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首先，诚恳的态度是至关重要的，提交文章修改后要附上一个cover letter。里面包含这些内容：
sci论文发表被拒怎么办?
1、如何回复首先，了解自己论文被拒的原因，是否认同被拒的理由。如果认可那么可以回复辛苦审稿人，拒稿信中若有修改建议和意见，还要感谢审稿人给出的指导。如果不认同被拒的理由，要感谢审稿人付出时间和精力审稿后，委婉的说明自己的意见。回信给到杂志社后，杂志社也会看你的回信，如果杂志社觉得你的解释合理，可能会找审稿专家重新审稿，当然这种可能性是比较低的，多半还是以拒稿结束。2、拒稿后怎么做被拒稿大概率是因为你的研究没有达到期刊的要求，具体还是要看拒稿的要求，如果期刊鼓励修改后重投，一定要抓住机会，可以针对论文被拒的原因，对论文进行修改，直到达到该刊发表要求后再投稿，但是很多顶级的期刊，是明确告诉作者，拒稿了以后就不要再投，比如PNAS。对他们来说，已经被拒的文章，再次投回，是在浪费他们的资源。3、sci拒稿回复信1)认同审稿结果，可以回复：Thank you for providing these insights，We agree with you and have incorporated this suggestion throughout our paper2)认同审稿结果，可以回复：Thank you for providing these insights，You have raised an important point; however, we believe that [X] would be outside the scope of our paper because/We have clarified that… means… (p. #, lines #-#) throughout the paper4、拒稿回复注意事项不要直接否决或是反驳审稿人给出的拒稿原因，而是以讨论的方式表达自己的观点，最好是找到可以佐证自己说法的文献，这样更有说服力。最后，为了降低sci论文被拒的可能性，建议大家提前了解sci论文常见的拒稿原因，并在投稿前做好全面检查。
SCI论文发表被拒怎么办?满怀希望把SCI论文投稿出去，却屡次收到审稿人的修改意见，SCI论文见刊日子缥缈迷茫。 要知道，国际核心刊物的审稿人大多是各个领域的权威学者。SCI期刊的出版社会经常征询编委的意见，选择最佳的审稿队伍。审稿是无报酬的，审稿人的工作态度大多极其认真。所以，我们对审稿意见要十分尊重，对每一条批评和建议，都要认真分析，并据此修改SCI论文。对自己认为是不正确的意见，要极其慎重，和认真地回答，有理有据地与审稿人探讨。 常常是作者犯难的问题。这里必须分析被拒绝的理由。 第一类拒绝是一种"完全的拒绝"，主编通常会表达个人意见，对这类文章永远不愿再看到，再寄送这类文章是没有意义的。 有一类是文章包含某些有用的数据和信息，主编拒绝这类文章是由于数据或分析有严重缺陷。对这类文章作者不妨先放一放，等到找到更广泛的证据支持或有了更明晰的的结论，再将经过修改的"新"文章寄给同一杂志。主编通常是会考虑重新受理这类文章的。 认真对待审稿意见，礼貌回应 除非学术编委十分喜欢你的论文，一心要接受其发表，否则国际高水平杂志大多数都会以锱铢必较的态度认真对待审稿人的每一条批评，并要求作者作出必要修改。多数情况下，修改稿要与审稿人再见面，并作重新评审。寄希望于编委和审稿人高高举起而轻轻放下，是不切实际的，可能性不大。正是由于这一过程过于冗长甚至耗费审者和作者的过多精力，部分学者认为应予改革。 美国微生物学会新开办的跨学科杂志 mBio 就申明，凡要求作较大修改的论文都干脆不予接受，以免作者和审者疲于应付。但这样的做法目前仍非主流，因此，向编委和审稿人体现诚意，让他们感觉到你已作出巨大努力提高论文的质量，仍是至关重要的。 与审稿人建立友好交流模式 千万不要跟审稿人起争执，这是非常不明智的一件事情。审稿人意见如果正确那就不用说了，直接照办就是。如果不正确的话，也大可不必在回复中冷嘲热讽，心平气和的说明白就是了。大家都是青年人，血气方刚，被人拍了当然不爽，被人错拍了就更不爽了。 尤其是一些行业权威导师的学生，看到一审结果是major而不是minor本来就已经很不爽了，难得抓住审稿人的尾巴，恨不得拖出来打死。举个例子，一个审稿人给的意见是增加两篇参考文献(估计也就是审稿人自己的文章)，结果作者在回复中写到，making a reference is not charity!这种让审稿人没有颜面的措辞，便会引发审稿人的反感。