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英语论文提纲 格式
英语论文的论文提纲应该怎样编写呢?让我们看看建议以及论文的提纲范文吧!
Acknowledgements 4-5
Abstract 5
摘要 6-9
Chapter One Introduction 9-16
1.1 Introduction 9
1.2 Background of the Study 9-12
1.3 Purpose of the Study 12-13
1.4 Significance of the Research 13-14
1.5 Thesis Structure 14-16
Chapter Two Literature Review 16-25
2.1 Introduction 16
2.2 Theoretical Background of Communicative Language Teaching 16-19
2.2.1 Concept of Communicative Competence 16-17
2.2.2 Hymes'Idea on Communicative Competence 17-18
2.2.3 Canale and Swain's Theory 18-19
2.3 Overview of Communicative Language Teaching 19-22
2.3.1 Development of Communicative Language Teaching in China 19-20
2.3.2 Features of Communicative Language Teaching 20-22
2.4 Relationship between Language Testing and Language Teaching 22
2.5 Summary 22-25
Chapter Three Analysis of IELTS Speaking Test and Questionnaire 25-36
3.1 Introduction 25
3.2 Analysis of IELTS Speaking Test 25-28
3.2.1 Structure of IELTS Speaking Test 25-27
3.2.2 Communicative Approach Embodied in IELTS Speaking Test 27-28
3.3 The Questionnaire 28-34
3.3.1 Design 28-29
3.3.2 Participants 29-32
3.3.3 Methods 32
3.3.4 General Results 32-34
3.4 Summary 34-36
Chapter Four Findings and Discussion 36-54
4.1 Introduction 36
4.2 Chinese Candidates'Performance in IELTS Speaking Test 36-38
4.3 IELTS Candidates'Attitude towards Oral English Teaching 38-43
4.4 Explanations for the Situation 43-45
4.5 Implications for College Oral English Teaching 45-52
4.5.1 Teaching Goal 46-47
4.5.2 Teaching Content 47-48
4.5.3 Teaching Methods 48-51
4.5.4 Make Use of Modern Teaching Equipment 51
4.5.5 Establish an Extracurricular Supervision System 51-52
4.5.6 Improve Oral English Testing and Evaluation 52
4.6 Summary 52-54
Chapter Five Conclusion 54-57
5.1 Summary of the Findings 54-55
5.2 Limitations and Suggestion for Further Study 55-57
Appendix Questionnaire 57-58
Bibliography 58-62
首先英语论文提纲页应当包括论题句和提纲本身。
其次英语论文的格式规范是怎样的:
第一、要在第一行，也就是在与打印纸顶端的距离约为2.5cm处，第一行的始端打上“Thesis”一词以及冒号,然后空一格后再打上论题句,接着回行时要注意左边要和论题句的第一个字母保持上下对齐，否则就会出问题(至少你也希望自己长得标致吧，那么那样不标致的论文你看得应该也不顺眼吧)。
第二、论文的主要纲目要用大写的.罗马数字标出，而次要纲目就要依次用大写英文字母、阿拉伯数字以及小写英文字母标出。这里要注意的是各数字或者字母后面都要是一个句点,然后空出一格再打上这一项内容的第一个字母;对于处于同一等级的纲目,一定要注意它的上下行左边都必须保持对齐。另外，同等重要的纲目要在两个以上，也就是说有A应有B，有Ⅰ应有Ⅱ类似这样的。
最后，需要说明的是要是英文论文的提纲比较长的话，那就要用上两页纸，而且第二页应该在右上角用上小写罗马数字标出其页码来，即是ii，这里要注意的是那第一页就可以不用标页码了。
有关英语教学毕业论文提纲模板精选3篇
英语教学毕业论文提纲模板一
Abstract 5-6
摘要 7-9
1. Introduction 9-11
1.1 Background of the Research 9
1.2 Significance of the Research 9-10
1.3 Structure of the thesis 10-11
2. Literature Review 11-19
2.1 Some Attempts to Define expert and novice teacher 11-13
2.2 An overview of studies on teaching behaviors 13-16
2.3 An overview of the characteristics of expert teachers' teaching behaviors 16
2.4 Limitations of the Previous Studies 16
2.5 Theoretical bases 16-19
3. Research Design 19-25
3.1 Subjects 19-20
3.2 Observed teaching tasks 20-21
3.3 Classification of English teachers’ teaching behaviors 21-22
3.4 Research method 22-24
3.5 Research Procedures 24-25
4. Data Analysis and Discussion 25-51
4.1 Diversity in Speech Presentation behavior 25-33
4.2 Diversity in Text Presentation 33-38
4.3 Diversity in Action Presentation (body language) 38-40
4.4 Diversity in interaction behavior 40-51
5. Conclusions and Implications 51-55
5.1 Conclusions 51-53
5.2 Pedagogical Implications 53-54
5.3 Limitations and recommendations for the Further Research 54-55
Acknowledgments 55-56
References 56-59
Appendix I Classroom observation worksheet of teaching behavior 59-61
Appendix II 唐卫海提问行为类别观察表 61-62
Appendix III 攻读硕士学位期间发表的论文 62
英语教学毕业论文提纲模板二
Abstract 3-4
摘要 5-7
Tables 7-10
1. Introduction 10-14
1.1 Research Questions 11
1.2 The purpose and significance of this research 11-12
1.3 Layout of thesis 12-14
2. Literature Review 14-24
2.1 The concept and connotation of teaching journal 15-17
2.2 The Content of teaching journal 17-20
2.3 Reflective level 20
2.4 The styles of teaching journal 20-24
3.Research Design 24-26
3.1 Purpose of Research 24
3.2 Subjects 24
3.3 Instruments 24-25
3.4 Procesures of research 25
3.5 Data collection 25-26
4. Results and Discussions 26-52
4.1 Results and discussions of quesionnaire 26-32
4.2 The writing differences between teachers of differnet professional ranks on reflective content and reflective level 32-45
4.3 The writing differences between teachers of different genders on reflective content and reflective level 45-52
