英语论文格式要求

PAGEPAGE4扬州大学外国语学院英语专业毕业论文格式（2008页面设置与字体毕业论文须用A4纸打印，上为2.5cm，下为2.8cm，左、右均为2.4cm，页码插入页面底端右侧。除另有特殊规定外，英文一律用TimesNewRoman，中文一律用仿宋_GB2312。毕业论文组成毕业论文由以下几部分组成：论文封面、题目扉页、论文题目、摘要及关键词、正文、参考文献、附录（可选）。三、毕业论文格式与撰写要求（一）论文封面采用学校统一的封面。（二）题目扉页参照附件1。（三）论文题目段前段后各1.5行，三号字加粗居中，字体：TimesNewRoman。题目应该简短、明确、有概括性，字数适当。题目中所有实词首字母大写。副标题：四号字，居中，前面加破折号。（四）中英文摘要及关键词英文摘要及关键词在前，中文摘要及关键词在后，单倍行距，顶格，五号字。英文摘要及关键词：字体采用TimesNewRoman，标示语“Abstract”、“Keywords”及冒号加粗。中文摘要及关键词：标示语“摘要”、“关键词”及冒号为黑体；内容字体为仿宋。英文摘要一般为60—90英文单词，内容应包括论文研究目的、研究方法、研究结论及论文结构等。中文摘要及关键词应与英文摘要及关键词相对应。关键词是表述论文主要内容和信息的词语或术语，关键词数量一般为3—5个。关键词之间须用逗号隔开，最后一个关键词后不用标点符号。摘要和关键词中出现英文书名用斜体，出现中文书名加书名号。（五）正文1、排版字号：小四行距：固定值20磅段落：首行缩进2字符2、篇幅4000—4500英文单词。3、格式要求（1）引言部分引言标示语“Introduction”顶格加粗，段前段后各1行，前不用序号，后不用标点。（2）正文主体部分正文主体部分须有小标题（顶格加粗），要求简短明确，首词和专有名词第一个字母大写，其余一律小写。小标题须编序，编序采用以下模式：1.（段前段后1行，加粗）1.1（加粗，不空行）1.1.1（加粗，不空行）2.（段前段后1行，加粗）2.1（加粗，不空行）2.1.1（加粗，不空行）……依此类推。（3）结语结语标示语“Conclusion”顶格加粗，段前段后各1行，前不用序号，后不用标点。（六）引文出处的标注1、文内标注（1）基本格式：作者姓、年份、页码引文前未出现作者姓名，引文后须标注作者姓、年份与页码；引文前出现作者姓名，在姓名后标出出版年份与页码；引文出处为期刊文章时，无须标注页码。标注中所有标点与符号均在英文状态下输入，标点符号后空一格。例如：Evenasachild,GeorgeMallorywaswillingtotakegreatrisksasaclimber,and“whentherewerenotrees,Malloryclimbedbuildings”(Jenkins,2000:44).MarkJenkins(2001:44)suggeststhatMallorywassoinvolvedinclimbingbecauseit“wasthephysicalcounterbalancetoavigorousintellectuallife”.（2）其他情况A．引用文学作品原文，引文后用小写字母“p.”加页码。例如：InJaneAusten’snovel,PrideandPrejudice,Mr.BennetadmiresElizabethbecause“shehassomethingmoreofquicknessthanhersisters”(p.10),aqualitythatbringsherinlinewiththedefinitionofhisownpersonality,whichiscomposedof“quickparts,sarcastichumour,reserve,andcaprice”(p.11).B.转引他人的引文，参照下例：...(Davis,qtd.inHentoff,1998:34).C.引用两个作者合著的作品或文章，须标出两个作者的姓，出版时间与页码。例如： Themostnotoriouslobbyisthe“SugarMafia”(HoweandTrott,1997:134).D.同一作者同一年出版的不同文献，参照下例：…(Widdowson,1998a:45)…(Widdowson,1998b:36)…(Sun,2007a:66)…(Sun,2007b:38)E.连续引用同一文献，自第二次引用开始用ibid，加冒号，加页码。例如：第一次引用：(Widdowson,1998:45)第二次引用：（ibid:48）F.引用1至2行诗句:用“/”表示一行的结束。例如：In“LoganBraes”,JohnMayne(1968:363)writes:“Reveredbyfriends,andfarfraefaes,/We’dliveinblissonLoganBraes”.3行以上（含3行）诗句：引文另起一段，不用引号，段前段后1行，每行左右各缩进5个字符。例如：InSonnet18,Shakespearewrites:ShallIcomparetheetoasummer’sday?Thouartmorelovelyandmoretemperate.RoughwindsdoshakethedarlingbudsofMay,Andsummer’sleasehathalltooshortadate.…G.引用5行以上（含5行）引文时，引文另起一段，不用引号，段前段后1行，每行左右各缩进5个字符，五号字，引文结束后应标注出处。H.引文里若有省略的内容用“[…]”标示。例如：“Thelocalpoliticiansbelievewelfare[…]shouldallbepaidforthroughincometaxes”(Stewart,1999:1).I.例如：…(Tao,2007:38).2、文后参考文献的编排 参考文献另起一页，只列出文内引用过的文献。标示语“References”居中，段前段后1行，用TimesNewRoman,小四号字加粗。每一条目顶格,如某一条目超过一行，从第二行起“悬挂缩进”2字符。参考文献中所有标点与符号均在英文状态下输入，标点符号后空一格。