毕业论文格式要求-示例说明1(含封面、前五页、正文)

PAGEPAGEI论文中，英文用TimesNewRoman字体，汉语用宋体，行距1.5倍。本页皆居中。论文中，英文用TimesNewRoman字体，汉语用宋体，行距1.5倍。本页皆居中。StrategiesandSkillsforPromotingListeningCompetence居中，TimesNewRoman三号，黑正体。如有副标题，用冒号将主、副标题隔开。题目中实词的首字母大写，虚词除三个音节以上的单词外都小写。居中，TimesNewRoman三号，黑正体。如有副标题，用冒号将主、副标题隔开。题目中实词的首字母大写，虚词除三个音节以上的单词外都小写。以下TimesNewRoman小三号，斜体。以下TimesNewRoman小三号，斜体。AThesisSubmittedforObtainingtheB.A.DegreefromSchoolofForeignLanguages,HubeiByZhangSanSupervisedByA/Prof.DengYaliMay26,2012居中，TimesNewRoman，三号，正体。Signature居中，TimesNewRoman，三号，正体。首行右缩4字符，TimesNewRoman小四号，题目名用斜体，其它正体，行距1.5倍，两端对齐。ThethesisStrategiesandSkillsforPromotingListeningCompetencebyZhangSanwasreviewedandapprovedbyA/Prof.DengYalionMay26,2012首行右缩4字符，TimesNewRoman小四号，题目名用斜体，其它正体，行距1.5倍，两端对齐。Supervisor________________(Signature)Acknowledgements此部分只是一个范本但切忌千篇一律！！！此部分只是一个范本但切忌千篇一律！！！首行右缩4字符，TimesNewRoman，小四号正体，行距1.5倍，两端对齐。居中，TimesNewRoman，三号，正体。ThepaperwascompletedonMay26,2012,andmanypeoplehavehelpedwithit.HereIwouldparticularlyliketoacknowledgemyrespectablesupervisor,A/Prof.DengYali,forthevaluableadvicethatshehasgiventomeinthewritingofthispaper,inadditiontowhatshehastaughtinherclassonhowtoprepareandwritethepaper.IalsowanttoacknowledgetheteachersinForeignLanguagesandLiteratureDepartmentofHubeiUniversityofTraditionalChineseMedicinewhohaveprovidedmewithrichinformationandgivenmegreatencouragement.Besides,myfriendsshouldalsobeacknowledgedfortheirkindandgeneroushelp.首行右缩4字符，TimesNewRoman，小四号正体，行距1.5倍，两端对齐。居中，TimesNewRoman，三号，正体。需要原创、真实性的致谢，不能照搬上述范文！PAGE6英文摘要首行顶格，TimesNewRoman五号正体，行距1.5倍，两端对齐。Abstract:Anumberofpeoplehavefrequentlymadethepointthatthetotaltimeandindividualengagementincommunication;approximately9%ofwhichisdevotedtowriting,16%toreading,……………………………………………………………………….英文摘要首行顶格，TimesNewRoman五号正体，行距1.5倍，两端对齐。Keywords:promotingEnglishlistening;strategies;skillsAbstractAbstract和Keywords黑体，五号正体。关键词应是3至5个名词，分号隔开。

中文摘要首行顶格，宋体，五号字，行距1.5倍，两端对齐。摘要：据统计，听、说、读、写在人们的语言使用中各占的时间比重一般是听45%，说30%，读16%，写9%，中文摘要首行顶格，宋体，五号字，行距1.5倍，两端对齐。……………………………………。关键词:英语听力的提高；策略；技巧““摘要”和“关键词”黑体，五号正体。关键词应是3至5个名词，分号隔开。

居中，TimesNewRoman，三号，正体。前三项与后面正文的目录间隔两行。Contents目录自动生成，其生成步骤：1、在正文中对各级标题根据级别设置章节目录：先选定一个标题，然后在“样式”中选定相应级别的“标题”。2、在目录页选定位置上生成论文目录：在“居中，TimesNewRoman，三号，正体。前三项与后面正文的目录间隔两行。目录自动生成，其生成步骤：1、在正文中对各级标题根据级别设置章节目录：先选定一个标题，然后在“样式”中选定相应级别的“标题”。2、在目录页选定位置上生成论文目录：在“插入”中选“索引和目录”，再在其中选“目录”后确定即可。（注意：1、目录中的“Abstract”和“Acknowledgements”需要手工填写。2、如果生成的目录中的字体、字号等跟规定不符，只要将所有目录项目选中后作相应调整即可。）