5. Methods to Improve Teachers' Reflective Ability 52-56
5.1 Problems in the process of reflection 52-53
5.2 The ways to improve teachers' reflective ability 53-56
6. Conclusion 56-58
6.1 Present findings 56
6.2 Limitations 56-57
6.3 Suggestions for future research 57-58
Acknowledgements 58-60
Bibliography 60-64
Appendix 64-65
英语教学毕业论文提纲模板三
Abstract 3-4
摘要 5-8
1. Introduction 8-12
1.1 Research background 8
1.2 Significance of the study 8-10
1.3 Organization of thesis 10-12
2. Literature Review 12-22
2.1 Language learning strategies 12-15
2.1.1 Definition of the language learning strategies 12-13
2.1.2 Classification of learning strategies 13-14
2.1.3 Studies on learning strategies 14-15
2.2 Language learning styles 15-18
2.2.1 Definition of language learning style 15
2.2.2 Classification of language learning style 15-17
2.2.3 Studies on language learning style 17-18
2.3 Learning strategies training 18-19
2.4. Review of the relationship of learning strategies and learning styles 19-22
3. Methodology 22-33
3.1 Purposes 22
3.2 Hypotheses 22
3.3 Research participants 22-23
3.4 Instruments of the research 23-24
3.4.1 Questionnaire 23
3.4.2 Observation 23-24
3.5 Procedures 24-33
3.5.1 Pre-treatment questionnaire 24-25
3.5.2 Language learning strategy training instruction 25-30
3.5.3 Post-treatment questionnaire 30-33
4. Results and Discussion 33-47
4.1 Results of the questionnaire 33-43
4.1.1 The results of the T-test in pre-treatment questionnaire 37-40
4.1.2 The results of the T-test in post-treatment questionnaire 40-43
4.2 Discussion 43-47
4.2.1 The senior high school students’ learning styles were expanded with the help of learning strategy training 44
4.2.2 The variety of learning styles helps the students to learn better with different learning tasks 44-45
4.2.3 The learning strategies help the students learn better, more easily and actively33 45-47
5. Conclusion 47-49
5.1 Major findings 47-48
5.1.1 The learning styles of the senior high students were tended to be various 47-48
5.1.2 The language learning strategy training can expand or even changethe language learning styles 48
5.2 Limitations and recommendations for further study 48-49
Acknowledgements 49-51
Bibliography 51-55
Appendix 55-61
AppendixA 关于英语学习风格的问卷调查 55-59
AppendixB 英语学习策略培训观察量表 59-60
AppendixC Listening Material 60-61
英语论文提纲 范文
英语论文提纲怎样写呢?下面是我分享的英语论文提纲范文，欢迎大家阅读，也希望英语论文提纲范文能够帮助同学们顺利开展论文的撰写。
一、 title
from a new woman to a victim
二、 introduction
in china, the position of women becomes higher and higher, but discrimination and violence are existed all the same. there are a lot of women who have the same experience with desdemona. the intention of this study is to tell the importance of women’s independence in this modern society.
my attention was first directed to introduce desdemona and the good points of her character. this is because she is a new woman in the first two acts. then i put much attention on analyzing the reasons of her change. last i pointed out that women in modern society should learn from desdemona and try to be independent. however , the independence is not mean to stand against her husband or her father, but it means to find her own position in the society and establish a positive outlook on life. women should be independent not only from spirit, but also from finance.
三、outline
1 introduction
1.1 a brief introduction of othello
1.2 a particular introduction of desdemona as a new woman
2 the reasons of turning from a new woman to a victim
2.1 a deion of women’s position in the 16th of england
2.2 the influence of patriarchy-centered culture
2.3 desdemona’s own weakness of her character
3 the impact of desdemona on women in modern society.
3.1 social problems on women
3.2 the reasons why women should be independent
3.3 the new meaning of “independence”
3.4 what women should do if they want to be independent
3.3.1 from spirit
3.3.2 from finance
四、conclusion
theory guidance
1 feminism
2 freudian psychology
翻译：
一、标题
从一个新女人到一个受害者
二、介绍
在中国，妇女的地位越来越高，但歧视和暴力都是一样的存在。有很多有经验的女性苔丝狄蒙娜一样。本研究的目的是告诉女性在这个现代社会中的独立性的重要性。
我注意的是首先针对介绍苔丝狄蒙娜和她的性格好点。这是因为她是一个新的女人在前两个行为。然后我就把注意力放在分析她的变化的原因。最后我指出，现代社会中女性应该学会从苔丝狄蒙娜和尝试独立。然而，独立并不意味着要站在她的丈夫或她的父亲，但它意味着在社会中找到自己的位置，并建立一个积极的人生观。女性不仅要从精神上独立，也要从财务上独立。
三、概述
1引言
1.1简要介绍奥赛罗
1.2特别介绍苔丝狄蒙娜作为新女性
2从一个新的女人变成一个受害者的原因
2.1描述一下女人的位置在英格兰第十六
2.2父权中心文化的影响
2.3苔丝狄蒙娜对她自己的性格弱点
3影响她对女性在现代社会中。
女性的3.1个社会问题
3.2女性应该独立的原因
3.3“独立”的新意义
3.4女性应该做什么，如果他们想独立
3.3.1从精神
3.3.2财务
四、结论
理论指导
1女性主义
2弗洛伊德心理学
知识扩展：英语毕业论文提纲怎么写?
