(请耐心地读完此文,否则,论文稿很可能问题百出、错误百出;同时将此信保留,以便撰写论文期间随时核对时间安排和论文格式.) 考生:你好! 现将论文撰写的时间安排、撰写格式规定如下: 撰写时间安排:(I、II、III时段都可以提前完成) 2014年8月1日之前: (邮寄或发送电子邮件)提交论文提纲 2014年9月20日之前: (邮寄)提交论文初稿(初稿必须严格按照论文模版的格式撰写,务必电脑打印、装订、存盘、自留电子及文字底稿) 2014年10月10日之前: (邮寄)提交论文终稿(终稿必须电脑打印、装订成册(沿左边)、 一式三份,也必须严格按照论文模版的格式撰写) 2014年10月上旬: 外国语学院成人教育办公室寄发论文答辩时间通知 2014年10月下旬: 按照答辩通知时间到南师大外国语学院参加毕业论文答辩 指导教师的联系方式为: 南京宁海路122号 南京师范大学外国语学院 ⅹⅹ老师收 邮编:210097 (邮件请务必通过邮局寄发,不得用非邮局系统寄送,以免遗失) 论文严禁抄袭.如有抄袭,一经查实,按作弊处理. 请各位同学严格按照要求撰写论文及按时提交,否则将不安排答辩. 祝各位同学论文撰写顺利! 以下为论文模板,请严格执行! 二.论文纸张大小:A 4 (210 x 297毫米)、字号(5号)、字体(中文宋体,英文Times New Roman). 三.提纲(Outline)格式如下: Outline 论文标题: Thesis statement(中心论点句) 1 Introduction(序号一律以阿拉伯数字表示) 1.1 1.1.1 1.1.2 1.2 1.2.1 1.2.2 2 2.1 2.1.1 2.1.2 2.2 2.2.1 2.2.2 2.3 2.3.1 2.3.2 3 3.1 3.1.1 3.1.2 3.2 3.2.1 3.2.2 3.3 3.3.1 3.3.2 4 4.1 4.1.1 4.1.2 4.2 4.2.1 4.2.2 4.3 4.3.1 4.3.2 5 Conclusion 5.1 5.2 四.论文包含以下7部分: 论文初稿和终稿都需要(沿左边)装订成册,论文稿必须包含有:封面、Contents、Abstract(中文版\英文版)、Key Words(中文版\英文版)、摘要、关键词、Acknowledgements、正文、Bibliography.参看论文模版. 封面上的内容由考生如实、认真填写(电脑打印). 目录(Contents)的每一小标题和你的论文内容必须保持一致,最好注上每一部分的页码.以一页为限.Contents的写法见论文模版. 摘要(Abstract)和关键词(Key Words)(至少三个关键词)用中英文对照撰写,以一页为限.写法如下: Abstract Key Words: 摘要 关键词: 正文至少应由三部分构成:Introduction、Body、Conclusion等.①Introduction是论文的引言或介绍部分,可以介绍你选择该选题的目的或意义、你的选题目前在国内、外的研究动态、你的研究方法、你在该领域的初步设想(即你的观点)、本文的大概框架等内容.②Body(不要以Body作论文里的小标题)是论文的最重要、最核心部分,可以再细分几个部分,每一小部分仍可再分为更小的部分,从不同的角度对你的设想加以介绍,对你的观点加以阐述,必须实践与理论相结合,不可纯粹经验型的介绍,也忌纸上谈兵.③Conclusion是论文的最后部分,作者通常在这一部分提出明确的结论,说明该选题尚有待于进一步研究的方面,这一部分也可看作是全文的结束语. 参考书目(Bibliography)不少于15个.参考书目是任何学术论文必不可少的部分,若不认真阅读、参考和你的选题有关的著作、杂志,则不可能写出有一定质量的论文.然而,"参考"并不意味着"抄写",必要时,可以引用原文,以(更有力地)阐述你的观点,但必须注明出处.参考书目按中文和西文分开列出,都按26个字母顺序排列.每一书目的书写顺序是:姓(名(年代(文章标题(或书名)(杂志名称(或出版社名称).参考书目的写法如下: Bibliography Ariel, M. 1990. Accessing noun-phrase antecedents. London & New York: Routledge. Chomsky, N. 1995. The minimalist program. Cambridge Mass.: MIT Press. Saeed, J. 1999. Semantics. Oxford: Blackwell. Rodrigo, V. 1995. Does a reading program work in a foreign language program? Paper presented at the Extensive Reading Colloquium, American Association of Applied Linguistics Convention. Long Beach, CA, March 1995 刘宓庆,1999,《当代翻译理论》北京:中国对外翻译出版社. 王东风、楚至大,1996,翻译学之我见---与劳陇先生商榷, 《外国语》第5期. 王文琴, 2008,英语现在完成时语用功能新探,《外语研究》 第2期. 如果某一书目不止一行,可采取"悬挂缩进"格式(编辑方式:格式(段落(特殊格式(悬挂缩进(3字符). 注明引文出处(包括直接或间接引用,还包括第二次引用).论文最后的Bibliography和文中的引文出处必须保持前后一致!例如: … "This made reading less detestable and, actually, fun," said one participant in the study (Rodrigo 1995: 13). … Ridgway (1994: 64) notes the need for readers to automatize the encoding of word percepts. Paran (1996) and Koda (1996b) also stress the need for automatic word recognition as a basis for reading. … This is an interesting counterpoint to Dickinson (1995), who sought to establish a causal relationship between autonomy and motivation, and indeed concluded, "… learning success and enhanced motivation is conditional on learners taking responsibility for their own learning, being able to control their own learning and perceiving that their learning successes or failures are to be attributed to their own efforts and strategies rather than factors outside their control (1995: 174). " 或按下列格式,段首缩进两格,但不加引号: … This is an interesting counterpoint to Dickinson (1995), who sought to establish a causal relationship between autonomy and motivation, and indeed concluded, … learning success and enhanced motivation is conditional on learners taking responsibility for their own learning, being able to control their own learning and perceiving that their learning successes or failures are to be attributed to their own efforts and strategies rather than factors outside their control (1995: 174). 