论文摘要模板英文

1、英文摘要是应用符合英文语法的文字语言，提供论文内容梗概为目的的短文。（内容基本与中文摘要相同，但不用完全逐句对应）。

2、英文题目、摘要、关键词自成一页（1页即可），放在中文摘要页之后。

3、英文字体与行间距：统一使用“西文字体”中的“Times New Roman”。

4、英文题目：使用三号字加粗。

5、英文摘要：“Absract”顶格，使用四号字，并加粗。

6、英文关键词：“KeyWords”顶格，使用四号字并加粗。

组成部分：

摘要应具有独立性和自明性，并且拥有与文献同等量的主要信息，即不阅读全文，就能获得必要的信息。对一篇完整的论文都要求写随文摘要，摘要的主要功能有：

（1）让读者尽快了解论文的主要内容，以补充题名的不足。现代科技文献信息浩如烟海，读者检索到论文题名后是否会阅读全文，主要就是通过阅读摘要来判断；所以，摘要担负着吸引读者和将文章的主要内容介绍给读者的任务。

（2）为科技情报文献检索数据库的建设和维护提供方便。论文发表后，文摘杂志或各种数据库对摘要可以不作修改或稍作修改而直接利用，从而避免他人编写摘要可能产生的误解、欠缺甚至错误。所以论文摘要的质量高低，直接影响着论文的被检索率和被引频次。

英文摘要格式如下：

1、英文摘要是应用符合英文语法的文字语言，提供论文内容梗概为目的的短文（内容基本与中文摘要相同，但不用完全逐句对应）。

2、英文题目、摘要、关键词自成一页（1页即可），放在中文摘要页之后。

3、英文字体与行间距：统一使用“西文字体”中的“Times New Roman”，倍行间距。

4、英文题目：使用三号字加粗。

5、英文摘要：“Absract”顶格，使用四号字，并加粗。英文摘要具体内容使用四号字。

6、英文关键词：“Key Words”顶格，使用四号字并加粗。每个关键词使用四号字。

论文摘要应包含以下内容：

（1）从事这一研究的目的和重要性。

（2）研究的主要内容，指明完成了哪些工作。

（3）获得的基本结论和研究成果，突出论文的新见解。

（4）结论或结果的意义。

以上内容参考：百度百科-摘要

以上内容参考：百度百科-论文摘要

关键词:Title of Thesis:Name of Institute: Pages:Graduation Time:(MM/YY)Degree Conferred:Student Name: Advisor Name:Abstract:Key words:

那是因为你的单词在一行没有写完跳到第二行了，这个不影响的，如果你实在不想这样，就把你第一行的最后那个单词拆开写到第二行一部分，但记住要把用一个连接符号“-”，不然别人会以为你那是2个单词了哦，这个符号写在第一行最后单词的拆开处。

论文摘要英文模板

英文摘要格式

①首行居中打印论文英文标题(TimesNewRoman四号加粗)。

②下空一行居中打印英文单词“Abstract”(TimesNewRoman小四号加粗)。

③下空一行打印摘要内容(TimesNewRoman小四，倍行距，两端对齐)。

④摘要内容后下空一行打印“KeyWords”(TimesNewRoman小四号加粗)，其后接着打印关键词(3-7个关键词，TimesNewRoman小四号)。除了专有名词外，其他单词的首字母不大写。各关键词之间用分号隔开，最后一个关键词后不打标点符号。

⑤摘要正文各自然段首行空5个字符。

中文摘要：

①首行居中打印论文中文标题(宋体四号加粗)。

②下空一行居中打印“摘要”二字(宋体小四号加粗)，字间空一字符。

③“摘要”二字下空一行打印摘要内容(宋体小四号)。

④摘要内容后下空一行打印“关键词”三字(宋体小四号加粗)，其后接着打印关键词(3-7个，宋体小四号)，各关键词之间用逗号隔开，最后一个关键词后不打标点符号。

把握好内容的一致性

关于学术期刊论文中英文摘要的一致性，两"规范"都明确规定：英文题名应与中文题名含义一致，英文摘要的内容应与中文摘要相对应，中、英文关键词应一一对应。

可见，中英文摘要的一致性主要是指含义、内容、数量和顺序的一致性。英文摘要应忠实、准确地反映中文摘要的内容，不能随意更改或删去中文摘要的重点内容或重要信息，不能随意增补中文摘要中未提及的内容。

但这并不意味着英文摘要是中文摘要的硬性对译，如果受汉语思维的影响生硬地按照中文字面意思直译或进行句对句、词对词的一一对译，一个词也不改动，这不仅会导致在表达上出现中式英语的现象，而且会使英文摘要用词重复累赘、句子繁杂冗长、语义不流畅。

期刊论文英文摘要格式

你发表过期刊论文吗?期刊论文英文摘要格式大家知道怎么写吗?下面是我为大家收集的关于期刊论文英文摘要格式，希望能够帮到大家!

Your Paper's Title Starts Here: Please Center use Helvetica (Arial) 14 FULL First Author1, a, FULL Second Author2,b and Last Author3,c 1Full address of first author, including country 2 Full address of second author, including country 3 List all distinct addresses in the same way a email, bemail, cemail

Keywords: List the keywords covered in your paper. These keywords will also be used by the publisher to produce a keyword index.

For the rest of the paper, please use Times Roman (Times New Roman) 12 Abstract. This template explains and demonstrates how to prepare your camera-ready paper for Trans Tech Publications. The best is to read these instructions and follow the outline of this text. Please make the page settings of your word processor to A4 format (21 x 29,7 cm or 8 x 11 inches); with the margins: bottom cm ( in) and top cm ( in)， right/left margins must be 2 cm ( in)。

(We shall be able to publish your paper in electronic form on our web page

, if the paper format and the margins are correct. If not, we will have to scan your paper which, when compared with an electronic version, results in very poor quality) Your manuscript will be reduced by approximately 20% by the publisher. Please keep this in mind when designing your figures and tables etc. Introduction All manuscripts must be in English, also the table and figure texts, otherwise we cannot publish your paper.

