天津外国语学院英语学院本科毕业论文相关规定.doc

英语学院本科毕业论文程序及相关要求（2005）天津外国语学院英语学院本科毕业论文相关规定目 录一 指导思想 。2二 毕业论文的程序及相关要求 。2（一）论文选题 。2（二）资料收集 。2（三）论文提纲编写 。2（四）初稿撰写和反复修改 。2（五）论文定稿的文本结构及排版具体要求 。3（六）毕业论文答辩要求 。3（七）毕业论文答辩评分标准 。3三 其他要求 。4四 范例 。5范例1论文首页 。5范例2论文目录 。6范例3论文摘要 。7范例4论文提纲 。8范例5论文正文（注释） 。10范例6参考文献 。11五 附录 。14英语学院有关毕业论文剽窃问题的规定 。14英语学院本科毕业论文答辩旁听规定 。15英语学院本科毕业论文题目审批表 。16英语学院本科毕业论文阶段检查表 。17英语学院本科毕业论文指导教师成绩评定表 。18英语学院本科毕业论文评审及答辩成绩评定表 。19英语学院论文指导教师更换申请表 。20英语学院本科毕业论文相关规定（2005）一、 指导思想本科毕业论文是教学大纲规定的专业教学内容的一个重要组成部分，属于学术论文的范畴，具有学术论文所共有的一般属性，应按照学术论文的格式写作。本论文相关规定可随学年度更新。二、 毕业论文的程序及相关要求本科生毕业论文一律使用英语写作，写作过程包括以下几个阶段：论文选题、收集资料、编写论文提纲、撰写初稿、反复修改、定稿、答辩等。（一） 论文选题1 先由指导教师匿名公布选题范围，然后由学生根据个人兴趣在规定时间内自由选择。每人只能选定一个范围。2 学生选定范围后与提供该范围的指导教师会面，确定论文题目，学生须填写英语学院本科毕业论文题目审批表（见附表）。3 论文题目必须符合本专业培养目标的要求，并与所授学位和所学专业方向一致或相关。4 论文题目应尽量具体，不宜过泛，须将现有资料、信息来源、技术条件等因素考虑在内。5 论文题目要有新意，应尽量联系实际，探讨如何解决实践中存在的问题。6 论文题目须经学院专家组审查同意后，学生方可开始论文写作。（二） 资料收集学生应了解与自己所选论文题目相关的学术研究基本现状，了解学校图书馆的相关馆藏资源，了解相关信息的其他来源，广泛搜集与论文题目有关的资料，及时向指导教师请教有关问题。（三） 论文提纲编写论文提纲应反映论文的主要内容和写作思路。论文提纲分短语提纲和句子提纲两类。注意不要把短语提纲格式和句子提纲格式混淆使用。（四） 初稿撰写和反复修改学生要在规定时间内提交论文初稿和修改稿，并与指导教师共同填写英语学院本科毕业论文阶段检查表（参见附表）。如学生不能按时完成初稿或修改稿，指导教师有权拒绝指导、评分。（五） 论文定稿的文本结构及排版具体要求1 封面：由学校统一提供。用汉语填写所有内容。2 论文首页完全采用英语（参见范例1：论文首页）。3 目录：标明论文主要章节的标题及页码（参见范例2：论文目录）。4 论文摘要、关键词：摘要应说明论文的基本思路、主要观点，语言力求简练、准确，长度不要超过150字。关键词写出3到5个，用分号隔开（参见范例3：论文摘要）。5 论文提纲（参见范例4：论文提纲）6 论文正文（参见范例5：论文正文）。7 注释：在正文中用括号标明引语的作者和页码（参见范例5：论文正文（注释）。8 参考文献（Works Cited）：中英文参考书目要分开，英文书目在前，中文书目在后。参考书目要标明作者、书名（或文章题目）、出版单位、出版时间等。英文书目和中文书目都应按照英语字母顺序排列。（参见范例6：参考文献及MLA科研论文写作规范（第五版）（作者：Joseph Gibaldi；出版社：上海外语教育出版社；2003年12月第3次印刷）。9 格式：论文统一使用A4复印纸打印。页边距要求：上边距2.54厘米，下边距2.54厘米, 左边距4.17厘米, 右边距3.17厘米。字体采用Times New Roman, 14号字，1.5倍行距；标题可使用Bold加粗强调。在封面左侧用塑料夹固定（不要用订书器装订）。页号写在页下方中间。论文正文长度在4000字左右。正文的章节之间空一行。（六） 毕业论文答辩要求1 答辩人将于答辩前获悉答辩安排。2 答辩人根据答辩安排在指定时间到场，如提前到场将由学院安排在候考室等候，然后按照指定时间进入答辩场。3 答辩人只可携带论文进入答辩场，答辩过程内不得使用任何电子词典、手机、传呼机等辅助工具。4 每篇论文答辩时间应严格控制在10-12分钟之间，如答辩人叙述超时，答辩教师有权中止答辩。5 答辩结束后，答辩人应立即退场，不得旁听他人答辩、探寻成绩或以任何借口逗留。6 英语学院鼓励非应届毕业生旁听答辩，并根据英语学院本科毕业论文答辩旁听规定（见附录）安排旁听。（七） 毕业论文答辩评分标准答辩以百分制记分，答辩教师根据以下几方面给出答辩成绩：内容陈述问题 1问题 2问题 3语音语调流利程度总分2515151515151001 内容陈述：由答辩人介绍论文结构，阐述主要观点。时间应严格控制在3分钟以内，如陈述超时，答辩教师有权终止。2 问答：由答辩教师提问，学生回答。时间应严格控制在7-9分钟之间。3 语音语调和流利程度的评定：由答辩教师根据答辩人在内容陈述和问答过程中的表现评定成绩。三、 其他要求1 论文指导教师原则上不得中途更换，如遇特殊情况，须由指导教师本人提出申请，并填写英语学院本科毕业论文指导教师更换申请表（参见附表），经学院批准后，方可变更。2 学生应主动与指导教师保持联系，指导教师只提出修改意见，不负责修改论文。3 毕业论文必须独立完成，严重抄袭他人作品者，按英语学院有关本科毕业论文剽窃问题的规定（参见附录）处理，并不允许参加答辩。4 论文成绩由论文指导教师成绩、评审教师成绩和论文答辩成绩三部分组成。凡论文指导教师成绩、评审教师成绩均不及格者，将不允许参加论文答辩，论文成绩按不及格处理。凡论文成绩不合格者，将不能获得毕业证书，不授予学士学位。四范例范例1：论文首页Non-linguistic Elements and Their Influence on TranslationA Thesis Presented to theFaculty of The School of English StudiesTianjin Foreign Studies UniversityIn Partial Fulfillment of the Requirements for the Degree Bachelor of Artsby Sun DaweiMay，2004范例2：论文目录（本范例选自2004届本科毕业生论文，其语言表达仅供参考）ContentsAbstract.IOutline.IIChapter I. Language teaching: A brisk walk through recent times.1Chapter II. Specific views of CLT .6Chapter III.Requirements and application of CLT12Chapter IV. Problems of CLT and its solutions. 