结果也就如大家所想的那样，这篇稿子理所当然的被拒了，虽然后来经编辑调解改成了major revision，但毕竟耽误的是作者自己的时间不是吗? 合理掌握修改和argue的分寸 所谓修改就是对文章内容进行的修改和补充，所谓argue就是在回复信中对审稿人的答复。这其中大有文章可做，中心思想就是容易改的照改，不容易改的或者不想改的跟审稿人argue。 对于语法、拼写错误、某些词汇的更换、对某些公式和图表做进一步解释等相对容易做到的修改，一定要一毫不差的根据审稿意见照做。而对于新意不足、创新性不够这类根本没法改的，还有诸如跟算法A，B，C，D做比较，补充大量实验等短时间内 根本没法完成的任务，我们则要有理有据的argue。 在Argue的时候首先要肯定审稿人说的很对，他提出的方法也很好，但本文的重点是 blablabla，跟他说的不是一回事。然后为了表示对审稿人的尊重，象征性的在文中加上一段这方面的discussion，这样既照顾到了审稿人的面子，编辑那也能交待的过去。 最后，对于审稿意见提出的所有问题，一定要逐条认真回答 即使两个审稿人的意见是重复的也要分别回答，详细具体。各审稿人的问题和我们的回复要显著区分开。凡是缺点我们都要逐个改正，凡是夸奖，我们都要一一感谢。 只要耐心花时间与审稿人认真讨论，坚持到最终，SCI论文总有见刊的机会，同时还与审稿者和主编建立了良好的关系，使得论文发表后得到了良好的国际引述。
1.正反观点式议论文模板导入：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）Here are the reasons. 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）Their reasons are as follows. 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2.“A或者B”类议论文模板：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3.观点论述类议论文模板：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）4."How to"类议论文模板：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)
百度一下就知道了！如果百度搜不到那你就只能自己写了！
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.
从小学、初中、高中到大学乃至工作，说到论文，大家肯定都不陌生吧，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。那么，怎么去写论文呢？下面是我为大家整理的大学英语四级作文模板：辩论式议论文，欢迎大家借鉴与参考，希望对大家有所帮助。
Some people believe (argue, recognize, think) that观点1. But other people take an opposite side. They firmly believe that观点2. As for me, I agree to the former/latter idea.
There are a dozen of reasons behind my belief. First of all,论据1. More importantly,论据2. Most important of all,论据3.
In summary, 总结观点. As a college student, I am supposed to表决心.或From above, we can predict that预测.
People hold different views about X. Some people are of the opinion that观点1, while others point out that观点2. As far as I am concerned, the former/latter opinion holds more weight. For one thing,论据1. For another,论据2.
Last but not the least,论据3.
To conclude, 总结观点. As a college student, I am supposed to表决心.或From above, we can predict that预测.