Acknowledgements …………IAbstractinEnglish …………IIAbstractinChinese ….IIITOC\o"1-3"1.0Introduction 12.0LiteratureReview 23.0ListeningComprehensionProcess 23.1TheStageoftheLanguageReceiving 33.2TheStageofComprehension 33.3TheStageofGeneralCognition 34.0CharacteristicsoftheListeningProcess 34.1Spontaneity 34.2Context 44.3VisualClues 44.4Listener’sResponse 44.5Speaker’sAdjustment 45.0CommonListeningBarriers 45.1LowSpeed 45.2ShortageofImaginationandAbility 45.3.NotSeizingtheMainPoints 45.4LackofBackgroundInformation 45.5LackofCoherentRememberingAbility 46.0TheWaystoImproveCollegeEnglishListening 46.1Pronunciation 56.2.Vocabulary 56.3.BackgroundKnowledge 56.4Notes 56.5.Multi-media 56.5.1IssuesaboutTraditionalListeningEducationalModel 56.5.2TheUseofModernTeachingEquipment 56.5.3Practice 57.0TheWaystoImproveYourListeningSkillsandAbility 57.1.Listening 67.1.1Listen-reallyListen-toOnePersonforOneDay. 67.1.2CreateaReceptiveListeningEnvironment. 67.1.3Don’tTalkWhenI’mInterrupting. 67.1.4Don’tOverdoIt. 67.1.5PracticeMind-mapping. 67.1.6BeAlerttoYourBodyLanguage 67.1.7AbstainFromJudging 67.1.8ListenWithEmpathy 67.1.9BeSensitivetoEmotionalDeafSpots 67.1.10CreateandUseanActive-listeningAttitude 67.2Speaking 67.3Reading 77.4Writing 77.5TipsforBeingaGoodListener 77.5.1PayAttention 77.5.2ShowThatYouAreListening 77.5.3ProvideFeedback 77.5.4DeferJudgment 77.5.5RespondAppropriately 78.0Conclusion 7Bibliography 8Appendices 10注意：1、目录的页码和正文分开的方法是：1)在目录后面插入一个“分节符（下一页）”，例如在目录部分通过“插入－－页码－－格式，设置页码格式为I、II、III……”，确定。2)在正文部分：插入－－页码－－格式－－设置格式为“1、2、3……”，记得将下面的“续前节”改为“起始页码”输入数字1即可。2、如果自动生成的目录部分都是大写字母，请全选整个目录，按右键，把“字体”栏目下的“小型大写字母”取消，然后把字体改为TimesNewRoman即可。3、Appendices可根据论文的需要取舍。标题左顶格，TimesNewRoman四号字，黑体正体。一级标题与段后间距1.5倍（下同）。正文排版两端对齐。各级标题序号如1.0与后面的标题要点间空两格,中间无标点。以下同。1.0Introduction标题左顶格，TimesNewRoman四号字，黑体正体。一级标题与段后间距1.5倍（下同）。正文排版两端对齐。各级标题序号如1.0与后面的标题要点间空两格,中间无标点。以下同。Withthenumerouscountries’entryintoWTO,thefutureworldeconomywillrealizetheintegration,andthisalsorequeststhelanguageintegration,namelyintheworldwidescale,soaninternationallanguageisneeded,andEnglishissuchakindoflanguage.Itishardtoimproveone’sEnglishlisteningcomprehension,thoughaccordingtotheforeignlanguagestudy,45%informationisobtainedfromlistening,30%fromspeaking,16%fromreading,and9%fromwriting.ThesedatashowthatEnglishlisteningplaysanimportantroleinEnglishlearning.Moreover,theauthorknowsfromtheinvestigationandstudythatmanypeoplealreadybegintousemodernteachingdevicesuchasthebroadcast,television,radio,cassetteplayer,VCD,computerandothermultimediatoolstotraintheirlisteningability.ItisdifficulttolearnEnglishlisteningformanystudents.……注意：所有一级标题用四号黑体;一级标题与前段之间空一行，与后段间距1.5倍行距；所有二级及以下标题用小四号（不黑体），与前段间距1.5行距;所有正文内容用五号;英文用TimesNewRoman，中文用宋体；正文行距为1.5倍;内注格式一般为(姓氏，年份：页码)。引言前若指出了作者，内注只需列出（时间：页码）。标点符号一定要用英文状态下的双引号，英文内容中其它标点也必须用英文状态下的相应符号。内注格式：(姓氏，年份：页码)。如果引用的是古代人的话，如孔子等，但编书的作者（或译者）是另一个人，如张先生等，内注中的时间为参阅版本的出版时间和页码，如（张先生，1986：28），但后面的参考文献一般列为：原说话人+编者（译者）+书名（作品名）+文献标注+出版社地（期刊名及刊号）+出版时间+参考页码各级标题中实词和虚词三个音节以上的首字母大写内注格式一般为(姓氏，年份：页码)。引言前若指出了作者，内注只需列出（时间：页码）。标点符号一定要用英文状态下的双引号，英文内容中其它标点也必须用英文状态下的相应符号。