Please keep a second copy of your manuscript in your office. When receiving the paper, we assume that the corresponding authors grant us the copyright to use the paper for the book or journal in question. Should authors use tables or figures from other Publications, they must ask the corresponding publishers to grant them the right to publish this material in their paper.

Use italic for emphasizing a word or phrase. Do not use boldface typing or capital letters except for section headings (cf. remarks on section headings, below)。

Organization of the Text Section Headings. The section headings are in boldface capital and lowercase letters. Second level headings are typed as part of the succeeding paragraph (like the subsection heading of this paragraph)。 Page Numbers. Do not number your paper: Tables. Tables (refer with: Table 1, Table 2, …) should be presented as part of the text, but in such a way as to avoid confusion with the text. A descriptive title should be placed above each table.

Units in tables should be given in square brackets [meV]. If square brackets are not available, use curly {meV} or standard brackets (meV)。

Special Signs. for example , α{1120} should always be written in with the fonts Times New Roman or Arial, especially also in the figures and tables. Macros. Do not use any macros for the figures and tables. (We will not be able to convert such papers into our system)

Language. All text, figures and tables must be in English.

论文摘要模板英语

标题摘要关键词正文

英文摘要的主要的编写方式就是以一些书面语去进行编写，就是需要用一种高级的语法格式去进行编写，然后按照自己主题围绕去写一些摘要。在摘要里面主要还就是填写项目内容相关的一些背景，还有就是这个项目内容里面的一些简单化的概括，以及一些小的总结等等。

然后在英文摘要里面就可以这样子去进行编写，然后英文摘要如果是运用到论文里面的话，在论文里面的英文摘要就是需要去按照自己开题或者是自己其他一些文章的内容去进行编写，就是浓缩概括以后，然后写到英文摘要里面。

如果自己的英语是不过关的话，可以先写一个中文版的，然后利用翻译软件去进行翻译，就可以得到英文版的摘要。英文版的摘要主要就是要以自己的文章作为主题所需进行编写，在编写的时候需要加进许多的内容。