参考文献条目排列顺序：英文文献、中文文献、网络文献。分别按作者姓氏字母顺序排列。文献前不用序号。1）英文参考文献（1）专著与编著排列顺序为：作者姓、名、专著名、出版地、出版社、出版年。例如：Brinkley,Alan.TheUnfinishedNation.NewYork:Knopf,1993.专著名中如果还包含其他著作或作品名，后者用斜体。例如：Dunn,RichardJed.CharlotteBrontë:JaneEyre.NewYorkA．两个至三个作者第一作者的姓在前，名在后，中间用逗号隔开；其余作者名在前，姓在后，中间无逗号；每个作者之间用逗号隔开，最后一个作者的姓名前用“and”，后用句号。例如：Rowe,Richard,andLarryJeffus.TheEssentialWelder:GasMetalArc WeldingClassroomManual.Albany:Delmar,2000.B.三个以上作者第一作者姓名（姓在前，名在后，中间加逗号）后接“etal.”，其他作者姓名省略。例如：Randall,Johnetal.FishesoftheGreatBarrierReefandCoralSea.Honolulu:UniversityofHawaiiC.同一作者同一年出版的不同文献，参照下例：Widdowson,HenryG.EIL:SquaringtheCircles.AReply.London:Lomgman,1998aWiddowson,HenryG.CommunicationandCommunity.Cambridge:Cambridge（2）论文集参照下例：Thompson,Pett.“ModalVerbsinAcademicWriting”.InBenKettlemann&Marko,Henryed.TeachingandLearningbyDoingCorpusAnalysis.NewYork:Rodopi,2002:305-323.（3）百科全书等参考文献参照下例：Fagan,Jeffrey.“GangsandDrugs”.EncyclopediaofDrugs,AlcoholandAddictiveBehavior.NewYork:Macmillan,2001.（4）学术期刊论文参照下例：Murphy,Karen.“MeaningfulConnections:UsingTechnologyinPrimaryClassrooms”.YoungChildren.2003,(6):12-18.（5）网络文献参照下例：“EverythingYouEverWantedtoKnowAboutURL”.</searchday/article.php/3398511>.2）中文参考文献（1）专著参照下例：皮亚杰．结构主义[M]．北京：商务印书馆，1984．（2）期刊文章参照下例：杨忠，张韶杰．认知语音学中的类典型论[J]．外语教学与研究，1999，(2)：1-3．（3）学位论文参照下例：梁佳．大学英语四、六级测试试题现状的理论分析与问题研究[D]．湖南大学，2002．（4）论文集参照下例：许小纯．含义和话语结构[A]．李红儒．外国语言与文学研究[C]．哈尔滨：黑龙江人民出版社，1999：5-7．（5）附录调查问卷、公式推演、编写程序、原始数据和附表等有参考价值的内容应放在附录中。附录篇幅不宜超过正文。（6）正文部分参照附件2；中文文献类型标识参照附件3。

附件1：OntheIntroductionofLoanwordsfrom文章题目段前5行，段后6行；字体TimesNewRoman；2号字，加粗。题目超过一行，行间单倍行距。EnglishtoChinese文章题目段前5行，段后6行；字体TimesNewRoman；2号字，加粗。题目超过一行，行间单倍行距。作者姓名用汉语拼音标示，参照示例。段后5行；字体TimesNewRoman；4号字加粗。作者姓名用汉语拼音标示，参照示例。段后5行；字体TimesNewRoman；4号字加粗。UndertheSupervisionof导师姓名与上一行之间用单倍行距；导师姓名行段后6行；导师姓名前加Mr.、Professor、Dr.、Ms.等；姓名行上一行4号字，不加粗；姓名行4号字加粗；字体均为TimesNewRoman。Mr.TAOZhu导师姓名与上一行之间用单倍行距；导师姓名行段后6行；导师姓名前加Mr.、Professor、Dr.、Ms.等；姓名行上一行4号字，不加粗；姓名行4号字加粗；字体均为TimesNewRoman。SchoolofForeignLanguagesYangzhou字体TimesNewRoman；4号字。June,2007字体TimesNewRoman；4号字。

附件2：TheSymbolsof“Hell”inJaneEyreandTheirImpactsOnJaneEyre’sCharacteristics—JaneandMr.RochesterintheWoodsAbstract:JaneEyre,commonlyregardedasarebellious,independentandbravewoman,isappreciatedbymostreadersworldwide.Shepursuedforequalityandfreedominherownway,alsorespectedandlovedherself.Itsauthorcreatedthehellatmospherebystressingnightmare,illusionandpresage,anddescribedJaneEyrethroughabominableenvironmentinaprofoundway.Thispaperaimstoanalyzethesymbolsof“hell”inJaneEyrefromdifferentperiodsandtheirimpactsonJaneEyre’scharacteristics.Keywords:JaneEyre,hell,environment,impact,characteristics摘要：简·爱以其反抗、独立和勇敢的性格深受读者欢迎。