16Chapter V. Judicious application of CLT in China.21Chapter VI.Conclusion.25Works Cited.29范例3：论文摘要（本范例选自2004届本科毕业生论文，其语言表达仅供参考）AbstractCommunicative Language Teaching (CLT) is now in fashion, and is discussed heatedly. The present author tries to get into this trend and offer some insight into CLT. To begin with, the author gives a brief account of the history of foreign language teaching, from grammar-translation teaching method to the latest affective-humanistic approach. Then, views of CLT are elaborated, including communicative competence, a communicative view of language and the most obvious characteristics of CLT. As it goes on, the author discusses the requirements and application of CLT. Wilkins (206) proposed the theory of notion and function, thus needs analysis is necessary for the high efficiency of learning. CLT also demands communicative testing to go with it, and the author recommends integrative questions. CLT is not immune from problems, and the author explores its problems and suggests some solutions for them. Key words: Communicative Language Teaching (CLT); requirements; communicative competence; affective-humanistic approach; grammar-translation approach; 范例4：论文提纲（本范例选自2004届本科毕业生论文，其语言表达仅供参考）OutlineThesis statement: This paper is to explore communicative language teaching, and try to make explicit explanation and offer solutions concerning its application in China.Chapter I Language teaching: A brisk walk through recent times1. The grammar-translation method (GT)2. The direct method3. The oral approach and the audio-lingual method4. The cognitive approach5. The natural approach and the affective-humanisticapproachChapter IISpecific views of CLT 1. Communicative competence 2. A communicative view of language 3. The most obvious characteristics of CLTChapter III Requirements and application of CLT1.Requirements of all the activities taken to be truly communicative2. Types of activities that can be applied in CLT3. The discussion of notion and function and needs analysis4. Communicative testingChapter IV Problems of CLT and its solutions 1.Problemsi. Difficulties created by Chinese culture ii. Inadequacy of the structural language teaching 2.Solutionsi. An example of teaching passive voice in a communicative wayii. Four influential ways suggested for improving the implementation of CLTChapter V Judicious application of CLT in China1. Factors of not carrying CLT in China and four reasons2. Four suggestions for wiser application of CLTChapter VI Conclusion范例5：论文正文（注释）（本范例选自2004届本科毕业生论文，其语言表达仅供参考）And recordings of natural speech taken from ordinary radio or TV programs are usually used.Chapter III. Requirements and Application of CLT CLT requires all the activities taken are truly communicative. These activities usually have three features (Morrow 197): information gap, choice and feedback. An information gap exists when a person in the exchange knows something that the other person does not know and wants to know. By choice, we mean the speaker has a choice of what he will say and how to say it. Feedback refers to that before you participate