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1、上外网院英语专业学位论文上外网院英语专业学位论文补答辩要求简介补答辩要求简介2010年年11月月10日日1简介提纲简介提纲n重新提交选题或开题报告n英语专业学位论文补答辩的时间节点n学位论文的基本写作过程与要求n学位论文写作须知n学位论文的评价标准n学位论文的选题和范围n学位论文的撰写规范2重新提交选题或开题报告重新提交选题或开题报告n可以择用上一次的论文选题可以择用上一次的论文选题n也可以重新选题、开题也可以重新选题、开题n学院根据选题重新安排指导学院根据选题重新安排指导教师教师3学位论文补答辩的时间节点学位论文补答辩的时间节点n定题目定题目:11-10n指派指派导师: 11-12(与导师联
2、系第一次见面与导师联系第一次见面,提交提交“开题开题报告报告”及及“论文指导记录论文指导记录”)n交初稿交初稿:12-3(同时递交同时递交电子稿电子稿及及“论文独创性声明论文独创性声明”)n反复修改反复修改n定终稿定终稿: 12-23(同时递交同时递交电子稿电子稿及及“论文评阅书论文评阅书”)n答答 辩辩: 12-25/26(论文通过者参加论文通过者参加)4学位学位论文的基本写作过程与要求论文的基本写作过程与要求n过过程程（查资料、选方向、定题目、拟提纲、（查资料、选方向、定题目、拟提纲、写初稿、反复改、定终稿）写初稿、反复改、定终稿）n选选题题（文学、语言学、语言与文化、翻译、（文学、语言学
3、、语言与文化、翻译、教学法）教学法）n格格式式（标题、摘要、引言、正文、结尾、（标题、摘要、引言、正文、结尾、参考书目、字体、行距）参考书目、字体、行距）n引引文文（正文中、参考书目、标点符号）（正文中、参考书目、标点符号）n字字数数:5000(1316 pages)5学位论文写作须知学位论文写作须知n专业水平（对选题的熟悉程度）（对选题的熟悉程度）n写作能力（英文表述能力）（英文表述能力）n资料来源（纸质、网络、多媒体）（纸质、网络、多媒体）n时间节点（6周：周：11-1012-24）n避免剽窃6学位论文的评价标准学位论文的评价标准n选题恰当，符合专业n论题明确，论证充分n观点正确，逻辑性强
4、n叙述清楚，层次清晰n词句达意，拼写无误n结构格式，符合规范7学位论文的选题和范围学位论文的选题和范围n文文学学（小说、诗歌、戏剧、散文、流派风格（小说、诗歌、戏剧、散文、流派风格等）等）n语言学语言学（语法、句法、词汇、比较等）（语法、句法、词汇、比较等）n语言与文化语言与文化（习俗礼仪、饮食起居、影视传（习俗礼仪、饮食起居、影视传媒、禁忌避讳等）媒、禁忌避讳等）n翻翻译译（词句、语篇、谚语、习语、色彩、广（词句、语篇、谚语、习语、色彩、广告等）告等）n教学法教学法（幼、小、中、高、大学、政策制度、（幼、小、中、高、大学、政策制度、理念特色等）理念特色等）8文文 学学n小说小说（长篇、短篇、
5、科幻等）（长篇、短篇、科幻等）n诗歌诗歌（律诗、自由诗等）（律诗、自由诗等）n戏剧戏剧（歌剧、音乐剧等）（歌剧、音乐剧等）n散文散文（essay）n风格流派风格流派（浪漫主义、现实主义、（浪漫主义、现实主义、现代主义、意现代主义、意识流、黑色幽默、女性文学等）识流、黑色幽默、女性文学等）-作品人物、心理、关系评析作品人物、心理、关系评析-写作手法、技巧评论写作手法、技巧评论-作品文本、单个作品文本、单个/多个作家比较多个作家比较/评论评论9 语语 言言 学学 语言与文化语言与文化n语法语法（grammar）n句法句法（syntax）n词汇词汇（idioms,proverbs,slangs,pr
6、epositions,euphemism,netlanguage,etc.）n比较比较（languages）n习俗礼仪n饮食起居n成语谚语n比喻联想n影视传媒n禁忌避讳10 翻翻 译译 教学法教学法n理论实践n原则标准n方法技巧n译本研究n语言比较n体制传统n理论流派n目标培养n教学实践n技能训练n案例分析11示示 例例:n文文学学-简简爱爱Jane Eyre-了不起的盖茨比了不起的盖茨比The Great Gatsbyn语言与文化语言与文化-中美家庭教育对比中美家庭教育对比AComparisonbetweenChineseandAmericanFamilyEducation12简简 爱爱 J
7、ane Eyren通读原著数遍（版本）通读原著数遍（版本）n做好笔记做好笔记-故事情节、事件顺序故事情节、事件顺序-主要人物表（特征、彼此关系）主要人物表（特征、彼此关系）-酝酿主题、论点酝酿主题、论点n查阅相关评论，记录出处、页码查阅相关评论，记录出处、页码n拟写大纲，拟写大纲，为初稿做准备为初稿做准备13Jane Eyre byCharlotteBrontenPlot:(4 turning points)-From Reeds home to Brocklehursts Lowood School- From School to Thornfield- From Rochester to
8、Marsh End-From St. John Rivers to RochesternCharacterlist:-Conflicts between Jane & Mrs. Reed, Brocklehurst, Blanche, Rochester, Bertha, St. John Rivers- Relationship between Jane & Bessie, Helen, Maria, Adle, Diana and Mary RiversnTheme(s):- Desire for family, freedom & attitudes to love, independe
9、nce- Religious figures: Brocklehurst, Helen Burns, & St. John Rivers- Feminist characters: Jane, Helen, Maria, Diana and Mary - Symbols: red room, Thornfield fire, Bertha, & other names14Jane Eyre -AnOutline(I) In Pursuit of Dignified Love: A Brief Analysis of Jane Eyres Ideal LoveThesis statement:
10、Jane Eyres financial independence is essential to her return to Rochester.I. Introduction (23 pages) A. Charlotte Bronte & Jane Eyre B. The plotII. Four flights (34 pages)A. Flight from Reeds home to Lowood School (for freedom) B. Flight from school to Thornfield (for independence) C. Flight from Ro
