发布时间：
找到国外期刊数据库，查一下就ok啦！高校电子图书馆有国外期刊的数据库，如SCI、EI等等。
看投稿的期刊是否被SCI收入证明自己所发表的论文是SCI论文只需要证明自己投稿的期刊是被SCI数据库收录的就可以了。SCI论文，是指被SCI，即科学引文索引所收录的SCI期刊上刊登的学术期刊论文。我国民众对SCI论文概念模糊，小部分民众误认为SCI是一本期刊，此期刊由南京大学引入并成为各大高校和科研机构学术评价和奖惩的一类刊物。SCI对全球的自然科学刊物进行考察，凡影响因子大于某一临界值的刊物，则可以进入SCI系统。进入SCI系统的刊物分为两类，即内圈和外圈，前者的影响因子高于后者，前者称为SCI刊物，后者称为SCIsearch刊物。
可以咨询他们杂志社的文章被那些数据库收录，最好是国内的，一般都可以查到！
查数据库，很多国外学术期刊都会被数据库收录，核心的有SCi/Ei，有些国外出版社还有自己的在线发布平台。能查到，自然就有办法出证明了。
I've published the paper on （论文主题） in the （期刊名称）
一篇完整的毕业讠 仑，文，题目，摘要（中英文），目录，正文（引言，正文，结语），致谢，参考文献。学校规定的格式，字体，段落，页眉页脚，开始写之前，都得清楚的，你的讠 仑，文算是写好了五分之一。不管是中文的文章还是英文的文章都一定要走心的去写然后，选题，你的题目时间宽裕，那就好好考虑，选一个你思考最成熟的看伱的了。
证明 1. proof2. testimony3. prove4. confirm the truth of
certify
申请英国硕士主要硬性条件就是学历背景、语言成绩和GPA成绩。 首先你的雅思成绩在6.5分以上，如果学生语言水平未达到入学标准，也可以先申请英国的语言课程，待语言考试合格后再入读研究生课程。GPA的话211大学的学生通常要求GPA80分以上，非211大学GPA要求85分以上。 关于英国研究生申请条件可以到留学定位参考系统的院校库了解更多内容。
去英国留学第一步：留学评估
想要留学，首先要做的就是要大概知道自己想要学习的方向，是继续自己的专业还是想转专业。同时还要考虑自己的综合实力，包括成绩、实习、奖项等等，来确定留学国家。
去英国留学第二步：院校选择
确定自己想要去的学校非常重要，毕竟千辛万苦地拿到offer了，发现学校不适合自己就有点搞笑了。在选校的过程中不要只看排名，还要根据自己的兴趣爱好和专业排名来综合考虑。确定了想去的学校，就要搜集学校的入学要求了。
天道教育留学顾问很高兴回答你的问题，一起看看英国硕士申请提前准备步骤：STEP1：挑选学校：专业排名更重要面对英国大学各种各样的综合排名或者专业排名，许多同学都感到头疼，表示在选校时不清楚该如何参考。百利天下教育提醒大家，选择目标院校时不光单单注重它们的综合排名，专业排名更是要参考的因素，因为通过专业排名，同学们可以了解某个学校的具体专业的真实情况，并与自身职业规划相结合，从而做出自己合理的选择。STEP2：递交申请：准备文书要谨慎目前名校竞争越来越激烈，考量申请者的因素也越来越复杂，英国名校越来越注重学生的专业课程水平和个人能力情况。因此同学们在做个人陈述时，要能够展示自己将要就读的专业所需要的能力，增加录取的几率。STEP3：挑选录取：综合因素全考虑英国大学的录取分为有条件录取和无条件录取这两类。其中，有条件录取对同学们的语言成绩和平均分有一定要求，而无条件录取就是正式录取通知书，表明同学们已满足学校的所有入学要求，被正式录取。留学咨询师建议，除了确认这个专业是不是该校的优势专业外，同学们选择专业还要结合自身兴趣和该专业的职业发展前途。另外，分析和对比校园环境、所在城市、大学学费、住宿和福利等情况也是同学们做出抉择之前所必须考虑的。STEP4：宿舍、签证：“抢”字当头要记牢去英国的留学申请过程就是一个“抢”字，从申请学校到申请宿舍，英国都秉持一个原则——“先到先得”。如今，留英学生越来越多，学校宿舍却供不应求。百利天下提醒同学们，一旦决定入住学校宿舍，一定要越早申请越好。英国大学的留学申请在拿到录取后基本就可以告一段落，换取电子码后同学们就可以着手准备签证申请材料了。留学咨询师强调，每个电子号码的有效期只有6个月，暑期又是英国留学签证申请的高峰，所以同学们一定要尽早了解签证申请的流程及申请的准备材料。STEP5：行李、出发：网上经验多借鉴签证提交申请后，同学们就可以着手准备行李了。同学们可以参考网上的行李清单和生活经验，尽量多地了解一些英国校园的生活情况，以便尽早适应英国大学的学习和生活氛围。
2020年7月-9月
1、文书、材料准备
必备材料：高质量的文书申请材料，包括个人陈述(PS)、个人简介(CV)、两封推荐信以及所在大学的在读证明与本科期间的成绩单等相关材料，并做好翻译工作。
加分材料：实习证明、相关获奖证书、论文发表证明等等。
2、雅思、GMAT成绩
部分大学需要雅思成绩申请，比如爱丁堡大学和曼彻斯特大学商学院。另外，带雅思成绩申请有一定优势。
部分大学商科也是需要GMAT成绩才能申请的，比如LSE的金融专业。
2020年9-10月
递交申请（递交后一般4-8周出结果）
2020年9月-2021年3月
等待院校反馈结果。
学生们需要在这个阶段努力复习雅思，考取目标分数，开始办理签证需要的保证金等资金方面的准备。
注意：如果学生雅思成绩没有达到录取要求，则需要尽快申请presessional语言课程和住宿(一般根据语言课程的周期，申请1-3个月的宿舍)。英国大学语言课一般招满为止，先到先得。
2021年3月-6月
预存保证金，准备办理签证
保证金是学生出国留学的有效财力证明，证明学生有能力支撑学生完成学业，是办理学生签证所必须的材料之一（存款证明拿到CAS再开）
学费+生活费：35万左右（伦敦地区40万左右）
最好存在学生本人名下
在预约签证申请前，存期必须满28天以上
保证金存定期
另外，按照学校要求拿到CAS letter之后，准备签证材料并递交签证申请主课宿舍，订机票，体检，行前准备，申请接机等，宿舍也尽快递交申请。
2021年7月-9月
获得签证，行李准备