下面一段是包含二次引用的例子: Citing Haastrup (1989:43), Hulstijin, Hollander, and Greidanus (1996) note that "Learners will always find out the meaning of words that are important to them" (p.337). Bibliography Dickinson, L. 1995. Autonomy and motivation: A literature review. System. 23.165-174. Haastrup, K. 1989. The learner as word processor. In P. Nation and R. Carter (eds.) Vocabulary acquisition. 34 – 46. [AILA Review 6.] Hulstijin, J. H., M. Hollander and T. Greidanus. 1996. Incidental vocabulary learning by advanced foreign language students: The influence of marginal glosses, dictionary use, and reoccurrence of unknown words. The Modern Language Journal. 80. 327 – 339. Koda, K. 1996a. … Koda, K. 1996b. Second language word recognition: Research findings and classroom applications. Paper presented at the Reading Research Colloquium, Annual TESOL Convention. Chicago, IL, March 1996. Paran. A. 1996. Reading in EFL: Facts and fictions. ELT Journal. 50.25-34. Ridgway, T. 1994. "Reading theory and foreign language reading comprehension. Reading in a Foreign Language. 10.2.55-76. [Published 1996.] 祝论文撰写顺利、论文答辩成功、早日毕业! 南京师范大学外国语学院 2014年7月
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(请耐心地读完此文,否则,论文稿很可能问题百出、错误百出;同时将此信保留,以便撰写论文期间随时核对时间安排和论文格式.) 考生:你好! 现将论文撰写的时间安排、撰写格式规定如下: 撰写时间安排:(I、II、III时段都可以提前完成) 2014年8月1日之前: (邮寄或发送电子邮件)提交论文提纲 2014年9月20日之前: (邮寄)提交论文初稿(初稿必须严格按照论文模版的格式撰写,务必电脑打印、装订、存盘、自留电子及文字底稿) 2014年10月10日之前: (邮寄)提交论文终稿(终稿必须电脑打印、装订成册(沿左边)、 一式三份,也必须严格按照论文模版的格式撰写) 2014年10月上旬: 外国语学院成人教育办公室寄发论文答辩时间通知 2014年10月下旬: 按照答辩通知时间到南师大外国语学院参加毕业论文答辩 指导教师的联系方式为: 南京宁海路122号 南京师范大学外国语学院 ⅹⅹ老师收 邮编:210097 (邮件请务必通过邮局寄发,不得用非邮局系统寄送,以免遗失) 论文严禁抄袭.如有抄袭,一经查实,按作弊处理. 请各位同学严格按照要求撰写论文及按时提交,否则将不安排答辩. 祝各位同学论文撰写顺利! 以下为论文模板,请严格执行! 二.论文纸张大小:A 4 (210 x 297毫米)、字号(5号)、字体(中文宋体,英文Times New Roman). 三.提纲(Outline)格式如下: Outline 论文标题: Thesis statement(中心论点句) 1 Introduction(序号一律以阿拉伯数字表示) 1.1 1.1.1 1.1.2 1.2 1.2.1 1.2.2 2 2.1 2.1.1 2.1.2 2.2 2.2.1 2.2.2 2.3 2.3.1 2.3.2 3 3.1 3.1.1 3.1.2 3.2 3.2.1 3.2.2 3.3 3.3.1 3.3.2 4 4.1 4.1.1 4.1.2 4.2 4.2.1 4.2.2 4.3 4.3.1 4.3.2 5 Conclusion 5.1 5.2 四.论文包含以下7部分: 论文初稿和终稿都需要(沿左边)装订成册,论文稿必须包含有:封面、Contents、Abstract(中文版\英文版)、Key Words(中文版\英文版)、摘要、关键词、Acknowledgements、正文、Bibliography.参看论文模版. 封面上的内容由考生如实、认真填写(电脑打印). 目录(Contents)的每一小标题和你的论文内容必须保持一致,最好注上每一部分的页码.以一页为限.Contents的写法见论文模版. 摘要(Abstract)和关键词(Key Words)(至少三个关键词)用中英文对照撰写,以一页为限.写法如下: Abstract Key Words: 摘要 关键词: 正文至少应由三部分构成:Introduction、Body、Conclusion等.①Introduction是论文的引言或介绍部分,可以介绍你选择该选题的目的或意义、你的选题目前在国内、外的研究动态、你的研究方法、你在该领域的初步设想(即你的观点)、本文的大概框架等内容.②Body(不要以Body作论文里的小标题)是论文的最重要、最核心部分,可以再细分几个部分,每一小部分仍可再分为更小的部分,从不同的角度对你的设想加以介绍,对你的观点加以阐述,必须实践与理论相结合,不可纯粹经验型的介绍,也忌纸上谈兵.③Conclusion是论文的最后部分,作者通常在这一部分提出明确的结论,说明该选题尚有待于进一步研究的方面,这一部分也可看作是全文的结束语. 参考书目(Bibliography)不少于15个.参考书目是任何学术论文必不可少的部分,若不认真阅读、参考和你的选题有关的著作、杂志,则不可能写出有一定质量的论文.然而,"参考"并不意味着"抄写",必要时,可以引用原文,以(更有力地)阐述你的观点,但必须注明出处.参考书目按中文和西文分开列出,都按26个字母顺序排列.每一书目的书写顺序是:姓(名(年代(文章标题(或书名)(杂志名称(或出版社名称).参考书目的写法如下: Bibliography Ariel, M. 1990. Accessing noun-phrase antecedents. London & New York: Routledge. Chomsky, N. 1995. The minimalist program. Cambridge Mass.: MIT Press. Saeed, J. 1999. Semantics. Oxford: Blackwell. Rodrigo, V. 1995. Does a reading program work in a foreign language program? Paper presented at the Extensive Reading Colloquium, American Association of Applied Linguistics Convention. Long Beach, CA, March 1995 刘宓庆,1999,《当代翻译理论》北京:中国对外翻译出版社. 王东风、楚至大,1996,翻译学之我见---与劳陇先生商榷, 《外国语》第5期. 王文琴, 2008,英语现在完成时语用功能新探,《外语研究》 第2期. 如果某一书目不止一行,可采取"悬挂缩进"格式(编辑方式:格式(段落(特殊格式(悬挂缩进(3字符). 注明引文出处(包括直接或间接引用,还包括第二次引用).论文最后的Bibliography和文中的引文出处必须保持前后一致!例如: … "This made reading less detestable and, actually, fun," said one participant in the study (Rodrigo 1995: 13). … Ridgway (1994: 64) notes the need for readers to automatize the encoding of word percepts. Paran (1996) and Koda (1996b) also stress the need for automatic word recognition as a basis for reading. … This is an interesting counterpoint to Dickinson (1995), who sought to establish a causal relationship between autonomy and motivation, and indeed concluded, "… learning success and enhanced motivation is conditional on learners taking responsibility for their own learning, being able to control their own learning and perceiving that their learning successes or failures are to be attributed to their own efforts and strategies rather than factors outside their control (1995: 174). " 或按下列格式,段首缩进两格,但不加引号: … This is an interesting counterpoint to Dickinson (1995), who sought to establish a causal relationship between autonomy and motivation, and indeed concluded, … learning success and enhanced motivation is conditional on learners taking responsibility for their own learning, being able to control their own learning and perceiving that their learning successes or failures are to be attributed to their own efforts and strategies rather than factors outside their control (1995: 174). 下面一段是包含二次引用的例子: Citing Haastrup (1989:43), Hulstijin, Hollander, and Greidanus (1996) note that "Learners will always find out the meaning of words that are important to them" (p.337). Bibliography Dickinson, L. 1995. Autonomy and motivation: A literature review. System. 23.165-174. Haastrup, K. 1989. The learner as word processor. In P. Nation and R. Carter (eds.) Vocabulary acquisition. 34 – 46. [AILA Review 6.] Hulstijin, J. H., M. Hollander and T. Greidanus. 1996. Incidental vocabulary learning by advanced foreign language students: The influence of marginal glosses, dictionary use, and reoccurrence of unknown words. The Modern Language Journal. 80. 327 – 339. Koda, K. 1996a. … Koda, K. 1996b. Second language word recognition: Research findings and classroom applications. Paper presented at the Reading Research Colloquium, Annual TESOL Convention. Chicago, IL, March 1996. Paran. A. 1996. Reading in EFL: Facts and fictions. ELT Journal. 50.25-34. Ridgway, T. 1994. "Reading theory and foreign language reading comprehension. Reading in a Foreign Language. 10.2.55-76. [Published 1996.] 祝论文撰写顺利、论文答辩成功、早日毕业! 南京师范大学外国语学院 2014年7月