I 英语毕业论文提纲的写作流程：
1.提纲写作需要先拟定论文标题;
2.根据论文题目写出总论点;
3.结合总论点考虑全篇的整体布局;
论文的整体布局需要充分考虑总论点的叙述顺序，这是论文写作的整体框架。
4.确定论文的`整体布局后再逐步考虑总论点下面的分论点，直至确定论点句;
5.结合段落部署，把相关材料组合起来，以便写作过程中的随用随取;
6.进行全面的检查，对于不必要的内容进行不必要的删减;
II英语毕业论文提纲的注意事项：
1.毕业论文提纲的编写方法：
1.1 标题式写法
用简洁的文字凝练出标题，并将这部分内容概括出来。这种写法的好处是简洁明了，一目了然，但是这种方法存在一定的缺陷，作者本人对此非常了解熟悉，但是外人乍看没有眉目，因此，在毕业论文的提纲写作中，很少使用这种方法。
1.2 句子式写法
就是用表述完整通畅的句子将所要描述出来的内容进行概括，这种写法更为具体，更为明确，自己了解的同时也能让外人看得懂。因为毕业论文不是针对个人，因此在毕业论文提纲的写作中得到广泛应用。
2.毕业论文提供的修改推敲
毕业论文提纲写好后，需要进行推敲和修改，修改的过程中需要注意以下几点：
2.1 题目是否合适;
题目是一篇文章的精华所在，其重要性不容忽视，不合适的论文题目会对接下来的论文写作带来阻碍。
2.2 结构是否合理;
合理的结构需要点明主题的基础上围绕主题进行拓展延伸，划分层次和段落，提高文章的逻辑性，检查过渡是否自然，然后进行全局性的把控。
2.3 层次是否完善;
提纲的层次必须完善，每个层次必须保证清晰，总论点应该重点突出，序论和结论部分应该简明扼要。本论是全文的重点，是需要集中精力写的一部分，因此，提纲应该罗列地详细一点，层层深入，体现总论和分论的巧妙融合。
英语专业的论文提纲模板
导语：在毕业论文的.写作过程中，指导教师一般都要求学生编写提纲。从写作程序上讲，它是作者动笔行文前的必要准备；从提纲本身来讲，它是作者构思谋篇的具体体现。下面我整理了英语专业的论文提纲模板，欢迎参考借鉴！
Chapter One Influencing Factors of Creative Treason
1.1The Background of Gone with the Wind
1.1.1The Author's Life and Emotional Experience
1.1.2The Development of the Feminist Movement
1.1.3The Influence of Economic Crisis
1.2The Background of the Translator
1.3The Reader's Expectations and the Ability to Accept
Chapter Two Creative Treason and Translator Style
2.1The Selection and Use of Words
2.1.1Logical Symbolthe Usage of Idioms
2.1.2Aesthetic Symbolthe Usage of Reduplication
2.2Sentences5 Structure and Modalitythe Usage of Parallel Construction
2.3Paragraphs' Logic and Combination
2.4Rhetoric's Device and Style
2.5Register's Transition
2.5.1Witticisms, Slangs and Fixed Collocations
2.5.2Black Identity
2.6Reappearance of Narrative Style
Chapter Three The Limitation of Translator Style
Chapter Four The Sociality of Creative Treason
4.1Culture Significance
4.2Social Significance
4.3Translators' Effort
Conclusion
This article conclusion
Creative treason develops a new domain for literary translation. In this thesis, thebackground of main factors was taken as the entry point. Through analyzing thebackground of tiie original, translator and readers we got the result that affected byvarious factors especially different background the creative treason in literary translationis objective and inevitable. By reason of existence of creative treason, it is possible toform the unique translation style in the translation process. Based on parsing FuDonghua's version of Gone with the Wind,this study analyzes translator style from sixaspects and has proved the existence of translator style. Retoning to the ultimate purposemotivation of translation, we should affirm that the translation work which is in theframework of the original and makes recreations for the need of target readers is thehigh-quality one.
Behind two literary works are two different languages, behind two languages are twodifferent cultures,after discussing the translator style which is based on the languageexchange we should see the most fundamental factor is the cultural differences, which isone of the social significance of creative treason. Just as Escarpit states, all thetranslations are the result of creative treason. So the social significance of translation isalso creative treason V In the process of social development the role of translation can notbe replaced and the creative treason's function should be paid more attention to. For theexistence of creative treason, we can not ignore the hard work and efforts the translatorsdo,it should be folly admitted and respected.
In addition to translation activities, in the field of other social life, we can still findthe creative treason. There are some subjective factors which are mixed into theunderstanding and judgment of object,that's why different people have differentcognitions for the same thing. Therefore, in the process of recognizing the world creativetreason always exists- This can be the new point of creative treason's socialization, enrichthe connotation of the concept and extend the social significance of creative treason.
英语毕业论文提纲模板
紧张又充实的`大学生活即将结束，毕业前要通过最后的毕业论文，毕业论文是一种有准备的检验学生学习成果的形式，毕业论文应该怎么写才好呢？以下是我整理的英语毕业论文提纲模板，希望能够帮助到大家。
Acknowledgements 4-6
Contents 6-10
List of Figures 10-12
List of Tables 12-20
Abstract 20-22
摘要 23-25
Chapter 1 Introduction 25-32
1.1 Purpose of the study and research questions 28-29
1.2 Significance of the study 29-30
1.3 Organization of the study 30-31
1.4 A note on terminology 31-32
Chapter 2 Literature review 32-51
2.1 T/TP and coherence in English writing 32-35
2.1.1 Defining coherence 32-33
2.1.2 T/TP as means to realize coherence 33-35
2.2 T/TP in EFL/ESL writing 35-42
2.2.1 T/TP and coherence in EFL/ESL writing 35-37
2.2.2 T/TP in EFL/ESL writing as compared to NS writing 37-42
2.3 T/TP in English research articles by EFL/ESL scholars 42-44
2.4 The factors that influence T/TP in EFL/ESL writing 44-47
2.5 Training in T/TP 47-49
2.6 Summary 49-51
Chapter 3 Theoretical background 51-70
3.1 Systemic Functional Grammar 51-55
3.1.1 Five dimensions of language as a semiotic system 51-53