学校或者学院统一答辩未通过的话，还可以有一次推迟答辩的机会，可以说是有两次机会。如果推迟答辩还是未通过，只能第二年重新参加答辩。不能通过论文答辩和考试不及格是一样的性质，是不能颁发毕业证和学位证的，因为不符合学生对毕业生的基本要求。论文可以多次修改，也可以临时更换题目，一般来说，论文答辩之后还需要再次修改之后才提交给学校进行存档。
对拒绝稿的理由逐个进行分析解释反驳。论文申诉书中我们应对审稿人拒绝稿的理由进行分析解释反驳，除了学习语言上的解释外，最好能提供更多更详细的数据技术作为重要依据。撰写论文复审时应坚持以事实为依据，一封好的论文申诉书应具有科学性和客观性。
编者按： 申诉信的作用在于把你被拒签的冤案告诉签证官，解释为什么对你的拒签既不合理又不公平，消除他对你资金问题和移民倾向问题的怀疑，从... 申诉信的作用在于把你被拒签的冤案告诉签证官，解释为什么对你的拒签既不合理又不公平，消除他对你资金问题和移民倾向问题的怀疑，从而改变拒签的决定。 申诉信只是签证面试的辅助手段。根据美国签证哲学，只要你的申请没有伪造成分，所有人都应该得到签证。你只需面对签证官把你应该获得签证的理由自信而坚定地表达出来就行。人和动物的主要区别之一是拥有语言的艺术。如果你不能做到这一点，再好的申诉信也未必能挽救你。 申诉信一定要确保英语文字质量。申诉信是决定你出国命运和留学前途的论文。如果要想有效的话，英语文字一定要流畅通顺，语言内容一定要明快有力。 许多自己写了申诉信递交给签证官的同学抱怨说：签证官并不看申诉信。这是一个误解。签证官确实看申诉信，但签证官不看写得不好的申诉信。所有自己起草的申诉信，在形式和内容上达不到起码的英语写作水平。你是就一个重大的问题，表达你的观点，追求你的权利。但是普通读者写的申诉信，即使你是英语本科毕业的高才生，其文字质量顶多相当于美国初中生的写作水平。设想一个告状老农，拿着一张文笔不通、意思混乱的上诉信给你时，你即使想帮助他，也没有耐心来搞清楚他的哀诉。这就是签证官“不看”你的申诉信的原因。美国实际生活中的信件写作和国内教科书上的很不一样，为确保文字质量，最好能够让从国外回来的朋友替你的申诉信润色，实在不行，至少让专业翻译公司的人替你抛光一遍。 英语的文字次序和中文的往往相反。同时，英语的文字排列比中文更为灵活自由，可以让写作者根据自己需要强调的重点任意组合。文字次序的排列对于申诉信的效力有相当的影响。读者应该尽量利用英语的这种特点，把自己的观点表达得淋漓尽致，一步到位。举例说明：中文“怀疑我有移民倾向是可笑的”这句话，英语可以这样表达为"It'sajoketosuspectmehavingimmigrationintention"，也可以表达为："Suspectingmehavingimmigrationintentionisajoke"，但中文却不可以说：“这是可笑的怀疑我有移民倾向。” 申诉信的秘诀之一就是英语的这种表达方式，这种表达使得最重要的词汇到了最引人注目的地方，能够达到最佳申诉效果。所以在本书所有申诉信的中文翻译中，我都有意根据英语原文的风格，把许多句子“硬译”过来。这些硬译的句子，往往是比较关键的文字的运用，所以读者遇到硬译的中文句子，务必留心学习他们的原文句子的用法。 ·申诉信一定要简洁明快。美国签证处每天接待无数人，签证官必须在几十秒之内处理一个申请。尤其是在繁忙的夏季，签证官的心理和生理状态都不会太好。