英語論文開題報告寫作步驟分析

論文堡日期：2023-11-16 15:49:30 點擊：529

　　開題報告作為畢業論文答辯委員會對學生答辯資格審查的依據材料之一。可見在答辯中開題報告的重要性。對于英語論文開題報告而言，一樣也是如此，需加以重視。英語開題報告對整個研究英語工作的順利開展起著關鍵的作用,說明這個課題應該進行研究,自己有條件進行研究以及準備如何開展研究等問題。英語論文開題報告怎么寫?有哪些寫作步驟?下面筆者來具體講講。

　　英語論文開題報告寫作步驟

　　1. title (論文題目)

　　2. thesis statement (中心論點)

　　3. purpose and significance of study (研究目的和意義)

　　4. situation of study (研究現狀)

　　5. difficulty of study (研究難點)

　　6. detailed outline (詳細提綱)

　　7. references (參考文獻)。

　　iii. 學生按規定時間完成開題報告后，指導教師組織小組開題并填寫審核意見。

　　iv. 指導教師同意后，學生方可進行論文寫作。

　　v. 本期末學生離校前須與指導教師見面，商討下一步寫作計劃等事宜。

　　vi. 下期開學報到后小組長召集全組成員與指導教師見面，匯報論文資料收集或寫作中存在的問題。

　　vii. 參考文獻要求用apa格式或mla格式。

　　viii. 頁面設置

　　紙型：a4(210 x 297毫米)即寬度：21厘米，高度29.7厘米。

　　頁邊距：上1.8厘米、下1.35厘米;左2.2厘米、右1.8厘米。裝訂線位置：左側，裝訂線：0厘米，距邊界：頁眉1.6,頁腳1.6.每頁：32行，跨度23.5磅。

　　英語論文開題報告寫作技巧

　　1、論文的名稱，論文名稱就是topic.

　　名稱要準確、規范。準確就是論文的名稱要把論文研究的問題是什么，研究的對象是什么交待清楚，論文的名稱一定要和研究的內容相一致，不能太大，也不能太小，要準確地把你研究的對象、問題概括出來。名稱要簡潔，不能太長。不管是論文或者課題，名稱都不能太長，能不要的字就盡量不要，一般不要超過20個字。

　　2、對論文研究的目的、意義

　　研究的目的、意義也就是為什么要研究、研究它有什么價值。這一般可以先從現實需要方面去論述，指出現實當中存在這個問題，需要去研究，去解決，本論文的研究有什么實際作用，然后，再寫論文的理論和學術價值。這些都要寫得具體一點，有針對性一點，不能漫無邊際地空喊口號。

　　3、論文國內外研究的歷史和現狀(文獻綜述)。

　　規范些應該有，如果是小課題可以省略。一般包括：掌握其研究的廣度、深度、已取得的成果;尋找有待進一步研究的問題，從而確定本課題研究的平臺(起點)、研究的特色或突破點。

　　4、論文研究的指導思想

　　指導思想就是在宏觀上應堅持什么方向，符合什么要求等，這個方向或要求可以是哲學、政治理論，也可以是政府的教育發展規劃，也可以是有關研究問題的指導性意見等。主要是研究的一些方向。

　　5、論文寫作的目標

　　essay寫作的目標也就是課題最后要達到的具體目的，要解決哪些具體問題，也就是本論文研究要達到的預定目標：即本論文寫作的目標定位，確定目標時要緊扣課題，用詞要準確、精練、明了。常見存在問題是：不寫研究目標;目標扣題不緊;目標用詞不準確; 目標定得過高，對預定的目標沒有進行研究或無法進行研究。確定論文寫作目標時，一方面要考慮課題本身的要求，另一方面要考率實際的工作條件與工作水平。

　　6、論文寫作的方法

　　具體的寫作方法可從下面選定：觀察法、調查法、實驗法、經驗總結法、個案法、比較研究法、文獻資料法等。

　　7、論文寫作的步驟

　　論文寫作的步驟，也就是論文寫作在時間和順序上的安排。論文寫作的步驟要充分考慮研究內容的相互關系和難易程度，一般情況下，都是從基礎問題開始，分階段進行，每個階段從什么時間開始，至什么時間結束都要有規定。課題研究的主要步驟和時間安排包括：整個研究擬分為哪幾個階段;各階段的起止時間 .一般會將這些寫作內容納入幾個部分敘述，具體看學校的老師的要求，英國的大學在開題報告上不一定相同，但畢業論文寫作基本是相同的，在寫作時應當注意一些寫作技巧，把開題報告寫好，讓指導老師也有一個好的印象。

　　最后，筆者分享一篇英語開題報告范文，讓大家透過實例了解，起到更深刻做指導作用。

　　題目：from reading to writing: an effective and practical approach in improving students’ efl writing in senior high schools

　　一、選題依據及意義

　　english, especially english reading and writing, has become an effective means to get access to all kinds of information and an indispensable means of international communication. as a matter of fact, english writing are vital to our individual development because it has been applied more and more in both our english study and future work.