3.1.2 Three metafunctions of language as a functional system 53-54
3.1.3 Three lines of meaning from metafunctions 54-55
3.2 Theme and thematic progression 55-70
3.2.1 Theme 56-62
3.2.2 Thematic progression 62-70
Chapter 4 Research Design 70-88
4.1 The participants and the educational context 70-73
4.1.1 Background of the participants and the participating school 70
4.1.2 The allocation of participants to the training 70-71
4.1.3 The sample sizes 71-72
4.1.4 The pilot study 72-73
4.2 The interventional procedures 73-74
4.3 The questionnaire 74-75
4.4 The training 75-80
4.4.1 Considerations behind the training 75-76
4.4.2 The training material 76-79
4.4.3 The role of the researcher as the trainer 79-80
4.5 Data analysis 80-86
4.5.1 Analysis of the writing 80-86
4.5.2 Analysis of the questionnaire 86
4.6 Ethical considerations 86-88
4.6.1 Informed consent 86-87
4.6.2 Anonymity 87
4.6.3 Harm 87-88
Chapter 5 Results and analysis of pre-training writing 88-115
5.1 Comparison of Themes in EEL pre-training writing and CEL pre-writing 88-102
5.1.1 Topical,textual and interpersonal Themes 88-91
5.1.2 Topical Themes:marked and unmarked Themes 91-95
5.1.3 Textual Themes:continuatives,conjunctions and conjunctive adjuncts 95-100
5.1.4 Interpersonal Themes 100-102
5.2 Comparison of thematic progression in EEL pre-training writing and CEL pre-writing 102-110
5.2.1 Linear,constant,summative and split progressions 102-107
5.2.2 Back,contextual and new Themes 107-110
5.3 Summary 110-115
Chapter 6 Results and analysis of post-training writing 115-137
6.1 Comparison of Themes in EEL post-training writing and CEL post-writing 115-129
6.1.1 Topical,textual and interpersonal Themes 115-117
6.1.2 Topical Themes:marked and unmarked Themes 117-121
6.1.3 Textual Themes:continuatives,conjunctions and conjunctive adjuncts 121-126
6.1.4 Interpersonal Themes 126-129
6.2 Comparison of thematic progression in EEL post-training writing and CEL post-writing 129-132
6.2.1 Linear,constant,summative and split progressions 129-131
6.2.2 Back,contextual and new Themes 131-132
6.3 Summary 132-137
Chapter 7 Results and analysis of pre- and post- training writing 137-155
7.1 Comparison of Themes in pre- and post- training writing 137-147
7.1.1 Topical,textual and interpersonal Themes 137-139
7.1.2 Topical Themes:marked and unmarked Themes 139-142
7.1.3 Textual Themes:continuatives,conjunctions and conjunctive adjuncts 142-145
7.1.4 Interpersonal Themes 145-147
7.2 Comparison of thematic progression in pre- and post- training writing 147-150
7.2.1 Linear,constant,summative and split progressions 147-149
7.2.2 Back,contextual and new Themes 149-150
7.3 Summary 150-155
Chapter 8 Results and analysis of the questionnaire 155-165
8.1 Findings from closed questions 155-160
8.1.1 EEL participants' general attitude to training on T/TP 155-157
8.1.2 EEL participants' perception of the usefulness of the training on T/TP 157-158
8.1.3 EEL participants' perception of the learnability of T/TP 158-159
8.1.4 EEL participants' perception of the applicability of T/TP in writing 159-160
8.2 Findings from open questions 160-164
8.2.1 The changes that occurred 161-162
8.2.2 The perceived difficulty of applying the theory of T/TP in writing 162-163
8.2.3 The reasons for the perceived difficulty in learning 163
8.2.4 EEL participants' suggestions for future training 163-164
8.3 Summary 164-165
Chapter 9 Discussion 165-195
9.1 Findings with regard to research questions 165-187
9.1.1 Chinese college students' use of T/TP in pre-training writing 165-172
9.1.2 Chinese college students' use of T/TP in post-training writing 172-181
9.1.3 Effects of the training on T/TP in Chinese college students' English writing 181-187
9.2 Positioning the study within the literature 187-190
9.2.1 T/TP in Chinese college students' English writing 187-189
9.2.2 Effects of training on Chinese college students' use of T/TP 189-190
9.3 Implications 190-194
9.3.1 Pedagogical implication 190-193
9.3.2 Methodological implication 193-194
9.4 Limitations 194-195
Chapter 10 Conclusion 195-200
10.1 Summary 195-197
10.2 Putting everything together 197-199
10.3 Suggestions for future work 199-200
Notes 200-202
References 202-214
Appendix 1: Plan for the interventional procedures 214-215
Appendix 2: The post-training questionnaire 215-217
Appendix 3: Training material 217-229
Appendix 4: Teachers' guide to the training 229-237
Appendix 5: Consent form for EEL group 237-238
Appendix 6: Consent form for CEL group 238-239
Appendix 7: Consent form for NS group 239
中文摘要 3-4
ABSTRACT 4
Chapter One Introduction 7-10
1.1 Motivation of the present study 7-8
1.2 Significance of this study 8
1.3 Composition of this thesis 8-10
Chapter Two Literature Review 10-19
2.1 Language production 10-14
2.1.1 L1 Production 10-11
2.1.2 L2 Production 11-12
2.1.3 Dimensions of language production 12-14
2.2 Theories on oral output 14-15
2.2.1 Skehan’s dual-model system 14
2.2.2 Swain’s Output Hypothesis 14-15
2.3 Task Repetition 15-17
