英語(yǔ)專(zhuān)業(yè)學(xué)位論文補(bǔ)答辯要求簡(jiǎn)介.ppt

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1,上外網(wǎng)院英語(yǔ)專(zhuān)業(yè)學(xué)位論文補(bǔ)答辯要求簡(jiǎn)介,2010年11月10日,2,簡(jiǎn)介提綱,重新提交選題或開(kāi)題報(bào)告英語(yǔ)專(zhuān)業(yè)學(xué)位論文補(bǔ)答辯的時(shí)間節(jié)點(diǎn)學(xué)位論文的基本寫(xiě)作過(guò)程與要求學(xué)位論文寫(xiě)作須知學(xué)位論文的評(píng)價(jià)標(biāo)準(zhǔn)學(xué)位論文的選題和范圍學(xué)位論文的撰寫(xiě)規(guī)范,3,重新提交選題或開(kāi)題報(bào)告,可以擇用上一次的論文選題也可以重新選題、開(kāi)題學(xué)院根據(jù)選題重新安排指導(dǎo)教師,4,學(xué)位論文補(bǔ)答辯的時(shí)間節(jié)點(diǎn),定題目:11-10指派導(dǎo)師:11-12(與導(dǎo)師聯(lián)系第一次見(jiàn)面,提交“開(kāi)題報(bào)告”及“論文指導(dǎo)記錄”)交初稿:12-3(同時(shí)遞交電子稿及“論文獨(dú)創(chuàng)性聲明”)反復(fù)修改定終稿:12-23(同時(shí)遞交電子稿及“論文評(píng)閱書(shū)”)答辯:12-25/26(論文通過(guò)者參加),5,學(xué)位論文的基本寫(xiě)作過(guò)程與要求,過(guò)程（查資料、選方向、定題目、擬提綱、寫(xiě)初稿、反復(fù)改、定終稿）選題（文學(xué)、語(yǔ)言學(xué)、語(yǔ)言與文化、翻譯、教學(xué)法）格式（標(biāo)題、摘要、引言、正文、結(jié)尾、參考書(shū)目、字體、行距）引文（正文中、參考書(shū)目、標(biāo)點(diǎn)符號(hào)）字?jǐn)?shù):5000(13~16pages),6,學(xué)位論文寫(xiě)作須知,專(zhuān)業(yè)水平（對(duì)選題的熟悉程度）寫(xiě)作能力（英文表述能力）資料來(lái)源（紙質(zhì)、網(wǎng)絡(luò)、多媒體）時(shí)間節(jié)點(diǎn)（6周：11-10~12-24）避免剽竊,7,學(xué)位論文的評(píng)價(jià)標(biāo)準(zhǔn),選題恰當(dāng)，符合專(zhuān)業(yè)論題明確，論證充分觀點(diǎn)正確，邏輯性強(qiáng)敘述清楚，層次清晰詞句達(dá)意，拼寫(xiě)無(wú)誤結(jié)構(gòu)格式，符合規(guī)范,8,學(xué)位論文的選題和范圍,文學(xué)（小說(shuō)、詩(shī)歌、戲劇、散文、流派風(fēng)格等）語(yǔ)言學(xué)（語(yǔ)法、句法、詞匯、比較等）語(yǔ)言與文化（習(xí)俗禮儀、飲食起居、影視傳媒、禁忌避諱等）翻譯（詞句、語(yǔ)篇、諺語(yǔ)、習(xí)語(yǔ)、色彩、廣告等）教學(xué)法（幼、小、中、高、大學(xué)、政策制度、理念特色等）,9,文學(xué),小說(shuō)（長(zhǎng)篇、短篇、科幻等）詩(shī)歌（律詩(shī)、自由詩(shī)等）戲?。ǜ鑴　⒁魳?lè)劇等）散文（essay）風(fēng)格流派（浪漫主義、現(xiàn)實(shí)主義、現(xiàn)代主義、意識(shí)流、黑色幽默、女性文學(xué)等）-作品人物、心理、關(guān)系評(píng)析-寫(xiě)作手法、技巧評(píng)論-作品文本、單個(gè)/多個(gè)作家比較/評(píng)論,10,語(yǔ)言學(xué)語(yǔ)言與文化,語(yǔ)法（grammar）句法（syntax）詞匯（idioms,proverbs,slangs,prepositions,euphemism,netlanguage,etc.）比較（languages）,習(xí)俗禮儀飲食起居成語(yǔ)諺語(yǔ)比喻聯(lián)想影視傳媒禁忌避諱,11,翻譯教學(xué)法,理論實(shí)踐原則標(biāo)準(zhǔn)方法技巧譯本研究語(yǔ)言比較,體制傳統(tǒng)理論流派目標(biāo)培養(yǎng)教學(xué)實(shí)踐技能訓(xùn)練案例分析,12,示例:,文學(xué)-《簡(jiǎn)愛(ài)》JaneEyre-《了不起的蓋茨比》TheGreatGatsby語(yǔ)言與文化-中美家庭教育對(duì)比AComparisonbetweenChineseandAmericanFamilyEducation,13,《簡(jiǎn)愛(ài)》JaneEyre,通讀原著數(shù)遍（版本）做好筆記-故事情節(jié)、事件順序-主要人物表（特征、彼此關(guān)系）-醞釀主題、論點(diǎn)查閱相關(guān)評(píng)論，記錄出處、頁(yè)碼擬寫(xiě)大綱，為初稿做準(zhǔn)備,14,JaneEyrebyCharlotteBronte,Plot:(4turningpoints)-FromReed’shometoBrocklehurst’sLowoodSchool-FromSchooltoThornfield-FromRochestertoMarshEnd-FromSt.JohnRiverstoRochesterCharacterlist:-ConflictsbetweenJane&Mrs.Reed,Brocklehurst,Blanche,Rochester,Bertha,St.JohnRivers-RelationshipbetweenJane&Bessie,Helen,Maria,Adle,DianaandMaryRiversTheme(s):-Desireforfamily,freedom&attitudestolove,independence-Religiousfigures:Brocklehurst,HelenBurns,&St.JohnRivers-Feministcharacters:Jane,Helen,Maria,DianaandMary-Symbols:redroom,Thornfieldfire,Bertha,&othernames,15,JaneEyre-AnOutline(I),InPursuitofDignifiedLove:ABriefAnalysisofJaneEyre’sIdealLoveThesisstatement:JaneEyre’sfinancialindependenceisessentialtoherreturntoRochester.I.Introduction(2~3pages)A.CharlotteBronte&JaneEyreB.TheplotII.Fourflights(3~4pages)A.FlightfromReed’shometoLowoodSchool(forfreedom)B.FlightfromschooltoThornfield(forindependence)C.FlightfromRochestertoMarshEnd(fordignity)D.FlightfromSt.JohntoRochester(forlove),16,JaneEyre-AnOutline(I)(cont’d),III.Twomarriagerefusals(2~3pages)A.Jane’srefusaltomarryRochester1.BecauseofBertha2.BecauseofRochester’sdominanceinloveB.Jane’srefusaltomarrySt.JohnRivers1.BecauseofRiver’sambitionandextremeself-importance2.ThemarriageisnotbasedonloveIV.JaneEyre’seventualreturntoRochester(2~3pages)A.WhenJaneisfinanciallyindependenceB.WhenRochesterisnolongerdominantC.Themarriageisbasedon“equal-footing”V.Conclusion(1page),17,JaneEyre-AnOutline(II),AFeminist’sAttitudetowardsLove,Dignity&Religion--ABriefAnalysisofMajorCharactersasDepictedinJaneEyreThesisstatement:CharlotteBronde’sdepictionofmajorcharactersinJaneEyrereflectsafeministattitudetowardslove,dignityandreligion.I.Introduction(2~3pages)A.CharlotteBronte&JaneEyreB.TheplotII.Fourflights(3~4pages)A.FlightfromReed’shometoLowoodSchool(forfreedom)B.FlightfromschooltoThornfield(forindependence)C.FlightfromRochestertoMarshEnd(fordignity)D.FlightfromSt.JohntoRochester(forlove),18,JaneEyre-AnOutline(II)(cont’d),III.FeministsasdepictedinJaneEyre(2~3pages)A.CharacteranalysisofJane,Helen,Maria,Diana&MaryB.CharacteranalysisofMrs.Reed,Blanche&BerthaIV.ReligionsasdepictedinJaneEyre(2~3pages)A.CharacteranalysisofBrocklehurstB.CharacteranalysisofHelenBurnsC.CharacteranalysisofSt.JohnRiversV.AnalysisofsymbolsasusedinJaneEyre(1~2pages)A.TheredroomB.ThornfieldfireC.BerthaVI.Conclusion(1page),19,TheGreatGatsbybyF.ScottFitzgerald,WhoKilledGatsby?