英语专业毕业论文格式

1、所有部分页边距：上下各2.54厘米、左右各3.17厘米分类号：XXX.X U D C：D10621-405-(2013)XXXX-0密 级：公 开 编 号：学号（空九行）Sexism in Childrens Textbooks（空三行）论文作者姓名：周 中 华申请学位专业：英 语申请学位类别：文 学 学 士指导教师姓名（职称）：李文学（教授） 论文提交日期：2013年05月xx日左列分散对齐，各段字间无空格、无边线（点击“表格”）、可复制本页、修改封面带颜色信息、删除说明文字和空间后打印作为封面此版块前空一行，宋体，小四号 加粗，左顶格分类号：（见附加材料）UDC:D10621405（授予年

2、）流水号0（流水号由教务处在论文工作后期分配）UDC项右顶格，“编号”与UDC项左对齐）（可用Tab键，不能用空格键）二号, 空九行，用于放学校图片及学校专用字（论文审核通过后送去打印时由新气象文印公司文印室提供）论文题目（英语）Times New Roman 二号加粗，居中；有副标题，用冒号连接；如需换行，单倍行距，勿让虚词开头，虚词留在上一行末尾，不大写该虚词首字母（关于大写，详见附加材料），如包含书名，书名整体随下一行，书名斜体此版块居中，数字Times New Roman，汉字楷体，小三，加粗，左列分散对齐，右列居中，只右列留下边线，其余无线此两段字间1空格此段字间4空格指导教师职称：

3、教授、副教授或讲师此两段字间无空格严格各部分的格式、标点。Sexism in Childrens Textbooks Abstract: This paper aims to examine the negative effect of sexism in textbooks on children. There is abundant evidence of sexism in texts: texts give unequal attention to females and males; books present negative stereotyping of girls; and

4、math and science texts are especially biased. Sexism in textbooks is unfair to children, because children learn traditional sex roles in school and they, both girls and boys are conditioned to accept inequality. Children should be allowed to determine their own lives as much as possible. Key words:

5、sexism; textbooks; children; negative effect 摘要部分须与前后分页排版, 此页不加页码（在上一页末尾点击“插入-分隔符-分页符确定”分页，不要用回车键分页！。全文同！）行距设置：选中段落，点击“格式（或单击鼠标右键）段落缩进和间距行距-1.5倍行距”。所有标题开头单词、结尾单词和其余全部实词的第一个字母大写（关于大写，见附加材料）论文题目（英语）字数：8-12 wordsTimes New Roman 四号 加粗 居中内容：Times New Roman 小四号1.5倍行距首行左顶格，两端对齐字数：200-250 words关键词：3-8个词 加粗P

6、age 1 of 22 儿童教材中的性别歧视摘要：本文旨在探讨儿童教材中存在的性别歧视对儿童的负面效应。作者认为教材中性别歧视比比皆是，具体表现为：课文对男性、女性的关注不平等；教材塑造了女孩的负面形象；尤其在数学与科学文本中的性别偏向更显得严重。经过分析，作者得出结论：儿童教材中的性别歧视对儿童是不公平的，因为通过在学校接触教材，儿童会潜移默化地接受消极的传统的性别角色，因此，无论对男童或女童，这样被迫接受不平等的性别教育会影响其健康的成长并被剥夺决定自己生活的权利。关键词：性别歧视；教材；儿童；负面效应摘要部分须与前后分页排版, 此页不加页码论文题目（汉语）字数：（与英文意思对应的字数）宋

7、体四号 加粗 居中内容：宋体 小四号，1.5倍行距，首行左顶格，两端对齐；中文摘要内容与英文对应关键词：3-8个加粗ContentsNumber of Pages: 181 Introduction .12 Evidences of Sexism in Texts .22.1 Unequal Attention to Females and Males .22.2 Negative Stereotyping of Girls .42.2.1 Appendix to Boys .62.2.2 “Boxing Target” of Boys .72.3 Biased Academic Subjec

8、ts .92.3.1 Negative Subjects from Males .112.3.2 Negative Subjects from Females .123 Effects of Sexism in Textbooks on Children .133.1 Females Central Interests on Males .133.2 Narrow Eyes on Mothering.144 Conclusion .15Notes .15References .16Appendix I (if any).17Appendix II (if any).18Acknowledgem

9、ents .19Declaration .20目录部分须与前后分页排版，此页不加页码注意提纲中各标题表述和页码与正文中一样（本样例正文不完整）论文提纲描述要具体，上下级标题观点之间要层次分明，同级标题观点之间不应有包含或重叠关系，各级标题语法结构要一致（或全部用句子，或全部用名词 / 名词性短语/不定式短语）。严格遵守大小写、标点和移行规则。所有首行缩进、悬挂缩进和左缩进不能用空格键来退格，可分别拖动窗口上方格式标尺上面和下面的三角块和长方块来实现；也可以点击“格式段落缩进和间距特殊格式”设置首行缩进、悬挂缩进字符。注意：这里是度量值字符是中文字符的空间，1个字符相当于2个英文字符的空间，所以