2.3.1 Task 15-16
2.3.2 Task repetition 16-17
2.4 Relevant studies on effects of task repetition on L2 oral output 17-19
CHARPTER THREE THE CURRENT STUDY 19-25
3.1 Research justification and questions 19
3.2 Hypothesis 19-20
3.3 Methods 20-25
3.3.1 Participants 20-21
3.3.2 Material 21
3.3.3 Research design 21-23
3.3.4 Measures 23-25
Chapter Four Results and Discussion 25-41
4.1 Results and Analysis 25-34
4.1.1 Quantitative analysis 25-27
4.1.2 Qualitative analysis 27-34
4.2 Discussion 34-41
4.2.1 Fluency 34-36
4.2.2 Complexity 36-38
4.2.3 Accuracy 38-39
4.2.4 interlanguage development path of learner L 39-41
Chapter Five Conclusions 41-44
5.1 Conclusion and implication 41-43
5.2 Limitations and recommendations 43-44
Acknowledgements 44-45
References 45-49
Appendixes 49-54
A. Instructions of the experiment 49-50
B. The same-content task 50-51
C. The different-content task 51-52
D. Sample of oral pre-task 52-53
E. Sample of oral post-task 53-54
F. Sample of writing repetition task 54
Contents
Chapter 1 Introduction
1.1 Research Background
1.2 Significance of the Study
1.3 Research Goals and Questions
1.4 Data Collection and Methodology
1.5 Analysis Procedures
1.6 Organization of the Thesis
Chapter 2 Literature Review
2.1 Introduction to Appraisal Theory
2.2 Studies on Appraisal Theory
2.2.1 Studies on Appraisal Theory Abroad
2.2.2 Studies on Appraisal Theory at Home
2.3 Studies on Personal Statements
2.3.1 Introduction to Personal Statement
2.4 Summary
Chapter 3 Theoretical Framework
3.1 An Overview of Attitude System
3.2 Affect Resources
3.3 Judgment Resources
3.3.1 Social Esteem
3.3.2 Social Sanction
3.4 Appreciation Resources
3.5 Interactions of Affect, Judgment and Appreciation
3.6 Borders of Affect, Judgment and Appreciation
3.7 Summary
Appendix 1: Papers Published during Graduate Studies
Appendix 2: Some Samples of the Study
References
Acknowledgements
英语专业的论文提纲模板
导语：在毕业论文的.写作过程中，指导教师一般都要求学生编写提纲。从写作程序上讲，它是作者动笔行文前的必要准备；从提纲本身来讲，它是作者构思谋篇的具体体现。下面我整理了英语专业的论文提纲模板，欢迎参考借鉴！
Chapter One Influencing Factors of Creative Treason
1.1The Background of Gone with the Wind
1.1.1The Author's Life and Emotional Experience
1.1.2The Development of the Feminist Movement
1.1.3The Influence of Economic Crisis
1.2The Background of the Translator
1.3The Reader's Expectations and the Ability to Accept
Chapter Two Creative Treason and Translator Style
2.1The Selection and Use of Words
2.1.1Logical Symbolthe Usage of Idioms
2.1.2Aesthetic Symbolthe Usage of Reduplication
2.2Sentences5 Structure and Modalitythe Usage of Parallel Construction
2.3Paragraphs' Logic and Combination
2.4Rhetoric's Device and Style
2.5Register's Transition
2.5.1Witticisms, Slangs and Fixed Collocations
2.5.2Black Identity
2.6Reappearance of Narrative Style
Chapter Three The Limitation of Translator Style
Chapter Four The Sociality of Creative Treason
4.1Culture Significance
4.2Social Significance
4.3Translators' Effort
Conclusion
This article conclusion
Creative treason develops a new domain for literary translation. In this thesis, thebackground of main factors was taken as the entry point. Through analyzing thebackground of tiie original, translator and readers we got the result that affected byvarious factors especially different background the creative treason in literary translationis objective and inevitable. By reason of existence of creative treason, it is possible toform the unique translation style in the translation process. Based on parsing FuDonghua's version of Gone with the Wind,this study analyzes translator style from sixaspects and has proved the existence of translator style. Retoning to the ultimate purposemotivation of translation, we should affirm that the translation work which is in theframework of the original and makes recreations for the need of target readers is thehigh-quality one.
Behind two literary works are two different languages, behind two languages are twodifferent cultures,after discussing the translator style which is based on the languageexchange we should see the most fundamental factor is the cultural differences, which isone of the social significance of creative treason. Just as Escarpit states, all thetranslations are the result of creative treason. So the social significance of translation isalso creative treason V In the process of social development the role of translation can notbe replaced and the creative treason's function should be paid more attention to. For theexistence of creative treason, we can not ignore the hard work and efforts the translatorsdo,it should be folly admitted and respected.
In addition to translation activities, in the field of other social life, we can still findthe creative treason. There are some subjective factors which are mixed into theunderstanding and judgment of object,that's why different people have differentcognitions for the same thing. Therefore, in the process of recognizing the world creativetreason always exists- This can be the new point of creative treason's socialization, enrichthe connotation of the concept and extend the social significance of creative treason.
