一、选题的确立
写论文首先要选定研究范围，简单地说就是你要写什么。这里的选定不用太具体，只需要找一个你觉得有把握的事情，首先想一个大概的题材和研究方向。
二、确定方向，写下题目
确定了选题，还没完，你还需要定下最终的方向，并且确定题目。千万记住题目别写太大，不然导师找你麻烦，注水要在暗处，不要在题目上。题目最好越具体越好，你写的清清楚楚，凑齐字数也变得容易。
三、确定论文结构
写作如同盖房，具体的词句那都是软装潢，因此搭设结构最重要，搭设结构时，一定要尽可能的规整一点，清晰的分出不同的部分之间的逻辑关系，千万别东说一句西说一句，还要注意不同部分之间的比例关系，结构清晰，分清主次，能做到这两点，一定能够顺利通过。
全部有开题报告
242.论劳伦斯《虹》中的异化 (字数:6637.页数:19 )
243.从哲学角度看中西餐具文化的差异 (字数:6052.页数:18 )
244.双关语在广告英语中的语用分析及其运用 (字数:6055.页数:19 )
245.如何引导后进生学习英语 (字数:5138.页数:17 )
246.论《荆棘鸟》中的女性意识 (字数:5773.页数:17 )
247.关联理论框架下的反语研究——《傲慢与偏见》个案分析 (字数:9774.页数:27 )
248.从男性角色解读《简爱》中的女性反抗意识 (字数:6771.页数:19 )
249.《瓦尔登湖》中自然主义的现实意义 (字数:5155.页数:17 )
250.浅析中西鬼文化 (字数:6755.页数:19 )
251.建构主义理论下计算机辅助大学英语视听说——以 英语专业为例 (字数:7471.页数:24 ) 252.论英语和汉语色彩词的文化内涵 (字数:8111.页数:22 )
253.信达雅在旅游宣传资料翻译中的应用 (字数:6771.页数:19 )
254.英汉植物词文化内涵的比较研究 (字数:6440.页数:18 )
255.影视翻译的特点及技巧—阿甘正传个案研究 (字数:6957.页数:21 )
256.美国和中国感恩文化的精髓：合格公民的必备素质 (字数:6097.页数:17 )
257.先进的英语阅读理念与英语快速阅读的关系 (字数:6737.页数:21 )
258.透过广告创意看中西文化差异 (字数:6481.页数:19 )
259.从“死亡”委婉语看中西方文化差异 (字数:6208.页数:18 )
260.以女性主义看《傲慢与偏见》中的女性形象 (字数:6437.页数:18 )
261.教师的课堂情感表现在小学英语教学中的关键性作用 (字数:5729.页数:18 )
262.性别差异在日常英语词汇和句法中的体现 (字数:5414.页数:18 )
263.口译中的文化差异：现象与对策 (字数:6381.页数:19 )
264.浅析中西方喜剧文化---以《武林外传》和《老友记》为例 (字数:6381.页数:19 )
265.关联理论的语境价值与英语专业四级考试听力理解 (字数:6259.页数:19 )
266.比较中西方礼仪差别 (字数:5626.页数:17 )
267.英汉数字词语认知比较研究 (字数:7916.页数:21 )
Thesis Statements
WHAT THIS HANDOUT IS ABOUT
This handout describes what a thesis statement is, how thesis statements work in your writing, and how you can craft or refine one for your draft.
INTRODUCTION
Writing in college often takes the form of persuasion—convincing others that you have an interesting, logical point of view on the subject you are studying. Persuasion is a skill you practice regularly in your daily life. You persuade your roommate to clean up, your parents to let you borrow the car, your friend to vote for your favorite candidate or policy. In college, course assignments often ask you to make a persuasive case in writing. You are asked to convince your reader of your point of view. This form of persuasion, often called academic argument, follows a predictable pattern in writing. After a brief introduction of your topic, you state your point of view on the topic directly and often in one sentence. This sentence is the thesis statement, and it serves as a summary of the argument you’ll make in the rest of your paper.
WHAT IS A THESIS STATEMENT?
A thesis statement:
tells the reader how you will interpret the significance of the subject matter under discussion.
is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper.
directly answers the question asked of you. A thesis is an interpretation of a question or subject, not the subject itself. The subject, or topic, of an essay might be World War II or Moby Dick; a thesis must then offer a way to understand the war or the novel.
makes a claim that others might dispute.
is usually a single sentence somewhere in your first paragraph that presents your argument to the reader. The rest of the paper, the body of the essay, gathers and organizes evidence that will persuade the reader of the logic of your interpretation.
If your assignment asks you to take a position or develop a claim about a subject, you may need to convey that position or claim in a thesis statement near the beginning of your draft. The assignment may not explicitly state that you need a thesis statement because your instructor may assume you will include one. When in doubt, ask your instructor if the assignment requires a thesis statement. When an assignment asks you to analyze, to interpret, to compare and contrast, to demonstrate cause and effect, or to take a stand on an issue, it is likely that you are being asked to develop a thesis and to support it persuasively. (Check out our handout on understanding assignments for more information.)
HOW DO I GET A THESIS?