可以按照以下步骤进行操作：1、需要在发表文章的期刊或会议记录中查询自己的文章，并获得文章的出版证明。2、在证明文件中，需要包含文章的题目、作者、发表的期刊或会议名称、文章的出版时间等信息，并且需要加盖发表机构的公章。3、在准备复试材料时，需要将证明文件作为一个独立的文件单独上传，同时在材料清单中注明公开发表文章证明的文件名称和所在位置。4、还可以在复试材料中包含其他研究成果，比如科研项目、专利、学术论文等，以便复试委员对你的学术背景有更全面的了解。
拿期刊原件给学校看
如果真需要软件的话，还真有不少，但是都不太好，不通顺，关键词被改，错别字多，表达的意思改变等等。.我都是找北京译顶科技，他们做润色和翻译做的很好，长期客户了加速了解
证明作者已经发表期刊论文的证据，别人不得抄袭使用。通常在在发表论文时都会有稿件的录用通知，即使是发表后也可以在相应的杂志期刊上看到，并且在提交期刊论文的时候都会附带自己的一些个人信息，这些都是可以证明作者已经发表期刊论文的证据。
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 19.0. 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 = 1.26,witha 95% confidential interval of [0.86, 1.66])。 (2) Learning methods (intentional learning,incidental learning, and integrated learning) have impacts on the overall effectiveness.
Heterogeneity exists in the three learning methods (g = 9.22,p = 0,01 < 0.05)，Effectiveness of intentional learning, incidental learning and integrated learning is ^ =0.61, g 二 2.14, g = 0.98 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 = 17.04, p =0.000 < 0.05)。 Recognition tests, recall tests, and recognition + recall tests have effectsizes of 3.59,0.71 and 0.37 respectively. Technology-enhanced English vocabularylearning achieves the largest effectiveness in recognition tests.
Abstract
The present study, which is based on the Competing Values Framework (i.e. 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, i.e. thedemographic questionnaire, the Organizational Culture Assessment Instrument (i.e. theOCAI) (Cameron & Quinn, 1999)，the Professional Engagement and CareerDevelopment Aspiration-scale (i.e. the PECDA-scale) (Watt & Richardson, 2008b)，andthe Work Tasks Motivation Scale for Teachers Teaching (i.e. 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 19.0. 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 3.4.lw 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 3.4.lw 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.
给主编的信的一般模式： Dear Editor: Here within enclosed is our paper for consideration to be published on "(Journal name)". The further information about the paper is in the following: The Title: XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX The Authors: XXXXXXXXXX XXXXXXXXXXXX and XXXXXXXXXX The authors claim that none of the material in the paper has been published or is under consideration for publication elsewhere. I am the corresponding author and my address and other information is as follows: Address: Department of XXXXXXXXX, University of Science and Technology, Hefei, Anhui, 230026, P.R.China E-mail: Tel: 86-551-36XXXXX Fax: 86-551-36XXXXX Thank you very much for consideration! Sincerely Yours, Dr. XXXXXXXXXXX查尔斯沃思论文润色提供如有疑问请加公 众号：lunwen64希望解答能帮到您，祝您生活愉快！