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序论：速颁发网连系其深挚的文秘履历，出格为您挑选了11篇英文毕业论文范文。若是您须要更多首创资料，接待随时与咱们的客服教员接洽，但愿您能从中罗致灵感和常识！
Acknowledgements
英文择要在科技论文中具备首要感化，根据EiCompendex数据库对英文择要的请求，从时态、语态等方面提出了英文择要的写作法则，罗列了论文中存在的罕见标题标题标题标题标题标题题目，并提出了一些倡议。上面是学术参考网小编为您汇集清理的毕业论文称谢词英文，接待浏览！
Acknowledgements
MydeepestgratitudegoesfirstandforemosttoProfessoraaa，mysupervisor，forherconstantencouragementandguidance.Shehaswalkedmethroughallthestagesofthewritingofthisthesis.Withoutherconsistentandilluminatinginstruction，thisthesiscouldnothavereacheditspresentform.
Second，IwouldliketoexpressmyheartfeltgratitudetoProfessoraaa，wholedmeintotheworldoftranslation.IamalsogreatlyindebtedtotheprofessorsandteachersattheDepartmentofEnglish：Professordddd，Professorssss，whohaveinstructedandhelpedmealotinthepasttwoyears.
Lastmythankswouldgotomybelovedfamilyfo
1.0 媒介
近15年，文体（genre）和文体阐发（genre analysis）成为第一说话和第二说话讲授规模里的热点话题（Hyon 1996）。我国不少专家、学者都试图把这类现实操纵在具备特定寒暄方针的篇章上，如阐发农业英语论文择要（易兴霞，2006），阐发操纵说话学规模学术文章的微观和微观打算（杨瑞英，2006）英语专业毕业论文，阐发商务促销类语篇（王宏俐, 郭继荣，2006）等。本文拟从Bhatia的英文促销信的文体阐发情势脱手，阐发首要寒暄方针为压服潜伏客户采办商家所供给的产物或接管其办事的英文促销信的表现情势，图式打算和出格信息，并经由进程阐发语义的文明预设和搭配意思，加深对促销信的说话外表特色的熟习。
2.0现实根据
2.1文体
说话学中的文体（genre）差别于文学中的文体。Swales (1990: 45-58) 觉得文体是在特定社会文明背景下对人类寒暄事务停止分类的成果。所谓寒暄事务便是人们根据特定方针和特定程式操纵说话在社会中办事的实例。新加坡的Bhatia (1993:13-16)在 Swales的文表现实根本上做了进一步的完美, 觉得:1)文体是一种可辨认的寒暄事务;2)文体不是普通的寒暄事务 ,而是一种内部打算特色光鲜,高度商定俗成的寒暄事务;3)在建构语篇时 ,必须遵守某种特定文体所请求的老例;4)虽然文体有其老例和限制性, 熟行人仍可在文体划定内转达小我企图和寒暄方针。是以寒暄方针常常决议该当操纵哪一种文体，而文体的老例性又维咱们供给了能够或许遵守的文体打算潜势。
2.2文体阐发
文体阐发是20 世纪90 年月由Swales (1990)和Bhatia (1993)成长起来的一种阐发体例。他们觉得任何文体都是由一系列的语轮构成，语步(move)和步骤( step)是语篇阐发的动身点。Swales的条理意向法（move approach）常常操纵在详细的文体阐发中，即根据差别的寒暄方针，对某一语篇根据意思与功效划出条理，而后再根据条理来考核阐发说话的抒发情势。Swales 错误语步和步骤提出明白的界说,但Nwogu (1997)觉得语步是一个由一系列辞汇,主题意思和修辞特色所标明的具备同一意思偏向的语篇片段，步骤是实现语步的可供挑选的修辞计谋，一个语步能够或许由一个或多个步骤来实现。比方英语专业毕业论文，Bhatia (1993:62)根据文体“ 语步 (moves) 和步骤( steps)”阐发明实，将推销文体归纳综合成七个 “语步” (move) :1. Establishing credentials (成立资历证实) ; 2. Introducing the offer (先容推销内容)：⑴offering the product orservice (先容产物或办事) ,⑵ Essential detailing of the offer (先容推销内容的首要细节) , ⑶Indicating value of the offer (指明推销内容的代价) ; 3. Offering incentives (鼓动勉励采办) ; 4.Enclosing documents (附寄文件) ; 5. Soliciting response(请求答复) ; 6. Using pressure tactics (接纳压力计谋) ; 7. Ending politely (规矩扫尾)。在以上七个“语步” 中 ,第二语步 Introducing the offer 又是由三个步骤(step)构成的。
文体阐发情势为语篇研讨供给了新的考核视角与体例。操纵文体和文体阐发明实对某个特定语篇停止阐发，是对语篇微观打算和微观打算阐发的无机连系，既正视语篇打算的微观打算和认知打算，也正视特定的文体打算在辞汇和语法层面的特定表现。
3.0文体阐发在英文促销信中的操纵
3.1促销信的文体界定
促销信是商务英语中罕见的一种语篇，它是以手札的格局由促销职员向主顾通报商品或办事的存在及其机能、特色等信息，赞助主顾熟习商品或办事所带来的好处，从而到达激发主顾的正视和乐趣、唤起须要、接纳采办步履的方针。是以它的本色是发卖者和花费者之间的信息相同，首要寒暄方针便是经由进程向花费者的宣扬、引诱和提醒，增进花费者发生采办念头，影响花费者的采办步履，实现产物由出产规模向花费规模的转移。如许的寒暄方针决议收信人和写信人凡是为并不熟习的两边，是以说话上谦善有礼、简练了了是必不可少的。
3.2 促销信的内涵微观打算
一封成功的促销信在内涵打算上 ,根基遵守Bhatia 的七个 “语步”的情势 ,经由进程吸收客户的正视、向客户详细先容所推销的产物或办事并摸索答复等语篇片段来实现压服潜伏客户采办所推销产物或办事的寒暄方针。上面咱们从Bhatia的英文促销信的文体阐发情势脱手英语专业毕业论文，来详细会商促销信的条理意向。。
Dear customer,
⑴Theunion bakers would like to announce a great offer this Valentine day. Every two kg cakeyou buy you get raffle ticket which allows you to enter into a draw which willgive you a chance to win a dinner for two at a three star hotel. You can have awonderful dinner with your loved one on the eve of Valentine’s Day.
⑵ Thebakers will arrange for the pickup and drop to the venue and you can enjoy thedinner along with the dance party at the three star hotels.
⑶Don’tyou think it will be fun to take your girlfriend or boyfriend out for dinner ona valentine’s day and make the day a special one? Imagine all that fun you havewith your loved one with tasty cuisine and exciting and thrilling dance party.To top it all you can meet famous singer and dancer who is the guest of honorthat day.
⑷Visitany of our outlets to get more information. Hurry and buy a wonderful tastycake for your loved one.
⑸Sincethe offer is valid till (time how long).please act now.
⑹Sincerely,
这封促销信由五段构成，第一段的第一句是第一个语步: Establishing credentials (成立资历证实),经由进程说起在恋人节要供给的一项办事来吸收主顾的正视力；第一段的第二句到第三段是第二个语步：Introducing the offer (先容推销内容)。第二个语步由三个步骤构成：⑴offering the product or service (先容产物或办事) ,⑵ Essentialdetailing of the offer (先容推销内容的首要细节) , ⑶Indicating value of the offer (指明推销内容的代价) 。第一段的第二句是第一个步骤，首要先容了行将推出的办事——每买两千克蛋糕就可以够或许抽签，就无机遇博得在三星级宾馆的两人晚宴；第一段的第三句和第二段是第二个步骤，详细先容推销办事的细节——恋人节前夜在三星级宾馆和挚爱共进晚饭、共舞；第三段是第三个步骤，首要指出推销办事的精力代价——使恋人节过得出格，并能碰到明星。第二个语步是促销信最为首要的局部，决议可否赞助主顾熟习商品或办事所带来的好处，从而到达激发主顾的正视和乐趣、唤起须要、终究接纳采办步履的方针。第四段是第三、四个语步：Offering incentives (鼓动勉励采办)和Soliciting response(请求答复)。第四段第一句是请求主顾做出答复——到发卖点追求更多信息；第二句是鼓动勉励有采办偏向的主顾下定决计。第五段是第五个语步：Using pressure tactics (接纳压力计谋)，Sincerely和署名是第六个语步：Ending politely (规矩扫尾)，作为传统函件怪异的开头体例，这一语步在促销信中也很罕见。
与Bhatia的七个语步情势略有差别的是：这封促销信并不Enclosing documents (附寄文件)这一语步；并且Offeringincentives (鼓动勉励购 买)和Soliciting response(请求答复)的挨次也有所差别。王宏俐, 郭继荣(2006)觉得，在语篇构建中常操纵的语步是焦点语步英语专业毕业论文，不太显现的辅语步是焦点语步，在促销信中，第一、二、四语步是焦点语步，因为Enclosing documents (附寄文件)这一语步是焦点语步，发卖者可根据情况决议是不是操纵；至于语步挨次，虽然促销信是特地用处英语里的一种，有其老例和限制性，但咱们仍可在文体划定内转达小我企图和寒暄方针。
3.3 促销信的文明预设和搭配意思
这现实是一封是以东方文明为背景的抽奖促销信。促销信的最首要局部——第二语步也是以这个文明预设为先决前提的。发卖者想要促销的商品是蛋糕，但在促销信里，抽奖有能够或许博得恋人节的晚饭倒是描写的重点，这首若是商家捉住了主顾花费进程中的幸运获大利心思——以抽奖博得与挚爱在恋人节共进收费晚饭的机遇，设置中奖机遇，操纵抽奖的情势英语专业毕业论文，来吸收花费者采办商品蛋糕。使人心动的抽奖勾当成功地把主顾的正视力指向拉到了本应鼎力宣扬的产物——蛋糕上面。若是收信人不领会这个文明预设，就不轻易到达促销信的寒暄方针。
Leech（1981:17）觉得：搭配意思是指一个词与别的一个词连用搭配时使得该词的意思随语境而发生的变更。是以促销信在词的搭配上很是正视。促销信操纵的描写词大多是描写性和评估性的，多为贬义词，比方：great, wonderful, special, tasty, exciting, thrilling, famous,wonderful, 这些描写词为收信人勾画出一幅浪漫、豪情、甘旨的晚饭情形。虽然这是一封手札，但白话辞汇过剩白话辞汇，浅近易懂、简练了了。发卖者为了推销商品或办事，常常间接操纵反诘疑难句和祈使句，加强指点功效，压服或催促收信人接纳采办步履。
3.4 总结
文体阐发超出了对语篇说话特色的简略描写,力图诠释语篇的理据, 切磋语篇打算面前的社会文明身分和心思认知身分, 揭露实现寒暄背景的出格体例和语篇打算的标准性。促销信具是特地用处英语的一种，把促销信这一文体语篇看做是一个有纪律的有打算的条理意向的组合的思惟, 有助于咱们更好地懂得这类信函文体，写出方针明白、打算清楚、用词精确的促销信。
参考文献：
1.Hyon, Sunny. Genre in Three Traditions:Implications for ESL [J]. TESOL Quarterly, 30/ 4 :693-722, 1996.
2.易兴霞.文体阐发与农业英语论文择要[J]. 西安本国语学院学报，2006(9):28-31.
3.杨瑞英.文体阐发的操纵：操纵说话学学术文章打算阐发[J]. 外语与外语讲授，2006(10):29-34.
4.王宏俐,郭继荣.文体阐发与商务促销类语篇[J]. 外语讲授，2006(7): 32-37.
5.Swales, J. M. Genre Analysis: English inAcademic and Research Settings [M]. Cambridge: Cambridge University Press, 1990.
6.Bhatia, V. K. Analyzing Genre: Language Usein Professional Settings [M]. London: Longman, 1993.
7.Nwogu, K. N. The Medical Research Paper: Structureand Function [J]. English for Specific Purposes, 199 16 (2): 119-138.
2.1The history of British English 3
2.2 The history of American English 4
3. Grammar differences between British English and American English 6
3.1 Lexical differences 6
3.1.1The different use of collective nouns in their single or plural forms 7
3.1.2 Differences in verb 7
3.1.2.1 Differences in the inflectional endings of verbs 7
3.1.2.2Different use of present perfect tenses 8
3.1.2.3 Different use of transitive and intransitive verbs 8
3.1.2.4 Different use of "have" 9
3.1.3 Different use of function words 9
3.1.3.1 Different use of preposition and adverb 9
3.1.3.2 Different use of auxiliary verb 10
3.1.3.3 Differences in articles 11
3.2 Syntactical differences 12
3.2.1 Differences in compound object 12
3.2.2 Presence or absence of syntactic elements 13
3.2.3 Different use of subjunctive mood 13
4. The differences between British English and the special form of American English—Black English 14
5. The tendency of the development of British English and American English 17
6. Conclusion 17
Acknowledgements 19
References 19
1．Introduction
There is one play in the famous American TV series Friends: Ross will go to England to marry Emily, suddenly Rachel decides to show his love to Ross and goes to England either, so his friend Phoebe makes a call to tell the news to Ross and Emily, Emily’s housekeeper answers the call. The dialogue as follows:
Housekeeper: The Waltham Residence.