--ATentativeAnalysisoftheDeathofGatsbyThesisstatement:GatsbyiskilledbythesocialnormandhisunrealisticdreamofreunionofDaisy’slove.I.Introduction(3~4pages)A.FitzgeraldandTheGreatGatsbyB.ThedeclineoftheAmericandreaminthe1920sC.TheplotII.AnalysisofGatsby(2~4pages)A.HisambitionB.HisunrealisticloveforDaisyC.Hislavishlifeandparties,20,TheGreatGatsby(cont’d),III.ThecausesofGatsby’sdeath(3~4pages)A.DaisyBuchananB.TomBuchananC.GeorgeWilsonD.TheroleofNickCarrawayIV.ThemorallessonofTheGreatGatsby(2~3pages)V.Conclusion(1~2pages),21,AComparisonbetweenAmericanandChineseFamilyEducation,WhileAmericanfamiliesstressanall-roundpersonalitydevelopment,Chinesefamiliesstriveforacademicexcellenceintheirchildren’sfamilyeducation.I.Introduction(2~3pages)A.Define“familyeducation”B.TrendsinfamilyeducationinAmericaandChinaII.AcomparisonofFEinAmerica&China(7~8pages)A.AimsofFE1.Independencevs.dependence2.Interests&processesvs.academicperformance&resultsB.Learningstrategies1.Learningbyexploringvs.rotelearningwithcorrectanswer2.Encouragecreation,innovationvs.imitation3.Teamingvs.self-based,22,AComparisonbetweenAmericanandChineseFamilyEducation(cont’d),C.Feedback1.Parents’roleandexpectationinfamilyeducation2.Positivevs.negative3.EparingandperfectingD.Physicalandpsychologicaldevelopment1.Healthy,enjoyingsportsvs.fragile,lackingexercises2.Moreopen-minded,optimisticvs.morereserved,underpressure3.Easygoingvs.lesssociableIII.Suggestionsforimprovement(2~3pages)IV.Conclusion(1~2pages),23,學(xué)位論文的撰寫(xiě)規(guī)范,如何避免剽竊APA引文格式簡(jiǎn)介學(xué)位論文文檔下載《2010英語(yǔ)專(zhuān)業(yè)學(xué)位論文格式模板》,24,如何避免剽竊(HowtoAvoidPlagiarism),何謂“剽竊”？哪種行為算是剽竊？剽竊行為的后果？如何避免剽竊？正確引用他人的文獻(xiàn)示例網(wǎng)絡(luò)軟件查剽竊(T),25,何謂“剽竊”？,借用他人的觀念或論點(diǎn)但不註明引用資料出處Plagiarism:-takingorusingother’sideas,comments,findings,theories,etc.inyourwritingwithoutacknowledgingthesourceortheauthor,26,哪種行為算是剽竊？,復(fù)制他人作品(copyandpaste)抄襲他人字句不標(biāo)明資料出處(copywithoutacknowledging)改寫(xiě)他人文句而不標(biāo)明出處(paraphrasewithoutacknowledging)購(gòu)買(mǎi)他人作品(purchase),27,剽竊行為的后果？,Whatistheconsequence?-“一票否決”(one-vote-out)-FailscoreandNosecondchance-1/5直接引用(1000words)-1/3累計(jì)引用(1600~1700words),28,如何避免剽竊？