in a learning activity, make sure you are interested in it. Ellis (109) has listed six criteria for evaluating communicative classroom activities, namely, communicative purpose, communicative desire, focus on content rather than form, variety of language, no teachers intervention and no material control. It should be noted that it is extremely difficult (if not impossible) for an activity to meet all the criteria, so if an activity does not meet a certain criterion, it does not mean the activity is necessarily a bad one. In the following, an example of communicative activity is presented.范例6：参考文献Works CitedBarthelme, Frederick. “Architeture.” Kansas Quarterly 13. 3-4 (1981): 77-80.Blackmun, Harry. Interview with Ted Koppel and Nina Totenberg. Nightline. ABC. WABC, New York. 5 Apr. 1994.Borges, Jorge Luis. Foreword. Selected Poems, 1923-1967. By Borges. Ed. Norman Thomas Di Giovanni. New York: Delta-Dell, 1973. xv-xvi.Bowering, George. “Baseball and the Canadian Imagination.” Canadian Literature 108 (1986): 115-124.Calvino, Italo. “Cybernetics and Ghosts.” The Uses of Literature: Essays. Trans. Patrick Greagh. San Diego: Harcourt, 1982. 3-27.Daniels, John. “Indian Population of North America in 1492.” William and Mary Quarterly 3rd ser. 49 (1992): 298-320.Dostoevsky, Feodor, Crime and Punishment. Trans. Jessie Goulson. Ed. George Bibian. New York: Norton, 1964.Ellis, Suzanne, and Diane Slade. Analysing Casual Conversation. London: Cassell, 1997.Feldman, Paula R., ed. British Women Poets of the Romantic Era. Baltimore: Johns Hopkins UP, 1997.Freed, Barbara F., ed. Foreign Lanugage Acquisition Research and the Glassroom. Proc. Of Consortium for Lang. Teaching and Learning Conf., Oct. 1989, U of Pennsylvania. Lexinton: Heath, 1991.-, A Dual autobiography. New York: Simon, 1977.Lohr, Steve. “Now Playing: Babes in Cyberspace.” New York Times 3 Apr. 1998, late ed.: C1+Mohanty, Jitendra M. “Indian Philosophy.” The New Encyclopedia Britannica: Macropaedia. 15th ed. 1987.Murphy, Cullen. “Women and the Bible.” Atlantic Monthly Aug. 1993: 39-64.Silver, Lee M. Remaking Eden: Cloning and Beyond in a Brave New World. New York: Avon, 1997.Sohmer, Steve. 12 June 1599: Opening Day at Shakesperes Globe.Earkly Modern Literary Studies 3.1 (1997): 46 pars. 22 June 1998. http:/www.humanities.ualberta.ca/emls/03-1/sohmjuli.html.Welsch, Roger L., and Linda K. Welsch. Cathers Kitchens: Foodways in Literature and Life. Lincoln: U of Nebraska P, 1987.Wilkins, Frank R. The Hand: How Its Use Shapes the Brain, Language, and Human Culture. New York: Pantheon, 1998.陈海庆、李红卫. 语言交际能力理论与外语教学实践. 山东外语教学, 1998, (3).戴炜栋、何兆熊. 新编简明英语语言学教程. 上海: 上海外语教育出版社, 2002. 78-79.王蔷. 英语教学法教程. 北京: 高等教育出版社, 2000. 101-104.辛斌. 交际教学法：问题与思考. 外语教学与研究, 1995, (3) .张恒权. 文化语境与语言交际能力培养. 山东师范大学外国语学院学报, 2004, (1) .五附录英语学院有关本科毕业论文剽窃问题的规定针对近年来我院本科毕业论文中存在的剽窃现象，为加强学风建设、严肃学术纪律，特制定以下规定：一 凡在毕业论文中出现未经注释援引、窃取、抄袭他人作品的情况，一律视为“剽窃”。二 学生不得在毕业论文中剽窃他人作品；对在论文中剽窃他人作品的学生，将不准予毕业，其论文成绩以0分计算，同时取消其学士学位申请资格，并在学院内对有剽窃现象的毕业论文进行张榜公示。三 英语学院从2004年起建立历届学生毕业论文复核制度，定期组织校内外专家复核历年毕业论文，复核期暂定为5年。对在毕业前未被发现剽窃，而在复核过程中被发现有