Phoebe: Oh...yes…is this…umm…Emily’s Parents’ house?
Housekeeper: This is the housekeeper speaking. And by the way, young lady, that is not how one addresses oneself on the telephone. First one identifies oneself and then asks for the person with whom one wishes to speak.
Phoebe: (In a British accent)This is Phoebe Buffay. I was wondering, please, if-if it’s not too much trouble, please, umm，might I speak to Miss Emily Waltham, please?
Housekeeper: Miss Waltham is at the rehearsal dinner and it’s not polite to make fun of people. Goodbye.
Phoebe: No,no,no, I’ll be nice, I swear!!! Could you just give me the number for where they are?
Housekeeper: I’m afraid, I’m not at liberty to divulge that information.
Phoebe: Ok, somebody is on their way to ruin wedding okay. And I have to warn somebody, alright. So if you don’t give me that number then I’m going to come over there and kick your snooty ass all the way to New Glocken...shire.
Housekeeper: Hangs up[1]
We can see from the above dialogue that British English is more serious and formal than American English. The American speaks at will while the Englishmen speak gently. As we all know the two major varieties of English used by people as native language are British and American English. There seems to be little differences between the two varieties but the influences are very different. On some occasion we may have some mistakes in communication, in order to help the English speakers and learners understand the two varieties better and to eliminate troubles that may prevent communication and English writing, so I will make analysis on the grammar differences between British English and American English.
2. British English and American English
Nowadays English has developed into a global language. The fact that such a large number of people all around the world speak English means that there are many dialects and varieties. The two major varieties of English used by people as native language are British and American English. As a message carrier, English fully reflects the unique culture possessed by the British and American countries. Since in Dissertations on the English Language, Noah Webster pointed out “several circumstances render a feature separation of the American tongue from the English necessary and unavoidable.”
2.1 The History of British English
English is a West Germanic language which originated from the Anglo-Frisian dialects brought to Britain by Germanic settlers from various parts of what is now northwest Germany and the northern Netherlands. Initially, Old English was a diverse group of dialects, reflecting the varied origins of the Anglo-Saxon Kingdoms of England. One of these dialects, Late West Saxon, eventually came to dominate. The original Old English language was then influenced by two waves of invasion: the first by speakers of the Scandinavian branch of the Germanic language family, who conquered and colonized parts of Britain in the 8th and 9th centuries; the second by the Normans in the 11th century, who spoke Old Norman and ultimately developed an English variety of this called Anglo-Norman. These two invasions caused English to become "mixed" to some degree, though it was never a truly mixed language in the strict linguistic sense of the word, as mixed languages arise from the cohabitation of speakers of different languages, who develop a hybrid tongue for basic communication.
Cohabitation with the Scandinavians resulted in a significant grammatical simplification and lexical enrichment of the Anglo-Frisian core of English; the later Norman occupation led to the grafting onto that Germanic core of a more elaborate layer of words from the Romance languages. This Norman influence entered English largely through the courts and government. Thus, English developed into a "borrowing" language of great flexibility, resulting in an enormous and varied vocabulary. It mainly divided into four periods.
（1）Proto-English （the 5th century AD）[2]
The languages of Germanic tribes gave rise to the English language (the Angles, Saxons, Frisians, Jutes and perhaps even the Franks), who traded and fought with the Latin-speaking Roman Empire in the centuries-long process of the Germanic peoples' expansion into Western Europe. Many Latin words for common objects entered the vocabulary of these Germanic peoples before any of their tribes reached Britain; examples include camp, cheese, cook, fork, inch, kettle, kitchen, linen, mile, mill, mint (coin), noon, pillow, pin, pound, punt (boat), street and wall. The Romans also gave the English language words which they had themselves borrowed from other languages: anchor, butter, chest, devil, dish, sack and wine.
（2）Old English（AD 450—1100）[2]
The invaders' Germanic language replaced the indigenous Brythonic languages. （form one of the two branches of the Insular Celtic language family, the other being Goidelic）The original Celtic languages remained in parts of Scotland, Wales and Cornwall. The dialects spoken by the Anglo-Saxons formed what is now called Old English. Later, it was strongly influenced by the North Germanic language Norse, spoken by the Vikings （is one of the Norse (Scandinavian) explorers, warriors, merchants, and pirates who raided and colonized wide areas of Europe from the late eighth to the early eleventh century.）who invaded and settled mainly in the north-east of England. The new and the earlier settlers spoke languages from different branches of the Germanic family; many of their lexical roots were the same or similar, although their grammars were more distinct, including the prefix, suffix and inflection patterns for many words. The Germanic language of these Old English-speaking inhabitants was influenced by contact with Norse invaders, which might have been responsible for some of the morphological simplification of Old English, including the loss of grammatical gender and explicitly marked case (with the notable exception of the pronouns). The most famous surviving work from the Old English period is a fragment of the epic poem "Beowulf" composed by an unknown poet; it is thought to have been substantially modified, probably by Christian clerics long after its composition.
（3）Middle English（AD 1066-1470）[2]
For about 300 years following the Norman Conquest in 1066, the Norman kings and their high nobility spoke only one of the langues d'oïl called Anglo-Norman, whilst English continued to be the language of the common people. Various contemporary sources suggest that within fifty years of the invasion, most of the Normans outside the royal court spoke English, with French remaining the prestige language of government and law, largely out of social inertia. For example, Orderic Vitalis, a historian born in 1075 and the son of a Norman knight, said that he learned French only as a second language. A tendency for French-derived words to have more formal connotations has continued to the present day; most modern English speakers would consider a "cordial reception" (from French) to be more formal than a "hearty welcome" (Germanic). Another example is the very unusual construction of the words for animals being separated from the words for their food products e.g. beef and pork (from the French bœuf and porc) being the products of the Germanically named animals 'cow' and 'pig'.
（4）Modern English（1500 up to the present）[2]
Modern English can be divided into two parts: early modern english(1500-1800)and late modern English. Modern English is often dated from the Great Vowel Shift, which took place mainly during the 15th century. English was further transformed by the spread of a standardized London-based dialect in government and administration and by the standardizing effect of printing. By the time of William Shakespeare (mid-late 16th century), the language had become clearly recognizable as Modern English.
English has continuously adopted foreign words, especially from Latin and Greek, since the Renaissance. (In the 17th century, Latin words were often used with the original inflections, but these eventually disappeared). As there are many words from different languages and English spelling is variable, the risk of mispronunciation is high, but remnants of the older forms remain in a few regional dialects, most notably in the West Country.
In 1755, Samuel Johnson published the first significan t English dictionary, his Dictionary of the English Language.
2.2 The history of American English
During the 17th century, or more precisely on May 14, 1607, the first English settlers landed in Virginia. This was a group of 104 London entrepreneurs and they established the first English colony in Jamestown. Later on, in 1620, the Pilgrim Fathers, settlers from England, landed in Massachusetts, and also brought the English language over the Atlantic Ocean to America and another variety of English was born, American English. This variety is the largest of all the English varieties, since as many as 70% of the native English speakers live in the US. American English has preserved a number of words and features from the English spoken in England at the time of the settlement, which have now been changed in British English.
The history of American English can be divided into the colonial (1607-1776), the national (1776-1898), and the international (1898-present) periods. During nearly four hundred years of use in North America, the English language changed in small ways in pronunciation and grammar but extensively in vocabulary and in the attitude of its speakers. English settlements along the Atlantic Coast during the seventeenth century provided the foundation for English as a permanent language in the New World. But the English of the American colonies was bound to become distinct from that of the motherland. When people do not talk with one another, they begin to talk differently. The Atlantic Ocean served as an effective barrier to oral communication between the colonists and those who stayed in England, ensuring that their speech would evolve in different directions.[3]
Americans also came cheek-to-jowl with "Amerindians" of several linguistic stocks, as well as French and Dutch speakers. They had to talk in new ways to communicate with their new neighbors. Moreover, the settlers had come from various districts and social groups of England, so there was a homogenizing effect: those in a given colony came to talk more like one another and less like any particular community in England. All these influences combined to make American English a distinct variety of the language. In the United States, there are also regional differences, and these are ultimately descendants of a mixture of accents spoken in the British Isles at the time of the settlement of America. Dialect boundaries in the US tend to run from east to west. The first immigrants settled along the Atlantic coast and they spread from east to west across the continent and took some dialect forms, for example words and pronunciation features, with them. The dialect areas in North America are much larger than they are in England, mainly because English has been spoken in England for about 1,500 years, but in America for only approximately 300 years. Because of America’s recent settlement, there has not been enough time for linguistic changes and this is why there are not so many dialect differences in this large country.
3. Grammar differences between British English and American English
English grammar is the set of rules within the English language itself. "An English grammar"(one kind of grammar system)is a specific study or analysis of these rules. In linguistics, grammar refers to the logical and structural rules that govern the composition of sentences, phrases, and words in any given natural language. The term refers also to the study of such rules, and this field includes lexicology and syntax, often complemented by phonetics, phonology, semantics, and pragmatics. I mainly make analysis on the lexical and syntactical differences between British English and American English.
3.1 Lexical Differences
Lexicology is that part of linguistics which studies words, their nature and meaning, words’ elements, relations between words (semantical relations), words groups and the whole lexicon. Lexical differences mean relating to the words’ differences of a language.
3.1.1 The different use of collective nouns in their single or plural forms
Collective nouns such as “team, faculty, family, government” often take plural verb agreement and plural pronoun substitution in Britain English, but they nearly always take singular agreement and singular pronoun substitution in American English. There is a tendency in Britain English, to stress the individuality of the members, which is reflected in plural verb agreement and pronoun substitution, whereas American English Strongly tends to stress the unitary function of the group, which is reflected in singular verb and pronoun forms.[4] 6
Some examples:
Your team is doing well this year, isn’t it? (AmE)
Your team are doing well this year, aren’t they? (BrE)
3.1.2 Differences in Verb
In syntax, a verb is a word (part of speech) that usually denotes an action (bring, read), an occurrence (decompose, glitter), or a state of being (exist, stand). Depending on the language, a verb may vary in form according to many factors, possibly including its tense, aspect, mood and voice. It may also agree with the person, gender, and/or number of some of its arguments (subject, object).
3.1.2.1 Differences in the Inflectional Endings of Verbs
The past tense and past participle of the verbs are different in BrE and AmE.
The past tense and past participle of the verbs learn, spoil, spell, burn, dream, smell, spill, leap, and others, can be either irregular (learnt, spoilt, etc.) or regular (learned, spoiled, etc.). In BrE, the irregular and regular forms are current; in some cases (smelt, leapt) there is a strong tendency towards the irregular forms (especially by speakers using Received Pronunciation); in other cases (dreamed, leaned, learned) the regular forms are somewhat more common. In AmE, the irregular forms are never or rarely used (except for burnt and leapt).
Nonetheless, as with other usages considered nowadays to be typically British, the t endings are often found in older American texts. However, usage may vary when the past participles are actually adjectives, as in burnt toast.( Note that the two-syllable form learned ['lə:nid] usually written simply as learnt, is still used as an adjective to mean "educated", or to refer to academic institutions, in both BrE and AmE.)Finally, the past tense and past participle of dwell and kneel are more commonly dwelt and knelt on both sides of the Atlantic, although dwelled and kneeled are widely used in the US (but not in the UK).
In British English, the past tense of “get’’ is “got”, while American English usually use its past participle “gotten”.
For example,
A. John has got much better during the last week. (BrE)
B. John has gotten much better during the last week. (AmE)
According to the custom that British English usually uses “got” while American English “gotten”, we can quickly tell the nationality of the speaker. The former is British and the later is American. When Americans use “got”, they mean “own, possess and dominate”, such as the following two examples:
They’ve got no pride.
I’ve got plenty of material if I can just handle it.
3.1.2.2 Different use of present perfect tenses
Traditionally, BrE uses the present perfect tense to talk about an event in the recent past(express an action that has occurred in the recent past that has an effect on the present moment) and with the words already, just, and yet. For example:
British English:[5]
I've just had lunch
I've already seen that film
Have you finished your homework yet?