,Avoid“copyandpaste”Learntoparaphrase&acknowledgeMakenotesofthereference(author,year,page,etc.)Clarifyyoursandother’sideasWriteinChineseandthentranslate,29,正確引用他人的文獻(xiàn)示例,直接引用(directquote)間接引用(indirectquoteorparaphrasing)示例APA引用格式-論文內(nèi)引用-參考書(shū)目-標(biāo)點(diǎn)及符號(hào),30,示例：,原文：Foreignlanguagelearningisaprocessofacquiringconsciouscontrolofthepatternsofasecondlanguagelargelythroughthestudyandanalysisofthesepatternsasabodyofknowledge.–Carroll–剽竊行為:Learningaforeignlanguagereferstoaprocessthroughwhichalearneracquiresaconsciousknowledgeofthegrammarandsyntaxofthetargetlanguagebystudyingandanalyzingtheirformationandusage.,31,非剽竊行為,間接引用：AccordingtoCarroll,foreignlanguagelearningreferstoaprocessofdevelopinganawarenessofandacontroloverthepatternsofthetargetlanguagebymeansofstudyingandanalyzingthesepatternsasabodyofknowledge(1965).直接引用：JustasCarroll(1965)pointsout,foreignlanguagelearningisactually“aprocessofacquiringconsciouscontrolofthepatternsofasecondlanguage”(p.25)orthetargetlanguage.,32,APA引文格式指南,WhatisAPA?-AmericanPsychologicalAssociation-Usedmainlyforsocialsciences著作引用：-單個(gè)作者、兩人合著、多人合著-譯著、編著編著、期刊文章引用網(wǎng)絡(luò)資源引用中文文獻(xiàn)引用,33,著作引用:SingleAuthor,Author,A.A.(publicationyear).Title.PlaceofPublication:Publisher.Oxford,R.L.(1990).Languagelearningstrategies:Whateveryteachershouldknow.NewYork:NewburyHousePublisher.…in-textcitation(Oxford,1990).Dreyfus,H.(1989).Whatcomputerscan’tdo(2nded.).NewYork:Harper&Row.“…in-textcitation”(Dreyfus,1989,p.67).,34,著作引用:TwoAuthors,Author,A.,&Author,B.(publicationyear).Title.PlaceofPublication:Publisher.Forsyth,A.,&Thornhill,R.(1983).Theevolutionofinsectmating.Cambridge:HarvardUniversityPress.…insidethetext(Forsyth&Thornhill,1983).Beck,C.A.,&Sales,B.D.(2001).Familymediation:Facts,myths,andfutureprospects.Washington,DC:AmericanPsychologicalAssociation.“…insidethetext”(Beck&Sales,2001,p.76).,35,著作引用:3AuthorsorMore,Author,A.,Author,B.,&Author,C.(publicationyear).Title.PlaceofPublication:Publisher.Smith,D.,Boyd,R.,&Spoher,J.C.(1995).VirtuesVRKLtoolkit.Indianapolis:HaydenBooks.…insidethetext(Smith,Boyd&Spoher,1995).Ligon,M.,Carpenter,K.,Brown,W.,&Milsop,A.(1983).Computersintheworldofbusinesscommunications.Hartford,CT:CapitalPress.…insidethetext1sttime(Ligon,Carpenter,Brown&Milsop,1983).…insidethetext2ndtime(Ligon,etal.,1983).,36,編著引用,Author,A.,Author,B.,&Author,C.(Eds.).(publicationyear).Title.PlaceofPublication:Publisher.Higgins,J.