英文论文的详细格式：
一、标题
一篇较长的英语论文一般都需要标题页,其书写格式如下：第一行标题与打印纸顶端的距离约为打印纸全长的三分之一，与下行的距离则为5cm，第三、第四行分别为作者姓名及日期。
二、提纲
英语论文提纲页包括论题句及提纲本身，其规范格式如下：先在第一行的始端打上Thesis一词及冒号，空一格后再打论题句，回行时左边须与论题句的第一个字母上下对齐。
主要纲目以大写罗马数字标出，次要纲目则依次用大写英文字母、阿拉伯数字和小写英文字母标出。各数字或字母后均为一句点，空出一格后再打该项内容的第一个字母；处于同一等级的纲目，其上下行左边必须对齐。
三、摘要
1、英文摘要是应用符合英文语法的文字语言，提供论文内容梗概为目的的短文。（内容基本与中文摘要相同，但不用完全逐句对应）。
2、英文题目、摘要、关键词自成一页（1页即可），放在中文摘要页之后。
3、英文字体与行间距：统一使用“西文字体”中的“Times New Roman”，1.5倍行间距。
4、英文题目：使用三号字加粗。
5、英文摘要：“Absract”顶格，使用四号字，并加粗。
英文摘要具体内容使用四号字。
6、英文关键词：“Key Words”顶格，使用四号字并加粗。
四、正文
有标题页和提纲页的英语论文,其正文第一页的规范格式为：论文标题居中，其位置距打印纸顶端约5cm，距正文第一行约1.5cm。段首字母须缩进五格,即从第六格打起。
正文第一页不必标页码，自第二页起，必须在每页的右上角打上论文作者的姓，空一格后再用阿拉伯数字标出页码；阿拉伯数字应为该行的最后一个空格。
五、文中引述
正确引用作品原文或专家、学者的论述是写好英语论文的重要环节；既要注意引述与论文的有机统一，即其逻辑性，又要注意引述格式 （即英语论文参考文献）的规范性。
引述别人的观点，可以直接引用，也可以间接引用。无论采用何种方式，论文作者必须注明所引文字的作者和出处。美国学术界通行的做法是在引文后以圆括弧形式注明引文作者及出处。
六、文献目录
论文作者在正文之后必须提供论文中全部引文的详细出版情况，即文献目录页。美国高校一般称此页为 Works Cited，其格式须注意下列几点：
目录页应与正文分开，另页打印，置于正文之后。
目录页应视为英语论文的一页，按论文页码的顺序在其右上角标明论文作者的姓和页码；如果条目较多，不止一页，则第一页不必标出作者姓和页码，其余各页仍按顺序标明作者姓和页码。
英语毕业论文提纲模板
紧张又充实的`大学生活即将结束，毕业前要通过最后的毕业论文，毕业论文是一种有准备的检验学生学习成果的形式，毕业论文应该怎么写才好呢？以下是我整理的英语毕业论文提纲模板，希望能够帮助到大家。
Acknowledgements 4-6
Contents 6-10
List of Figures 10-12
List of Tables 12-20
Abstract 20-22
摘要 23-25
Chapter 1 Introduction 25-32
1.1 Purpose of the study and research questions 28-29
1.2 Significance of the study 29-30
1.3 Organization of the study 30-31
1.4 A note on terminology 31-32
Chapter 2 Literature review 32-51
2.1 T/TP and coherence in English writing 32-35
2.1.1 Defining coherence 32-33
2.1.2 T/TP as means to realize coherence 33-35
2.2 T/TP in EFL/ESL writing 35-42
2.2.1 T/TP and coherence in EFL/ESL writing 35-37
2.2.2 T/TP in EFL/ESL writing as compared to NS writing 37-42
2.3 T/TP in English research articles by EFL/ESL scholars 42-44
2.4 The factors that influence T/TP in EFL/ESL writing 44-47
2.5 Training in T/TP 47-49
2.6 Summary 49-51
Chapter 3 Theoretical background 51-70
3.1 Systemic Functional Grammar 51-55
3.1.1 Five dimensions of language as a semiotic system 51-53
3.1.2 Three metafunctions of language as a functional system 53-54
3.1.3 Three lines of meaning from metafunctions 54-55
3.2 Theme and thematic progression 55-70
3.2.1 Theme 56-62
3.2.2 Thematic progression 62-70
Chapter 4 Research Design 70-88
4.1 The participants and the educational context 70-73
4.1.1 Background of the participants and the participating school 70
4.1.2 The allocation of participants to the training 70-71
4.1.3 The sample sizes 71-72
4.1.4 The pilot study 72-73
4.2 The interventional procedures 73-74
4.3 The questionnaire 74-75
4.4 The training 75-80
4.4.1 Considerations behind the training 75-76
4.4.2 The training material 76-79
4.4.3 The role of the researcher as the trainer 79-80
4.5 Data analysis 80-86
4.5.1 Analysis of the writing 80-86
4.5.2 Analysis of the questionnaire 86
4.6 Ethical considerations 86-88
4.6.1 Informed consent 86-87
4.6.2 Anonymity 87
4.6.3 Harm 87-88
Chapter 5 Results and analysis of pre-training writing 88-115
5.1 Comparison of Themes in EEL pre-training writing and CEL pre-writing 88-102
5.1.1 Topical,textual and interpersonal Themes 88-91
5.1.2 Topical Themes:marked and unmarked Themes 91-95
5.1.3 Textual Themes:continuatives,conjunctions and conjunctive adjuncts 95-100
5.1.4 Interpersonal Themes 100-102
5.2 Comparison of thematic progression in EEL pre-training writing and CEL pre-writing 102-110
5.2.1 Linear,constant,summative and split progressions 102-107
5.2.2 Back,contextual and new Themes 107-110
5.3 Summary 110-115
Chapter 6 Results and analysis of post-training writing 115-137
6.1 Comparison of Themes in EEL post-training writing and CEL post-writing 115-129
6.1.1 Topical,textual and interpersonal Themes 115-117
6.1.2 Topical Themes:marked and unmarked Themes 117-121
6.1.3 Textual Themes:continuatives,conjunctions and conjunctive adjuncts 121-126
6.1.4 Interpersonal Themes 126-129
6.2 Comparison of thematic progression in EEL post-training writing and CEL post-writing 129-132
6.2.1 Linear,constant,summative and split progressions 129-131
6.2.2 Back,contextual and new Themes 131-132
6.3 Summary 132-137
Chapter 7 Results and analysis of pre- and post- training writing 137-155
7.1 Comparison of Themes in pre- and post- training writing 137-147
7.1.1 Topical,textual and interpersonal Themes 137-139
7.1.2 Topical Themes:marked and unmarked Themes 139-142
7.1.3 Textual Themes:continuatives,conjunctions and conjunctive adjuncts 142-145
7.1.4 Interpersonal Themes 145-147
7.2 Comparison of thematic progression in pre- and post- training writing 147-150
7.2.1 Linear,constant,summative and split progressions 147-149
7.2.2 Back,contextual and new Themes 149-150
7.3 Summary 150-155
Chapter 8 Results and analysis of the questionnaire 155-165
8.1 Findings from closed questions 155-160
8.1.1 EEL participants' general attitude to training on T/TP 155-157