内注格式：(姓氏，年份：页码)。如果引用的是古代人的话，如孔子等，但编书的作者（或译者）是另一个人，如张先生等，内注中的时间为参阅版本的出版时间和页码，如（张先生，1986：28），但后面的参考文献一般列为：原说话人+编者（译者）+书名（作品名）+文献标注+出版社地（期刊名及刊号）+出版时间+参考页码各级标题中实词和虚词三个音节以上的首字母大写。3.0ListeningComprehensionProcess内注格式：(姓氏，年份：页码)。二级以下标题与前段间距也为1.5倍行距左边距后缩2个字（下同）。Listeningisakindofcomplicatedprocess,asWallace(1992:37-38)proposes,“itisnotjustaquestionofinterpretingthedescriptionoffacts,phenomena,orbehaviorbutofbeingawareofarangeofdifferentattitudestothem,evenifwedonotpersonallysharethoseattitudes”.Duringlistening,“eachsourceofinformationcontributingtoacomprehensivereconstructionofthemeaningofthetext”(Eskey,1988:94).Thatis,…….内注格式：(姓氏，年份：页码)。二级以下标题与前段间距也为1.5倍行距左边距后缩2个字（下同）。3.1TheStageoftheLanguageReceivingThestageofthelanguagereceivingisthefirststepofthelisteningcomprehension.Inthisstage,listenersmainlyidentifysomecharactersfromobjectivelanguagespronunciation,syntaxandmeaningofaword,andthenreceiveaswellasanalyzethisinformation.Forexample,…….3.2TheStageofComprehensionComprehensionisacomplicatedandmulti-gradationprocess.Itisnotonlyaprocessthatdistinguishespronunciation,wordandsentencetocomprehendthewholearticle,butalsoaprocessrequeststhecoherenceinthebeginningandtheending,thinkoverandoveragain,andadeepunderstand.Inthisstage,3.3TheStageofGeneralCognitionThemaintaskofthisstageistoanalyze,chooseandarrangetheinformationthatheardandkeptintheshort-termmemory,andthenkeepinthelong-termmemory,foraccumulatingtheknowledgeinlisteningchannel.Atthistime,becausethelisteners’capacityof……4.0CharacteristicsoftheListeningProcessFromtheprevioussectionthelistenershaveseenthatthereisagreatvarietyofsituationswheretheyneedtolistentoEnglish.Itisimportanttounderstandthecharacteristicsorprocessesbehindtheselisteningsituationssothattheteacherscandesignappropriateactivitiestostudentsdevelopeffectivelisteningstrategies.Generallyspeaking,listeninginreallifehasfivecharacteristics,thatis,Spontaneity,Context,VisualClues,Listener’sResponseandSpeaker’sAdjustment.(Ur,1984:21-34)……4.1SpontaneityWhilesomeofthethingsthatthelistenerslistentoberehearsed,e.g.radionews,televisionnewsandshows,movies,theater,andsomeformallectures,…4.2ContextBoththelistenerandthespeakerinreallifeusuallyknowthecontextoflistening.Inotherwords,…….4.3VisualCluesThelistenerscanfrequentlyseethepersonwhomtheyarelisteningto.Thismeans……4.4Listener’sResponseMostofthelisteningindailylifeallowsthelistenertorespondtothespeaker,suchas…….4.5Speaker’sAdjustmentInmostcases,thespeakeristalkingdirectlytothelistener,soheorshecanadjustthewayof…….5.0CommonListeningBarriersListeningasanimportantcomprehensiveskillisbeingpaidattentiontoandgraspedbymoreandmorepeople.Simultaneouslypeopledeeplyfeelthedifficultyingraspingthisskill.Accordingtoinvestigationandresearch,theauthordiscoveredthatthelistener'sdifficultymainlydisplayedinthefollowingseveralaspects:5.1LowSpeedTheauthorfrequentlyhearsthatlistenerscomplainaboutthelisteningspeedexcessivelyfast,theinformationflashedand……5.2ShortageofImaginationandAbilityMajoritylistenerstrytheirbesttounderstandthewholearticlewordbyword,assoonasstudentsmeetdifficultiesinoneword,…….5.3.NotSeizingtheMainPointsAsifsomelistenerunderstoodeachsentence,butcannotspeakouttherealmeaningofthewholetext,becausetheyarenotgoodatgainingthemainpointsand…….5.4LackofBackgroundInformationWeoftendiscoverthatwhenlistenerhearsomefamiliarmaterials,itiseasyforthemto……5.5LackofCoherentRememberingAbilityThelistenercanunderstandthewordmeaning,butcannotrememberthecontentsafterlistening,whentheylistentothefollowingcontentsandthentheyforgettheformercontents,……6.0TheWaystoImproveCollegeEnglishListeningInaword,listeningisthesynthesisapplicationabilityofpronunciation,grammarandvocabulary……..6.1PronunciationEspecialthefirststepoflisteningcomprehensionisthatacceptspronunciationinformation,therefore……引文来源：(姓氏and姓氏，年份：页码)Atthesametime,article,somepronoun,auxiliary,conjunctionandsomeprepositionsaregenerallynotstressedinsentencefromthespokenlanguagegrammar.Aresearchindicatesthatthereare19commonwordsareweak-readon90%occasionsincontinuityconversation,suchas:at,of,the,to,as,and,or,a,his,an,but,been,for,her,we,he,shall,was,themandsoon（DickandBaley,1991:21-26）…….引文来源：(姓氏and姓氏，年份：页码)6.2.Vocabulary……Obviously,toassociateandinferpositivelythroughthewordmeaningismoreadvantageousincomprehendingtherealconnotation.6.3.BackgroundKnowledgeEveryonecandiscoverfrequently,whenlistenersarefamiliarwithbackgroundmaterial,thelistenerscanunderstanditeasily.Onthecontrary,regardingoneselfnon-familiarorcompletelystrangecontent,achievingthesimilardegreeismore……6.4NotesThisisataskthatrequiresthelistenertotakenoteswhilelistening.Usually,itisdonewithaguideofatablewithheadinggiven.……6.5.Multi-media6.5.1IssuesaboutTraditionalListeningEducationalModelOveralongtime,listentotherecordingmaterial-checktheanswer-listentotherecordingmaterialagain.……6.5.2TheUseofModernTeachingEquipmentPuttingmultimediaandelectricalaudio-visualequipmenttouseisanimportantwaytoreformteachingmethodandrealizeteaching’smodernization……..6.5.3PracticeListeningisaskillrequiringalotofpractice.Itisrightthatpayingattentiontolisteningskill,butoncetheskillseparatesfromthepractice,itjust"beanarmchairstrategist".…….7.0TheWaystoImproveYourListeningSkillsandAbilityThepurposeofmiddleschoolEnglishteachingistoimprovethestudents'fourskillsoflistening,speaking,readingandwriting,Butthisisnotthefinalpurpose.Thefinalpurposeistolotletstudentsbeabletousethelanguage7.1.ListeningTheteachersoftenspeakofthefourskills-listening,speaking,readingandwriting.