她追求平等和自由，自尊自爱。作者运用渲染气氛、噩梦、幻觉、预感来营造地狱的氛围，通过恶劣的环境将女主人公的性格深刻地渲染出来。本论文通过从不同时期分析《简·爱》中的地狱形象来研究其对简·爱性格的影响。关键词：《简·爱》，地狱，环境，性格IntroductionJaneEyre,almostthemostcharmingheroineduringtheVictoriaagecreatedbyCharlotteBronte,wasengravedwithindependence,equalityandendurance,whichhadmadeaplainandweakwomansodifferent,charmingandradiant.Shehated,directly;sheloved,deeply;sheoffered,unselfishly.Allkindsofcomplicatedanddeeppassion,wonderfulvirtuesflewinherweakbody,composingabeautifulandmemorablesong.ThisnovelwonworldwidefameandevenhercontemporaryfamouswriterThackeryhadeversaidthat“hewasdeeplymovedbyJaneEyre[…]andthisnovelwasthebestamongallhehadeverread”(Thackery,qtd.inO’Neil,2004:93).…Thispaperaimstoanalyzethesymbolsof‘hell”inJaneEyrefromthreeperiods:Gateshead,LowoodandThornfield,andmakeadeepdiscussionabouttheirrespectiveimpactsonJaneEyre’scharacteristics.1.GatesheadThenightmarishhomeLosingherparentswhenshewasstillababy,JanewasadoptedbyherauntMrs.Reed,whowasastout,crudeandrigorouswoman.Janewastreatedevenworsethanamaid,withoutenjoyingacomfortableandwarmfamilylife.Hercousinstreatedherworsethanapetandcontinuousbeatingandlaughwasdailytask.“Hebulliedmanpunishedme;nottwoorthreetimesintheweek,noronceortwiceintheday,butcontinually;everynerveIhadfearedhim,andevermorseloffleshinmybonesshrankwhenhecamenear”(p.4).…………Shewasdespisedasadependant,anorphanleftwithnotingandashow-upfortheirdisingenuousmercy.Inothers’opinion,Janehadakindauntandcousins,andsheshouldbeverythankfultohavesuchafineplacetoliveat.Whocouldknowtheunknownscaldingteassbehindtheseeminglymagnificence(Gatskell,1960:53).TheredroomThemosthorribleplacewastheredroom,whereJane’suncledied.ForfightingwithJohn,shewaslockedaloneintheredroom,tastingallkindsoflonelinessandhorror.“Theroomwaschill,becauseitseldomhadafire;itwassilent,becauseremotefromthenurseryandkitchen;solemn,becauseitwasknowntobesoseldomentered[…]andaminiatureofherdeceasedhusband;andinthoselastwordsliedthesecretofthered-roomthespellwhichkeptitsolonelyinspiteofitsgrandeur”(p.9).Mostkidsdidn’tlikedarkness,sodidJane.Shegoteasiertothinkandimagineeverything,suchasaspirit,fairyandevenghost.Thesecreaturesseemedtocatchherandfrightenher,makingherdepressedandcollapsed.…………TheimpactoftheadverseconditionsonJaneEyre’scharacteristics…………Sotheysentherawayandsheleft,allwithouthesitation.Eventuallyshebroketheobstacleandmadeherfirststep--towardstheoutsideworldshenevertouchedbefore.Allthefrustrationsanddifficultiesseemednotsoimportantnow,asshelearnedtofightwithherownweapon,andsheunderstoodthatone’sdignitywassomethingthatnevercanbedefeated,thoughshealsocouldn’tgetridofherchronicinferiority.2.LowoodAbominablelivingconditionsIfGatesheadwasaluxury“hell”,Lowoodwasanakedprison,fullofhungerandchillness.Allthestudentstherehadnosufficientwarmclothesandhadtoswallowthehardestdigestedfoodintheworld,aboutwhichevenhungeritselfwouldfeeldisgusting:Ourclothingwasinsufficienttoprotectusfromtheseverecold:wehadnoboots,thesnowgotintoourshoesandmeltedthere:ourunglovedhandsbecamenumbedandcoveredwithchilblains,aswereourfeet:IrememberwellthedistractingirritationIenduredfromthiscauseeveryevening,whenmyfeetinflamed;andthetortureofthrustingtheswelled,raw,andstifftoesintomyshoesinthemorning.Thenthescantysupplyoffoodwasdistressing:withthekeenappetitesofgrowingchildren,wehadscarcelysufficienttokeepaliveadelicateinvalid(p.58).What’sworse,littlegirls’foodhadtosacrificetheirfoodtogreatones,onlytoeatpartoftheirpoorfood.Ridiculously,themasterofLowoodMr.Brocklehurst,evenfiercelycriticizedMissTempleforofferingbreadandcheesetostudents,withmorefunnyandsillyreasons:“whenyouputbreadandcheese,insteadofburntporridge,intothesechildren’smouths,youmayindeedfeedtheirvilebodies,butyoulittlethinkhowyoustarvetheirimmortalsouls!”(p.62)…………2.2SpiritualtortureIfthelifeinLowoodwasjustlackofwarmthandfood,itwasonlyacommonstorywithoutanythingmorepassionateandencouraging.JustasMr.Brockelhurst,atruehypocrite,thecharityschoolboosteditselfinthedoctrineof“savingsoulsbypunishingbodies”(Li,1994).Intheiropinions,studentsshouldeatburntporridgeandwearfewerclothestoshowtheirresolutionoffortitude.ThegreatestvictimunderthisdoctrinewasHelenBurns,Jane’sbestfriendinLowood.…………2.3TheimpactoftheadverseconditionsonJaneEyre’characteristics…………3.ThornfieldMysteriousaffairsoneafteranother …………Thecrazywoman…………ThecrazywomanoftenemergedwhenJaneEyrewastroubledbymentaldisturbance,soshewasdefinedasanotherJane,“JaneEyrerepresentsthebrightsideofhermentality,andthecrazywomanrepresentstheshadowyside”(Fan,qtd.inWang,2004).Whatever,thecrazywomanhadcausedinevitablepsychologicalthreatentoJane,thoughshewasalsoavictimundersuchasociety.TheimpactoftheadverseconditionsinThornfieldonJaneEyre’characteristicsJaneunderwentthemostcomplicatedanddifficultpsychologicalstruggleinThornfield,andshealsoexperiencedthemostmaturecharacteristicdevelopment(Dunn,1971:211).…………Jane’sleavewasthebestpresentationforherresistantcharacteristics,whichwasalsoaturningpointofherlife….Nowshewaseconomically-equalwithMr.Rochesterandshehadthereasontocomebacktoherlover:shewasafreeandequalwomantoenjoyherlatemarriageandlove,andshecouldbuildatruehomewithhim,“ahomewithlove,equalityandfreedominsteadoftemporalconceptofmoneyandfamilybackground”(Zeng,2002).Conclusion“Characteristicstoartisticimagearebloodtohumanbody”(HuandQiu,2006).Thi