11、chester to Marsh End (for dignity) D. Flight from St. John to Rochester (for love)15Jane Eyre -AnOutline(I) (contd)III. Two marriage refusals (23 pages) A. Janes refusal to marry Rochester 1. Because of Bertha 2. Because of Rochesters dominance in love B. Janes refusal to marry St. John Rivers 1. Be
12、cause of Rivers ambition and extreme self-importance 2. The marriage is not based on loveIV. Jane Eyres eventual return to Rochester (23 pages) A. When Jane is financially independence B. When Rochester is no longer dominant C. The marriage is based on “equal-footing”V. Conclusion (1 page)16Jane Eyr
13、e -AnOutline (II) A Feminists Attitude towards Love, Dignity & Religion - A Brief Analysis of Major Characters as Depicted in Jane EyreThesis statement: Charlotte Brondes depiction of major characters in Jane Eyre reflects a feminist attitude towards love, dignity and religion.I. Introduction (23 pa
14、ges) A. Charlotte Bronte & Jane Eyre B. The plotII. Four flights (34 pages) A. Flight from Reeds home to Lowood School (for freedom) B. Flight from school to Thornfield (for independence) C. Flight from Rochester to Marsh End (for dignity) D. Flight from St. John to Rochester (for love)17Jane Eyre -
15、AnOutline(II) (contd)III. Feminists as depicted in Jane Eyre (23 pages) A. Character analysis of Jane, Helen, Maria, Diana & Mary B. Character analysis of Mrs. Reed, Blanche & BerthaIV. Religions as depicted in Jane Eyre (23 pages) A. Character analysis of Brocklehurst B. Character analysis of Helen
16、 Burns C. Character analysis of St. John RiversV. Analysis of symbols as used in Jane Eyre (12 pages) A. The red room B. Thornfield fire C. BerthaVI. Conclusion (1 page)18The Great Gatsbyby F. Scott FitzgeraldWho Killed Gatsby? - A Tentative Analysis of the Death of GatsbyThesis statement: Gatsby is
17、 killed by the social norm and his unrealistic dream of reunion of Daisys love.I. Introduction (34 pages)A. Fitzgerald and The Great GatsbyB. The decline of the American dream in the 1920sC. The plot II. Analysis of Gatsby (24 pages)A. His ambitionB. His unrealistic love for DaisyC. His lavish life
18、and parties19The Great Gatsby (contd)III. The causes of Gatsbys death (34 pages) A. Daisy Buchanan B. Tom Buchanan C. George Wilson D. The role of Nick CarrawayIV. The moral lesson of The Great Gatsby (23 pages)V. Conclusion (12 pages)20AComparisonbetweenAmericanandChineseFamilyEducation While Ameri
19、can families stress an all-round personality development, Chinese families strive for academic excellence in their childrens family education.I. Introduction (23 pages) A. Define “family education” B. Trends in family education in America and ChinaII. A comparison of FE in America & China (78 pages)
20、 A. Aims of FE 1. Independence vs. dependence 2. Interests & processes vs. academic performance & results B. Learning strategies 1. Learning by exploring vs. rote learning with correct answer 2. Encourage creation, innovation vs. imitation 3. Teaming vs. self-based21AComparisonbetweenAmericanandChin
