英语论文开题报告写作步骤分析

论文堡日期：2023-11-16 15:49:30 点击：90

　　开题报告作为毕业论文答辩委员会对学生答辩资格审查的依据材料之一。可见在答辩中开题报告的重要性。对于英语论文开题报告而言，一样也是如此，需加以重视。英语开题报告对整个研究英语工作的顺利开展起着关键的作用,说明这个课题应该进行研究,自己有条件进行研究以及准备如何开展研究等问题。英语论文开题报告怎么写?有哪些写作步骤?下面笔者来具体讲讲。

　　英语论文开题报告写作步骤

　　1. title (论文题目)

　　2. thesis statement (中心论点)

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

　　4. situation of study (研究现状)

　　5. difficulty of study (研究难点)

　　6. detailed outline (详细提纲)

　　7. references (参考文献)。

　　iii. 学生按规定时间完成开题报告后，指导教师组织小组开题并填写审核意见。

　　iv. 指导教师同意后，学生方可进行论文写作。

　　v. 本期末学生离校前须与指导教师见面，商讨下一步写作计划等事宜。

　　vi. 下期开学报到后小组长召集全组成员与指导教师见面，汇报论文资料收集或写作中存在的问题。

　　vii. 参考文献要求用apa格式或mla格式。

　　viii. 页面设置

　　纸型：a4(210 x 297毫米)即宽度：21厘米，高度29.7厘米。

　　页边距：上1.8厘米、下1.35厘米;左2.2厘米、右1.8厘米。装订线位置：左侧，装订线：0厘米，距边界：页眉1.6,页脚1.6.每页：32行，跨度23.5磅。

　　英语论文开题报告写作技巧

　　1、论文的名称，论文名称就是topic.

　　名称要准确、规范。准确就是论文的名称要把论文研究的问题是什么，研究的对象是什么交待清楚，论文的名称一定要和研究的内容相一致，不能太大，也不能太小，要准确地把你研究的对象、问题概括出来。名称要简洁，不能太长。不管是论文或者课题，名称都不能太长，能不要的字就尽量不要，一般不要超过20个字。

　　2、对论文研究的目的、意义

　　研究的目的、意义也就是为什么要研究、研究它有什么价值。这一般可以先从现实需要方面去论述，指出现实当中存在这个问题，需要去研究，去解决，本论文的研究有什么实际作用，然后，再写论文的理论和学术价值。这些都要写得具体一点，有针对性一点，不能漫无边际地空喊口号。

　　3、论文国内外研究的历史和现状(文献综述)。

　　规范些应该有，如果是小课题可以省略。一般包括：掌握其研究的广度、深度、已取得的成果;寻找有待进一步研究的问题，从而确定本课题研究的平台(起点)、研究的特色或突破点。

　　4、论文研究的指导思想

　　指导思想就是在宏观上应坚持什么方向，符合什么要求等，这个方向或要求可以是哲学、政治理论，也可以是政府的教育发展规划，也可以是有关研究问题的指导性意见等。主要是研究的一些方向。

　　5、论文写作的目标

　　essay写作的目标也就是课题最后要达到的具体目的，要解决哪些具体问题，也就是本论文研究要达到的预定目标：即本论文写作的目标定位，确定目标时要紧扣课题，用词要准确、精练、明了。常见存在问题是：不写研究目标;目标扣题不紧;目标用词不准确; 目标定得过高，对预定的目标没有进行研究或无法进行研究。确定论文写作目标时，一方面要考虑课题本身的要求，另一方面要考率实际的工作条件与工作水平。

　　6、论文写作的方法

　　具体的写作方法可从下面选定：观察法、调查法、实验法、经验总结法、个案法、比较研究法、文献资料法等。

　　7、论文写作的步骤

　　论文写作的步骤，也就是论文写作在时间和顺序上的安排。论文写作的步骤要充分考虑研究内容的相互关系和难易程度，一般情况下，都是从基础问题开始，分阶段进行，每个阶段从什么时间开始，至什么时间结束都要有规定。课题研究的主要步骤和时间安排包括：整个研究拟分为哪几个阶段;各阶段的起止时间 .一般会将这些写作内容纳入几个部分叙述，具体看学校的老师的要求，英国的大学在开题报告上不一定相同，但毕业论文写作基本是相同的，在写作时应当注意一些写作技巧，把开题报告写好，让指导老师也有一个好的印象。

　　最后，笔者分享一篇英语开题报告范文，让大家透过实例了解，起到更深刻做指导作用。

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

　　一、选题依据及意义

　　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、研究目标与主要内容

　　1.研究目标：

　　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.主要内容(提纲)：

　　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、参考文献

　　[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。论英语阅读教学对写作的影响及教学启示[d]. 华中师范大学， 2003.

　　[4] 陈立平。从阅读与写作的关系看写作教学中的范文教学[j]. 外语与外语教学， 2001,(04)。

　　[5] 陈昕。浅谈英语阅读与写作的关系[j]. 科技信息(科学教研)， 2008,(01)。

　　[6] 高利华。英语写作教学中结果法与过程法的对比研究[j]. 大同职业技术学院学报， 2003,(03)。

　　[7] 刘上扶。英语写作论[m]. 南宁：广西教育出版社， 1998.

　　[8] 刘烨。以读促写在高中英语写作教学中的应用研究[d]. 西北师范大学， 2006.

　　[9] 罗静。英语教学以读促写教学法新探[j]. 现代技能开发， 2003,(03)。

　　[10] 王蔷。英语教学法教程[m]. 北京：高等教育出版社， 2000.

　　[11] 韦岩峰。提高英语阅读能力的有效途径[j]. 青海师范大学学报(哲学社会科学版)， 2004,(06)。

　　[12] 相廷礼。 efl阅读与写作能力的相关性分析[d]. 山东大学， 2007.

　　[13] 肖福寿。英语写作教学的原则与策略[m]. 上海：上海大学出版社， 2007.