(Ed.).(1988).Psychology.NewYork:Norton.…insidethetext(Higgins,1988).Benyon,J.,&Mackay,H.(Eds.).(1993).Computerintoclassroom.London:TheFalmerPress.…insidethetext(Benyon&Mackay,1993).,37,編著文章引用,Author,A.(publicationyear).Articletitle.InA.A.Author&B.B.Author(Eds.),Title(pp.N1-N2).PlaceofPublication:Publisher.Barlett,L.(1990).Teacherdevelopmentthroughreflectiveteaching.InJ.Richards&D.Nunan(Eds.),Secondlanguageteachereducation(pp.47-59).Cambridge:CambridgeUniversityPress.“…directquoteinsidethetext”(Barlett,1990,p.53).,38,期刊文章引用,Author,A.,&Author,B.(publicationyear).Articletitle.PeriodicalTitle,volume(issue),p1-p2.Mellers,B.A.(2000).Choiceandtherelativepleasureofconsequences.PsychologicalBulletin,126,910-924.“…insidethetext”(Mellers,2000,pp.918-919).Murzynski,J.,&Degelman,D.(1996).Bodylanguageofwomenandjudgmentsofvulnerabilitytosexualassault.JournalofAppliedSocialPsychology,26(3),1617-1626.…insidethetext(Murzynski&Degelman,1996).,39,網(wǎng)絡(luò)資源引用,Keneth,F.(2010).BackgroundsoftheTraditionalCognitiveApproachinLearningtheSecondLanguage.Retrievedfrom:“…insidethetext”(Keneth,2010,para.1).Archer,D.(n.d.).Exploringnonverbalcommunication.Retrievedfrom:http://nonverbal.ucsc.eduAPAlistofreferences.Retrievedfrom:…insidethetext(APAlistofreferences,n.d.).,40,中文參考書(shū)目格式：著作、譯著,作者:《書(shū)名》,出版地:出版社,年份。羅常培:《語(yǔ)言與文化》,北京:商務(wù)印書(shū)館,1957。…insidethetext(Luo,1957).南國(guó)農(nóng):《電化教育學(xué)》(第二版),北京:高等教育出版社,2000。束定芳、莊智象:《現(xiàn)代外語(yǔ)教學(xué)-理論、實(shí)踐與方法》,上海：上海外語(yǔ)教育出版社,1996?！啊璱nsidethetext”(Shu&Zhuang,1996,p.77).王士元主編:《語(yǔ)言與人類(lèi)交際》，廣西：廣西教育出版社，1987。[美]A.N.喬姆斯基著，徐烈炯等譯:《喬姆斯基語(yǔ)言哲學(xué)文選》,北京:商務(wù)印書(shū)館,1992。,41,中文參考書(shū)目格式：編著、雜志文章,作者:“文章名”,載于編者A和B(主編),《書(shū)名》(頁(yè)碼),出版地:出版社,年份。雷靂:“學(xué)習(xí)不良少年的自我概念與心理健康”,載于陳烜之和梁覺(jué)(主編),《邁進(jìn)中的華人心理學(xué)》(345-354),香港:中文大學(xué)出版社,2000?！璱nsidethetext(Lei,2000).作者:“文章名”,《期刊名》,年份期號(hào):頁(yè)碼。張占一、畢計(jì)萬(wàn):“如何理解和揭示對(duì)外漢語(yǔ)教學(xué)中的文化因素”,《語(yǔ)言教學(xué)與研究》,1991第四期:27-35?！啊璱nsidethetext”(Zhang&Bi,1991,p.28).,42,學(xué)位論文補(bǔ)答辯的時(shí)間節(jié)點(diǎn),定題目:11-10指派導(dǎo)師:11-12(與導(dǎo)師聯(lián)系第一次見(jiàn)面,提交“開(kāi)題報(bào)告”及“論文指導(dǎo)記錄”)交初稿:12-3(同時(shí)遞交電子稿及“論文獨(dú)創(chuàng)性聲明”)反復(fù)修改定終稿:12-23(同時(shí)遞交電子稿及“論文評(píng)閱書(shū)”)答辯:12-25/26(論文通過(guò)者參加),43,,EndofPresentation&GoodLuck,