21、eseFamilyEducation (contd)C. Feedback 1. Parents role and expectation in family education 2. Positive vs. negative 3. Encouraging vs. comparing and perfectingD. Physical and psychological development 1. Healthy, enjoying sports vs. fragile, lacking exercises 2. More open-minded, optimistic vs. more
22、reserved, under pressure 3. Easygoing vs. less sociableIII. Suggestions for improvement (23 pages)IV. Conclusion (12 pages)22学位论文的撰写规范学位论文的撰写规范n如何避免剽窃如何避免剽窃nAPA引文格式简介引文格式简介n学位论文文档下载学位论文文档下载n2010英语专业学位论文格式模板英语专业学位论文格式模板23如何避免剽窃如何避免剽窃 (HowtoAvoidPlagiarism)n何何谓谓“剽窃剽窃”？n哪哪种行为算是剽窃种行为算是剽窃？n剽窃行为的后果剽窃行为的后果
23、？n如何避免如何避免剽窃剽窃？n正正确确引用他人的引用他人的文献文献示例示例n网络软件查剽窃网络软件查剽窃(T)24何谓何谓“剽窃剽窃”？n借用他人的借用他人的观念观念或或论点论点n但不但不註明引用註明引用资料出处资料出处nPlagiarism:-takingorusingothersideas,comments,findings,theories,etc.inyourwritingwithoutacknowledgingthesourceortheauthor25哪哪种行为算是剽窃种行为算是剽窃？n复制他人作品复制他人作品(copy and paste)n抄袭他人字句不标明资料出处抄袭他人字
24、句不标明资料出处(copy without acknowledging)n改写他人文句而不标明出处改写他人文句而不标明出处(paraphrase without acknowledging)n购买他人作品购买他人作品(purchase)26剽窃行为的后果剽窃行为的后果？nWhatistheconsequence?-“一票否决一票否决”(one-vote-out)-FailscoreandNosecondchance-1/5直接引用直接引用(1000words)-1/3累计引用累计引用(16001700words)27如何避免如何避免剽窃剽窃？nAvoid“copyandpaste”nLearn
25、toparaphrase&acknowledgenMakenotesofthereference(author,year,page,etc.)nClarifyyoursandothersideasnWriteinChineseandthentranslate28正正确确引用他人的引用他人的文献文献示例示例n直接引用直接引用(direct quote)n间接引用间接引用(indirect quote or paraphrasing)n示例示例nAPA引用格式引用格式-论文内引用论文内引用-参考书目参考书目-标点及符号标点及符号29示例：示例：原文：原文：Foreignlanguagelearni
26、ngisaprocessofacquiringconsciouscontrolofthepatternsofasecondlanguagelargelythroughthestudyandanalysisofthesepatternsasabodyofknowledge. Carroll n剽窃行为剽窃行为:Learningaforeignlanguagereferstoaprocessthroughwhichalearneracquiresaconsciousknowledgeofthegrammarandsyntaxofthetargetlanguagebystudyingandanaly
27、zingtheirformationandusage.30非剽窃行为非剽窃行为n间接引用：间接引用：AccordingtoCarroll,foreignlanguagelearningreferstoaprocessofdevelopinganawarenessofandacontroloverthepatternsofthetargetlanguagebymeansofstudyingandanalyzingthesepatternsasabodyofknowledge(1965).n直接引用：直接引用：JustasCarroll(1965)pointsout,foreignlanguage
28、learningisactually“aprocessofacquiringconsciouscontrolofthepatternsofasecondlanguage”(p.25)orthetargetlanguage.31APA引文格式指南引文格式指南nWhatisAPA?-AmericanPsychologicalAssociation-Usedmainlyforsocialsciencesn著作引用：著作引用：-单个作者、两人合著、多人合著单个作者、两人合著、多人合著-译著、编著译著、编著n编著、期刊文章引用编著、期刊文章引用n网络资源引用网络资源引用n中文文献引用中文文献引用32著作
29、引用著作引用: SingleAuthornAuthor,A.A.(publicationyear).Title. PlaceofPublication:Publisher.Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York: Newbury House Publisher.in-textcitation(Oxford,1990).Dreyfus, H. (1989). What computers cant do (2nd ed.). New York: Har