你的申诉信只有瞬间机会让签证官匆匆扫描一下，必须在瞬间抓住他的注意力。因此，文字的简洁明快就特别重要。 ·申诉信一定要坚定有力。申诉信只有一个目的，是对于拒签的反驳。如果你没有巨大的冤屈，为什么要申诉？申诉信的基本格式应该是：在简短的开场白之后，摆出签证官拒签的理由，然后逐条加以反驳。反驳的力量，不是来自粗暴的责备，而是来自逻辑和论证的力量。只要你明确指出，并在逻辑上证明签证官的拒签理由是错误的，本身就构成巨大的压力，使签证官不得不改变先前的拒签决定。上面林河的申诉信，就非常强有力地体现了这个原则。在论点部分，即结论部分，你可以重磅出击一下——该出手时就出手——指出签证官的不合理，不公平，不负责任，不按规定办事。读者从后面的申诉信范例，可以看到大量这样火热的反驳场面。美国是一个理性社会，只要你在理论上证明了你的观点，你就能够反败为胜。 ·申诉信不能免除你的面试。读者需要注意，申诉信的质量再好，签证官也还是要对你进行面试（申诉信是在再次面试时递交给签证官作为面试的一部分内容）。准备好再次面试，比准备一封好的申诉信还要重要。换言之，有好的面试而没有申诉信，你有可能获得签证；有好的申诉信而没有好的面试，没有可能获得签证。 什么情况下需要申诉信？读者没有必要盲信和滥用申诉信。有过这样的案例：签证官看完申诉信还是表示拒签，在这千钧一发之时，申述人毫不退缩，自信而雄辩地把自己的理由讲出口，赢得了签证官的批准。下列情况，有可能需要申诉信：签证官有明显的错误和不合理；比较复杂的案例，一两句话说不清楚；你的案例实在太弱，几乎连你自己都不认为可以成功；至少拒签两次。 在我的咨询工作中，许多成功例子，说到底都是申请者本身固有的优秀与自信。一个缺少自信的人，也许我能够给他“鼓”起信心来。但对你自己最有决定权的人，还是你自己。如果你选择自卑，你只能自卑；如果你决定失败，你只能失败。 所以，我的最重要的建议是：如果你决定写申诉信，请找专家。至少你自己先把信写好后请翻译公司、国外回来的英语写作出色的朋友等为你修改。完全彻底按照美国商业信件写作的规矩和文字风格来处理。签证官是世界上最忙和最没有耐心的人，这是职业病，应该尊重。说到最后，如果你一封信都写不好，你凭什么证明你的优秀呢？
党员受到党的纪律处分后，如认为证据不实、定性不当、处分过重而不服时，可以向上级党组织直至中央提出申诉。申诉一般以书面的形式向上级党组织提出，通常称为“申诉信”。一、申诉信一般应包括以下几方面的内容：1、标题。应概括出申诉的主要内容，如《关于受到党内严重警告处分的申诉》。如申诉的内容不好概括，也可简单地写《我的申诉》或《申诉信》。2、抬头。向哪一级党组织提出申诉，就将这个组织的名称写在标题下面第一行（应顶格写），并加冒号。3、正文。这是申诉信最主要的部分，一般应着重写以下几方面：（1）本人的基本情况和受处分的情况，一般应写自己的姓名、性别、出生年月、入党年月、工作单位、现任职务，以及何时、何地、何原因、受到何单位何种处分，等等。（4）落款。申诉人在正文的右下方应签名盖章，并注明申诉日期。为了便于接受申诉的单位与申诉人联系，申诉人还应写明通信地址、邮政编码、联系电话等。二、写申诉信应注意的几个问题：1、要实事求是，不能隐瞒错误事实，更不能伪造有关情况。如果申诉的内容与事实不符，故意歪曲、捏造事实，还会受到严肃的批评，甚至加重处分。2、要针对自己的问题，学习党章有关条文和有关政策法规，正确分析和认识自己的问题，不要提出无理要求，更不能无理纠缠，甚至妨碍公务。否则，将受到党纪乃至国法的制裁。