高考时期，遇到概要的英语写作，我们有什么技巧可以解决? 高考英语概要写作范文 Getting rid of dirt, in the opinion of most people, is a good thing. However, there is nothing fixed about attitudes to dirt. In the early 16th century, people thought that dirt on the skin was a means to block out disease, as medical opinion had it that washing off dirt with hot water could open up the skin and let ills in. A particular danger was though to lie in public baths. By 1538, the French king had closed the bath houses in his kingdom. So did the king of England in 1546. Thus began a long time when the rich and the poor in Europe lived with dirt in a friendly way. Henry IV, King of France, was famously dirty. Upon learning that a nobleman had taken a bath, the king ordered that, to avoid the attack of disease, the nobleman should not go out. Though the belief in the merit (好处) of dirt was long-lived, dirt has no longer been regarded as a nice neighbor ever since the 18 century. Scientifically speaking, cleaning away dirt is good to health. Clean water supply and hand washing are practical means of preventing disease. Yet, it seems that standards of cleanliness have moved beyond science since World War II. Advertisements repeatedly sell the idea: clothes need to be whiter than white, cloths ever softer, surfaces to shine. Has the hate for dirt, however, gone too far? Attitudes to dirt still differ hugely nowadays. Many first-time parents nervously try to warn their children off touching dirt, which might be responsible for the spread of disease. On the contrary, Mary Ruebush, an American immunologist (免疫学家), encourages children to play in the dirt to build up a strong immune system. And the latter (后者) position is gaining some ground. 高考英语概要写作方法 Part I. 什么是摘要? A summary is a short account giving the main points of something longer or detailed. 概括部分包含几种能力。第一要看清楚文章的结构，设法反映出原文中作者的观点。第二要具有意义筛选的能力，学会区分事实和观点、重要和次要、普遍与特殊、相关与不相关、原因和结果等复杂的逻辑关系。第三要有用英文解释英文的能力，用自己简单的语言解释比较复杂的语言文字，不能抄袭原文。对于成绩较差的同学来说，可能对概括感到无从下手。读写任务的写作内容一般分为两个部分，即写作内容1为概括短文要点，还有写作内容2 则是就某个主题发表看法。然而，绝大部分的考生会忽略了写作内容2对写作内容1的导航作用，而一头扎进了阅读材料直接去阅读文章得出要点。事实上，所谓读写任务其实是读和写的有机结合，读的材料是为了后面的写提供情景，同样，写也是对读的材料的思考和延伸。故希望大家在概括文章时，可考虑命题人提供的写作内容2的导航作用，因为它能够帮助大家更快地提高捕捉文章要点的速度与准确性。一、概括的标准：抛弃次要，瞄准写作目的。标准的概括采用浮凸式的表达方式，第一句话是主题句，清楚明白地告诉了读者文章的写作目的，这句话的质量决定了概括的成败。后面的句子对主题句进行解释和支撑，凡是意义在主题之外的要毫不吝啬地予以删除。二、概括的写作步骤： 1. 确定主题句。确定阅读文章的主题句，一般在段首。没有主题句的需要自己组合。 2. 寻找关键词。分析主题句意义，确定关键词，关键词一般体现为名词、形容词，关键词的数目决定了概括的信息浓度。 3. 重构主题句。概括的主题句逻辑上要统摄后面所有的支撑句。可以从作者的写作目的逆推，反映写作目的主题句是高度抽象的，它基本决定了概括的质量。 4. 重组支撑句。支撑句的意义在逻辑上受制于主题句，可以是补充过程或者提供证据。口诀：简括为：缩长见短，省却细腻。(括：概括性。见：间接引语。短：短的连词。细腻：细节和例子) 三、概括的形式：主题句+支撑句即主题+主题的什么。附：2007年广东高考概括部分评分细则： 1.完全糊涂地照抄原文，连人称都不改的，得0分; 2.机械死板地照抄原文，只改人称的，得1分; 3.稍微灵活地抄原文，改主语，宾语、原文词序的，得2分; 4.创造性地抄，改主语，宾语、原文词序还有句子结构的，最多得3分。 5.结构、用词，词性变化比较好的4至5分。高考英语概要写作技巧 Part II. 写概括的具体方法 Ⅰ.The Steps of Writing a Summary A.定时态：如果阅读材料是过去时，那么基本时态用过去时;如果是现在的，那么基本时态用现在时;不过，模板的开头语一般为现在时如The passage tells us that----- - --. B.定人称：一般情况下采用第三人称来写作。(特殊如书信的，可能会使用第一、二人称;) C.定技巧：结合相关技巧，重新组句。 1)Use words of similar meanings同义替换法 I didn’t catch any fish owing to the fact that I was not patient. I didn’t catch any fish_________ I was not patient. 2)Adopt the opposite way when saying a sentence正话反说法 You will fail. = You will ____________. 3)Change the part of speech词性转换法 Patience is very important. Patience is of _____________________ . 4)Change the structure of a sentence句式变化法语态变换：Parents should give children more praise. →Children should ________ more praise. 简单句变复合句： Children should be encouraged more. This will help them learn faster. Children should be encouraged more, _______ will help them learn faster.. 5)Use the shortest possible transitions连词衔接法注意使用一些短而精的连词，如but, and, so, while, however, then, yet, for, therefore, thus, including, instead of 等。 We should encourage children. We should not scold them. We should encourage children__________ scolding them. 6) Change the order of the words.词序改变法 D. 下列是常规的实用技巧。 Skill1: Omit (省略) the details Skill2: Omit the repetitions Skill3: Omit the examples Skill4: Use general(概括性) words instead of specific(具体的) words ) Skill5: Put the main points of a dialogue in indirect speech 写摘要时可以采用下列几种小技巧： 1) 删除细节。只保留主要观点。 2) 避免重复。在原文中，为了强调某个主题，可能会重复论证说明。但是这在摘要中是不能使用的。应该删除那些突出强调的重述句。 3) 删除具体例子。不过，阅读材料本身是由几个具体例子构成的，如阅读材料是谈西方种种节日的，如删除具体例子，则概括很难达到30个词，那就选择一至两个例子(即一两个主要节日)。注：原文中可能包括5个或更多的例子，你只需从中筛选一至二个例子。 4) 使用概括性的名词代替具体的词，比如： She brought home several Chinese and English novels, a few copies of Time and Newsweek and some textbooks. She intended to read all of them during the winter vocation. 可以概括为：She brought home a lot of books to read during the vocation. 5) 把文章的对话或直接引语(的要点)改成间接引语叙述。 6) 把长段的描述变成短小、简单的句子。如果材料中描述某人或某事用了十个句子，那么你只要把它们变成一两句即可。 7) 压缩长的句子。如下列两例： His courage in battle might without exaggeration be called lion-like. 可以概括为： He was very brave in battle. He was hard up for money and was being pressed by his creditor. 可以概括为：He was in financial difficulties. 8) 你还可以使用词组代替整句或者从句。 II.练习篇---- 学以致用。(Task1: Please follow the example to choose the proper skill from the above ones.) 1,Then, you can think of a way to make both sides happy. Here are some tips 1)Make time to talk. You could talk about your school life and your plans for the future. 2)..Keep a diary. It can help you understand more about yourself and your feelings. 3). Show your parents you are growing up. Wash your own clothes and help around the house. Which skill: ___________________________________________________ Summary:___________________________________________________________ 2. Sometimes, kids don’t think their parents are fair to them. When you want to dress in a modern way, your mum doesn’t like you to wear a mini-skirt. When you are making phone calls to friends, they ask whether you’re speaking to a boy or a girl. Which skill: ___________________________________________________ Summary: ______________________________________________________________ 3. Kate looked at Paul disapprovingly, You use too much salt on your food, Paul. It’s not at all good for you! Paul put down his knife and frowned, Why on earth not! If you didn’t have salt on your food it would taste awfullike eating wood or sandjust imagine bread without salt in it! Which skill:___________________________________________________ Summary:______________________________________________________ 4. She brought home several Chinese and English novels, a few copies of Time and Newsweek, and some textbooks. She intended to read all of them during the winter vacation. Which skill: _____________________________________________________ Summary: _____________________________________________________________ Ⅲ.Task2: find out how to summarize the whole passage 段意合并法 (说明文、应用文) 第一步, 通读全文, 领略大意; 第二步,小结每一段的大意; 第三步, 根据每一段的大意以及作者的侧重点, 综合归纳全文的大意. 对于说明性或描述性短文，可以用概括性文字说明某一现象。比如，可以概括如下 This article points out the common phenomenon 要素串联法(记叙文) 记叙文主要是记叙所发生的事情和经历。常见的形式有：故事、日记、新闻报道、游记等。记叙文通常要交待清楚五要素的内容，即where, when, what, who, how, 给读者一个内容完整、细节清晰的故事。事情的叙述通常按时间的顺序叙述，让读者易于把握所叙述内容之间的内在关联，我们必须抓住记叙文的写作特点或思路，从而更好地理解文章主题，概括出比较中肯的短文中心大意。主题概括法(议论文) 第一、找出关键词和全文或段落的主题句。任何一篇文章都是围绕某个主题展开的，因此，许多文章中最明显的特点之一是有一个反复出现的中心词，即高频词，也叫做主题词。抓住了它，便容易抓住文章的中心。一般地说，主题词通常是名词、动词或形容词。第二、根据原文的词句(一般指关键词和全文或段落的主题句), 进行改写: 或用相应的同义词，或进行句型转换(如主动句改为被动句等等). 千万不要原封不动地抄写原文的词句. 