8.1.2 EEL participants' perception of the usefulness of the training on T/TP 157-158
8.1.3 EEL participants' perception of the learnability of T/TP 158-159
8.1.4 EEL participants' perception of the applicability of T/TP in writing 159-160
8.2 Findings from open questions 160-164
8.2.1 The changes that occurred 161-162
8.2.2 The perceived difficulty of applying the theory of T/TP in writing 162-163
8.2.3 The reasons for the perceived difficulty in learning 163
8.2.4 EEL participants' suggestions for future training 163-164
8.3 Summary 164-165
Chapter 9 Discussion 165-195
9.1 Findings with regard to research questions 165-187
9.1.1 Chinese college students' use of T/TP in pre-training writing 165-172
9.1.2 Chinese college students' use of T/TP in post-training writing 172-181
9.1.3 Effects of the training on T/TP in Chinese college students' English writing 181-187
9.2 Positioning the study within the literature 187-190
9.2.1 T/TP in Chinese college students' English writing 187-189
9.2.2 Effects of training on Chinese college students' use of T/TP 189-190
9.3 Implications 190-194
9.3.1 Pedagogical implication 190-193
9.3.2 Methodological implication 193-194
9.4 Limitations 194-195
Chapter 10 Conclusion 195-200
10.1 Summary 195-197
10.2 Putting everything together 197-199
10.3 Suggestions for future work 199-200
Notes 200-202
References 202-214
Appendix 1: Plan for the interventional procedures 214-215
Appendix 2: The post-training questionnaire 215-217
Appendix 3: Training material 217-229
Appendix 4: Teachers' guide to the training 229-237
Appendix 5: Consent form for EEL group 237-238
Appendix 6: Consent form for CEL group 238-239
Appendix 7: Consent form for NS group 239
中文摘要 3-4
ABSTRACT 4
Chapter One Introduction 7-10
1.1 Motivation of the present study 7-8
1.2 Significance of this study 8
1.3 Composition of this thesis 8-10
Chapter Two Literature Review 10-19
2.1 Language production 10-14
2.1.1 L1 Production 10-11
2.1.2 L2 Production 11-12
2.1.3 Dimensions of language production 12-14
2.2 Theories on oral output 14-15
2.2.1 Skehan’s dual-model system 14
2.2.2 Swain’s Output Hypothesis 14-15
2.3 Task Repetition 15-17
2.3.1 Task 15-16
2.3.2 Task repetition 16-17
2.4 Relevant studies on effects of task repetition on L2 oral output 17-19
CHARPTER THREE THE CURRENT STUDY 19-25
3.1 Research justification and questions 19
3.2 Hypothesis 19-20
3.3 Methods 20-25
3.3.1 Participants 20-21
3.3.2 Material 21
3.3.3 Research design 21-23
3.3.4 Measures 23-25
Chapter Four Results and Discussion 25-41
4.1 Results and Analysis 25-34
4.1.1 Quantitative analysis 25-27
4.1.2 Qualitative analysis 27-34
4.2 Discussion 34-41
4.2.1 Fluency 34-36
4.2.2 Complexity 36-38
4.2.3 Accuracy 38-39
4.2.4 interlanguage development path of learner L 39-41
Chapter Five Conclusions 41-44
5.1 Conclusion and implication 41-43
5.2 Limitations and recommendations 43-44
Acknowledgements 44-45
References 45-49
Appendixes 49-54
A. Instructions of the experiment 49-50
B. The same-content task 50-51
C. The different-content task 51-52
D. Sample of oral pre-task 52-53
E. Sample of oral post-task 53-54
F. Sample of writing repetition task 54
Contents
Chapter 1 Introduction
1.1 Research Background
1.2 Significance of the Study
1.3 Research Goals and Questions
1.4 Data Collection and Methodology
1.5 Analysis Procedures
1.6 Organization of the Thesis
Chapter 2 Literature Review
2.1 Introduction to Appraisal Theory
2.2 Studies on Appraisal Theory
2.2.1 Studies on Appraisal Theory Abroad
2.2.2 Studies on Appraisal Theory at Home
2.3 Studies on Personal Statements
2.3.1 Introduction to Personal Statement
2.4 Summary
Chapter 3 Theoretical Framework
3.1 An Overview of Attitude System
3.2 Affect Resources
3.3 Judgment Resources
3.3.1 Social Esteem
3.3.2 Social Sanction
3.4 Appreciation Resources
3.5 Interactions of Affect, Judgment and Appreciation
3.6 Borders of Affect, Judgment and Appreciation
3.7 Summary
Appendix 1: Papers Published during Graduate Studies
Appendix 2: Some Samples of the Study
References
Acknowledgements
题目是:The analysis of Symbolic Images in Tony Morrison's BelovedThesis statement: The paper intends to analyze the symbolic images in Tony Morrison's Beloved.I. IntroductionA.The introduction of the authora.A brief review of symbolidb.The appraisalB.The brief of the paperII.The Origin of Tony Morrison's Symbolic ImagesA.The production of the workB.Comparing with other works in symbolic imagesIII.Five Categories of Symbolic Images in BelovedA.symbolic figuresB.SettingC. Body marksD. Linguistic applicationE.EventIV.Theme Interpreation with Reference to Symbolic ImagesA. Memory of the pastB.Seeking self-recognitionC.Recuperating Afro-American traditional cultureD. Maternal loveV.ConclusionA.The contribution to Afro-American literature.B.Social influence produced by Symbolic Images and its profound meaning.
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论文方面的问题，建议你看下品学论文网，之前我就在那里写的论文，非常不错，遇到的问题和格式都挺快给我了。最关键的是品学论文有很多在线的辅导老师帮你解决问题，不用费劲心思查资料。
