论文写作 开头和结尾的写作.ppt
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1、Lecture 10 开头和结尾的写作,毕业论文“三段论”,引论:论文的开头部分。本论:论文的主体部分。结论:论文的收束部分或结尾。,.引论的写法,引论的作用在于引出论文主题,对论文作概要介绍。1 引论的构成引论又叫引言、绪论、序论、前言等,是文章的开头部分。在英语中,统一用introduction表示,而在汉语行文的文章中,一般用“引言”表示。引论的目的在于引出作者的论述主题,使读者对作者的研究问题、研究目的、研究方法等有个概括的了解。通常包含在引论中的内容有:研究问题、研究动机(选题缘起)、研究目的、文献综述、理论指引、研究方法、研究对象的来源、基本概念的阐述、文章结构安排等。一个具体的引
2、论里不一定全部包含这些内容,但研究问题、研究目的是必须要有的。,提出问题是在文献综述的基础上进行的,即在了解了这个课题前期的研究成果之后,通过中肯明了的分析找到可以进一步作研究的空间,然后提出自己的研究问题。完全没有前期研究的课题是不适合作为本科毕业论文的题目的,这样的题目很难做出来。通过分析找出前人研究的空间或余地是提出问题的关键,其具体做法是指出前人没有解决的问题,或指出前人的发现中的不正确或不当之处,或指出前人没有研及的方面。以下句式可以选用:Until now, none of these studies/findings/ investigations have shown Howe
3、ver, few studies/researches/ investigations are convincing/ satisfactory to interpret However, little research has made valuable contributions to These findings suggest that this treatment might not be so effective when applied to It would seem, therefore, that further investigations are needed in o
4、rder to ,中心论点(thesis)是论文作者所要证明的主要观点,集中体现了作者的写作目的。中心论点一般是用一个句子将所有要点涵盖其中,而且常常被安排在起始段落的最后。如:Theodor Seuss Ceisel writes and illustrates many childrens books, usually in verse, under the pseudonym of “Dr. Seuss.” He has written twenty-six best sellers over a period of thirty years, and they are all stil
5、l in print. In story after story, this author creates a topsy-turvy world where the normal becomes aberrant and the aberrant becomes the normal. The simply vocabulary and rhyming lines of Dr. Seusss books make them easy for children to read, but the authors illustrations are primarily responsible fo
6、r the imaginative flair in his work.,写中心论点时,论文作者要注意以下几点:要有清晰的单一主线。试比较下面两段话:Because of his robust language and novel comic plots, Titus Maccicus Plautus can be considered the best Roman comic playwright, whose plays are still successfully staged today.The Roman theatre was inspired by the Greek theat
7、re which it imitated, and eventually the Romans produced great plays in their theatres, such as those by Plautus, who was the best Roman comic writer because of his robustness and inventiveness.(2) 避免使用比喻。如: “Henry James is the Frank Lloyd Wright of the American novel.” 应改称“The novels of Henry James
8、 have internal consistency because of the way he unifies his themes, patterns his episodes, and orders his images.”这样直接了当的表达。(3)语言要清楚明了,不要模糊不清。如:“Cigarette smoking wreaks havoc on the body.”就不如“Cigarette smoking harms the body by constricting the blood vessel, accelerating the heartbeat, paralyzing
9、the cilia in the bronchial tubes, and activating excessive gastric secretions in the stomach.”具体、明了。(4)不要使用问句。因为问句不肯定,无助于点明要点。 如:“Is it possible not to allow the participation of translators since the obtrusion of translators exists both in the stage of understanding and expression in translation no
10、 matter you admit it or not?” 该问句没有给出肯定的观点,要明确给出观点,作者要么给出答案,要么用肯定的来替换这个句子。,有的引言中没有中心陈述(thesis statement),为了明确课题,这时需要陈述研究目的。陈述研究目的可采用如下的句式:The aim of the present thesis is to The purpose of this paper is to The focus of this thesis is on In this paper the present writer intends to This paper will ana
11、lyze The present work extends the application of the theory of This paper reports on the results obtained in The present paper is an investigation of This study is a historical analysis of ,介绍论文的结构可以选用的句式包括:This thesis consists of parts/ chapters. The plan/ structure of this thesis is as follows. Th
12、e thesis is organized in the following way The thesis is divided into parts/ chapters.The paper falls into parts/ chapters besides this introduction and a conclusion. Chapter One deals with Chapter Two is an analysis of In Chapter Three, two problems are discussed ,样例例一:The Position of Sentence Conn
13、ectors in Academic English(Introduction) Many commentators have noted that sentence connectors (e.g. however) are important and useful element in expository and argumentative writing. Frequent studies of their occurrence in academic English extend at least as far as Huddleston (1971). ESL writing te
14、xtbooks have for many years regularly included chapters on sentence connectors (e.g. Herbert, 1965). Most reference grammars deal with their grammatical status, classification, meaning, and use. Some attention has also been given to the position of sentence connectors in clauses and sentences. Quirk
15、 and Greenbaum (1973) observe (a) that the normal position is initial; (b) that certain connectors, such as hence and overall, “are restricted, or virtually restricted, to initial position” (p.248); and (c) that medial positions are rare for most connectors, and final position on semantic ground is
16、an unpublished paper by Salera (1976) discussed in Celce-Murcia and Larsen-Freeman (1983). The Salera paper deals only with adversatives like however and suggests that reflects a contrast that is not necessarily unexpected. However, neither of these studies provides any descriptive evidence of the a
17、ctual positions of sentence connectors in academic texts. In the present paper, we report on a preliminary study of sentence-connector positions in a sample of twelve published articles.,例二:An Experimental Study on the Group Revision Method in Teaching L2 Writing(Introduction) To handle the writing
18、class is no easy job for the teacher. Traditionally, under the product-oriented approach, the teaching of L2 writing has been synonymous with the teaching of grammar or sentence. Recently, there is a shift from product to process-oriented approach to the teaching of writing. The latter focuses on wr
19、iting as a process consisting of prewriting drafting and revising phases. It emphasizes rhetorical principles of audience. Inspired by the process-oriented approach, peer response groups are warmly advocated by some theorists and teachers. Using different research paradigms and working with students
20、 of different levels, they have shown the strength of peer influence on learning. Since revision occupies an important position in the whole writing process, many studies have been conducted from different angles to assess the effectiveness of peer revision. For instance, through comparison,between
21、teachers feedback and peers comments, Caulk (1994) found that teachers comments were general, aimed particularly at the whole piece, whereas peers comments were more specific in focus. Nelson and Murphy (1993) explored how students negotiations lead to the incorporation of peer suggestions. They fou
22、nd that writers were more likely to incorporate their peer suggestions when they had interacted with their peers in a cooperative manner than they had interacted in a defensive manner or had not interacted at all.,In spite of the growing research on peer revision in L2 writing, there is an area left
23、 unattended. That is: if small response groups are employed in the classroom activities, what patterns of classroom organization are most beneficial for the revision tasks? That is how to organize students into small groups. In the present paper, this research question will be explored through three
24、 repetitive experiments. Suggestions are made for organizing classroom activities, with an emphasis on considering differences among learners and encouraging spontaneous peer talk during the revision process. Chapter 1 serves as an overview of literature on the theoretical and empirical students of
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