第三、用连词连接各部分，使它连贯; 第四、整合中心要点，使用形容词、介词短语、非谓语动词短语合并、简化句子，使之符合概括短文内容要点的词数(30个词左右)。议论文通常用来讲明道理、议论是非、提出观点和看法。作者先正面或反面提出论点，然后用事实论证论点，最后以重申论点或提出建议的方式得出结论。议论文的主题句通常在首段或尾段，或者在各段的首句或尾句。尽可能客观简要地转述阅读材料的观点。可以采用如下方法概括：The writer of this article thinks that 或者你认为本材料的观点代表了一些人的思想，就可以说Some people think 还可以从中立的角度或用无人称的方式来说The article gives the view that Exercise: Match the main idea with the proper skill. 5. It must have been about two in the morning when I returned home. I tried to wake up my wife by ringing the doorbell, but she was fast asleep, so I got a ladder from the shed in the garden, put it against the wall, and began climbing towards the bedroom window. I was almost there when a sarcastic voice below said, I don’t think the windows need cleaning at this time of the night. I looked down and nearly fell off the ladder when I saw a policeman. I immediately regretted answering in the way I did, but I said, I enjoy cleaning windows at night. So do I, answered the policeman in the same tone. Excuse my interrupting you. I hate to interrupt a man when he’s busy working, but would you mind coming with me to the station? Well, I’d prefer to stay here, I said. You see, I’ve forgotten my key. Your what? he called. My key, I shouted. Fortunately, the shouting woke up my wife who opened the window just as the policeman had started to climb towards me Which skill: ____________________________ 点拨：这是一篇记叙文，请从原文中划出时间、地点、人物、事情的经过和结果。填充下面所给的summary, 注意如何借用词法，语法简化句子。 Summary: On arriving home __________ in the morning, the writer failed to wake up __________ by ringing the doorbell. He tried to _______________, but was found by _____________. Soon his shouting woke his wife. 6. Advertising can be a service to customers. This is true when advertisements give reliable information about the goods advertised. Such information is needed if the customer is to make a sensible choice when he buys something. It is useful in that it lets him know of the kinds of goods in the shops. Printed advertisements do this job best. Customers can collect them and compare them. They can be taken along to the shops and their statements can be checked against and actual goods in the shops. Some advertisements are not very useful to the customers. Instead of helping the customer to satisfy his real needs, they set out to make him want things. They set out to make us believe that what they advertise will make us cleverer, prettier, more handsome, if only we use it. The voice on TV says, Getaway people use XYZ petrol. The screen shows a picture of petrol pump for a fast expensive car owned by a boy with a pretty girlfriend. They drive off to the wonderful country or a lovely beach. Some people may feel that clever, successful people use XYZ petrol. Some might choose that petrol every time they fill up their cars. Skill: _______________________ Summary: 7..Students should think now about what extracurricular (课外的) activities they'd like to participate in. Participating in extracurricular activities may help you deepen your physical, creative, social, political, and career interests by bringing you into communication with other like-minded people you didn’t previously know. You can join groups as a way to get support from other students. A club or group can also be a great way to meet people who are different from you. Lots of youth programs bring people together with those who are different as a way to break down the barriers between people. Participating in extracurricular activities helps you in other ways, too. It looks good on college and job applications and shows admissions officers and employers you're well-rounded and responsible. Specific activities help with specific goals. The most basic reason for joining a club or team is that it gives you something better to do than staring at the wall, wandering the hall, or sleeping all afternoon. People who are participating are less likely to pick up bad habits, like smoking or drinking. Skill: ______________________________________ Summary: Ⅳ.积累模板Some Summary Models for You 要注意归纳和积累summary中常用的句式或模板。 A.如议论文的概要通常可以如此开头： The essay/passage/author highlights the importance of encouragement for students. The essay/passage/author argues in support of , stating that The essay/passage/author argues that we must not only value those who come first or are the best in any field but the others whose effort push them to success. The essay/passage/author discusses the impact of email. The essay/passage/author compares friendship with the comfort of home. The essay/passage/author outlines the harmful effects of smoking. B.而记叙文的概要则可以从以下模板中选择： The passage/story is about a misunderstanding between a student and a teacher. The author tells us a story about a ________. The passage is a story about ________. According to the passage, the hero in the story ________. C.通用型模板： According to the passage, we know This article is mainly about The writer states that As can be learn this passage, - - - The passage says that In this passage, the writer mainly tells us his experience of 另外，更具体一点： (1) 记叙文概要模板 a.点明写作目的类： The writer tells us(主题)by showing us an example of, who/which(故事情节). b.作者经历类： In the passage, the writer mainly tells us his experience of doing sth, which c. 他人经历类： This passage is mainly about sb’s experience of doing sth.. (2) 议论文概要模板 The article gives the view that should/shouldn’t(主题). ..(补充论据). The passage highlights(强调) the importance of sth.. The author argues that (3) 说明文概要模板 a. 现象揭示类： This article points out the common phenomenon ----(主题), which.(补充解释). b. 利弊对比类： The article compares the disadvantages/ benefits of A and B. Awhile B The passage discusses the impact(影响)of sth. On the positive side, but it may also. c. 研究显示类： The study reveals(揭露) that The purpose of the report is to show that 附：练习参考答案： I. 定技巧：结合相关技巧，重新组句。练习 1) because 2) not succeed 3) of great importance 4) be given; which 5) instead of II. 练习篇---- 学以致用。 : Omit the details There are some tips for children to follow so that they can get on well with their parents. 2. Skill2: Omit the examples. It is quite natural that we children look at the same problem differently from our parents. 3. Skill4: Put the main points of a dialogue in indirect speech. Kate suggested that Paul should eat less salt. But Paul disagreed. He said that food without salt would be tasteless. 4. Skill3: Use general(概括性) words instead of specific (具体的) words. She brought home a lot of books and magazines to read during the vacation. 5. Summary: On arriving home at about two in the morning, the writer failed to wake up his wife by the doorbell. He tried to climb towards the bedroom window, but was found by a policeman. Soon his shouting woke his wife.(40 words) 6. Skill: ①段意合并法 (topic sentences or key words，if no topic sentences) Summary: Advertising can be useful when it provides customers with reliable information，while some advertisements are not the case as they are produced only to persuade customers to buy what they don’t need.(31 words) 7. 主题概括法(适合于议论文) Summary: The author (The passage) discussed the benefit of extracurricular activities including being a way to improve students’ health, widen their social circle and introduce them to new ideas and people. (30 words)