……7.1.1Listen-reallyListen-toOnePersonforOneDay.Chooseonepersonyoucouldrelatetobetter.Committolisteningtothem-notjusthearingthem-foroneday.……7.1.2CreateaReceptiveListeningEnvironment.TurnofftheTV.Holdyourcalls.Putawayyourspreadsheetsandsilenceyourcomputer.……7.1.3Don’tTalkWhenI’mInterrupting.Ifsomeoneelseisinterrupting,avoidthetemptationtoreplyinkind.It'lljustraisethe……7.1.4Don’tOverdoIt.Sometimesnewcomerstotheskilloflisteningcangetcarriedaway.Theyknowthey'resupposedtohaveeyecontact,7.1.5PracticeMind-mapping.Anexcellentmethodfornotetakingismind-mapping.7.1.6BeAlerttoYourBodyLanguageWhatyoudowithyoureyes,face,hands,arms,legs,andposturesendsoutsignalsasto7.1.7AbstainFromJudgingAssomeoneonceadvised,Growantennae,nothorns.Ifyouprejudgesomeoneasshallowor7.1.8ListenWithEmpathyNomatterhowoutrageous,inconsiderate,false,self-centered,orpompoustheperson7.1.9BeSensitivetoEmotionalDeafSpotsDeafspotsarewordsthatmakeyourmindwanderorgooffonamentaltangent.They7.1.10CreateandUseanActive-listeningAttitudeLearningtobeanactivelistenerislikelearningtobeanactivejogger.Ittakeseffort.7.2SpeakingSpeakingcan'tbetaughtseparately.Itisoftenconnectedwithlistening.Soweoftenspeakoflisteningandspeaking.……7.3ReadingReadingisanimportantwayofgaininginformationinforeignlanguagelearning,……7.4WritingWritingisonewayofprovidingvarietyinclassroomprocedures.Itprovidesastudentwith……7.5TipsforBeingaGoodListener7.5.1PayAttentionGivethespeakeryourundividedattentionandacknowledgethemessage.Recognizethat7.5.2ShowThatYouAreListeningUseyourownbodylanguageandgesturestoconveyyourattention7.5.3ProvideFeedbackOurpersonalfilters,assumptions,judgments,andbeliefscandistortwhatwehear.7.5.4DeferJudgmentInterruptingisawasteoftime.Itfrustratesthespeakerandlimitsfullunderstandingofthemessage.7.5.5RespondAppropriatelyActivelisteningisamodelforrespectandunderstanding.Youaregaininginformationand8.0ConclusionInbrief,listeningcomprehensionnotonlyrequeststhelistenerstohavegoodlanguageknowledgeandnon-languageskill,butalsoneedsthelistenertotransfereachlanguagefactorandthenon-languagefactorasfaraspossible,suchaspronunciation,syntax,wordmeaning,backgroundknowledge,listeningskill,individualexperienceandsoon,ofcourse,…….PAGE10参考文献另起一页。顶格TimesNewRoman，四号黑体，多倍行距1.25个值。英文书名、期刊名斜体。单作者时，先姓（全写）后名（缩写）。名也可全写，但前要保持后一致。需标明“文献类别，出版城市名，出版社、出版时间、页码”标点符号用英文状态下的标点符号。英文文献在前，中文文献随后。英文按姓氏的字母顺序、中文按拼音首字母顺序排列。参考文献另起一页。顶格TimesNewRoman，四号黑体，多倍行距1.25个值。英文书名、期刊名斜体。单作者时，先姓（全写）后名（缩写）。名也可全写，但前要保持后一致。需标明“文献类别，出版城市名，出版社、出版时间、页码”标点符号用英文状态下的标点符号。英文文献在前，中文文献随后。英文按姓氏的字母顺序、中文按拼音首字母顺序排列。[1]序号与姓氏间空两格，第二行及下与第一行左对齐。Brown,D.TeachingbyPrinciple:AnInteractiveApproachtoLanguagePedagogy[M].北京：外语教学与研究出版社,2000:27-29.序号与姓氏间空两格，第二行及下与第一行左对齐。英文期刊名斜体，文章名不斜体，期刊需标明“年份(第几期)：起止页码”。[2]Connor,U.&K.Asenavage.PeerResponseGroupsinESLWritingCla