Genre-based approach enhance students' genre awareness? 2. Can “genreawareness” really improve students' writing ability in EGAP? If the students can get overallimprovement, is there any difference in gender and the students with diverse learningaptitudes because of the individual difference? If some students fail to improve, what's thepossible reason behind it? 3. Will Chinese students accept and adapt to Genre-basedApproach?
Three sets of data from six writing assignments, writing in final-term examination andquestionnaires are collected and analyzed with the help of the software SPSS . And thestudy indicates that: (1) Genre-based approach has a significant effect in sensitizing students'genre awareness, improving holistic writing competence; (2) during the whole experimentalprocess, girls have a stable superiority over boys, however, boys' improvement fluctuation iscomparatively obvious; (3) students of medium efficiency have the greatest potential to makebig improvement; (4) Unavoidably, in this research there are some students who fail to gainimprovement in terms of writing ability or get changed in terms of writing notions, andthrough analysis it has been found that the main objective reasons are: the difficulty ofwriting itself,the differences of culture and ways of thinking between east and west,thelimited teaching period, etc.; and subjective reasons mainly come from: the limitedcompetence of students themselves, the lack of interest in English writing, etc(5) aoverwhelming majority of students are liable to accept this approach and able to adapt to itpretty well, yet acceptation is not absolutely accompanied by adaptation; (6) feedback is adispensable part in English writing teaching, and more specific feedback will bring strongermotivation in students' self-correcting and developing;In the end,the author presents some limitations in her research and hopes that this cangive some hints and tips to further research in EFL writing classes.
Abstract
In college English listening & speaking classrooms, language and other semioticsystems cooperate together to help students construct meaning. It can be reflected inthe design of textbooks and the use of audios, videos and images, etc. Thus, in thisthesis, the theoretical foundation is the theory of multimodal discourse analysis (MDA)derived from Systemic Functional Linguistics and Social Semiotics. The essence ofMDA is that other semiotic resources such as: images, audios, etc. are as important aslanguage in the meaning-making system. Visual Grammar, Acoustical Grammar andthe integrated frameworks of MDA are the main analysis approaches in this thesis.
Meanwhile, the results of the teaching investigation and the MDA for textbooksare the practical foundation for the multimodal teaching design, providing feasibleand effective suggestions in this thesis. According to the results, it can be concludedthat students have more or less realized multimodality in this course and argue thatmultimodality should be used in moderation; multimodal classroom activities, socialcontent, etc. should be brought into the class; teachers should remind students to payattention to images, fonts change and other multimodal factors in textbooks.
Therefore, when conducting the multimodal teaching design, attention should bepaid to: (1) Modalities influence each other with clear priorities in this course. (2)Words modality and acoustical modality are the primary modalities, while othermodalities are just used as tools to provide supplementary information and to improveteaching efficiency. (3) The chosen modalities should provide supplementaryinformation to make the learning material more easily understood and help studentsconcentrate. Then, on the basis of the above principles and the writer's teachingexperience, a sample teaching design has been worked out, then its' feasibility andeffectiveness have been verified by an empirical study with the method of interview.
Abstract
Degree adverbs play a crucial role in daily language communication. However,owing to their wide varieties and similar meanings, it is hard for language learners toreally master their meanings and usages.
With the aid of AntConc and based on the corpora of FROWN (TheFreiburg-Brown Corpus of American English)，FLOB (The Freiburg-LOB Corpus ofBritish English) and CLEC (Chinese Learner English Corpus)， the study aims tocompare the actual use of common English degree adverbs in terms of semanticprosody between Chinese EFL learners and native English speakers. The researchprocedures consist of two steps. First, AntConc is launched to extractconcordance lines of the target node words in each corpus and the semantic featuresof the node words' collocates are analyzed; then, the semantic prosodies of these nodewords are summarized and comparisons are made between the two corpora.
The results indicate that there are differences as well as similarities betweennative English speakers and Chinese learners in their use of semantic prosody.