下面是关于学术论文英文摘要模板，希望对你们有帮助。

Abstract

Since Dewey developed the concept of “critical thinking”, many scholars abroadhave carried out a series of studies about improving students' critical thinking skills ineducation field. In the 1980s,critical thinking became the target of higher educationprograms in such foreign countries as the US and Canada. It has gained its widespreadattention in China only in recent years. But there are only few studies about it ineducation field. Our traditional English teaching method pays much attention to thetraining of students' linguistic knowledge and language skills but ignores thecultivation of students' critical thinking abilities. In the process of skill practice,teachers often stress the importance of memorizing vocabulary and imitating skillsrigidly,but neglect the students' abilities in analyzing problems and putting forwardinnovative solutions. Therefore, English writing teaching is affected by this andmerely attaches emphasis to train students' reading and writing skills. There are fewstudies which aim at systematically cultivating students' analysis, synthesis, summary,comparison and reasoning skills while they are writing. Therefore,this study aims atdesigning some writings tasks and teaching strategies which can be used to fostercollege students' critical thinking awareness and promote students' all-rounddevelopment.

According to six critical thinking skills,this study was carried out by requiringstudents to hand in an argumentation. All participants in this study are non-Englishmajor college freshmen from a 211 key university. The revised version of Rubric forQualitative Critical Thinking Skills Instrument was used in this study. Withquantitative and qualitative analysis,writing experiment is conducted within a wholesemester to collect data concerning students' learning behavior. Reading-to-write isused in experimental class while traditional method is adopted in control class. Thewriting scores by the experimental and control class were statistically processed bysoftware SPSS . And also the interview was launched in some of students inexperimental class to assess students' critical thinking abilities reflected in theirwritings-The final analysis indicated that EGAP writing model exerted a significantlypositive influence in improving students' critical thinking skills, especially in arousingstudents' writing enthusiasm and critical thinking awareness. Compared with controlclass, students in experimental class made big progress in writing competence. Inaddition, this study put forward some reform proposals to the teaching of Englishwriting. The study is of great value to instruct students to employ critical thinkingskills in their writing.

Abstract

A large body of research has been conducted on the effects of technology-enhancedEnglish vocabulary learning since the 1960s (Marty, 1981)。 However, no consensus hasbeen reached yet (Choo, Lin, & Pandian,2012; Mohsen & Balakumarohsen, 2011)。

Despite the fact that some narrative reviews have evaluated and explored thesecontradictory results, this study aims at quantifying the overall effectiveness oftechnology-enhanced English vocabulary learning with a different approach to review:meta-analysis and performing in-depth moderator analyses of learning method and testtype further.

Totally, twenty effect sizes from thirteen pieces of primary research are obtainedafter collecting related literature published or unpublished in recent ten years via fourchannels and selecting through three filters. Later, all the primary research is coded anddata are computed in random-effects model with software ComprehensiveMeta-Analysis.

Results show that: (1) Technology has a positively large effect on Englishvocabulary learning according to Cohen's standards as proposed in 1992 (g = 95% confidential interval of [, ])。 (2) Learning methods (intentional learning,incidental learning, and integrated learning) have impacts on the overall effectiveness.

Heterogeneity exists in the three learning methods (g = = 0,01 < )，Effectiveness of intentional learning, incidental learning and integrated learning is ^ =, g 二 , g = respectively. Incidental learning under technology-enhancedenvironment yields the largest effectiveness on English vocabulary learning. (3) Testtypes (recognition tests, recall tests,recognition + recall tests) also have impacts on theoverall effectiveness. The three test types are heterogeneous as well {Q = , p = < )。 Recognition tests, recall tests, and recognition + recall tests have effectsizes of and respectively. Technology-enhanced English vocabularylearning achieves the largest effectiveness in recognition tests.

Abstract

The present study, which is based on the Competing Values Framework (. CVF:a framework to identify the organizational effectiveness and to define organizationalculture)， aims to investigate English teachers, teaching motivation at universities, theirperception of the organizational culture in the target university,their professionalaspiration and how they affect each other. The research questions to be addressed are asfollows: (1) How do the English teachers perceive the organizational culture at theirworkplace? (2) How much effort will the teachers pay for their professionalengagement and aspiration? (3) What kinds of motivation do the English teachers in thetarget university appear to have? (4) How will the organizational culture and theprevious experience affect teachers' motivation?

This study employed four different questionnaires as the research instruments,including one demographic questionnaire and three research questionnaires, . thedemographic questionnaire, the Organizational Culture Assessment Instrument (. theOCAI) (Cameron & Quinn, 1999)，the Professional Engagement and CareerDevelopment Aspiration-scale (. the PECDA-scale) (Watt & Richardson, 2008b)，andthe Work Tasks Motivation Scale for Teachers Teaching (. the WTMST) (Fernet et al.,2008)，to investigate the above mentioned research questions. The whole investigationtook roughly 12 weeks and involved three stages: the preparation stage,the pilot study,and the main study.

The findings of the present study show that most of the teachers are intrinsicallymotivated and with identified regulation influenced by the performance culture and theclan culture which are the dominant culture types of the target research site. Results alsoindicate that the overseas experience and length of teaching experience affect teachers'perception of tixe organizational culture and motivation. The participants who haveoverseas experience tend to be more with the sense of professionalism, moreintrinsically motivated and be more confident with their competence in the academicarea; and the ones who have longer years of teaching experience are with moreidentified regulation and introjected motivation and are more committed and moreassured of staying in the education field. The participants in the target universitybasically belong to the highly engaged persisters,and the male teachers expect to be theleadership.

