英語學術論文寫作實用教程 （簡體書）

該書從中國英語學習者的實際情況出發，從語言和技術兩個層面展開剖析，從設計與操作兩個維度進行展示，從理論闡釋、寫作範例、常見問題等板塊指點迷津，全面系統地論述了英語學術論文的寫作。

《高等院校研究性學習英語系列教材:英語學術論文寫作實用教程》會為你指引方向；當你在寫作過程中產生疑惑、遇到問題時，它會為你答疑解惑，指點迷津。

Unit1RudimentsofEnglishResearchPaperWriting
Pre-ClassReading
1.1Definingresearchpaperwriting
1.2Typesofresearchpaper
1.3Principlesofresearchpaperwriting
1.4Stylesofresearchpaperwriting
1.5Structureofresearchpape
In-ClassActivities
Post.ClassTasks
Unit2DesigningTitles
Pre-ClassReading
2.1Criteriaforwritingtitles
2.2Formsoftitles
2.3Capitalizationintitles
2.4Parallelisminsubtitles
2.5Typicalexpressiousedintitles
2.6Chinesestudents’commonproblemsindesigningtitles
In.ClassActivities
Post.ClassTasks
ProjectWork
Unit3WritingAbstracts
Pre-ClassReading
3.1Movestructureofabstracts
3.2Grammaticalfeaturesofabstracts
3.3Typicalexpressiorusedinabstracts
3.4Chinesestudents’commonproblemsinwritingabstracts
In.ClassActivities
Post.ClassTasks
ProjectWork
Unit4IntroducingtheStudy
Pre-ClassReading
4.1GeneralfunctiorofIntroduction
4.2Writingeffectiveintroductior
4.3TypicalexpressiorusedinIntroduction
4.4Chinesestudents’commonproblemsinwritingIntroduction
In-ClassActivities
Post.ClassTasks
ProjectWork
Unit5PresentingtheSignificance
Pre-ClassReading
5.1GeneralfunctioroftheSignificancesection
5.2Waysofpresentingthesignificanceofthestudy
5.3Chinesestudents’commonproblemsinwritingtheSignificancesection
In-ClassActivities
Post.ClassTasks
ProjectWork
Unit6HighlightingtheGlobalStructure
Pre-ClassReading
6.1Definingtheglobalstructure
6.2Highlightingtheglobalstructureofathesis
6.3Highlightingtheglobalstructureofachapter
6.4Indicatingtraritior
6.5Chinesestudents’commonproblemsinhighlightingtheglobalstructure
In-ClassActivities
POst.ClassTasks
PrcaectWork
Unit7PlanningtheLiteratureRenew
Pre-ClassReading
7.1DefiningLiteratureReview
7.2PurposesofLiteratureReview
7.3ComponentsofLiteratureReview
7.4OrganizingLiteratureReview
7.5Chinesestudents’commonproblemsinplanningLiteratureReview
In-ClassActivities
Post-ClassTasks
ProjectWork
Unit8DevelopingtheLiteratureRenew
Pre-ClassReading
8.1Featuresofeffectiveliteraturereviews
8.2Stepstodevelopliteraturereviews
8.3Criticalresporestoexistingstudies
In-ClassActivities
Post-ClassTasks
ProjectWork
Unit9StatingtheMethodology
Pre-ClassReading
9.1Selectingtheresearchdesign
9.2Describingtheresearchdesign
9.3Chinesestudents’commonproblemsinstatingtheresearchdesign
In-ClassActivities
Post.ClassTasks
PrcaectWork
Unit10ConductingAnalyses
Pre-ClassReading
10.1Conductingquantitativeanalyses
10.2Conductingqualitativeanalyses
10.3Discussingtheresults
10.4Chinesestudents’commonproblemsinconductinganalyses
In-ClassActivities
Post.ClassTasks
ProjectWork
Unit11MakingCitatior
Pre-ClassReading
11.1Definingcitation
11.2Principlesofcitation
11.3Methodsofcitation
11.4Stylesofcitation
In-ClassActivities
Post-ClassTasks
ProjectWork
Unit12DrawingSummarIesi
Pre-ClassReading
12.1Generalfunctiorofsummaries
12.2Writingeffectivesummaries
12.3Typicalexpressiorusedinsummaries
12.4Chinesestudents’commonproblemsinwritingsummades
In-ClassActivities
Post-ClassTasks
ProjectWork
Unit13DiscussingImplicatiorandLimitatior
Pre-ClassReading
13.1Implicatior：Functioandtypes
13.2Limitatior：Purposesandelements
13.3TypicalexpressiorforwritingImplicatiorandLimitatior
13.4Chinesestudents’commonproblemsinwritingImplicatiorandLimitatior
In-ClassActivities
Post.ClassTasl‘S
ProjectWork.
Unit14ComposingAcknowledgements
Pre-ClassReading
14.1Acknowledgementsinathesis
14.2Targetsofacknowledgement
14.3Waysofacknowledgmem
14.4TypicalexpressiorusedinAcknowledgements
14.5Chinesestudents’commonproblemsincomposingAcknowledgments
h1.ClassActivities
Post.ClassTasks
ProjectWork
References
Appendices
1.Declaration
2.APAandMLABibliography
3.Supplementarymodelsentences
．

There is"a constellation of moderating variables that could make a difference regarding corrective feedback effectiveness" (Russell & Spada,2006:156).By examining and imposing stricter control over the mediating variables,such as the language proficiency of the learners,error types,treatment conditions,etc.,the study may generate more valid and reliable results on the effectiveness of corrective feedback on second languaje acquisition.
Third,investigating corrective feedback in learners'compositions in Chinese EFL contexts also has significant pedagogical implications.Due to the generally large classroom size and limited pedagogical resources,few EFL classrooms in China can actually afford the desired teacher-student interaction and one-to-one oral feedback addressing incidentally arising language problems.Instead,teacher's written corrective feedback on the language errors in learners'compositions has become a usual practice to achieve not only large-scaled but also tailor-made treatment of their language errors.Findings about the functioning and effects of different feedback types will provide valuable insight for pedagogical considerations in EFL classrooms.
5.Read the following passage,focusing on the significance aspect.Improve it in terms of classification and organization as you think fit.
1.1 Significance of the present study
If all the objectives addressed in the first section above are to be soundly attained,this thesis will have both theoretical and practical significance as follows:
Firstly,the present study will provide evidence for our overall understanding of why and how some changes exist in our languages.