10、，提纲中节的首行缩进第一层次设置1Times New Roman四号 加粗 居中总页数：Times New Roman 5号右顶格提纲各行：Times New Roman, 小四，1.5倍行距， 两端对齐，所有标题开头单词、结尾单词和其余全部实词的第一个字母大写，（关于大写，详见附加材料）下一级标题序号从上级标题第一个字母往后排，所有标题第一个字母前有一空格，无句点。下同字符，第二层次设置2字符，第三层次设置3字符，以此类推。Sexism in Childrens Textbooks1 Introduction Textbooks, which are very important in a

11、childs education, have the main function of providing specific information on a variety of subjects. Indirectly, though, textbooks teach children the ethical and moral values of their society and provide children with standards of how women, men, boys and girls should behave.1 These standards that a

12、re portrayed in textbooks pattern a students way of thinking and help explain the existence of the sexist attitudes that our culture holds. The controversial subject of what affect, if any, sexism in textbooks in textbooks has on children has recently gained attention along with the rise of the wome

13、ns Liberation Movement. There is no doubt that sexism has been widespread in textbooks and has had, I think, a negative effect on children. Sexism has appeared in childrens textbooks in various ways. One subtle way was through the amount of attention given to males as compared to females. Recently a

14、 group from the National organization (NOW) read and evaluated 2,760 childrens stories for sexist content. The study concludes that there were five boys-centered stories for every two girl-centered stories, six males biographies for every one female biography, and six occupation for males portrayed

15、for every one occupation for females.2 Lenore Weitzman and Diane Rizzo, sociology professors at the University of California at Davis, conclude that since fifty-one percent of the population are women, it is only fair to expect women to comprise half of the illustrations in texts.标题(英语)：四号 Times New

16、 Roman加粗 居中论文正文各部分：Times New Roman 小四号 1.5倍行距，两端对齐正文各级标题小四号，加粗，左顶格，上下空一行各段首行缩进5个英文字符（点击“格式段落特殊格式首行缩进 度量值 2.5字符”）注释方法：阿拉伯数字， 上标，紧接前面标点符号或字词，与后面内容空两格 2 Evidences of Sexism in Texts Abcd efgh xxxxx xxxx xxx xx xxxx xxx xxx xxx xx xx xxx x x xxx. Bx xxx xx xx xxx xx xxx xxx xxx xxx xxx xx x x xx xxx xx

17、xxx. Cxx xx x xx xx x xx xxx xx x xx xxx xxx xx. 2.1 Unequal Attention to Females and Males Weitzman and Rizzo found that in 8,000 pictures, sixty-nine percent showed males while females made up only thirty-one percent of the total.3 Celeste Brody observes that this disproportionate inclusion of mal

18、es to females has led to the complete omission of females from many texts. 42.2 Negative Stereotyping of GirlsMmm mm mm mm mm mmm mmm m m m mmm mmm mm m mm mm mmm mm mm mm mm mm mmm.2.2.1 Appendix to BoysSexism has also been evident in the images textbooks provide of children. Girls often have been

19、shown as depending on boys for help, as in this example from an elementary school reader: “ My Sally has fallen into the water, the little girl tells Dick, Cant you save her?”5 Weitzman and Rizzo conclude that in textbooks boys have been presented as active, skillful, adventures, intelligent youngst

20、ers while girls were portrayed as affectionate, 正文各级标题：小四号，加粗，左顶格，上下空一行，但落在一页第一行的标题上面不留空行。标题不留在上一页的最后一行每章标题和第一大节标题之间（如2与2.1，3与3.1）要有一小段（一般是概括本章主题的）引子；每大节标题和第一小节标题之间（如2.2与2.2.1，2.3与2.3.1）也应有一小段（一般是概括本大节主题的）引子。以此类推。论文主体部分至少要有两章，各章至少要有两节，每节不能只有很短的一个段落!（本样例非完整论文）引用原文中有原话语，在双引号中套用单引号。emotional or passive

21、 youngsters.6 Even when a girl was presented as heroine in a story, she was usually shown in a traditional female role, as in this example: Kirsten, the heroine of a third grade story, wins over the girls who have rejected her by making Danish cookies and having the most popular booths at the school

22、 fair. The moral in this story is that girls can succeed by cooking and serving. But Kirsten slights herself at the very skill that earned her favor when she says, “Its easy; even I can do it, and you know how stupid I am.” Thus even when girls succeed, they tend to deprecate themselves. In contrast