申诉书包括首部、正文、尾部三部分。一、以刑事案件申诉为例，申诉书的格式是：1、申诉人：XXX委托代理人：XXX申诉人因被告人XX一案，对XX人民法院XXX号刑事判决书、XXX中级人民法院XXX号刑事裁定书不服，提出申诉。（一）请求事项：1、撤销XXX人民法院XXX号刑事判决书、XXX中级人民法院XXX刑事裁定书。2、判决被告人XXX无罪。（二）事实和理由：（包括申诉要达到的目的和要求）综上所述，一审判决认定事实不清，主要证据不足，违反法定程序，二审疏于审查，错误维持。恳请贵院查明事实，正确适用法律，公正再审，判决被告人XXX无罪。此致XXX中级人民法院申诉人：XXXXXX年XXX月XXX日二、生活中使用较多的还有劳动仲裁申诉书：1、标题：劳动争议仲裁申诉书2、争议当事人：申诉人与被申诉人。应写明姓名、年龄、工作或家庭住址以及代理人的相关具体信息。3、正文：请求事项；指申诉要达到的目的和要求，请求事项要具体明确。4、尾部：包括提送的仲裁机构名称、申诉人的姓名和名称或签章、申请时间，同时写明提交的副本份数、物证、书证件数。以上就是关于申诉书怎么写的相关内容，申诉书属于法律文书，相关的内容应该按照格式要求来写，希望我的回答能够对你有所帮助。法律依据《中华人民共和国刑事诉讼法》第二百九十六条各级人民法院对当事人及其法定代理人、近亲属对已经发生法律效力的判决、裁定提出的申诉，应当进行登记并认真审查处理。第二百九十七条人民法院经审查，对不符合刑事诉讼法第二百零三条规定的申诉，按来信、来访处理。第二百九十八条受理、审查申诉一般由作出发生法律效力的判决、裁定的人民法院进行。直接向上级人民法院申诉的，如果没有经作出发生法律效力的判决、裁定的人民法院审查处理，上级人民法院可以交该人民法院审查，并告知申诉人；如果属于案情疑难、复杂、重大的，或者已经由作出发生法律效力的判决、裁定的人民法院审查处理后仍坚持申诉的，上级人民法院可以直接受理、审查，下级人民法院也可以请求移送上一级人民法院审查处理。《劳动争议调解仲裁法》第二十八条 申请人申请仲裁应当提交书面仲裁申请，并按照被申请人人数提交副本。
出现退改的情况无疑就两个原因：其一：格式不符合发刊标准，修改后可再次投稿；其二：学术课题在实验性、理论性上没有新的科学研究成果或是没有提供新的科技信息，而是重复、模仿、抄袭前人的工作，此类情况就比较麻烦，得要推倒重来，重新写作后再投。
遇到退改，作者不要沮丧，这非常正常，按照退改意见认真修改后，被录用的可能性就增大了。一般来说，如果收到的是退改决定，你应该感到庆贺，因为这提示你，你的稿件具有被录用发表的可能。
但是，需要提醒的是，你如收到了退改信，并不一定就表示你的稿件就一定不会被录用，其前提是你必须按照退改要求上的修改建议来全部地认真地修改。你的稿件按照修改意见更新修改稿件后，也不一定就表示一定会被录用的。不过，如果你完全遵照退改意见去修改你的稿件了，一般被录用的可能性是非常大的。
退改的稿子应及时修改后反馈回编辑部，这样会加快你稿件的处理进度。如果收到的退改意见很棘手，这时你得考虑更新进行大修改，这就费时间、精力和财力了；对于棘手的退改意见，如果你无法办到，那就要考虑改投他刊了。因为，有时有的审稿人会给你出一两个既刁难而又是客观的问题让你无法问答修改。如果在退改意见中，存在错误或者不合理的评审意见，一定要认真澄清和解释。你认真澄清和解释后，编辑和审稿人还是不能认可理解的话，那你要么改投他刊，不必再浪费时间了，要么继续申辩，但要注意在继续申辩的过程中绝对不能存在敌意，要心平气和。