30、per & Row.“in-textcitation”(Dreyfus,1989,p.67).33著作引用著作引用: TwoAuthorsnAuthor,A.,&Author,B.(publicationyear).Title. PlaceofPublication:Publisher.Forsyth, A., & Thornhill, R. (1983). The evolution of insect mating. Cambridge: Harvard University Press. inside the text (Forsyth & Thornhill, 1983).Beck,
31、C. A., & Sales, B. D. (2001). Family mediation: Facts, myths, and future prospects. Washington, DC: American Psychological Association. “inside the text” (Beck & Sales, 2001, p.76).34著作引用著作引用: 3AuthorsorMorenAuthor,A.,Author,B.,&Author,C.(publicationyear).Title. PlaceofPublication:Publisher.Smith, D
32、., Boyd, R., & Spoher, J. C. (1995). Virtues VRKL toolkit. Indianapolis: Hayden Books. insidethetext(Smith, Boyd & Spoher, 1995).Ligon, M., Carpenter, K., Brown, W., & Milsop, A. (1983). Computers in the world of business communications. Hartford, CT: Capital Press.insidethetext1sttime(Ligon, Carpen
33、ter, Brown & Milsop, 1983).insidethetext2ndtime(Ligon, et al., 1983).35编著引用编著引用nAuthor,A.,Author,B.,&Author,C.(Eds.).(publicationyear).Title. PlaceofPublication:Publisher.Higgins, J. (Ed.). (1988). Psychology. New York: Norton. inside the text (Higgins, 1988).Benyon, J., & Mackay, H. (Eds.). (1993).
34、 Computer into classroom. London: The Falmer Press.inside the text (Benyon & Mackay, 1993).36编著文章引用编著文章引用nAuthor,A.(publicationyear).Articletitle.InA.A.Author&B.B.Author(Eds.),Title (pp.N1-N2). PlaceofPublication:Publisher.Barlett, L. (1990). Teacher development through reflective teaching. In J. Ri
35、chards & D. Nunan (Eds.), Second language teacher education (pp.47-59). Cambridge: Cambridge University Press.“direct quote inside the text” (Barlett, 1990, p.53).37期刊文章引用期刊文章引用nAuthor,A.,&Author,B.(publicationyear).Articletitle.Periodical Title, volume(issue),p1-p2.Mellers, B. A. (2000). Choice and
36、 the relative pleasure of consequences. Psychological Bulletin, 126, 910-924.“insidethetext”(Mellers,2000,pp.918-919).Murzynski, J., & Degelman, D. (1996). Body language of women and judgments of vulnerability to sexual assault. Journal of Applied Social Psychology, 26(3), 1617-1626.insidethetext(Mu
37、rzynski&Degelman,1996).38网络资源引用网络资源引用Keneth,F.(2010).Backgrounds of the Traditional Cognitive Approach in Learning the Second Language.Retrievedfrom:http:/ nonverbal communication.Retrievedfrom:http:/nonverbal.ucsc.eduAPA list of references. Retrievedfrom: http:/ 上海：上海外语教育出版社,1996。“insidethetext”(Sh
38、u&Zhuang,1996,p.77).王士元主编:语言与人类交际，广西：广西教育出版社，1987。美 A. N. 乔姆斯基著，徐烈炯等译:乔姆斯基语言哲学文选,北京:商务印书馆,1992。40中文参考书目格式：中文参考书目格式：编著、编著、杂志文章杂志文章n作作者者:“:“文文章章名名”, ,载载于于编编者者A A和和B(B(主主编编),),书书名名( (页码页码),),出版地出版地: :出版社出版社, ,年份。年份。雷雳: “学习不良少年的自我概念与心理健康”,载于陈烜之和梁觉(主编),迈进中的华人心理学(345-354),香港:中文大学出版社, 2000。insidethetext(Le
39、i,2000).n作者作者:“文章名文章名”,期刊名期刊名,年份期号年份期号:页码。页码。张占一、毕计万:“如何理解和揭示对外汉语教学中的文化因素”,语言教学与研究,1991第四期:27-35。 “insidethetext”(Zhang&Bi,1991,p.28).41学位论文补答辩的时间节点学位论文补答辩的时间节点n定题目定题目:11-10n指派指派导师: 11-12(与导师联系第一次见面与导师联系第一次见面,提交提交“开题开题报告报告”及及“论文指导记录论文指导记录”)n交初稿交初稿:12-3(同时递交同时递交电子稿电子稿及及“论文独创性声明论文独创性声明”)n反复修改反复修改n定终稿定终稿: 12-23(同时递交同时递交电子稿电子稿及及“论文评阅书论文评阅书”)n答答 辩辩: 12-25/26(论文通过者参加论文通过者参加)42EndofPresentation&GoodLuck43