American English:[5]
I just had lunch or I've just had lunch.
I've already seen that film OR I already saw that film.
Have your finished your homework yet? Or did you finish your homework yet?
In American usage, these meanings can be expressed with the present perfect (to express a fact) or the simple past (to imply an expectation). This American style has become widespread only in the past 20 to 30 years; the British style is still in common use as well. In British English the present perfect is used to.
"I've just arrived home." / "I just arrived home."
"I've already eaten." / "I already ate." [6]
Recently, the American use of just with simple past has made inroads into BrE, most visibly in advertising slogans and headlines such as "Cable broadband just got faster".
Similarly, AmE occasionally replaces the pluperfect with the preterite. Also, US spoken usage sometimes, especially with the contracted forms, substitutes the conditional for the pluperfect (If I would have cooked the pie we could have had it for lunch), but this tends to be avoided in writing.[6]
3.1.2.3 Different use of transitive and intransitive verbs
The following verbs show differences in transitivity between BrE and AmE.[6]
agree: transitive or intransitive in BrE, usually intransitive in AmE (agree a contract/agree to or on a contract). However, in formal AmE legal writing one often sees constructions like as may be agreed between the parties (rather than as may be agreed upon between the parties).
appeal(as a decision): usually intransitive in BrE (used with against) and transitive in AmE (appeal against the decision to the Court/appeal the decision to the Court).
cater("to provide food and service"): intransitive in BrE, transitive in AmE (to cater for a banquet/to cater a banquet).
claim: sometimes intransitive in BrE (used with for), strictly transitive in AmE.
protest: in the sense of "oppose", intransitive in BrE, transitive in AmE (The workers protested against the decision/The workers protested the decision). The intransitive protest against in AmE means, "to hold or participate in a demonstration against". The older sense "proclaim" is always transitive (protest one's innocence).
write: in BrE, the indirect object of this verb usually requires the preposition to, for example, I'll write to my MP or I'll write to her (although it is not required in some situations, for example when an indirect object pronoun comes before a direct object noun, for example, I'll write her a letter). In AmE, write can be used monotransitively (I'll write my congressman; I'll write him).
3.1.2.4 Different use of “have”.
British English usually uses “Have you any children?” or “Have you got any
children?” while Americans commonly express the same meaning with “Do you have any children?”Let us see some other examples.
How many brothers do you have? (AmE)
How many brothers have you? (BrE)
You don’t have much room here. (AmE)
You haven’t (got) much room here. (BrE)
3.1.3 Different use of function words
Function words (or grammatical words) are words that have little lexical meaning or have ambiguous meaning, but instead serve to express grammatical relationships with other words within a sentence, or specify the attitude or mood of the speaker. Words that are not function words are called content words (or lexical words): these include nouns, verbs, adjectives, and most adverbs, although some adverbs are function words (e.g., then and why). Dictionaries define the specific meanings of content words, but can only describe the general usages of function words. By contrast, grammars describe the use of function words in detail, but treat lexical words in general terms only. Now I will compare the different use of function words in BrE and AE in detail as follows.
3.1.3.1 Different use of preposition and adverb
Differences between British and American English in prepositions are shown in the following two aspects: (1) different use of prepositions in the construction of phrases; (2) when using phrases, one will use a preposition while the other will omit it.
(1)Let us first review the different use of prepositions.
Your daughter’s name stands first in the list. (BrE)
Your daughter’s name stands first on the list. (AmE)
These dresses are in a sale. (BrE)
These dresses are on sale. (AmE)
He will come here at a quarter to three. (BrE, AmE)
He will come here at a quarter before /of / till three. (AmE)
She lives just round the corner (BrE).[7]4
She lives just around the corner (AmE).
Similarly, “five past nine” can be expressed in American English by “five after nine” or “nine five”. In front of “weekend” and “Christmas”, British English uses “at” or “over”, while American English adopts “over” or “on”.
At the weekend / Christmas (BrE)
Over the weekend / Christmas (BrE, AmE)
On the weekend / Christmas (AmE)
(2) Omitting preposition[8]2
In British English, before “day”, “week” or “certain day”, preposition “on” shall be used, while it is not so in American English.
The new term begins on September 1. (BrE)
The new term begins September 1. (AmE)
I’ll see you on Monday. (BrE)
I’ll see you Monday. (AmE)
In American English, when “home” is used as an adverb, the preposition “at” is not needed. But, in British English, “at” is required before “home”. Hence, “at home” is used in British English.
Is he home? (AmE)
Is he at home? (BrE)
3.1.3.2 Different use of auxiliary verb
In linguistics, an auxiliary is a verb functioning to give further semantic or syntactic information about the main or full verb following it. There are three types: Modal auxiliaries，have and go.
No matter in the frequency or the tendency of auxiliary verb, AmE differs from BrE. Their differences are stated as follows:.
(1)shall
Shall in BrE, is widely used in the fist person to raise questions, answer questions ,or to express future, while in AmE it is only used in the law file or informal style paper. In formal style paper, people usually use will or should. Such as:
Br.E:1)I shall tell you later.
Am.E:1)I will tell you later.
2)Shall I drink this now?
2)Should I drink this now?
(2)would[9]2
Would has two special usages in AmE, firstly it can show the usual action in the past. such as: When I was small, I would go there everyday.
However in BrE, the past tense or used to can express the past uaual action, therefore in BrE the above sentence should be changed into: When I was small, I went there everyday. Or When I was wmall, I used to go there everyday.
Secondly, would in AmE can express hypothesis in some informal language, quite like a kind of subjunctive mood, however in BrE not.
Try to compare:
Am.E:1)I wish I would have done it.
2)If I would have seen one, I would have bought it for you.
Br.E(it also the same with AmE):1)I wish I had done it.
2)If I had seen one, I would have bought it for you.
In Br.E, “would” and “will” can express suppose, while in Am.E the auxiliary verb “should” and “must” express supposition. Try to compare:
Br.E:1)That will be the postman at the door.
2)That would be zhongshan Road over there.
Am.E: 1)That must be (should be)the mailman at the door.
2)That should be(must be)Zhongshan Rood over there.
(3)used to
“Used to” in AmE is not seen as Modal auxiliary, but seen as notional word. To the opposite, in Br.E, used to is just seen as modal auxiliary, can offer or deny questions, also can be used as notional word but people use “do” to offer or deny questions. For example:
1)He used to go there.(notional verb)
Did he use to go there.(notional verb)
2)Used he to go there.(auxiliary verb)
He used not to go there.(auxiliary verb)
(4)ought to[9]6
“Ought to” is widely used in BrE to raise or deny questions, but in AmE use “should” to substitute for it, such as:
Br.E:1)Ought we to eat lunch?
Am.E:1)Should we eat lunch?
2)You ought not(oughtn’t) to have said that. 2)You shouldn’t have said that.
In AmE, ought to and used to are all used as notional verbs in the informal papers and such forms are said to be not standard forms. For example:
1)Did you ought to say that?
2)You didn’t ought to have said that.
(5) Different use of the indefinite pronoun “one”
In BrE we can use “one” to indicate the “one” of the former writing again while in AmE we usually use “he” or “his” to instead the “one” of the former writing. For instance:
One cannot succeed unless one works hard.(BrE)
One cannot succeed unless he works hard.(AmE)
3.1.3.3 Differences in articles[19]
(1)The omitting of articles
Most phrases of British English have articles, while those of American English do not have. The “the” in the standard expressions in British English “all the afternoon”, “all the winter”, “all the week”, “this time of the year”, ect. But the articles are usually omitted in American English. For example:
The swimming pools are open all summer.
I’ll be here all afternoon.
He has been gone all week.
British English will use articles in front of “sickness”, “river” and etc., while American English does not. For example,
British English expresses in the form of “the measles”, “the mumps”, “the flu”, “the Niagara Falls” and “the Black Creek”, while American English says “measles”, “mumps”, “flu”, “Niagara Falls” and “Black Creek”.
However, there are exceptions. In some expressions, British English does not use articles, while American English does.
BrE AmE
Go into hospital Go into the hospital
In hospital In the hospital
At university At the university
Sentences are as follows:
Next day, the rain began. (BrE)
The next day, the rain began. (AmE)
In future, I’d like you to pay more attention to detail. (BrE)
In the future, I’d like you to pay more attention to detail. (AmE)
(2) The position of articles
British English and American English are different from each other in the use of “a” or “an” with “half”. In British English, “a” follows “half”, for example, “half a dozen”, “half an hour”, “half a mile”, and “half a pound”. In American English, “a” is put in front of “half”, for example, “a half dozen”, “a half hour”, “a half mile” and “a half pound”.
3.2 Syntactical differences
Syntax is the study of the principles and rules for constructing sentences in natural languages. The sentence is the highest rank of grammatical unit. Based on one or more than one clause, the sentence is also the basic linguistic unit of connected discourse; it can stand alone and perform a function in social communication. Thus, a sentence can be defined as a grammatical unit that can perform a communicative function. I will explain the syntactic differences as follows.
3.2.1Differences in compound object[20]
The Verb“ -to do” usually used as compound object in British English, While past participle or past participle phrase mostly used as compound object in American English. Try to compare:
1)He also had ordered his luggage to be labeled for crew.(Bronte.) (BrE)
2)Last year an American hotel manager ordered his quests evacuated after an anonymous bomb threat.(AmE)
3)I have a roll that was in dead storage during the war which I ordered put back in running order. (O' Hara) (AmE)
The two compound structures (compound object with past participle and compound object with –to do) are both used in the BrE and AmE, while the AmE use compound object more frequent ly than BrE. However, there are some differences in the routine usage of Verb related to this phrase structure. The verb “to order” usually linked with the compound structure with past participle in AmE, but linked with the compound structure with “verb -to do” in BrE.
3.2.2 Presence or absence of syntactic elements[11]
Where a statement of intention involves two separate activities, it is acceptable for speakers of AmE to use to go plus bare infinitive. Speakers of BrE would instead use to go and plus bare infinitive. Thus, where a speaker of AmE might say I'll go take a bath, BrE speakers would say I'll go and have a bath. (Both can also use the form to go to instead to suggest that the action may fail, as in He went to take/have a bath, but the bath was full of children.) Similarly, to come plus bare infinitive is acceptable to speakers of AmE, where speakers of BrE would instead use to come and plus bare infinitive. Thus, where a speaker of AmE might say come see what I bought, BrE speakers would say come and see what I've bought (notice the present perfect tense: a common British preference).
As to whether a preposition is used before days denoted by a single word, British people would say she resigned on Thursday, while Americans often say she resigned Thursday, but both forms are common in American usage. Occasionally, in AmE the preposition is also absent when referring to months: I'll be here December (although this usage is generally limited to colloquial speech).But, it will say “I’ll be here on December.” in BrE.
In the UK, from is used with single dates and times more often than in the United States. Where British speakers and writers may say the new museum will be open from Tuesday, Americans most likely say the new museum will be open starting Tuesday. (This difference does not apply to phrases of the pattern from A to B, which are used in both BrE and AmE.) A variation or alternative of this is the most American will say “the play opens Tuesday” and the most British will say “the play opens on Tuesday”. American legislators and lawyers always use the preposition of between the name of a legislative act and the year it was passed, while their British colleagues do not. We can see such differences by making comparison between Americans with Disabilities Act of 1990 and Disability Discrimination Act 1995.
3.2.3 Different use of subjunctive mood
The subjunctive mood used more in AmE than in BrE, which is mainly used in the formal style paper.
In subjunctive mood, American English will rarely reserve traditional subjunctive words.
I suggest that meeting be postponed. (AmE)
I suggest that meeting should be postponed. (BrE)
I wish I had done it. (AmE)
I wish I would have done it. (BrE)
4. The grammatical differences between British English and the special form of American English—Black English
Black English also called African American Vernacular English which is an African American variety (dialect, ethnolect and sociolect) of American English.There are four points in which black English differs from British English.
1)Negation
In addition, negatives are formed differently from standard American English:
Use of ain't as a general negative indicator. It can be used where Standard English would use am not, isn't, aren't, haven't and hasn't, a trait which is not specific to AAVE. However, in marked contrast to other varieties of English in the U.S., some speakers of AAVE also use ain't instead of don't, doesn't, or didn't (e.g., I ain't know that).[14] Ain't had its origins in common English, but became increasingly stigmatized since the 19th century. See also amn't.
Negative concord, popularly called "double negation", as in I didn't go nowhere; if the sentence is negative, all negatable forms are negated. This contrasts with Standard English, where a double negative is considered a positive (although this wasn't always so; see double negative). There is also "triple" or "multiple negation", as in the phrase I don't know nothing about no one no more, which would be "I don't know anything about anybody anymore" in Standard English.