23、, boys show a great deal of confidence and pride.72.2.2 “Boxing Target” of BoysThe writers of Dick and Jane as Victims report that girls have been portrayed simply looking on while the boys accomplished things. Females in the readers have been “almost without exceptionsubordinate to males.”8.2.3 Bia

24、sed Academic SubjectsNnn nn nn n nn nn nnn nn nn n nn n n n nnnn nn n nn nnn nn nn n nn nn n nn nn n nnn n nn n nnnn n nnn nnn n n n n n n. 如果引用内容将占用正文超过4行的空间，单独起段，段前、段后分别与正文有一空行隔离；前后不用引号，小四号， 1.5倍行距。如果引用中有省略，使用英语省略号，（），三个句号左悬挂缩进10个英文字符（设置5字符），右对齐 (“格式段落缩进和间距缩进左右”）书籍名称，斜体处理本节（概括性）引子2.3.1 Negative Su

25、bjects from MalesThe amount of sexism in textbooks has varied in different academic subjects. For example, in science books, seventy- four percent of the pictures were of males. Boys were shown involved in science experiments, while girls were shown as observers of the experiments. Only males were p

26、ictured as astronauts and only boys were told to imagine themselves as astronauts.9 Linda Harrison and Richard Passero, of Western Michigan University, report that one elementary school science textbooks they examined showed women in only four illustrations and in two of these pictured them “scourin

27、g pots and pouring water from one pot into another.”10 In mathematics texts, sexism has been especially pronounced. 2.3.1 Negative Subjects from FemalesThe research done by the NOW collective led to the conclusion that “ math have boys solving problems in astronomy and chemistry or buying stock or l

28、ife insurance; girls are usually measuring curtains for a window or flour for a cake.”11 3 Effects of Sexism in Textbooks on Children Abcd efgh xxxx xxxx xxx x xxxx xxx xxx xxx xx xx xxx x x xxx. Bx xxx xx xx xxx xx xxx xxx xxx xxx x x xx xxx xx xxx. 落在一页第一行的标题上方不留空行，只在下方空一行本章（概括性）引子3.1 Females Cent

29、ral Interests on MalesI believe that this sexism in childrens textbooks has had a definite influence on children. One of the effects pointed out by Celeste Brody is that females tend to center their interests on males, while males focus their attention on the goals they hope to achieve.12 Children l

30、earn from reading these texts that they are expected roles for both men and women. These roles portray men as the providers for the family women as homemakers and mothers. If females are never shown as having careers, then girls are subtly encouraged to pattern their lives around the home. Males are

31、 then left with the responsibility of being the sole breadwinners-sometimes the burden too heavy to handle without help. 3.2 Narrow Eyes on MotheringAccording to Newsweek magazine, forty percent of the in this country are now held by women.13 Thus the domestic pictures of women presented in textbook

32、s no longer reflects the reality of many childrens lives. Yet, as Barbara Grizzuti Harrison points out, “one of few textbooks a first-grade reader that showed a woman working placed her in her daughters school cafeteria-cooking.”14 These stereotyped portrayals help explain girls are not as common as

33、 for boys, 期刊杂志名称，斜体处理 4 ConclusionThose people who advocate sex discrimination and sex no harm in its existence are basing their arguments entirely on values and attitudes that they themselves have learned. They are comfortable people who are thus unconcerned about the obvious lack of equality whic

34、h may cause discomfort to others. I see sexism in textbooks as unneeded and harmful to children who might prefer to make up their own minds about how they wish to live their lives, rather than being programmed to follow the societys present unfair pattern. As Celeste Brody observes, “there are no ma

35、sculine and female virtues. There are only human virtues, and these are desirable for both sexes.”15 Both females and males should be portrayed as active, intelligent, strong, compatible individuals if the movement for equality is going to accomplish its goal.Notes1 Lenore J. Weitzman, and Diane Riz

36、zo, “Sex Bias in Textbooks,” 49.2 “Changing the Textbooks,” 26.3 Weitzman and Rizzo, 49.4 Brody, “Do Instructional Materials Reinforce Sex Stereotyping?” 121.5 Quoted in “Women on Words & Images,” 55.6 Weitzman and Rizzo, 49.7 Weitzman and Rizzo, 52.8 Dick and Jane, 24.注释紧随正文，小四号，加粗，左顶格，前后空一行。注释