1、选择其他渠道投稿。拒稿原因分有很多种，首先是没有通过外审。这通常是因为论文文稿不佳或者是不符合期刊的类型。如果是质量不佳那就可以尝试更低影响因子的期刊投稿，通常会回复“很抱歉，本刊物录用率在10%-25%左右，您的稿件不能被录用”而拒稿。而如果是不符合期刊类型，那可以选择合适的其他期刊进行投稿。2、对于数据分析有缺陷的不妨将论文放一放，等找到更靠谱的数据支撑或有了更加清晰的结论后再补充进去，这样你的论文就焕然一新了，再投稿被受理的机会会很大。3、修改论文结构。结构是论文的组织安排，其好坏程度直接关系到论文表达结果，所以整篇文章一定要做好布局和安排。开头、结尾、段落划分、内容衔接是否顺畅等一定要注意，确保通篇是一个完整的严密整体。
论文被拒稿后的解决办法如下：
一、改投
可以转到其他杂志社上进行投稿，这是很常见的事情。投稿的论文在一般情况下都是同一个审稿人，问题不处理的话给审稿人的印象是非常糟糕的。收到拒稿原因，应该做出适当的改变，突出适合杂志社的要点。如果每次投稿都被拒绝，可能是自己论文不适合这一杂志社。
二、重投
很多人在被拒绝了之后，都会换到其他其他杂志社，开始下一轮的评论过程，会经历很漫长的等待。
其实，我们可以改变自己的想法，比如，通过和杂志社编辑的沟通，我们可以发现论文在修改后是否仍然具有重新提交给被拒绝的杂志的价值。在一定程度上，它可以节省格式文件的第二次修改和宝贵的审稿时间。
三、申诉
也有部分人被拒稿了会抱怨，但是很少。没有太大的理由是不需要上诉的，而且上诉很浪费时间，编辑也头疼，审稿人很难找到，编辑一般不得不站在审稿人一边。
投诉的后果是要等一段时间，有些编辑甚至不理会投诉电邮，投诉失败的机会很高，即使成功了，也要修改再审，这等於再投资。
投稿被拒的原因分析作者都希望自己辛辛苦苦撰写的文章能够尽快发表，而实际情况往往会事与愿违，投出去的稿件遭到拒绝。投稿被拒的原因中，除了稿件的质量问题外，恐怕不乏投稿技巧等问题，其主要表现如下：1. 作者未细读征稿简则大多数期刊都有相应的征稿简则，比如投稿内容、页数、字体、公式、图表及文献写法等。国外一些期刊还有字数或页数的算法要求。如果没有细读相关说明或者不遵守相应的标准规范，就很可能影响稿件的录用。2. 稿件内容与期刊主题不符投稿被拒的原因中，最常见的是稿件提交给了错误的期刊，超出了所投期刊的学科领域或栏目范围等。例如，一篇心理学的文章投到了化学期刊上，投稿内容与期刊的风格、栏目或热点相差甚远，就很容易遭到拒绝。3. 其他原因投稿被拒的原因还有许多，诸如书面表达差、实验数据欠缺、没有创新或者图表错误等，其中较为严重的是有的作者稿件标题都写错了，其责任心遭到质疑；有的作者写完文章之后，不做任何检查，文中错别字较多，严重影响了编辑的阅读，进而影响了稿件的录用。所以要提起注意，在投稿之前，一定要选择合适的投稿期刊，如果期刊的风格或水平与自己的文章不匹配，只会浪费投稿的时间，拉长我们投稿的周期。可以以该期刊最新发表的同类文章为参考标准，来判断自己的文章是否合适该期刊。投稿前一定要进行文章内容的反复检查，并按照期刊要求修改论文的排版格式以及参考文献格式。投稿前建议先自行查重，但注意查重要选择官方的渠道，不要被一些虚假的小网站所欺，未发表的文章有泄露的风险。