In a negative construction, an indefinite pronoun such as nobody or nothing can be inverted with the negative verb particle for emphasis (eg. Don't nobody know the answer, Ain't nothin' goin' on.)
While these are features that AAVE has in common with Creole languages,[15] Howe and Walker use data from early recordings of African Nova Scotian English, Samaná English, and the recordings of former slaves to demonstrate that negation was inherited from nonstandard colonial English.
Some of these characteristics, notably doubl e negatives and the omission of certain auxiliaries such as the has in has been are also characteristic of general colloquial American English.
2)The omission of copula in black English
You crazy! ("You're crazy") or She my sister ("She's my sister"). The phenomenon is also observed in questions: Who you? ("Who're you?") and Where you at? ("Where are you (at)?"). On the other hand, a stressed is cannot be dropped: She is my sister.
Only the forms is and are (the latter of which, in any case, is often replaced by is) can be omitted. These forms cannot be omitted when they are pronounced with a stress (whether or not the stress serves specifically to impart an emphatic sense to the verb's meaning).
These forms cannot be omitted when the corresponding form in Standard English cannot show contraction (and vice-versa). For example, I don't know where he is cannot be reduced to (BrE) I don't know where he because in Standard English the corresponding reduction I don't know where he's is likewise impossible. (Though I don't know where he at is possible.) Possibly some other minor conditions apply as well.[16]
3)Present-tense verbs uninflected for number/person
there is no -s ending in the present-tense third-person singular. Example: She write poetry ("She writes poetry"). Similarly, was is used for what in standard English are contexts for both was and were.[17]
4)The word it or is denoting the existence of something
This usage is equivalent to Standard English there in "there is", or "there are". It is also found in the English of the US South. Examples its a doughnut in the cabinet ("There's a doughnut in the cabinet") and It ain't no spoon ("There isn't a spoon", also "They ain't no spoon").[17]
5) Altered syntax in questions
Why they ain't growin'? ("Why aren't they growing?") and Who the hell she think she is? ("Who the hell does she think she is?") lack the inversion of standard English. Because of this, there is also no need for the auxiliary DO.[18]
To put it simply, we can summarize the grammatical differences between British and American daily English as follows[19]:
(1) Sometimes, British and American English use different grammatical forms to express the same meaning;
(2) Sometimes, the same grammatical form expresses different meanings in British and American English;
(3) In some structures, either British English or American English will use integrated grammatical form, while the other adopts the omitted form;
(4) Sometimes, American and British English use the same grammatical form to express the same concept and meaning.
However, one of them may have another expression form, while the other does not. We could only avoid misunderstanding by paying attention to those differences in our study.
5. The tendency of the development of British English and American English
The English language changes as the rapid development of politics, economic, culture in Britain and American. After it goes through the three periods (old English, middle English and modern English),it also changes everyday, especially in the related ten years, the changes of English becomes more obvious. Although the English structure is not as obvious as the lexical development, it does not ignore. On the aspect of grammar, English experience the changes from the verb inflections of old English to use word in order to express meaning in the past 1500years, and English also become analytic language from synthetic language. Such experience makes English flexible, meanwhile it also broke the traditional grammar frame, the former disagreed rules transferred into acceptable English even native English. The speed on renewing lexical words is very fast.
On the whole, British English and American English fuse with each other, and they tend to be brief, clear and more flexible for use.
6．Conclusion
As the globalization and information world developed, more and more people from different countries use the same language―English to communicate and exchange ideas with each other. The above discussion about grammar difference between British English and American English is what I have found and concluded. Although there are many differences in detailed aspects in the use of daily British and American English, they are similar to each other in most of aspects. Therefore, they shall only be considered as different forms of the same language rather than two different languages. In addition, we cannot say which one is better or advanced. Any judgment or opinion that “British English is better or worse than American English” is biased. The purpose of this paper is to help English learners understand the two varieties better and eliminate some mistakes caused in communication or paper writing.
The differences between the British English and American English are caused by politics, economy, social life, culture, and geography. American English developed from British English, but it differs from British English. All in all, sinc e English is characterized by its huge vocabulary, great tolerance, and conciseness, it leaves little room for argument that English will be well on its way to be a diversified common language.
Acknowledgements
My initial thanks go to my supervisor Zhu Min, who patiently supervised my dissertation and was at times very willing to offer me illuminating advice or suggestions. Without her help, I could not have finished this dissertation.
I am also indebted to other teachers and my classmates who have not only offered me their warm encouragements but also shared with me their ideas and books. They are Mao Can、Gao YunPing and many others.
My greatest personal debt is to my grandparents and parents, who have cultivated a soul of sensitivity, hospitality, and honesty out of me, and offered a harbor of happiness and sweetness for me.
The remaining weakness and possible errors of the dissertation are entirely my own.
References
[1] 周乐, 美式英语与英式英语比拟与阐发[J]. 湖南商学院外语系,2008.
[2] Wikipedia Contributors
en.wikipedia.org/wiki/History_of_the_English_language
[3] blog.languagetranslation.com/public/item/118655
[4] 王振明和公丽艳，英式英语与美式英语的差别[J]. 山东教导学院学报,2002.
[5] esl.about.com/od/toeflieltscambridge/a/dif_ambrit.htm
[6]en.wikipedia.org/wiki/American_and_British_English_differences#Use_of_tenses
[7] 孟宪友，英语与美语的差别对照研讨[J]. 广州大学本国语学院英语系,2002.
, Jour.of N.W. SCI-TECH Uni.of Agri.and Fore,2001.
, Journal of Shijiazhuang Teachers College,2001
, Journal of Wuhu Vocational Institute of Technology,2007
[11]Wikipedia Contributors
en.wikipedia.org/wiki/American_and_British_English_differences
, Journal of Hunan Agricultural University(Social Sciences), 2007
[13]张振邦,新编语法教程[M].上海,上海教导出书社,1993
, Philadelphia: University of Pennsylvania Press
[15] Winford, Donald (1992), "Back to the past: The BEV/creole connection revisited", Language Variation and Change 4 (3): 311-357
[16] Geoff Pullum, "Why Ebonics Is No Joke" Lingua Franca transcript, 17 October 1998, Australian Broadcasting Corporation.
[17] en.wikipedia.org/wiki/African_American_Vernacular_English#Negation
2.1 Ezra Pound 2
2.2 Imagism ………………………………………………………… …………...….. .4
3. Imagistic features of Pound's poetry 5
3.1 The use of Image 5
3.1.1 Image progress…..……………………………………………………………… ……6
3.1.2 Image superposition………………………………………………………………….. 8
3.1.3 Image juxtaposition………………………………………………………………...…9
3.2 Concise Language………………..………………….…………………………...…….10
3.3 Musical Rhythm ...……………………………………………………………………..11
4. Influence of Pound’s poetry 12
4.1 The impact on domestic literature ...…………… …………………………………… 13
4.2 The impact on foreign literature ...………….…………………………………………14
5. Conclusion 16
Acknowledgement. 17
Reference 18
1．Introduction
Imagism was a movement in the early 20th-century Anglo-American poetry that favored precision of imagery, and clear, sharp language. The Imagists rejected the sentiment and discursiveness typical of much Romantic and Victorian poetry. This was in contrast to their contemporaries, the Georgian poets, who were by and large content to work within that tradition. Ezra Weston Loomis Pound was an American expatriate poet, critic and intellectual who was a major figure of the Modernist movement in the first half of the 20th century. He is generally considered the poet most responsible for defining and promoting a modernist aesthetic in poetry.11
As the father of Modernism, Ezra Pound plays an important role in Poetry modernization process. Therefore, we can get a clear understanding of imagism poems by studying Pound’s poems and translation works. The thesis will focus on studying image to analysis Ezra Pound’s poems. According to Pound's Imagist poems and other predecessors’ studies of his works, this thesis will summarize the language characteristics of Pound’s poetry and analysis his imagist poetry style, so as to provide some theoretical concept from the view of reading, understanding and appreciating modern English poetry, thus making it easier for Chinese readers to appreciate English poetry.
The first part summarizes Ezra Pound’s life and theoretical basis of Imagism. The second part, as analysis of Pound's poetry, departs into three parts—the use of image, concise language and musical rhythm. It introduces three kinds of combination of images, and uses Pound’s poems to explain the combination of images. The third part is about the influence of Pound poetry on domestic and foreign literature
2. Ezra Pound and Imagism
As the father of modernism which is the main stream of literature in the twentieth century, Ezra Pound definitely plays a predominant role in the evolution of modernist poetry. Its starting point is Imagism.
Ezra Pound’s Imagist theory is mainly based on the aesthetic theories proposed by W. B. Yeats, Ford Madox Ford and T. E. Hulme. Yeats is famous for a symbolist who emphasizes subjective conception and imaginative association，but this school tends to lapse into sentimentality; Ford is famous for an impressionist who emphasizes objective writing with clarity and precision, but this school tends to lapse into the level of description. Pound absorbs the strengths of Yeat’s subjectivity and Ford’s objectivity and finds a way to make natural objects convey subjective emotion by virtue of association of the mind.
2.1 Ezra Pound
Ezra Pound(1885一1972)was born in Hally, Idaho, in October, 1885.Then he attended Hamilton College and the University of Pennsylvania，where he majored in romance Philology while reading through a large Portion of classical and European literature. Dissatisfied with the genteel tradition and Popular romanticism dominating the American literary tastes，Pound moved to Europe in1908一first to London，then to Paris，and finally to Rapallo, Italy. In 1909，Pound met W. B. Yeats and Ford Madox Ford. He was greatly influenced by these two and tried to combine Yeat’s symbolism with Ford’s impressionism. About the same period of time, Pound got in touch with T. E. Hulme and became interested in his Poetic theory.
All these ideas became the theoretical basis of the well-known Imagist and Vortieist Movement. Later，inspired by American sinologist Ernest Fenollosa’s theory on the Chinese writing characters，Pound proposed the Ideogramic Method which was based on the chief principles of the Imagist and Vorticist Movement. As the advocate and leader of the movement Pound exerted a great influence on the Imagist poetry writers. Pound also attempted to combine poetry with music, painting and scu1pture.Vortieism was such a typical example.
Ezra Pound is generally considered the poet most responsible for defining and promoting a modernist aesthetic in poetry. In the early teens of the twentieth century, he opened a seminal exchange of work and ideas between British and American writers, and was famous for the generosity with which he advanced the work of such major contemporaries as W. B. Yeats, Robert Frost, William Carlos Williams, Marianne Moore, H. D., James Joyce, Ernest Hemingway and especially T. S. Eliot. Pound also had a profound influence on Irish writers W. B. Yeats and James Joyce.
Pound is not only a poet, but also a translator, essayist and literary critic. His own significant contributions to poetry begin with his promulgation of Imagism, a movement in poetry which derived its technique from classical Chinese and Japanese poetry which are stressing clarity, precision, and economy of language, and foregoing traditional rhyme and meter in order to, in Pound's words, “compose in the sequence of the musical phrase, not in the sequence of the metronome.” His later work, for nearly fifty years, focused on the encyclopedic epic poem he entitled The Cantos, which was regarded as poetic masterpiece of the twentieth century. He is really an original and creative poet in the twentieth century, a literary giant who plays a prominent role in the development of modernist poetry.
2.2 Imagism
Imagism was a poetic movement which flourished in London between 1910 and 1917 and had an enduring and pervasive influence on English-language poetry in the twentieth century.
The Imagists published four annual anthologies from 1914 to 1917, with a final anthology in 1930. They were led by Ezra Pound who first called them “Les Imagists”, choosing a French term to associate the group with the various French avant-garde movements which became the Roger Fry’s influential Post-Impressionist exhibition in 1910. The group included Hilda Doolittle, John Gould Fletcher, Amy Lowell, Richard Aldington, and, marginally, D. H. Lawrence, but they had only a loose and shifting affiliation and it was mainly Pound’s talents as a promoter and critic that gave a semblance of unity.
Pound’s favored spelling of Imagists was a gesture of homage to the first school of modern poets, the symbolists, whose best-known members were Baudelaire, Mallarme, Verlaine, and Rimbaud, but Pound criticized the French Symbolists as often as he praised them. The first principle of Imagism was “Direct treatment of the thing” [3]72, clearly in contrast to Mallarme’s famous dictum that to name a thing was to take away half the pleasure and whereas Verlaine in his “Art of Poetry” advised an “indefinite music”. Pound spoke for an “absolute rhythm”, a rhythm that is in poetry which corresponds exactly to the emotion or shade of emotion to be expressed.