　　however, according to my personal writing experience and teaching practice experience in bobai middle school, i found that the students’ efl writing ability is not so encouraging and satisfactory in senior high schools though they have learned english for several years in primary and middle school. not a few of them do very poor in applying english to express their ideas, thoughts, feelings, etc. in efl writing. some of them even cannot produce a single correct sentence in their compositions. those students may actually have something to write, but they just cannot express it correctly and appropriately in english. on one hand, they do not grasp sufficient active vocabularies to express themselves. on the other hand, they lack sense of sentence structure and composition structure to develop their composition. the last but not least, they don’t know how to apply the materials they have read to improve their writing ability though they have read a lot.

　　therefore, it’s necessary and urgent to find an effective and practical approach to solve the poor performance in the students’ efl writing and improve their writing ability. many scholars have proved that there is a strong relationship between reading and writing. from reading to writing can effectively enlarge the students’ amount of vocabulary, cultivate their sense of sentence structure and composition structure, enrich their writing materials and promote their ability in using words and sentences. therefore, from reading to writing approach is highly advocated in improving efl writing in senior high schools.

　　二、研究目標與主要內容

　　1.研究目標：

　　according to the new curriculum standards for senior high schools, listening, speaking, reading and writing are four basic skills and requirements for the students. however, the students’ efl writing ability in senior high schools is not so pleasant and encouraging. the prevalent efl writing approaches (the product approach and the process approach) in senior high schools do not do much good to improve students’ writing ability. this study aims to compare these two approaches with from reading to writing approach and show the advantages of applying from reading to writing approach in senior high schools.

　　from reading to writing approach advocates that writing should be integrated with reading so that the students can enlarge their vocabulary in reading, learn how to use language appropriately, how to apply their background knowledge, how to arrange the sentences, how to organize the composition, how to achieve coherence and unity and how to activate their mind when writing. in this way, the students can improve their writing ability effectively and efficiently. therefore, the thesis tries to analyze the present reading and writing situation in senior high schools, expound the nature of reading and writing, discuss the necessity and feasibility of reading to writing approach, show the application of reading to writing approach in efl writing practice and prove the effectiveness and practicality of reading and writing approach.

　　2.主要內容(提綱)：

　　1. introduction

　　2. the present situation of english writing in senior high schools

　　3. the nature of reading and writing

　　3.1 the nature of reading

　　3.2 the nature of writing

　　4. the relationship between reading and writing

　　4.1 reading paves the way for writing

　　4.2 writing promotes reading

　　5. the necessity and feasibility of reading-to-writing

　　5.1 the necessity of reading-to-writing

　　5.2 the feasibility of reading-to-writing

　　6. the advantages of applying reading-to-writing approach

　　6.1 the definition of reading-to-writing approach

　　6.2 a comparison of reading-to-writing approach with product approach and process approach

　　7. the application of reading-to-writing approach

　　7.1 the principles of applying reading-to-writing approach

　　7.1.1 paying equal attention to reading and writing

　　7.1.2 paying equal attention to intensive reading and extensive reading

　　7.2 the ***ion of good reading materials

　　7.3 ways of adapting reading-to-writing approach

　　7.3.1 pre-writing reading

　　7.3.2 writing from reading

　　7.3.3 post -writing reading and rewriting

　　三、研究方法和手段

　　(1)研究方法

　　1. literature research method: read relevant books, journals and nets for research

　　2. comparative analysis method: compare the product approach and the process approach with from reading to writing approach and show the advantages of from reading to writing approach.

　　(2)研究手段

　　collect, sort and search books, journals and dates from the library and on the internet.

　　四、參考文獻

　　[1] judith oster. 1984. from reading to writing: a composition text with reading for english as a second language [m]. columbus: a bell & howell company.

　　[2] judith a. standford. 2000. developing connections: short reading for writers (second edition) [m]. california: mayfield publishing company.

　　[3] 蔡明德。論英語閱讀教學對寫作的影響及教學啟示[d]. 華中師范大學， 2003.

　　[4] 陳立平。從閱讀與寫作的關系看寫作教學中的范文教學[j]. 外語與外語教學， 2001,(04)。

　　[5] 陳昕。淺談英語閱讀與寫作的關系[j]. 科技信息(科學教研)， 2008,(01)。

　　[6] 高利華。英語寫作教學中結果法與過程法的對比研究[j]. 大同職業技術學院學報， 2003,(03)。

　　[7] 劉上扶。英語寫作論[m]. 南寧：廣西教育出版社， 1998.

　　[8] 劉燁。以讀促寫在高中英語寫作教學中的應用研究[d]. 西北師范大學， 2006.

　　[9] 羅靜。英語教學以讀促寫教學法新探[j]. 現代技能開發， 2003,(03)。

　　[10] 王薔。英語教學法教程[m]. 北京：高等教育出版社， 2000.

　　[11] 韋巖峰。提高英語閱讀能力的有效途徑[j]. 青海師范大學學報(哲學社會科學版)， 2004,(06)。

　　[12] 相廷禮。 efl閱讀與寫作能力的相關性分析[d]. 山東大學， 2007.

　　[13] 肖福壽。英語寫作教學的原則與策略[m]. 上海：上海大學出版社， 2007.