稿件的再投递一般来说，著名期刊的退稿会远远超出录用稿件。稿件被拒后，作者要调整心态，按照专家的评审意见认真修改，重新投稿。具体来说，要做好以下几点。1. 提升稿件质量稿件的质量是投稿成功的关键因素。撰稿后，最好的办法是多检查几遍，看是否还有需要改进的地方：题目是否合适，结构是否合理，是否存在错别字，再看看文字是否可以压缩，要简而精。2. 寻找合适期刊每种期刊都有自身的办刊宗旨和相对稳定的稿源。有的作者好高骛远，喜欢投著名期刊，结果常被退稿。稿件被退既浪费时间又打击信心。因此，作者要客观评价稿件，确定几个适合投稿的期刊，了解所投期刊的写作形式和风格，以确定最适合自己的期刊。通常每个期刊都由数个栏目组成，投稿前，应先搞清该刊的出版周期，了解该刊开设的栏目，还应大致了解该刊近年发表的文章。将自己的文章与相关文献进行比对，分析一下自己的文章适合哪类栏目，投稿时最好注明栏目名称，以便编者在看稿时能准确、及时地归档处理。编者都喜欢省事省心的作者。3 细读投稿须知通常在每期现刊中都会找到投稿须知之类的信息（如征稿简介、期刊站点介绍等），也可使用通用搜索引擎，如Google，Baidu等，快速获取相关信息。当然，还可直接联系编辑部。在基本了解投稿须知后，可下载该刊的文章，按照该刊的内容和格式编排自己的文章。4 熟悉投稿流程确定再投稿期刊后，应了解该刊的投稿流程，可免去许多麻烦。期刊的投稿流程一般包括作者投稿、编辑处理、专家审稿、作者修改和最终结果等，这些过程中，需要作者耐心等待和认真解决相关问题。(1) 作者投稿。应严格按照投递期刊的排版格式和写作要求撰写文章——包括题目、关键词、中图分类号、作者简介和联系电话等。例如，有的期刊要求上传的稿件不能是PDF格式，有的期刊在投稿时要求稿件的文字、图表要分开上传。(2) 编辑处理。一般在两周内完成，主要看编辑的处理情况，有的期刊稿件先到主编手里，主编再派给归口的编辑。(3) 专家审稿。过程较为漫长，主要取决于审稿专家的审稿速度。如果被邀请的专家不想审，编辑只好另请专家评审，这就会延长审稿时间。通常正规期刊不用催，到了承诺的时间就会回信。没到时间就催稿是不礼貌的行为。(4) 作者修改。要求修改就很可能被录用。修稿时，作者应直入主题，逐条回答专家的提问，按照专家的建议认真修改。另外，还要吃透编辑提出的修改建议，因为只有编辑才知道栏目要的是什么样的文章。(5) 最终结果。编辑部通常要等所有专家的评审意见返回后，才通知作者审稿结果。有的编辑部会要求作者推荐审稿专家，作者理应按照编辑部的要求积极推荐审稿专家，提供专家的详细信息。现在有些著名期刊采用一票否决制，只要有一位审稿专家否决就退稿。尽早准备，提前发表通常，论文从投稿到发表需要经历漫长的等待过程。有的热门期刊审稿周期就达5个月之久，发表周期更是在1年半以上（主编需要综合专家的评审意见、来稿量以及热点问题等情况，才能最后作出明确的答复）。而且，随着期刊杂志社整改，期刊版面大大减少，每期可以刊登的文章有限，但接收到的投递稿件数量不减反增，这就导致许多刊物的拒稿率都提高了不少，随之版面费也不得不上涨。尤其现在正值文章发表的高峰期，如果你对于见刊时间有一定的要求，或者希望尽早见刊，一定要在文章终稿确定之后第一时间寻找合适的刊物投稿。质量越高的刊物收到的稿件越多，刊期也相对排后，因此如果有文章发表需求的朋友一定要尽早准备、提前发表！！