Nonetheless, Pound’s ascorbic but well-judged criticism of his contemporaries, his accurate sense of what was good in verse, and his own aphoristic brilliance, gave this small movement (which was not really even a movement outside of Pound’s rhetoric) a formative role in defining the twentieth-century poet as someone who was in the intellectual avant-garde, purifying the language of the tribe, spurning flaccid and self-important and merely derived patterns of language use, and generally breaking with the idea of fixed metrical rules. Many of these principles were clearly articulated in the essay “Imagism” in Poetry (March 1913) which was offered as an interview-cum- report by F. S. Flint but shows the hand of Pound throughout. According to Flint, the three principles of Imagism were:
“1. Direct treatment of the “thing”, whether subjective or objective.
2. To use absolutely no word that did not contribute to the presentation.
3. As regarding rhythm: to compose in sequence of the musical phrase, not in sequence of a metronome. ” [4]12
In an essay “A Few Don’ts by An Imagist” by Pound in the same issue offers a definition of the Image as “that which presents an intellectual and emotional complex in an instant of time” [5]54, the key point being the compression of intellectual and emotional experience into an instant. He goes on to offer his own set of “Don’ts”:
“Use no superfluous word, no adjective, which does not reveal something.
Don’t use such an expression as “dim land of peace”. It dulls the image. It mixes an abstraction with the concrete. It comes from the writer’s not realizing that the natural object is always the adequate symbol.
Go in fear of abstractions. Don’t retell in mediocre verse what has already been done in good prose. Don’t think any intelligent person is going to be deceived when you try to shirk all the difficulties of the unspeakably cliff cult art of good prose by chopping your composition into line. ” [6]31
3. Imagistic Features of Pound's Poetry
Imagist poetry has three distinctive artistic characteristics. First, the Imagist poems request to convey the complex imagery directly, use sculpture and painting in the performance of imagery. It objects to musical and mystery object to lyrics. It advances the “Do not say” and “Do not you narrative” [6]9, only to show without comment. Second, the Imagist poems use concise language, no adjectives and qualifier, no decorative “lace” and flaunting words. It writes short lines, with imagery. Third, the Imagist poetry Images focus on the intrinsic rhythm of imagery combination, blend the imagery and the contained idea.
3.1 The use of Image
The word “Image” used in the field of literature is derived from the theory of Chinese poetry. It is an important linguistic terms which have been widely used in Chinese poetry. Therefore, when people refer to “image” in literature, it also refers to “image” poetry. Poetry image is the basic constituent element of poetry. It is the soul and essence features of poetry, and it plays a vital role in poetry.
Pound’s work as poet, critic，editor，and promoter of the new style was crucial to its initial period，in the decade around the First World War，and what was most essential to his conception of what was truly modern was a single word: Image. Pound’s best poems were assured achievement in the Imagist Movement when literature in English became recognizably modern. The modern revolution in literary style came from a main impulse一focus on the image.
Aesthetic theorist and imagist poet T. E. Hulme must be credited with the initial emphasis on the image，for he first formulated the doctrine that “Images in verse are not mere decoration, but the very essence of an intuitive language.”2 It was also Pound who showed in practice how far this definition could be carried into the making of short and then longer poems. Pound emphasized the concentration of intellectual and emotional content possible in a poetic image, though it mirrored only a brief moment of experience. He took the image to be the poet’s “primary pigment” and stressed the hardness, or concreteness, of sensory language, telling poets to “Go in fear of abstractions”. Besides concreteness, Pound stressed exactness of diction, the mot just of Flaubert, and clarity, and “As regarding rhythm: to compose in the sequence of the musical phrase, not in the sequence of the metronome”. Thus, along with the image emerged free verse, newly understood as an appropriate organic rhythm, suited to the mood of the individual poem.
In short, Pound’s Imagism was intended to carry symbolism forward towards a greater poetic realism, keeping the poet’s vision always in touch with the world of his senses, holding firmly to the principle that truth should be visible in things, rather than in visible beyond them.
As we all know ancient Chinese poetry and Japanese haiku had an important influence on Pound, especially the ancient Chinese poetry. Pound didn’t just pay attention to the ‘exotic surface’ of the Chinese language but its linguistic nature and the abstract feelings that lie behind it. He not only translated lots of Chinese poems but also learned the useful and particular writing techniques. It can be seen clearly the imitation of the style of Chinese poetry from Pound’ poems.
In the following text I will focus on three types of combination of image--image progress, image superposition and image juxtaposition. These three modes of combination of image are very typical East or Chinese-style image, which is characterized by only using nouns rather than verbs. This image processing techniques in ancient poetry in China is nothing unusual or surprising. And they are also wildly used in Pound’s poetry and become his representative features.
3.1.1 Image Progress
Image progress is a combination of images which structured in accordance with the objective rule. It is a common writing technique used by ancient Chinese poets. For example, the famous Chinese poetry《敕勒歌》：
“敕勒川，阴山下，天似穹庐，覆盖四野。
天苍苍、野茫茫，风吹草低见牛羊。”
In this poem, the author wrote from the mountains to near grass, from the sky to earth. He ranged the images under the rule of direction--from far to near. Therefore the author could make the meaning of this poem very clear.
Ezra Pound successfully used Image progress writing technique in his poems. Take Pound’s poem “Salutation” for example:
O generation of the thoroughly smug
and thoroughly uncomfortable,
I have seen fishermen picnicking in the sun,
I have seen them with untidy families,
I have seen their smiles full of teeth
and heard ungainly laughter.
And I am happier than you are,
And they were happier than I am;
And the fish swim in the lake
and do not even own clothing.
-----by Ezra Pound “Salutation”
In this poem, Pound first wrote the happy “fishermen”. They eat in the wild, sleep on the ground, with the untidy families, but they laugh to their hearts’ contact. Then he compared “I” with “you”, finding that “I am happier than you”. He compared the “fishermen” with “I”, finding that “they were happier than I am”. At last he described the free “fish”, it swims freely in the lake and even wears nothing. Pound wrote four aspects: the “fishermen”, “I”, “you” and the “fish”. He made a structured comparison of each of the four aspects to challenge those self-appointed writers, and pointed out that the modern poets’ mind should be free roaming like the fish in the water. They should get rid of the old stereotypes of poetry and create poems freely.
Ezra Pound addresses the old-time question of happiness in privileged and underprivileged classes. The “generation of thoroughly smug” refers to middle and upper classes of society who, by conventional means, are uptight, dull, and “smug”, and in Pound's definition are “thoroughly uncomfortable”, with life. Pound parallels the “thoroughly smug” with the “fishermen”. The poem is about perseverance. “Fishermen” are poor, often uneducated, country folk. Pound parallels “fishermen” with struggling poets; both sects trying to survive by their individual means.
3.1.2 Image superposition
Image superposition is to superimpose images with the same meaning, and uses modify, qualifier, metaphor to constitute the relationship between images. Ezra Pound widely used this writing technique. The example is the poem “A Girl” which Pound wrote for his early lover:
The tree has entered my hands,
The sap has ascended my arms,
The tree has grown in my breast -
Downward,
The branches grow out of me, like arms.
Tree you are,
Moss you are,
You are violets with wind above them.
A child - so high - you are,
And all this is folly to the world.
------by Ezra Pound “A Girl”
In this poem, Pound first uses the image “tree” to superimpose and modify “I”, and then uses the image “moss” and “violet” to superposition and modify “tree”. It is clear that the image of the “tree” is a symbol of love and young girl. Pound first described the close relationship between “tree” and “I”. Then he added three images –”moss”, “violet” and “child” to praise the beauty of young girl. The girl is as young and beautiful as violet and moss. And she is also like green trees which full of life. All of these things moisten “my” growth of life, even though they are ungrounded yawp in most people’s eyes. In this superimposed image, we can find that the beauty of the young girl likes violet, and the vital force likes the tree and mo ss.
We can see that those words or images have similar meaning, and their meanings have connected relationship. It is clearly that Pound used modify, qualifier, metaphor to constitute the relationship between images. So this poem uses typical image superposition.
3.1.3 Image juxtaposition
Image juxtaposition is quite similar to Image superposition, but actually they are different. Image juxtaposition is to appose two visible images together which from different time and space, to inspire and arouse the feelings of others. Hume said: “The imagery shows that the combination of the two visible images can be called a visual chord. Their combination gives people an image which is different from either of the two images.” The emotional feeling aroused by juxtaposition of different images has gone beyond the meanings of a particular image, but with an entirely new feel.
Pound said, “Image juxtaposition” can not allow any contact, whether it is an analogy or a synonym. The purpose of this technique is to “cut the lock of association of ideas”, so that the author can make the interaction relationship between images. The reader must take the initiative to use their imagination to explore the relationship between the two. Pound has always been emphasized on “Objective Present”. It is one of the effects of image juxtaposition, which means let the readers to understand the experience in poetry on their own, realize the “Similarity” between images, and get a sudden, new, near-epiphany of understanding.
Juxtaposition is like the Montage practice in the field of poetry. It is also the core writing technique used in Pound’s great work “The Cantos”.
Montage practice is a cinematic technique wildly used in modern film industry. It is a rapid succession of different images or shots in a movie. It composes pictures by juxtaposing or superimposing many pictures or designs. So we can regard it as the art or process of making such a single pictorial composition.
The Cantos by Ezra Pound is a long, incomplete poem in 120 sections, each of which is a canto. Most of it was written between 1915 and 1962, although much of the early work was abandoned and the early cantos, as finally published, date from 1922 onwards. It is a book-length work, widely considered to present formidable difficulties to the reader. Strong claims have been made for it as the most significant work of modernist poetry of the twentieth century. As in Pound's prose writing, the themes of economics, governance, and culture are integral to its content.
The most striking feature of the text, to a casual browser, is the inclusion of Chinese characters as well as quotations in European languages other than English. Here I cite a few lines of chapter forty-ninth of poem “Cantos” as follows:
Rain; empty river; a voyage,
Fire from frozen cloud, heavy rain in the twilight
Under the cabin roof was one lantern.
The reeds are heavy; bent;
and the bamboos speak as if weeping.
-----by Ezra Pound “Cantos”
In this poem, Pound used the melodic appearance of images to achieve an effect that common texts were not readily to gain. When we are reading these few lines, there will be subconscious images come into our mind, just as the words showed. The images change from “rain” to “empty river”, from “frozen cloud” to “heavy rain, from “the cabin roof” to “one lantern”. It is just like a rapid succession of different images or shots in a movie.
We can find that those words or images have different meaning, from different time and space, but they have connected relationship. It is clearly that Pound put those visible images together and achieved an admirable effect to inspire and arouse our feelings. This poem gets a responsive chord in the hearts of its readers.These melodic appearances of images are achieved by juxtaposing or superimposing different images. In other word, this effect is achieved by image juxtaposition or Montage practice.
3.2 Concise Language
Imagist poetry is famous for using concise language, without adjectives, qualifier, decorative “lace” and flaunting words. It writes short lines, with imagery. In the three principles of Imagism made by F. S. Flint, the second principle is “To use absolutely no word that did not contribute to the presentation.” In an essay “A Few Don’ts by An Imagist”, Ezra Pound wrote three “Don’ts” as the principle of image poetry. The first “Don’t” is “Use no superfluous word, no adjective, which does not reveal something.”
Pound strictly obeys these principles. Here we take the landmark work of Pound's Imagist Poetry “In a Station of the Metro” for example:
The apparition of these faces in the crowd;
Petals on a wet, black bough.
-----by Ezra Pound “In a Station of the Metro”
This poem was first published in 1913 and is considered one of the leading poems of the Imagist tradition. Written in a Japanese haiku style, Pound’s process of deletion from thirty lines to only fourteen words typifies Imagism’s focus on economy of language, precision of imagery and experimenting with non-traditional verse forms. The poem is Pound’s written equivalent for the moment of revelation and intense emotion he felt at the Metro at La Concorde, Paris. Pound explains in his article value.
The poem is essentially a set of images that have unexpected likeness and convey the rare emotion that Pound was experiencing at that time. Arguably the heart of the poem is not the first line, nor the second, but the mental process that links the two together. “In a poem of this sort,” as Pound explained, “one is trying to record the precise instant when a thing outward and objective transforms itself, or darts into a thing inward and subjective.”[9]3 This darting takes place between the first and second lines. The pivotal semi-colon has stirred debate as to whether the first line is in fact subordinate to the second or both lines are of equal, independent importance.