Chinese EFL learners tend to underuse the negative semantic prosodies of fairly,highly, and totally?,overuse the negative semantic prosodies of extremely; and misusethe semantic prosody of terribly. The results also show that some problems exist inChinese learners' use of semantic prosodies of degree adverbs, and the reasons mayinclude their first language transfer, intralingual transfer, and the lack of informationabout the semantic prosody in dictionaries and textbooks.
英语论文格式模板
英文论文格式均以美国土木工程师协会出版社发布的标准格式为准。
英语论文用激光打印机打印，打印稿为黑白稿，彩色打印件会影响出版效果。 版心：a4纸，上、下页边距 cm，左、右页边距均为 mm。论文内容宽不得超过， 长不得超过。
字体和字号：正文，标题，作者联络信息和图表中的文字均为times new roman 12号字。可以跟据需要使用同类字体中的粗体，斜体。
行距：单倍行距。
页码：论文正文和文后所附图例都需添加页码。页码为阿拉伯数字，位于页面下方居中。
文体：文章应语法正确，技术用词准确。标题应该以最简洁的语言概括文章内容。如果标题较长，请采用title: subtitle的形式。
数学公式：文中的数学公式不得手写，必须打印。公式如果在文中多次被引用，应该编号。公式之间，公式和正文之间都应该空一行。 单位： 文中所用的度量衡单位应为国际单位。可在括号内，单位对应表中列出其他单位。有关国际单位的使用(standard practice for use of the international system of units)可以通过电话1-向asce索取。其他相关使用参考文献，如anmc metric editorial guide， 5th ed，1992 可向美国国家公制协会 索取(american national metric council， 1735n. lynn street， suite 950， arlington， va 22209-2022)
图表：
标题说明和图例：插入的图表应该以出现顺序编号(figure 1，figure 2，table 1，table 2)。图的说明和标题，包括图的序号应该位于图的下方。表的说明和标题，包括表的序号应该位于表格上方。
位置：图可以插入到正文中，或者集中放在文章最后。如果在正文中插入图，尽量放在页面的顶部或尾部。不要选择文字环绕图形的对齐方式，可选择上下环绕方式。
底纹：插图中不要选择带阴影或底纹，否则会影响印刷效果。
照片：如果文中需要附上照片，在文中出现照片的地方贴上其黑白光面冲洗照片，标题说明位于照片下方。照片将和正文一起缩印，请不要提供彩色照片，以免影响印刷效果。
扫描图：印刷后的扫描图不如原件清晰。如果文中有扫描图，请提供灰色色标扫描图。
作者联络信息：请用横线和正文隔开。联络信息可以为一位作者或所有作者的，包括以下内容：作者全名;所属学会;学历或授予的荣誉;所在单位;通讯地址和电子邮箱;电话和传真。
参考文献：所有参考文献为单倍行距，放在文章最后，按照第一作者姓氏的字母顺序排列。如有同一作者的两篇以上文献，按出版年代先后排列。正文中引用参考文献时，作者和出版年代应该放入括号内。由于上标缩印后会变小，难于辨认，正文中不使用上标标注参考文献。所列出的参考文献应当在正文中都有所引用，如果正文中没有引用，请将文献列入文章最后的附加信息(additional information)部分，或者相关材料(related materials)部分。
基本论文格式
论文一般由题名、作者、摘要、关键词、正文、参考文献和附录等部分组成，其中部分组成(例如附录)可有可无。论文各组成的'排序为：题名、作者、摘要、关键词、英文题名、英文摘要、英文关键词、正文、参考文献、附录和致谢。
1、毕业论文格式的写作顺序是：标题、作者班级、作者姓名、指导教师姓名、中文摘要及关键词、英文摘要及英文关键词、正文、参考文献。
2、毕业论文中附表的表头应写在表的上面，居中;论文附图的图题应写在图的下面，居中。按表、图、公式在论文中出现的先后顺序分别编号。
3、毕业论文中参考文献的书写格式严格按以下顺序：序号、作者姓名、书名(或文章名)、出版社(或期刊名)、出版或发表时间。
4、论文格式的字体：各类标题(包括参考文献标题)用粗宋体;作者姓名、指导教师姓名、摘要、关键词、图表名、参考文献内容用楷体;正文、图表、页眉、页脚中的文字用宋体;英文用TimesNewRoman字体。
5、论文格式的字号：论文题目用三号字体，居中;一级标题用四号字体;二级标题、三级标题用小四号字体;页眉、页脚用小五号字体;其它用五号字体;图、表名居中。
6、格式正文打印页码，下面居中。
7、论文打印纸张规格：A4210297毫米。
8、在文件选项下的页面设置选项中，字符数/行数选使用默认字符数;页边距设为上：3厘米;下：厘米;左：厘米;右：厘米;装订线：厘米;装订线位置：左侧;页眉：厘米;页脚厘米。
9、在格式选项下的段落设置选项中，缩进选0厘米，间距选0磅，行距选倍，特殊格式选(无)，调整右缩进选项为空，根据页面设置确定行高格线选项为空。
10、页眉用小五号字体打印XX大学XX学院20XX级XX专业学年论文字样，并左对齐。
11、使用软件：MicrosoftWord2000以上版本。
文献注释
注释不同于参考文献。参考文献是作者写作论著时所参考的文献书目，集中列于文末。而注释则是作者对正文中某一内容作进一步解释或补充说明的文字，不要列入文末的参考文献，而要作为注释放在页下，用①②标识序号。注释中提到的论著保持通常格式，如：