37、按原文中的注释序号对应排列，阿拉伯数字使用上标，首行缩进2.5字符，英文小四号， 1.5倍行距，非电子文献两端对齐，署名文章的作者使用一般排列方式【名姓】.此为合著者文章名放在双引号内，后引号在标点之后引用材料所在的页码匿名文章及引用信息所在页码。如文章名太长，可只取前面主要单词前面注释（1）中已给出详细信息，可略为此格式文中已提到作者全名，可略为“姓”。注12, 15同转引自该文章及信息所在页码再次引用相同署名文章或书，可以简化为“作者姓，页码”.此为合著者. 注7、9同.文中已提及书名、但未提作者，重复书名前面少数主要词汇。书名用斜体9 Weitzman and Rizzo, 50.10

38、Harrison and Passero, “ Sexism in the Language of Elementary School Textbooks,” 25.11 “Changing the Textbooks”, 27.12 Brody, 21.13 Merrill Sheils, et al., “A Womans Agenda,” 60.14 Harrison, Unlearning the Lie: Sexism in School, 38.15 Brody, 121. （样文中内容已经省略）16 This notion of womens unimportance is re

39、flected in the second-rate wages paid to women. Newsweek reports that “ on the average, a womens salary is 62 percent of a mans -the same gap that existed ten years ago-and roughly that of Biblical times, when the Lord told Moses that a man is worth 50 shekels of silver, a woman only 30. In many cas

40、es, a janitor or a handyman earns more than a secretary with a college education ” (Merrill Sheils, et al., 60). （样文中内容已经省略）17 Brody, 122.18 (Translation of) Zhong, Qiujie, and Guo Qingjie 钟秋结，郭庆杰.英语语法教学过程法(“A Process-Based Grammar Teaching”), 36. （18-23仅为样例）19 Zhong, Qiujie, and Guo Qingjie 钟秋结，郭庆杰

41、. 英语语法教学过程法(“A Process-Based Grammar Teaching”), 36.20 Shu, Dingfang 束定芳.外语教学改革问题与对策 (FLT Reform: Problems and Strategies), 123.21 Hoffmann, Heinrich. “Struwwelpeter,” </hasweb/for/struwwel/twpete.html>.22 “This Day in History: August 20.” <前面注释（2）已经引注的未署名文章如有四位及以上作者，可只

42、写第一人名姓，其余用“et al.”代替引用署名著作内容，文中已出现作者全名，可略为“姓”。书名用斜体，书名后只标引用内容所在页码解释性、补充性说明等表明已经在前面引用过文中直接翻译引用该中文作者这篇文章的原话。如果正文中提到文章名，这里中文文章名要译成英文。尽量用杂志提供的英文；如未提到，可不译成英文。中文宋体五号文中用英文转述了该中文作者的观点中文署名著作引用格式，如正文中提及书名，这里中文书名要译成英文引用网上署名英文“文章”格式，需要时取消两端对齐网上匿名“文章”格式23 Wang, Mingliang 王明亮. 关于中国学术期刊标准数据库系统工程的进展, <>.注意：1.

43、 各条目序号、标点后都有一空格，最后都有一点号。2. 为考虑视觉效果，中文可用宋体五号字，因为中文小四号和英文小四号反差大：Wang, Mingliang 王明亮. 关于中国学术期刊标准数据库系统工程的进展, <>.（其它具体情况格式，请参照以上各条和参考文献格式做相应处理）引用网上署名中文文章。文中没提文章名，此处可不译成英文关于下页References样板的说明：1. 请根据下列例子各条目后面的文献类别提示，结合附加材料认真学习各类条目格式！2. 参考文献单独起页（在上一页末尾点击“插入-分隔符-分页符-确定”， 不能用回车键换页！）3. 至少要有10个以上参考文献，其中英文文

44、献至少3个（英文小说原著除外）。4. 各条目不编序号；英文用Times New Roman, 小四，汉语用宋体，五号；首行左顶格，换行悬挂缩进5个英文字符（点击“格式段落特殊格式悬挂缩进度量值2.5字符”，不能用空格键退格！），1.5倍行距，非电子文献两端对齐，电子文档取消两端对齐5. 请注意标点（特别是后引号在标点之后）、空格的严格运用6. 排序：为实现文献信息链的无缝对接，文内、注释和参考文献已经将中文作者姓名用英文拼写（再补充汉字姓名），所以，就不必将中文参考文献置于英文之后，而是所有条目拉通按作者“姓”的音序排序。匿名文章按文章名第一个单词（冠词除外）的 “首字母”加入排序（因为文章名

45、前有引号，不能自动排序，需要人工操作）。ReferencesAckerman, James. “Leonardo da Vinci: Art in Science.” Science and Culture. Spec. Issue of Daedalus, 127.1 (1998): 207-24.Borges, Jorge Luis. Preface. Poems. By Borges. New York: Delta-Dell, 1973: xv xvi. Boyle, Anthony T. “The Epistemological Evolution of Renaissance Ut

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