Pound contrasts the factual, mundane image that he actually witnessed with a metaphor from nature and thus infuses this “apparition” with visual beauty. There is a quick transition from the statement of the first line to the second line’s vivid metaphor; this ‘super-position’ technique exemplifies the Japanese haiku style. The word “apparition” is considered crucial as it evokes a mystical and supernatural sense of imprecision which is then reinforced by the metaphor of the second line. The plosive word ‘Petals’ conjures ideas of delicate, feminine beauty which contrasts with the bleakness of the ‘wet, black bough’. What the poem signifies is questionable; many critics argue that it deliberately transcends traditional form and therefore its meaning is solely found in its technique as opposed to in its content. However when Pound had the inspiration to write this poem few of these considerations came into view. He simply wished to translate his perception of beauty in the midst of ugliness into a single, perfect image in written form.
3.3 Musical Rhythm
Ezra Pound has a strong musical rhythm in his works, which is mainly embodied in three aspects: firstly, he thinks poetry language should be musical and pays attention to the internal poetic rhythm; secondly, he successfully adopted the fugue melody of western music, and used it in his masterpiece Cantos; moreover, he uses the dapper image poems to load the richest content and emotion to reach the highest level of musical poetry -- quiet voice.
Rhythm is an important factor to form the musical aesthetics of poetry. It gives us pleasure and beauty, and it can unify the individual, coordinate difference, turn lethargy to concentrate. Therefore, the rhythm itself is very charming, and musical rhythm is usually considered to be the core of musical poetry. In the On imagism, Ezra Pound defined poetry that “poetry is the compounds or organization of musical words.”[10]6 In Pound’s view, the so-called music is just rhythm. A poem cannot be called as a poem if without rhythm. In the aspect of poetry, Pound has inherited the free verse of Whitman poems, and made a meaningful attempt. He found a new charming melody in the traditional pentameter poem, and combined the music and expressive force into free verse. The rhythm and sound changes with the emotion in poems, that is, to maintain the true feelings of the poems and gives its beautiful melody. When reading Pound's poetry, we will realize that the beauty of rhythm in his poetry not only exists in the rhythm itself, but more important is in the performance of content.
Pound also believes that poetry do not only need rhythm, but also include: (1) beautiful rhythm. A good poem has a residual sound in the listener's ear, which sounds like organ. (2) Rhythm should contain some surprising elements. That is to say the rhythm should be of innovation. (3) Rhythm should reflect a certain emotion; give reader a shock of soul.
In addition to the repeated experiments of the rhythm of poetry, Pound also innovated the structure of poetry. He changed the way of composing music into poetry skills, in order to further enhance the melody and artistic appeal of poetry. In the “Cantos”—the literary masterpiece which represent the highest achievements of Pound's poetry, Pound used “fugue” structure in the creation of many chapters. Fugue is a common music form in Western music, which includes “theme”, “response”, “counter-subject”, and with several “episodes”. Usually, fugue adopts “counterpoint” to arrange “theme& rdquo;, “response” and “counter-subject” into the music in turn, and achieve polyphonic structure. This structure can overcome the psychological feeling of dull monotonous.
4．Influence of Pound poetry
Ezra Pound is generally considered the poet who is most responsible for defining and promoting a modernist aesthetic in poetry. His own significant contributions to poetry begin with his declare of Imagism, a movement in poetry which derived its technique from classical Chinese and Japanese poetry-stressing clarity, precision, and economy of language, and foregoing traditional rhyme and meter in order to, in Pound's words, “compose in the sequence of the musical phrase, not in the sequence of the metronome.”
Pound appreciated Chinese poetry very much and learned the use of image from it. What’s more, he summarized the key techniques and formed his own imagism theory. His imagism theory, poetry writing skills and translation of Chinese poems not only influenced innumerable British and American writers, but also affected the development of Chinese modern literature.
4.1 The impact on domestic literature
Ezra Pound’s achievements in poetry field or literature field were well recognized. Though he learned a lot of writing skills from Chinese poetry, he also had an important influence on the literature development in China, especially the development of image poetry. We can say the modern Chinese poetry is greatly influenced by Imagism.
Image is an important category with key significance in Chinese poem studying and also an important numeral factor in poetry creation. Poet’s creation inspiration and experience to the life are both condensed in image. Image is the special way to manifest itself for poetry to be distinguished from other literary styles. The ancient Chinese image poetry has a long history. It is featured by clarity, precision, economy of language and combination of images. The western image poem theory was partly derived from Chinese, but later it influenced modern Chinese Poetry.
The genesis stage of Chinese modern image poetry is in 1920s. The representative poets were Hu Shi, Wen Yiduo and Li Jinfa. Hu was well known as the primary advocate for the literary revolution of the era, a movement which aimed to replace scholarly classical Chinese in writing with the vernacular spoken language, and to cultivate and stimulate new forms of literature. “The English and American poetry of image group showed multi-aspects influence on Hu Shi’s poetry point and his vernacular and New Poetry Movement.”[11]119
The whole exploration of poetry image art in1920s, looking the image art of ancient poetry as the control of modern image construction, experiences a process of modern decay and birth of new poem image, that is being intertwined with image tradition of ancient poetry (new vernacular poem in the early period), breaking away from traditional image system (represented by Guo Moruo), close examination of returning to tradition (new metrical poem group represented by Wen Yiduo) and rebel against tradition (represented by Li Jinfa).
The development period of Chinese image poetry is between 1930s and 1940s. It was the historical evolution process of modern image art from genesis，development to maturity and its regularity and phased characteristics. During this period, most school’s image poetry held the point of view with the core of dimness, harmonious theory and artistic conception. The Beijing school’s image poetry theories were including agreement theory, art and temperament and interest theory, revealing and hidden theory, inspiration theory and image connecting theory. The July school’s image theory explaining the poetry point on the center of Ai Qing’s concrete and abstract sensualist, image imagination theory and image and graphic theory and Hu Feng’s experience image theory. The Nine Leaves school’s poetry study is expanded from such aspects as poem quality theory, rational theory, artistic conception, structuralism theory, sinking theory and condensing theory etc. And it represents the basic maturity of modern image poetry theory. The representative poets were Dai Wangshu, He Qifang, Bain Zhilin, Fei Min, Ai Qing.
Up to the present, there are many Chinese scholars studying Ezra Pound’s poetry. Some of them are from the view of the relationship between Ezra Pound and Chinese poetry. Some others research from the perspective of translation to examine the translation skills the translation of Chinese poetry. The most of them use the perspective of traditional rhetorical method, and study images of poetry from perspective of the arts means and effects of literature. The study includes the role of poetic imagery, rhetorical skills, rhetorical effect and its artistic features and so on.
4.2 The impact on foreign literature
American poet, critic, and translator Ezra Pound was an extremely important influence in the shaping of 20th-century poetry. He was one of the most famous and controversial literary figures of the century. No other twentieth century literary figure engaged as much with China as Pound. T. S. Eliot described him as the “inventor of Chinese poetry”.
Though the movement of Imagism only lasted for a short period of time, it is the beginning of New Poetry Movement in the United States. Its experiment on using “image” and free verse poetry changed many American readers’ tastes, and affected the process of American modern poetry. Pound's modernist experiments of the 1910s and 1920s have served as a counterforce to the established traditions of the “American Sublime” and the Anglo-American formalism represented by T. S. Eliot and the New Criticism. Beach, Christopher wrote a complete book length critical study ABC of Influence: Ezra Pound and the Remaking of American Poetic Tradition. “ In this first full-length study of Pound's influence on American poetry after World War II, Beach argues that Pound's experimental mode created a new tradition of poetic writing in America. Often neglected by academic critics and excluded from the “canon” of American poetic writing, Charles Olson, Robert Duncan, and later members of this experimental tradition have maintained the sense of an American avant-garde in keeping with Pound's modernist experiments of the 1910s and 1920s.”[12]87
After the movement of Imagism, there is still a small number of poets, consciously or unconsciously adhered to some of the certain principles of Imagism, and expand the results of Imagism. William C. Williams’ performance is regarded as the most outstanding in this field. Under the guidance of Ezra Pound, he began his business on the road of studying Imagism. Then he combined the writing skills of Imagism with the subject matters and language style of the United States, and created a kind of “direct” Poetry. This kind of Poetry had a dramatic impact on the revolution of United States poetry during the 1950 to 1960.
T. S. Eliot and Irish writers W. B. Yeats were deepest influenced by Pound. T. S. Eliot was a poet, playwright and literary critic. He received the Nobel Prize in Literature in 1948. Among his most famous writings, the Waste Land has become a touchstone of modern literature, a poetic counterpart to a novel published in the same year, James Joyce's Ulysses. Pound made detailed editorial comments and significant cuts to the manuscript. W. B. Yeats was an Irish poet and dramatist and one of the foremost figures of 20th-century literature. Under Pound’s influence Yeats learned Pound's unauthorized alterations and got know of Chinese and Japanese poetry, which affected his later works.
5．Conclusion
The above discussion of Ezra Pound’s image poetry is by no means comprehensive but it can give us a clear point of view of Pound’s writing techniques and features. He successfully combined the features of Western poetry and Eastern poetry, and invited a new poetry theory. His way of combine images, use concise language and pay attention to rhythm are good skills which we can learn and use in poetry writing. The purpose of this paper is to summarize the language characteristics of Pound’s poetry and analysis his imagist poetry style, so as to provide some theoretical ideals from the view of reading, understanding and appreciate modern English poetry, thus making it easier for Chinese readers to appreciate English poetry.
Acknowledgements
My initial thanks to my supervisor Han Xiaoya, without her patient guidance and strict supervision, this paper would not have been written. Her suggestions help me a lot in the writing of this thesis. And her enlightening ideas will greatly influence studies in my academic life.
I am also very grateful to my roommates who have not only offered me their warm encouragements but also shared with me their valuable materials and suggestions on my writing of this thesis. Their kindness cannot be overstated.
I am further indebted to other teachers who have taught me and helped me in the past four years
In addition, any errors and inadequacies in this thesis are my sole responsibility.
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[10] 王贵明.中国古典诗歌美学与庞德古代主义诗学[J].北京理工大学学报(社会迷信版)2004,(6).
二、英语专业毕业论文的鼎新现实
笔者地点学院明白地把培育操纵型立异型人材作为方针，其人材培育情势正视合用和现实，正视才能和拿手。庄智象在《对国际化立异型外语人材培育的思虑》［6］一文中指出:立异型外语人材应具备“杰出的说话根基功、极强的专业常识打算、立异性的思惟才能和阐发处置题方针现实才能”。普通情况下，英语专业的毕业论文，既要考核先生对英语专业根本常识的掌握情况，也要考核其综合操纵英语的才能。两者若何调和连系，是改良毕业论文使命的一个冲破口。工科院校本科生毕业前既要实现毕业论文，又要实现毕业设想。前者正视专业常识和学术性，后者查验对常识的现实操纵才能，即脱手才能。这类夸大现实与现实相连系的理念对英语专业毕业论文使命有很好的启迪:是不是也能够或许将英语专业的毕业论文由单一的论文情势改成一种集社会现实和论文于一体的毕业设想情势?本校英语系颠末多方调研和斟酌，终究提出从英语专业毕业论文情势脱手停止鼎新，力图摸索一种能有用地防止剽窃，且顺应操纵型立异型英语人材培育方针的毕业设想情势，详细情况以下:1．改传统的毕业论文为毕业作品建造持久以来，高校英语专业本科毕业论文(设想)都是相沿《高档黉舍英语专业英语讲授纲领》的请求:“毕业论文普通用英语撰写，长度为3000～5000个单词，请求笔墨通畅、思绪清楚、内容充实，有必然的自力观点。”［7］若细心斟酌这句话，“普通”二字表示着高校也可根据现实情况停止其余情势的调剂。为减缓日益严峻的剽窃景象，从2012届先生起头，本系鼎新传统的毕业论文为毕业作品建造，详细指先生操纵本身所学的英语常识建造出有英语配音及中英笔墨幕的视频节目。差别的先生根据本身的乐趣挑选差别的主题，比方人文景观、产物推介、跨文明寒暄等。除建造15～30分钟的专题视频外，先生还需实现一份不少于3000字的中文稿。先生将此文稿译为品质较高的英语，用于为视频英文配音，同时视频还配以中英笔墨幕。几名先生可在拍摄、配音和剪辑上彼此辅佐，但每个先生终究要提交一个自力的作品和配套的中英文文稿。为了使先生掌握必然的视频拍摄及建造的根基手艺和体例，本系还出格约请了电视台的相干专家对先生停止32学时的培训，讲授视频的拍摄手艺和前期若何操纵专业的EDIUS软件停止视频编辑及字幕建造。培训扩大了先生英语专业外的传媒常识，使先生获益匪浅。2．将毕业设想使命提早到先生失业前以往毕业论文从第七学期起头停止，第八学期进入到论文撰写最严峻的阶段。这时候先生根基步入社会，或失业练习，或四周求职，没法集合精力停止写作。先生分开校园致使信息资料缺少，激发汇集剽窃，与指点教员的相同也遭到影响。为了改良这类状态，本系请求2012届的毕业生在第六学期即起头毕业设想的前期使命，包含毕业设想选题、开题报告撰写与点窜和开题报告的辩论。从寒假至第七学期中旬，先生实现毕业设想笔墨稿底稿，在教员指点下不时点窜并终究构成定稿，继而实现拍摄使命及前期建造。第七学期中下旬实现毕业设想辩论，先生点窜后提交终究版作品。将毕业设想提早，防止了先生毕业设想时段与找工季的抵触，先生有更充实的时候寻觅本身最感乐趣的标题标题标题标题标题标题题目，将现实进修与现实操纵相连系。如许不只进步了毕业设想品质，还能加强先生进修的主动性，同时也便于教员在校内对先生停止面对面的指点。3．鼎新为毕业作品建造的上风其一，视频建造属于首创性的作品，先生自行挑选感乐趣的标题标题标题标题标题标题题目，切身为视频配音并出镜，有用地防止了剽窃景象的发生，且先生选题不再狭小单一，时效性大大加强。很较着，鼎新后先生毕业设想的选题比鼎新前更丰硕更新颖。其二，比拟以往多届先生频频写过的不新意的论文来讲，新情势的毕业设想具备更多的社会文明代价和合用代价。因为先生大都来自广东，其毕业设想多环绕广东外乡的人文景观、企业及产物、文明传统等停止。如“岭南水乡———小洲村”、“主题公园的营销计谋———欢喜谷成功之道”、“潮汕成人礼———出花圃”、“西关文明的传承和掩护———西关大屋的汗青变化”等良多作品富有浓烈的处所特色。先生亦可拔取本身有求职意向的行业作为毕业设想的主题。终究每个毕业作品被零丁刻录在光盘上，可作为先生求职简历的一局部，反应先生的现实才能，在严峻的失业情势下为成功招聘增加筹马。其三，先生开动脑子自编自导视频作品，很大水平上培育了本身的立异熟习、立异思惟和立异精力。如“千年葵艺在新会”的建造者奇妙地把一名老奶奶摇着蒲扇给孙女讲故事的场景引入到视频的主题———先容广东新会的“葵艺”成长史。其四，将中文稿翻译成英文，在教员指点下不时点窜至最好的进程，使先生的写作翻译手艺和语法、辞汇等英文根基功有了明显的晋升。其五，在为视频英文配音的进程中，先生频频练习英文稿的朗诵，并在教员赞助下改正弊端发音，改良了语音腔调，进步了步履抒发才能。其六，经由进程在网上搜刮毕业设想视频的相干素材，熬炼了先生汇集、挑选和操纵资料的才能。其七，视频拍摄和编辑软件的进修和前期的字幕建造等现实大大进步了先生的进修才能和脱手才能。其八，拍摄前与公司厂家或景区等多方接洽，熬炼了先生的社会来往相同才能。视频由几名同窗或亲朋彼此配合配合实现，培育了先生的团队协作才能。4．鼓动勉励局部有须要的先生延续撰写毕业论文大都筹算读研或出国进修的先生须要经由进程做毕业论文为此后的进修打下杰出的学术根本，为此，鼎新不能搞“一刀切”，应鼓动勉励局部先生撰写论文并装备优异教员对其指点。
开题报告是作者将本身开端选定的标题标题标题标题标题标题题目以内容、思惟等，以书面情势向毕业论文辩论委员会的导师和听众作一书面报告请示和简要申明。
写开题报告方针：一是作者能将所选课题的内容框架、研讨近况、选题意思、重难点和立异点、文明打算、首要引征资料及参考书目作一全体思绪的勾划，作者对该选题的效果效果，前因后果停止有序的组合清理，为撰写毕业论文作好充实筹办。二是作者能遍及听取别人的可贵定见，并在此根本上从头理顺论文思绪，使其打算更趋完全，内容更趋翔实。
开题报告的根基构成局部
1、毕业论文标题标题标题标题标题标题题目
论文标题标题标题标题标题标题题目用中英文撰写，汉语在前，英语在后。方针是限制毕业论文的大抵规模和标的方针，即论题。应力图简要简要，惹人注视。普通不跨越15—20字。须要时可操纵副标题。
2、本选题的研讨方针
以中学英语讲授法标的方针为例，则须申明要处置英语教与学，现实与现实等方面的哪些标题标题标题标题标题标题题目，这些标题标题标题标题标题标题题目应是在讲授现实中比拟凸起又难以处置的标题标题标题标题标题标题题目;或是后人从未处置的，并且能弥补某一规模的空缺的标题标题标题标题标题标题题目。
3、本选题在国际外同业业中的研讨近况
国际外学者对该选题曾作过哪些方面的相干研讨，本课题在国际外研讨中处于多么位置?是属于未开辟的规模，仍是在后人已研讨过的根本上作深条理的研讨?国际外有哪些论文、论著触及到本选题的内容?
4、研讨本选题的念头及意思
提出本选题的根据是甚么?为甚么提出这个选题?本选题的研讨有甚么意思?从现实的角度看，本选题有哪些方面的冲破，其代价取向是甚么?本选题与相干规模之间的干系若何?对英语讲授会起甚么感化?从现实的角度看，本选题是不是有助于英语教员和先生掌握教与学的意向，使人们在英语教与学的进程中少走弯路，是不是有益于进步英语讲授品质?
5、本选题研讨的首要概念、内容、重点和难点
本选题研讨有哪几个首要概念，其特色是甚么?研讨的重点在哪几个方面?研讨的难点在那边?若何从现实与现实动身，对英语讲授停止更深切的现实切磋?若何连系英语讲授现实对改良英语讲授为难刁难策思虑?本选题有哪几个新概念?是不是弥补了国际外同业业研讨中的空缺?
6、本选题的撰写框架
框架可用纲领情势表述，普通构成以下：
弁言：提出标题标题标题标题标题标题题目、摆明概念。
论点：阐发标题标题标题标题标题标题题目与申明本身的概念。大抵包含：题方针缘由及危险性;处置题方针首要性和须要性;从现实下去论证题方针处置体例，并接洽讲授现实论述处置题方针计谋与做法。别的，操纵现实数据作为论据，证实体例的有用性。
论断：经由进程对题方针阐发论证，其成果若何?对人们在英语教与学中有何指点意思?有哪些方面须要延续研讨的?它另有甚么缺少的处所?
参考书目：参考书目普通是英文参考书在前，中文参考书在后，以字母拼音挨次摆列。
7、研讨根本
作者在挑选该题之前作过哪些方面的进修、研讨或写过甚么文章?申明能准期实现毕业论文撰写的来由。
8、研讨体例
罕见的研讨体例包含：察看、查询拜访、描写、尝试、实证、文献、个案研讨、比拟研讨、履历总结、现实深思、丈量、量化、步履研讨、表列、图示、内容阐发等体例。比方：尝试的体例便是对英语讲授班级停止尝试对照;查询拜访的体例便是经由进程查询拜访表、扣问、问答等情势寻觅处置题方针体例。
一个课题根据详细情况能够或许须要一种或多种研讨体例。
9、撰写步骤及阶段使命
包含：选题及开题报告底稿、正式开题报告及纲领、实现底稿、二稿、三稿、定稿等、什么时候论文辩论等。
开题报告中文典范
标题： 英语隐喻汉译
(On Translating English Metaphors into Chinese)
1) 本选题国际外研讨近况
对隐喻的研讨在外洋已构成较为完全的体系，此中以Lakoff & Johnson (1987)的研讨最具备代表性，而对其汉译的研讨却百里挑一。国际对隐喻的研讨首要受Lakoff & Johnson现实的影响，此中以胡壮麟、朱长生为首要代表。在隐喻翻译的研讨方面，李国南(1990)，胡文仲(1994)对英汉针言或谚语中的惯用性比喻的喻体停止过比拟，并切磋了其翻译的路过。在近期出书的刊物中有对队喻翻译研讨方面的文章，此中以徐莉娜的《隐喻的翻译》为首要代表。但其研讨的规模也只是规模于文学、修辞用语的隐喻翻译。
2)本选题的意思、重点、难点及立异点
意思：本选题冲破了向来将隐喻的汉译规模在诗学、修辞学、文学等规模。因为“翻译是跨说话、跨文明的寒暄勾当”(陈宏薇：1996)，翻译对各民族之间文明的传布起着很是首要进献的感化。咱们对日常常操纵语中隐喻的汉译研讨应与英语说话文明背景的研讨连系起来。
重点：本选题重在研讨隐喻在英语日常常操纵语中存在的遍及性、可译性及其翻译的体例。
难点：若何从文明寒暄的角度对日常常操纵语中的隐喻的汉译停止深切的现实切磋。
立异点：研讨英语日常常操纵语中的隐喻的汉译现实及其体例。
3)论文的打算及简要申明
1. 弁言
2. 英语日常常操纵语中隐喻存在的遍及性
2.1 隐喻的界说
2.2 对隐喻研讨的常常操纵书语
2.3 英语日常常操纵语中的隐喻
3. 英语日常常操纵语中隐喻的特色
3.1 日常常操纵语中隐喻的分类
3.1.1 惯用语
3.1.2 重生隐喻
3.2 英语隐喻与汉语隐喻
3.3 英语日常常操纵语中隐喻的可译性
4. 英语日常常操纵语中的隐译汉译
4.1 翻译的标准
4.2 日常常操纵语中隐喻汉译的难点
4.3 日常常操纵语中切口汉译的进程
4.4 日常常操纵语中隐喻汉译的根基体例及准绳
5. 日常常操纵语中隐喻汉译的体例与手艺
5.1 直译法
5.2 意译法
5.3 转译法
5.4 直译和意译连系法
4) 参考书目
Brodkey, Linda. Review: The Language in Metaphors. ( College English Jan, v50 pp 89-94), 1988.
Jin Di & Eugene, A. Nida. On Translation. Beijing: China Translation Publishing Company, 1984.
Lakoff, G. & Johnson, M. Metaphors We Live by Chicago, University of Chicago Press, 1987.
Nida, Eugene A. & William, Reyburn. Meaning Across Cultures, Maryknoll of N.Y. Orbis Book, 1981.
…
陈宏薇 《新合用汉译英教程》，武汉：湖北教导出书社，1996。
陈文伯 《英语针言和汉语针言》，北京：外语讲授与研讨出书社，1980。
邓炎昌、刘润清《说话与文明》，北京：外语讲授与研讨出书社，1989。
张培基等《英汉翻译教程》，上海：上海内语教导出书社，1983。
1、具备自力性和自含性
对一些英文读者来讲，英文择若是他们独一的信息源，以是英文择要必然要夸大完全性，也便是说它所供给的信息必须是完全的。
2、具备定量阐发
撰写英文择要的进程中该当正视防止抽象的、浮泛的论述，尽能够或许用详细的说话和清楚地思绪来论述，如许能给读者一个周全的信息显现。
3、具备立异性
因为东东方文明差别，东方学者在浏览论文时会正视立异的处所，以是中英文择要不必强求分歧，英文择要须要有本身的特色和气概。
国际标准划定中“择要”一词界说为原文内容精确、简要的抒发，而不加以诠释和批评。各个高校订其也都有本身的相干划定，如新疆农业大学，普通请求英文择要在200-250字符，单词语法精确，说话流利、精辟。内容包含方针、体例、成果、結论等4个方面，侧重反应论文中的新内容、新观点，但不得插手批评。
二、非英专本科毕业论文中文择要英译中存在的标题标题标题标题标题标题题目
1、研讨进程简述
为了领会本校非英专本科毕业论文英文择要所存在的标题标题标题标题标题标题题目，笔者停止了两方面的研讨。笔者对土管专业的62份问卷成果停止了数据阐发，发明77%的非英专先生对英文择要有激烈的须要；汇集了土管专业的57份毕业论文英文择要，停止详细阐发、研讨，发明70%的先生借助了网上一些软件翻译，此中有25%的人对译文停止了点窜，唯一12%的先生根基了到达英文择要的请求。
2、英文择要存在的题方针阐发
1）文章题方针翻译。中国先生遭到汉语思惟习气的影响，在中文标题标题标题标题标题标题题目中会用到“研讨”、“初探”等词，可是在撰写英文择要中，这些词就可以够或许够不必译出。
比方：四平市耕地掩护的标题标题标题标题标题标题题目及对策阐发
原译：Analysis of Problem and Countermeasures of Farmland Protection in Si Ping City
改译：Problem and Countermeasures of Farmland Protection in Si Ping City
2）标点标记弊端。先生常犯的弊端：并列成份用分号离隔；书名号不必斜体；中英文省略号的区分。
比方：庄家耕地流转步履受庄家文明水平、春秋、庄家家庭休息力资本状态影响。
译文：... is influenced by farmers’ degree of education，age，labor resource status.