Abstract

Owing to the economic, social and academic needs as well as the advantages of EGAP(General Academic Purpose in Chinese College English) itself, there exist 这 great deal ofnecessity and feasibility for applying English for EGAP class. It is our understanding thatwriting plays an extremely important role in the course of EGAP and genre is a quiteinfluential factor in improving students5 writing competency. However,the investigation ofstudents' current writing situation shows that being deeply influenced by traditional writingteaching methods which emphasize grammar and vocabulary; the students have littleknowledge about genre approach theoretically or systematically and lack the awareness ofgenre. Because of this,it becomes necessary to put forward an English writing teachingapproach which is effective as well as applicable to the situation in China so as to enhancetheir writing competence.

This paper firstly gives a brief introduction to the developing trend of EGAP bydiscussing its necessity and applicability in China and the main views of two schools of genretheory, the tiieoretical foundation and genre-based approaches of three main schools of genrestudy and practice. And also,their characteristics are compared and the adaptability inChinese College EGAP class is analyzed, based on which it puts forward a modifiedGenre-based approach in EGAP writing class in order to enhance students' genre awarenessand improve their writing skills.

To achieve this, two non-English major classes of freshmen in East China University ofScience and Technology (ECUST) have been selected as the experimental class andcontrolled class, and the research lasts one semester. The Genre-based approach is applied inthe experimental class following a modified Genre-based approach. And a comparison hasbeen made on the same subject at the beginning and the end of the semester and thecomparison and contrast between the experimental class and controlled class have also beenmade. Owing to various factors,such as learning motivation, different students show variedextent of acceptance to certain teaching approaches. Therefore, emphasis has not only beenput on the overall changes,but also on the individual differences.

There are three hypotheses:

1. Can Genre-based approach enhance students' genre awareness? 2. Can “genreawareness” really improve students' writing ability in EGAP? If the students can get overallimprovement, is there any difference in gender and the students with diverse learningaptitudes because of the individual difference? If some students fail to improve, what's thepossible reason behind it? 3. Will Chinese students accept and adapt to Genre-basedApproach?

Three sets of data from six writing assignments, writing in final-term examination andquestionnaires are collected and analyzed with the help of the software SPSS . And thestudy indicates that: (1) Genre-based approach has a significant effect in sensitizing students'genre awareness, improving holistic writing competence; (2) during the whole experimentalprocess, girls have a stable superiority over boys, however, boys' improvement fluctuation iscomparatively obvious; (3) students of medium efficiency have the greatest potential to makebig improvement; (4) Unavoidably, in this research there are some students who fail to gainimprovement in terms of writing ability or get changed in terms of writing notions, andthrough analysis it has been found that the main objective reasons are: the difficulty ofwriting itself,the differences of culture and ways of thinking between east and west,thelimited teaching period, etc.; and subjective reasons mainly come from: the limitedcompetence of students themselves, the lack of interest in English writing, etc(5) aoverwhelming majority of students are liable to accept this approach and able to adapt to itpretty well, yet acceptation is not absolutely accompanied by adaptation; (6) feedback is adispensable part in English writing teaching, and more specific feedback will bring strongermotivation in students' self-correcting and developing;In the end,the author presents some limitations in her research and hopes that this cangive some hints and tips to further research in EFL writing classes.

Abstract

In college English listening & speaking classrooms, language and other semioticsystems cooperate together to help students construct meaning. It can be reflected inthe design of textbooks and the use of audios, videos and images, etc. Thus, in thisthesis, the theoretical foundation is the theory of multimodal discourse analysis (MDA)derived from Systemic Functional Linguistics and Social Semiotics. The essence ofMDA is that other semiotic resources such as: images, audios, etc. are as important aslanguage in the meaning-making system. Visual Grammar, Acoustical Grammar andthe integrated frameworks of MDA are the main analysis approaches in this thesis.

Meanwhile, the results of the teaching investigation and the MDA for textbooksare the practical foundation for the multimodal teaching design, providing feasibleand effective suggestions in this thesis. According to the results, it can be concludedthat students have more or less realized multimodality in this course and argue thatmultimodality should be used in moderation; multimodal classroom activities, socialcontent, etc. should be brought into the class; teachers should remind students to payattention to images, fonts change and other multimodal factors in textbooks.

Therefore, when conducting the multimodal teaching design, attention should bepaid to: (1) Modalities influence each other with clear priorities in this course. (2)Words modality and acoustical modality are the primary modalities, while othermodalities are just used as tools to provide supplementary information and to improveteaching efficiency. (3) The chosen modalities should provide supplementaryinformation to make the learning material more easily understood and help studentsconcentrate. Then, on the basis of the above principles and the writer's teachingexperience, a sample teaching design has been worked out, then its' feasibility andeffectiveness have been verified by an empirical study with the method of interview.

Abstract

Degree adverbs play a crucial role in daily language communication. However,owing to their wide varieties and similar meanings, it is hard for language learners toreally master their meanings and usages.

With the aid of AntConc and based on the corpora of FROWN (TheFreiburg-Brown Corpus of American English)，FLOB (The Freiburg-LOB Corpus ofBritish English) and CLEC (Chinese Learner English Corpus)， the study aims tocompare the actual use of common English degree adverbs in terms of semanticprosody between Chinese EFL learners and native English speakers. The researchprocedures consist of two steps. First, AntConc is launched to extractconcordance lines of the target node words in each corpus and the semantic featuresof the node words' collocates are analyzed; then, the semantic prosodies of these nodewords are summarized and comparisons are made between the two corpora.

The results indicate that there are differences as well as similarities betweennative English speakers and Chinese learners in their use of semantic prosody.

Chinese EFL learners tend to underuse the negative semantic prosodies of fairly,highly, and totally?,overuse the negative semantic prosodies of extremely; and misusethe semantic prosody of terribly. The results also show that some problems exist inChinese learners' use of semantic prosodies of degree adverbs, and the reasons mayinclude their first language transfer, intralingual transfer, and the lack of informationabout the semantic prosody in dictionaries and textbooks.

中英论文摘要模板

英文论文摘要模板

英文论文摘要怎么写，你会写了吗?下面是我为大家收集的关于英文论文摘要模板，希望能够帮到大家!