1. 美语与英语在单词拼法上的差异 美语与英语在单词拼法上的差异主要有两种：一种是单词发生变化使得个别字母不相同，另一种是美语单词较为简化。前者如enquire(英)与inquire(美)，这两个单词的第一个字母不相同。但都是商品交易前，一方向对方洽询有关商品的价格、数量、交货时间及付款条件等的询价；“车胎”的英语单词在英国用tyre，在美国则是tire；“睡衣”的英式英语是pajamas，美语则是pyjamas；“执照”,“特许证”的英式英语用licence，美语则用license。这类单词仅一个字母不同，发音上有的相同，有的则相似。 美语的单词一般比英语单词要简单。近年来，美语越来越趋向简化，充分体现了美国人生活和工作高效快捷的现代化特性。这些较为简化的词大都源于英语，大量词汇在英语里仍然保持原貌。而进入美语后，这些单词就逐渐变得简单起来，从而使用起来较为方便。如较常见的单词colour(颜色)，在美语里就拼写成color，少了一个“u”字母；refrigerator(电冰箱)美语是fridge，美语比原单词要简单得多。美语单词的简化现象是美语与英语在单词拼法上的差异的主要表现。 2. 美语与英语在日期、数字表达方面的差异 在日期方面，美英英语的表达方式是有差别的。以日为先，月份为后，此为英国式；美国式则与此相反，以月为先，日期则在后。如一九九六年三月二日的写法： 2nd March, 1996（英） March 2, 1996（美） 在美式的写法中，1st, 2nd, 3rd的st, nd, rd是不使用的。由于日期书面表达不同，读法也不一样。如1987年4月20日，英式的写法是20th April, 1987，读成the twentieth of April, nineteen eighty-seven；美式的表达是April 20, 1987，则读成April the twentieth, nineteen eighty-seven。同样，全部用数字表达日期时，英美也有差别。1998年5月6日按照英国式应写成6/5/98，而按照美国式应写成5/6/98；01.08.1998是英国式的1998年8月1日，按照美国的表达方式却是1998年1月8日，美国的1998年8月1日应写成08，01，1998。 在数字口头表达方面，两国也存在着差别。$175（175美元）英语读成a(one) hundred and seventy five dollars，美语读成one hundred seventy five dollars，常省略and；表达连续同样数字的号码时，英语习惯用double或triple，美语一般不这样用，如电话号码320112，英语读成three two zero, double one two，美语则读成three two zero one one two, 999 234英语读成nine double nine (triple nine) two three four，美语则读成nine nine nine two three four，不过美国人也把连续三个相同的号码读成three 加上这个数字的复数形式，如999读成three nines。 3. 美语与英语在书信方面的差异 商务英语书信(Business or Commercial English Correspondence)是指交易时所使用的通信。在美国，常用Business writing，它包括书信、电报、电话、电传、报告书、明信片等。 英语和美语在书信体例方面存在着一定的差异，比如信头和称呼、书信格式、遣词、结尾客套语等均有所不同。一般来说，英国书信较为保守，许多英国人喜欢用老式书信体，用词较为正式刻板，而美国书信语言非常生气、有活力，格式也较为简便。因此当我们写信的对象是英国或其旧殖民地国家时，要使用标准式英语Queens English；如果写信的对象是美国或美国势力范围的地区时，就要用美国英语。当然，英国式的语言文化近年来也有变化，但总体来说，两者间的差异是很明显的。 商业英文书信，一般都要求用打字机或电脑整齐地打印，左边各行开头垂直的，称为垂直式或齐头式(Block style)，美国常用这种格式；每段的第一个词缩进去，称为缩进式或锯齿式(indented style)，英国常用此格式。垂直式的职务及签名都在左边的边栏界线，这种格式，在极度尊重工作效率的美国公司，已普遍采用。 正式的商业英语书信要在称呼的上方写上收信公司名称和地址或收信人的名字全称、职务及地址，称为信内地址（Inside address）。信内地址的写法也有垂直式和缩进式之分，垂直式和称美国式将各行并列，缩进式或称英国式将各行依次退缩。不过，笔者注意到，近来英国商业书信信内地址并未依次缩进，似乎与美国式相同。此外，在美国还流行一种普通收信人地址的写法，就是在书信的Inside Address中，把门牌号和街名都省略掉。 在英文书信中要使用敬语，最普遍的敬语是Mr, Mrs和Miss（用于未婚女性）。英国人常在男性的姓名之后用Esq. (Esquire的缩写)，不过在商业上也在慢慢地改用Mr. Mmes. (Madam的复数形式)，用于二个女士以上。Messrs（Mr的复数形式）用于二个以上的男人，或用于二个以上的男人组成的公司或团体。在英国式英文信里，Mr, Mrs, Messrs，均不加缩写句点，相反地趋向于进步自由的美语反而加缩写句点如Mr., Mrs., Messrs.。 4. 在称呼方面，商业上最普遍的有Gentlemen（美国式）与Dear Sirs（英国式）二种，相当于我国的"敬启者"或"谨启者"。如果信是写给各个公司单位的，不是写给某个具体人的，美语用Gentlemen（复数形式），英语用Dear Sirs。如果对方公司只一人时，必须使用Sir/Dear Sir。称呼后一般要使用标点符号，英国式采用逗号(comma)，美国式用分号(colon)。 书信结尾客套语(complimentary close)有多种，相当于我国书信在结尾时使用的"敬礼"、"致敬"、"顺安"等句。最为典型的美国式写法是Sincerely和Best regards，典型的英国式表达有Yours sincerely（熟人或知道对方姓名），Best wishes, kind regards 和yours faithfully（不知姓名）。此外，英国式的客套语还有特别礼貌的格式，但除了特殊情况外，现在不再使用。 5.美语与英语在习惯用语差异 美语与英语在习惯用法上也存在着明显的差异。比如，英国英语在虚拟式中往往要加should，而美语大都不用。表示"有"或"没有"的概念，英语用to have/haven’t got，美语则用to have/don’t have；"不得不"、"必须"做什么，英语用to have got to do something，美语只须说to have to do something；"假期临时工"英语用holiday jobs，美语用summer/temporary jobs；"租用计算机"英语的表达是computer hire，美语用computer rental；"从某某学校毕业"，英美表达习惯也不同，"graduate"一词，在美语里可以用于任何种类的学校，如graduate from university/school等，而在英语里，graduate仅限于大学毕业，中学毕业要用leave；当谈到某家公司待遇低的时候，英语通常的表达是It was badly paid，而美语的表达则是It didn’t pay very much；"我与老板相处得很好"英语的表达是I got ort very well with my boss，但美语则用got along代替句中的got on；"提高价格"英语用put up prices，美语用raise prices；"上计算机课"英语的表达是go on a computer course，美语则说take a computer course。 6. 通电话时，英美两国也有不同的表达方式，如果自己是办公室的秘书或接线员之类的职员，不是对方要找的人，我们常说"请稍候"，英语的习惯表达是hold the line, please，美语通常用hold on；如果要求对方（如接线员）转给经理，英语的表达是Could you connect me with the manager？美语通常用介词"to"代替句中的介词"with. 当然了，美语和英语之间的差别还有别的方面的，但是美语毕竟是从英语中发展出来的。现在小学生的课本里还是多多采用英式英语的，毕竟它是比较正统的用来做学问的嘛！美式英语在口语中用的比较时髦啦，毕竟美国还是世界第一大国嘛！ 再介绍篇范文In this thesis, the differences between British and American English will be discussed. As well known to all, British English and American English are two main dialects of English in the world, which are widely used. Although they are almost the same in many aspects, they are two kinds of English and there are a lot of differences between them, which are more and more obvious recently. This topic is very popular, so many people have written lots of articles on this topic, which is very useful to the English learners. To be consistent in his use of English and, more importantly, to be understood, the non-native speaker needs to know which words have distinct meanings and pronunciations depending on whether they are used by a Briton or an American. This is necessary not only for sake of communication, but also to avoid embarrassment.In this thesis differences in pronunciation, spelling, vocabulary, grammar and usage will be discussed. Probably the major difference between British and American English lies in the choice of vocabulary. Some words mean different things in the two varieties. Although they are different in so many aspects, the largest difference is probably that of the choice of vocabulary and pronunciation. The following is my poor view of this topic.