①与正文部分空出两行;②按照文中的索引编号分别或合并注释;③注释采用五号黑体，注释内容汉语采用小五号宋体，英语采用Times New Roman 9号。
写英语议论文时，有么有万能的写作模板可以套用?下面是我给大家整理的议论文英语作文模板，供大家参阅!
导入：
第1段：Some people hold the opinion that A is superior to B in many ways. Others, however, argue that B is much better. Personally, I would prefer A because I think A has more advantages.
正文：
第2段：There are many reasons why I prefer A. The main reason is that ... Another reason is that...(赞同A的原因)
第3段: Of course, B also has advantages to some extent... (列出1~2个B的优势) 结论：
第4段: But if all these factors are considered, A is much better than B. From what has been discussed above, we may finally draw the conclusion that ...(得出结论) オ
导入：
第1段：提出一种现象或某种困难作为议论的话题
正文：
第2段：Many ways can help to solve this serious problem, but the following may be most effective. First of all... Another way to solve the problem is ... Finally...(列出2~3个解决此类问题的办法)
结论：
第3段：These are not the best but the only two/ three measures we can take. But it should be noted that we should take action to...(强调解决此类问题的根本方法)
导入：
第1段：提出一种现象或某个决定作为议论的话题
As a student, I am strongly in favour of the decision. (亮明自己的观点是赞成还是反对) The reasons for this may be listed as follows. (过渡句，承上启下)
正文：
第2段：First of all... Secondly... Besides...(列出2~3个赞成或反对的理由)
结论：
第3段：In conclusion, I believe that... (照应第1段，构成"总-分-总"结构)
导入：
第1段：Recently we've had a discussion about whether we should... (导入话题) Our opinions are divided on this topic.(观点有分歧)
正文：
第2段：Most of the students are in favour of it.(正方观点) The reasons are listed as follows. First... Second... Finally...(列出2~3个赞成的理由)
第3段：However, the others are strongly against it. (反方观点)
Here are the reasons. In the first place... What's more... In addition...(列出2~3个反对的理由)
结论：
第4段：Personally speaking, the advantages overweigh the disadvantages, for it will do us more harm than good, so I support it.(个人观点) オ
Dear Editor:
[引出话题] I’m a senior three student. I’m writing to tell you my opinion on whethermiddle school students can go to school with mobile phones. [赞成]I think they can do that. Because students can keep in touch with their friends and family wherever they are. Besides, the mobile phone is a way to have fun.
[反对] However, every coin has 2 sides. There are some problems with using mobile phones. The ring of phones can disturb teachers and students in the classroom. Another students is that some students can spend too much time and money on phone calls and sending messages.
[个人观点] In conclusion, I suggest students not use phones in the classroom. Also, as it is expensive, the owner should take good care of it.
Yours sincerely,
Li Hua