ABSTRACT

As an important part of Chinese academic journals, sci-tech periodicalshave great significance to the spread of knowledge of science and to thedevelopment of technology. The level of internationalization of a sci-tec journalrepresents its recognition degree in the field of international publishing,besides, it is also a key criteria of the success for launching the journals. Thereare the largest number of sci-tech periodicals launched in Beijing, which leadsto a central role that taken by this area. Therefore, result from the researchwhich focus in Beijing can, to a certain extent, reflect the international level ofChinese sci-tech periodicals.

This paper is divided into six chapters: Chapter one is a brief review of theacademic theories and description about the practice status and the currentsystem of Chinese sci-tech periodicals. Also, it summarizes the stages andcharacteristics of the development of sci-tech periodicals in Beijing. In chaptertwo, it provides the historical foundation, system condition and thedevelopment of digital technology for the following analysis. Chapter three, tofive respectively elaborates the current situation of the development of sci-techperiodicals in Beijing area by 3 aspects: content innovation, business strategyand media. In chapter six, it concluded the problems that China's sci-techperiodicals are facing during the globalization and then provides possiblecountermeasures based on the analysis in previous chapters.

Key Words: Beijing; sci-tech periodicals; internationalization; impact factor

Abstract

Within the framework of feminism and archetypal criticism, this thesis, by taking ThePassion of New Eve as its discourse, analyzes and discusses Angela Carter's application ofdemythologizing as a feminist strategy. By rewriting and subverting those female archetypes,Carter aims to break the fetters and shackles of patriarchy, exploring the way to women'sliberation as well as the reconciliation between two genders.

Believing that human society has been established on patriarchy, feminists endeavor tochange women's subordinate status and achieve gender equality. Archetypal criticism, as oneof the most influential branches in literary criticism,regards myth as the origin of literature.

Myths,especially the Bible,cover all the forms and motifs known as archetypes in literature.

As a devoted pioneer and advocator of feminism, Carter realizes that those female archetypesare usually stereotyped and dogmatic, which is actually invented by patriarchy for theoppression and exploitation of women.

Based on intensive reading and exhaustive textual analysis, this thesis illustrates Carter'sdemythologizing of three female archetypes in The Passion of New Eve, which are“Temptress,,,”Mother Goddesses“ and ”Eve“ respectively. Firstly, the sufferings that Leilahencounter in the novel reveal that ”Temptresses“ are in fact victims of patriarchy instead oforigins of disloyalty and disasters. While seen by men as objects of their sexual desires, theyalso risk self-objectification, which results in the deprivation of subjectivity as independenthuman beings. Secondly, ”Mother“ in Beulah is just an artificial myth,汪 consolatory toolfabricated by patriarchy, behind the glorification of which are patriarchal values and codes.

Thirdly, the transformative journey Eve experienced from a chauvinist to a real womandemonstrates that femininity, rather than an inherent quality, is the result of social influenceand persistent imitations.

Through the demythologizing of those female archetypes, Carter overthrows thepatriarchal hegemony as well as Utopian matriarchal dreams,offering androgyny as a potentialsolution to the current sexual conflicts. In her opinion, the real reconciliation between twogenders should be based on mutual respect and understanding, which is confirmed by theunion between the new Eve and Tristessa in The Passion of New Eve.

Keywords: female archetype; demythologizing; Angela Carter; The Passion of New Eve

Abstract

In recent years, with the development of the financial sector, more and morepeople pay attention to the financial information search. However, the traditionalkeyword search method could hardly meet the needs of financial users. Therefore,semantic search products have gained more popularity. However, the semanticparsing process is complex and diverse. During the process of the analysis oflarge-scale real text, the sentence analysis which based on word granularity is verydifficult, but after chunk analysis, the accuracy can be significantly improved andthe complexity can be clearly reduced. At present, the user input method is almostthe Pinyin input method, thus it could probably happen that the input phonetic lettersare correct, while the Chinese character is wrong. In order to achieve the purpose ofimproving the user experience, the Pinyin text proofreading appears.

The content of this paper is a pretreatment subsystem of the finance Q & Asystem, and it contains two functions, Pinyin text proofreading and chunk partition.

Text proofreading is based on Pinyin, in the first place, putting the query sequenceinto phonetic sequence. Then it uses the multiple grammars, three grammars and twogrammars to fill the Chinese characters sequence. And if there is no ambiguity whenfilling, then it uses the text proofreading, otherwise, ignores the text proofreading.

For the chunk partition, this paper uses three different methods: the method ofthe shortest path chunk partition, the method of CRF chunk partition and the methodof neural network chunk partition. The subsystem designed and implemented thethree methods. The shortest path chunk partition is similar to the dictionary wordsegmentation method. CRF chunk partition divided the problem into the annotationproblem, through getting the optimal sequence labels, to reach the purpose of chunkpartition. Chunk neural network chunk partition is based on word segmentation,changing the query sequence into a sequence of nodes. If the sequence of possibilityimproved after adding chunk tag on each node sequence, the tag position is a chunkposition.

In practical test, the shortest path chunk partition based on the dictionary,cannot process the query which is not in the dictionary of chunk. CRF chunkpartition can solve the unknown chunk query, but the mark information is too simplewhen the training corpus increased,and the error percentage of results increasedsignificantly. When using neural networks in chunk partition, the predicted timeincreases significantly, however, the query generalization is a good idea. Throughthe above research, a reasonable way to chunk partition is the CRF method, whichproperly uses the query generalization.

Finally after testing, the pretreatment subsystem has not only met the needs ofthe finance Q & A system, largely improving the financial Q & A system userexperience, but also reduces the analytical complexity, significantly improved thecorrectness and performance.

Keywords: Pretreatment system question analysis, chunk, text proofreading, CRF,neural network

下面是关于学术论文英文摘要模板，希望对你们有帮助。

Abstract

There are three hypotheses:

Abstract

The results indicate that there are differences as well as similarities betweennative English speakers and Chinese learners in their use of semantic prosody.