A thesis is the result of a lengthy thinking process. Formulating a thesis is not the first thing you do after reading an essay assignment. Before you develop an argument on any topic, you have to collect and organize evidence, look for possible relationships between known facts (such as surprising contrasts or similarities), and think about the significance of these relationships. Once you do this thinking, you will probably have a “working thesis,” a basic or main idea, an argument that you think you can support with evidence but that may need adjustment along the way.
Writers use all kinds of techniques to stimulate their thinking and to help them clarify relationships or comprehend the broader significance of a topic and arrive at a thesis statement. For more ideas on how to get started, see our handout on brainstorming.
HOW DO I KNOW IF MY THESIS IS STRONG?
If there’s time, run it by your instructor or make an appointment at the Writing Center to get some feedback. Even if you do not have time to get advice elsewhere, you can do some thesis evaluation of your own. When reviewing your first draft and its working thesis, ask yourself the following:
Do I answer the question? Re-reading the question prompt after constructing a working thesis can help you fix an argument that misses the focus of the question.
Have I taken a position that others might challenge or oppose?If your thesis simply states facts that no one would, or even could, disagree with, it’s possible that you are simply providing a summary, rather than making an argument.
Is my thesis statement specific enough? Thesis statements that are too vague often do not have a strong argument. If your thesis contains words like “good” or “successful,” see if you could be more specific: why is something “good”; what specifically makes something “successful”?
Does my thesis pass the “So what?” test? If a reader’s first response is, “So what?” then you need to clarify, to forge a relationship, or to connect to a larger issue.
Does my essay support my thesis specifically and without wandering? If your thesis and the body of your essay do not seem to go together, one of them has to change. It’s okay to change your working thesis to reflect things you have figured out in the course of writing your paper. Remember, always reassess and revise your writing as necessary.
Does my thesis pass the “how and why?” test? If a reader’s first response is “how?” or “why?” your thesis may be too open-ended and lack guidance for the reader. See what you can add to give the reader a better take on your position right from the beginning.
EXAMPLES
Suppose you are taking a course on 19th-century America, and the instructor hands out the following essay assignment: Compare and contrast the reasons why the North and South fought the Civil War. You turn on the computer and type out the following:
The North and South fought the Civil War for many reasons, some of which were the same and some different.
This weak thesis restates the question without providing any additional information. You will expand on this new information in the body of the essay, but it is important that the reader know where you are heading. A reader of this weak thesis might think, “What reasons? How are they the same? How are they different?” Ask yourself these same questions and begin to compare Northern and Southern attitudes (perhaps you first think, “The South believed slavery was right, and the North thought slavery was wrong”). Now, push your comparison toward an interpretation—why did one side think slavery was right and the other side think it was wrong? You look again at the evidence, and you decide that you are going to argue that the North believed slavery was immoral while the South believed it upheld the Southern way of life. You write:
While both sides fought the Civil War over the issue of slavery, the North fought for moral reasons while the South fought to preserve its own institutions.
Now you have a working thesis! Included in this working thesis is a reason for the war and some idea of how the two sides disagreed over this reason. As you write the essay, you will probably begin to characterize these differences more precisely, and your working thesis may start to seem too vague. Maybe you decide that both sides fought for moral reasons, and that they just focused on different moral issues. You end up revising the working thesis into a final thesis that really captures the argument in your paper:
While both Northerners and Southerners believed they fought against tyranny and oppression, Northerners focused on the oppression of slaves while Southerners defended their own right to self-government.
Compare this to the original weak thesis. This final thesis presents a way of interpreting evidence that illuminates the significance of the question. Keep in mind that this is one of many possible interpretations of the Civil War—it is not the one and only right answer to the question. There isn’t one right answer; there are only strong and weak thesis statements and strong and weak uses of evidence.
Let’s look at another example. Suppose your literature professor hands out the following assignment in a class on the American novel: Write an analysis of some aspect of Mark Twain’s novel Huckleberry Finn. “This will be easy,” you think. “I loved Huckleberry Finn!” You grab a pad of paper and write:
Mark Twain’s Huckleberry Finn is a great American novel.
Why is this thesis weak? Think about what the reader would expect from the essay that follows: you will most likely provide a general, appreciative summary of Twain’s novel. The question did not ask you to summarize; it asked you to analyze. Your professor is probably not interested in your opinion of the novel; instead, she wants you to think about why it’s such a great novel—what do Huck’s adventures tell us about life, about America, about coming of age, about race relations, etc.? First, the question asks you to pick an aspect of the novel that you think is important to its structure or meaning—for example, the role of storytelling, the contrasting scenes between the shore and the river, or the relationships between adults and children. Now you write:
In Huckleberry Finn, Mark Twain develops a contrast between life on the river and life on the shore.
切。0分谁给你卖命啊。
满意了就给15分？还挺大方似的。15分换一篇英语系全英毕业论文？睬都不睬你。
想要有收获，就得有付出。世上哪有那么好的事。人家最多给你copy一张乱七八糟的文章完事。
这个具体得看你们学校的的要求吧？我当年上学的时候，我们学校是可以只翻译部分的。不过既然是特别好的论文，一定对你的毕业论文帮助很大。我认为有时间的话都翻译出来也不算吃亏。