论文摘要英语模板

英语论文格式模板

英文论文格式均以美国土木工程师协会出版社发布的标准格式为准。

英语论文用激光打印机打印，打印稿为黑白稿，彩色打印件会影响出版效果。版心：a4纸，上、下页边距 cm，左、右页边距均为 mm。论文内容宽不得超过，长不得超过。

字体和字号：正文，标题，作者联络信息和图表中的文字均为times new roman 12号字。可以跟据需要使用同类字体中的粗体，斜体。

行距：单倍行距。

页码：论文正文和文后所附图例都需添加页码。页码为阿拉伯数字，位于页面下方居中。

文体：文章应语法正确，技术用词准确。标题应该以最简洁的语言概括文章内容。如果标题较长，请采用title: subtitle的形式。

数学公式：文中的数学公式不得手写，必须打印。公式如果在文中多次被引用，应该编号。公式之间，公式和正文之间都应该空一行。单位：文中所用的度量衡单位应为国际单位。可在括号内，单位对应表中列出其他单位。有关国际单位的使用(standard practice for use of the international system of units)可以通过电话1-向asce索取。其他相关使用参考文献，如anmc metric editorial guide， 5th ed，1992 可向美国国家公制协会索取(american national metric council， 1735n. lynn street， suite 950， arlington， va 22209-2022)

图表：

标题说明和图例：插入的图表应该以出现顺序编号(figure 1，figure 2，table 1，table 2)。图的说明和标题，包括图的序号应该位于图的下方。表的说明和标题，包括表的序号应该位于表格上方。

位置：图可以插入到正文中，或者集中放在文章最后。如果在正文中插入图，尽量放在页面的顶部或尾部。不要选择文字环绕图形的对齐方式，可选择上下环绕方式。

底纹：插图中不要选择带阴影或底纹，否则会影响印刷效果。

照片：如果文中需要附上照片，在文中出现照片的地方贴上其黑白光面冲洗照片，标题说明位于照片下方。照片将和正文一起缩印，请不要提供彩色照片，以免影响印刷效果。

扫描图：印刷后的扫描图不如原件清晰。如果文中有扫描图，请提供灰色色标扫描图。

作者联络信息：请用横线和正文隔开。联络信息可以为一位作者或所有作者的，包括以下内容：作者全名;所属学会;学历或授予的荣誉;所在单位;通讯地址和电子邮箱;电话和传真。

参考文献：所有参考文献为单倍行距，放在文章最后，按照第一作者姓氏的字母顺序排列。如有同一作者的两篇以上文献，按出版年代先后排列。正文中引用参考文献时，作者和出版年代应该放入括号内。由于上标缩印后会变小，难于辨认，正文中不使用上标标注参考文献。所列出的参考文献应当在正文中都有所引用，如果正文中没有引用，请将文献列入文章最后的附加信息(additional information)部分，或者相关材料(related materials)部分。

基本论文格式

论文一般由题名、作者、摘要、关键词、正文、参考文献和附录等部分组成，其中部分组成(例如附录)可有可无。论文各组成的'排序为：题名、作者、摘要、关键词、英文题名、英文摘要、英文关键词、正文、参考文献、附录和致谢。

1、毕业论文格式的写作顺序是：标题、作者班级、作者姓名、指导教师姓名、中文摘要及关键词、英文摘要及英文关键词、正文、参考文献。

2、毕业论文中附表的表头应写在表的上面，居中;论文附图的图题应写在图的下面，居中。按表、图、公式在论文中出现的先后顺序分别编号。

3、毕业论文中参考文献的书写格式严格按以下顺序：序号、作者姓名、书名(或文章名)、出版社(或期刊名)、出版或发表时间。

4、论文格式的字体：各类标题(包括参考文献标题)用粗宋体;作者姓名、指导教师姓名、摘要、关键词、图表名、参考文献内容用楷体;正文、图表、页眉、页脚中的文字用宋体;英文用TimesNewRoman字体。

5、论文格式的字号：论文题目用三号字体，居中;一级标题用四号字体;二级标题、三级标题用小四号字体;页眉、页脚用小五号字体;其它用五号字体;图、表名居中。

6、格式正文打印页码，下面居中。

7、论文打印纸张规格：A4210297毫米。

8、在文件选项下的页面设置选项中，字符数/行数选使用默认字符数;页边距设为上：3厘米;下：厘米;左：厘米;右：厘米;装订线：厘米;装订线位置：左侧;页眉：厘米;页脚厘米。

9、在格式选项下的段落设置选项中，缩进选0厘米，间距选0磅，行距选倍，特殊格式选(无)，调整右缩进选项为空，根据页面设置确定行高格线选项为空。

10、页眉用小五号字体打印XX大学XX学院20XX级XX专业学年论文字样，并左对齐。

11、使用软件：MicrosoftWord2000以上版本。

文献注释

注释不同于参考文献。参考文献是作者写作论著时所参考的文献书目，集中列于文末。而注释则是作者对正文中某一内容作进一步解释或补充说明的文字，不要列入文末的参考文献，而要作为注释放在页下，用①②标识序号。注释中提到的论著保持通常格式，如：

①与正文部分空出两行;②按照文中的索引编号分别或合并注释;③注释采用五号黑体，注释内容汉语采用小五号宋体，英语采用Times New Roman 9号。

英文摘要只需抓住两点即可：汉语的归纳概括和英语的清晰表述。

所以，要写出一篇高分的摘要，考生应具备两种基本能力：首先应具备理解原文、掌握全文中心思想的能力。其次应具备用简练的语言将原文的中心思想表达出来的能力。这也正好与《大纲》中规定的小作文的测试要点“归纳、概括、表述”相一致。

模板句型：

开头句：自我介绍、说明写信目的。

I’m interested in … Could you provide me with more details?

我对……感兴趣，你能提供我更多的细节吗？

I would be very grateful to you if you let me know.

如果你让我知道，我将非常感谢你。

结尾句：表示感谢，期盼回复。

I am expecting your early reply/ your immediate response.

我期待着你的早日答复。

Your prompt attention to this letter would be highly appreciated.

如能及时收到此信，我们将不胜感激。