3）用词不妥。词性和近义词区分分辩不清常会致利用词不妥的标题标题标题标题标题标题题目。
比方：可是由此发生的人地抵触标题标题标题标题标题标题题目却日益锋利
原译；but the resulting contradiction between people and land ...
笔者觉得“抵触”一词，根据词义和用处，conflict更加贴切。
改译：but the resulting conflict between people and land...
4）搭配不妥。英语单词的搭配缭乱庞杂，良多先生的语法根本软弱，常常会用错搭配致使不标准的抒发。
比方：In Urumqi as an example ...
改译：Taking Urumqi as an example...
5）中式翻译
做翻译时，一个遍及标题标题标题标题标题标题题目便是中式思惟翻译。若是只顾字面对应，不斟酌文明差别，能够或许会构成简略句众多，句子跟尾性差。
比方：大批的农业用地转为都会用地，给国度食粮宁静标题标题标题标题标题标题题目和生态情况的掩护构成了极大的压力。
原译：A great deal transformation of agricultural land into urban land， to the national food security problems and the protection of the ecological environment cause great pressure.
原译文完全是根据中文逐字逐句翻译的，且原文中的“标题标题标题标题标题标题题目”可不必译出。
改译：A great deal transformation ...brings great pressure to the national food security...
三、改良英文择要品质的对策
英文择要中存在的标题标题标题标题标题标题题目另有良多，以上几条只是笔者在现实进程中罕见题方针简略总结。想要进步择要品质，笔者觉得须要从以下两个方面做出尽力：
精确熟习英文择要的意思，领会英文择要的写作特色和标准。撰写英文择要时，先用中文实现打算完全、信息周全的择要，再根据英文思惟将其翻译上去。
掌握英文择要的翻译手艺，加强本身翻译才能。多正视英文择要的写作标准和行文特色，如用词、句法、时态、语态等。多堆集英文择要常常操纵词、句型，多浏览英文文献资料。（作者单元：新疆农业大学本国语学院）
作者简介：汪南（1994～），新疆农业大学本国语学院英语134班先生。
参考文献
1、培育先生的英语浏览、写作才能及操纵商务常识阐发标题标题标题标题标题标题题目和处置题方针才能,到达学乃至用的方针。
2、查抄先生对所学专业现实常识和根基手艺的掌握水平,并将论文成就作为先生可否毕业的首要根据之一。
3、练习先生汇集操纵资料的手艺,同时培育先生现实接洽现实,加强自力思虑标题标题标题标题标题标题题目和处置题方针才能。
二、 论文写作请求:
1、以英文/汉语实现论文写作。
2、字数请求不低于3000个单词或字, 同一接纳A4(210x297mm)页面复印纸单面打印.此中上边距2.8cm,上面距2.5cm,左侧距2.5cm,右侧距2.5cm,页眉1.6cm页脚1.5cm装订线0.5cm.字间距为标准,行间距为1.25倍行距.页眉内同一为:用5号宋体
3、论文的内容要与本专业所请求的常识和手艺相连系,请求论述者浏览必然量的英文和中文资料,能够或许对一切的资料停止公道删减、构造和编辑,掌握论文撰写的打算与打算。请求说话流利,条理清楚,论点明白,论据充实。具备以下特色:
1) 迷信性:概念精确,论据充实靠得住,打算公道,能反应出先生对本学科常识体系掌握的水平及其某一标题标题标题标题标题标题题目有较深懂得很熟习
2) 合用性:选题该当具备现实意思和学术代价,该当表现出阐发标题标题标题标题标题标题题目处置题方针才能水平
3) 逻辑性:论证该当有力,条理该当清楚,逻辑该当周密,打算该当完全公道
4) 手艺性:该当具备汇集清理操纵资料的才能,说话抒发该当清楚精确,格局该当标准
4、写作时候支配:
1月14日:先生与导师碰头选题和开题
1月15日-3月25日先生写作,提交纲领,底稿,导师点窜并将实现情况向系里报告请示
3月31号前根据导师的点窜定见实现第二稿交导师点窜
4月7号前实现定稿并根据请求打印装订成册.打印3份,交系里2份
4月8号-4月13号筹办辩论,准绳上接纳英语辩论
2007年4月14号论文辩论,准绳上接纳英语辩论
5:论文成就评定:接纳5级记分制,及优异,杰出,中等,合格和不合格五等.此中优异没,杰出等次的人数别离按不高于15%,20%的比例评定.闭幕成就必须经指点教员学院毕业论文指点小组认定.
6:出格申明:
毕业论文写作是严厉的使命.严禁剽窃剽窃别人论文.一经发明这次论文成就判为0分.
三、 论文选题标的方针:
1、商务英语讲授鼎新的标的方针,路子,课程设置等
2、商务英语讲授在新情势下的影响和意思;
3、我国商业的近况及其成长标的方针
4、商务英文翻译手艺;
5、江西招商引资切磋及其对策
6.WTO掩护期事后对我国的影响;
四、 论文设想与制定的法式:1、指点教员的赞助下,根据本指点书供给的选题规模,从中挑选论文标的方针,肯定标题标题标题标题标题标题题目。(注:挑选其余的标题标题标题标题标题标题题目,需与指点教员商讨肯定)
2、 搜索与本身论文标题标题标题标题标题标题题目相干的资料,文献,构成论文纲领,正视论文打算支配的公道性。
3、 论文打算:包含标题标题标题标题标题标题题目,中英文择要和关头词,目次和注释. 详见前面附件
附件1:
外语系英语专业(高职)毕业论文选题(商英专业)
1. 《商务英语课程设置的切磋》
2. 《跨文明身分对英汉翻译的影响》
3. 《商务英语的特色及翻译手艺》
4. 《商务英语函电在对外商业中的感化》
5. 《单证员在国际商业中的位置》
6. 《商务英语函电翻译手艺》
7. 《商务构和中英语的首要性》
8. 《浅谈出口结汇危险的提防》
9. 《中国退税轨制的鼎新及其影响》
10. 《牌号称号的翻译与计谋》
11. 《外贸企业信誉危险办理与节制》
12. 《2007年外资银行在我外洋乡注册切磋》
13. 《我国操纵国际存款/国际支援近况阐发》
14. 《WTO与我国反推销切磋》
15. 《我国对外间接投资之近况》
16. 《本地地域对外商业成长计谋研讨》
17. 《中印两国两国对外商业计谋阐发》
18. 《公民币贬值对我国出口商业的影响》
19. 《浅谈商务英语写作时防止润色语错位的体例》
20. 《商务函电翻译的用词手艺》
21. 《外商间接在华投资切磋》
22. 《社会文明迁徙对中国式英语的影响》
23. 《我外洋贸出口品牌计谋的实行与研讨》
24. 《商务英语专业白话课程讲授切磋》
25. 《出世对我国农产物商业的影响与对策研讨》
26. 《应答经济环球化,加速我国企业跨国运营》
27. 《英语写作中罕见中式英语阐发》
28. 《出世商务英语写作的研讨》
29. 《制单使命在国际结算中的位置》
30. 《关税壁垒与非关税壁垒切磋》
31. 《浅谈本色好处构和法》
32. 《国际电子商务成长面对的新标题标题标题标题标题标题题目》
33. 《商务英语写作中的弊端与商务英语写作讲授之间的干系》
34. 《清理地点期货市场上的位置》
35. 《跨国公司在华扩大情势透析》
36. 《汉译英中碰到新词语的译法标题标题标题标题标题标题题目》
37. 英汉互译中词义的错误应(文明意思、气概意思、修文意思等)
38. 我国市场经济国度位置与反推销
39. 若何提防信誉证欺骗
40. 我国中小企业开辟国际市场之切磋
41. "10+1"自在商业区将来前景瞻望
42. 汉语中新辞汇的翻译手艺
43. 商务英语的特色与翻译
44. 珠江三角洲外贸近况及存在的标题标题标题标题标题标题题目
45. 南昌现操纵外资纵谈
46. 广州/深圳等地域三资企业打算阐发
47. 浅谈广州等地域外贸企业的窘境与前途
48. 浅谈广州等地域出口产物打算的市场散布
49. 商务英语专业毕业生失业岗亭之切磋
50. 单证员跟单员等资历证书近况思虑
51. 礼节在商务构和中的感化
52. 跨国公司的外乡化运营计谋及其实行
53. 中国在亚洲地域协作中的位置和感化
54. 耽误我国加工商业国际代价链标题标题标题标题标题标题题目探析
55. 中国商业的近况和前景
56. 我国西部地域引进外资标题标题标题标题标题标题题目研讨
57. 公民币营业对外开放之切磋
58. 浅谈涉外条约英语特色
59. 海内投资与出口商业的彼此干系
60. 文明和地舆身分对外商在中国间接投资的影响
61. 绿色壁垒对关税壁垒的替换效应研讨
62. 新商业掩护主义的政策调剂与我国商业成长
63. 商业磨檫及其处置机制研讨
64. UCP600-信誉证规模的新法则切磋
65. 论<<连系国国际货色发卖条约条约>>的合用规模及总则
66. 浅谈<<连系国国际货色发卖条约条约>>下卖方的常识产权包管义务
67. 我国纺织业出口合作次序近况阐发与对策切磋
68. 浅谈来料加工与进料加工的利害
69. 掮客佣金商或场内掮客人在期货买卖中的位置
70. 浅谈商检证书在国际商业中的感化
附件2 开题报告格局
商务学院
高职毕业设想(论文)开题报告
标题标题标题标题标题标题题目称号: 中国度庭企业办理立异研讨
标题标题标题标题标题标题题目性子: 研会商文
先生姓名: XXX
专 业: 工商办理
学 院: XXXX
年 级: 04级
指点教员: XXX
一、 选题背景
跟着我国经济的高速成长,以家属企业为主的民营企业也获得了疾速成长和强大,在公民经济中阐扬了愈来愈首要的感化。可是,与此同时,我国的家属企业也裸显露愈来愈多的标题标题标题标题标题标题题目,如家长式的办理体例、企业根本办理轨制不健全和后续成长有力等诸多标题标题标题标题标题标题题目。这些标题标题标题标题标题标题题目不只限制着我国度族企业的成长强大,并且严峻影响到我国经济的安康疾速的成长,是以,研讨我国现阶段家属企业若何停止办理立异,以最大限制地变更家属企业员工的主动性,从而实现家属企业出产身分优化设置装备摆设,增进家属企业延续成长已显得特别紧急。
二、研讨的根基内容,拟处置的首要标题标题标题标题标题标题题目、研讨步骤、体例
本文从我国度族企业的现实情况动身,以办理立异的现实为指点,对我国度族企业若何停止行之有用的办理立异停止深切地研讨。起首批评了国际外学者对家属企业管办理立异寄义的差别观点,提出了家属企业办理立异的寄义、构成身分及内涵机理,觉得我国度族企业停止办理立异的有用性在于有益于更好地实现家属企业的运营方针,有益于没收变更企业员工特别非家属成员的主动性和缔造性。
其次,阐发了我国现阶段家属企业办理立异的近况及存在的标题标题标题标题标题标题题目,指出了我国度族企业办理情势存在诸多缺少,如在办理立异进程中依然存在家长式决议打算、缺少计谋办理和根本软弱等诸多标题标题标题标题标题标题题目,一切这些在客观上请求成立一种新的办理情势以增进家属企业安康疾速成长。
再次,要成立一种合适我国度族企业真相的办理情势,就必须周全精确地掌握好我国度族企业所面对的内部情况。是以,本文指出了我国度族企业展开办理立异面对着内部情况的出格性和庞杂性。
三、研讨使命进度
1、教员报题(2006.11.1----11.15)
2、网上发布毕业设想标题标题标题标题标题标题题目和指点教员(2006.11.20)
3、先生选题(2006.11.20---12. 15)
4、落实使命(先生与导师碰头,交电子邮箱地点)(2006.12. 1---12. 25)
5、先生上交开题报告(纸字稿)(2006.12.25----2007.1.15)
6、中期论文查抄(交电子稿) (2007.4月1日前)
7、论文上交(纸字稿附电子稿)(2007.4.15----2007.5.1)
8、07届毕业设想辩论(评定先生成就)(2007.6月初)
9、07届优异论文评定(2007.6.15)
10、07届优异论文报告请示会(2007.6下旬)
四、首要参考文献
[1]顾娴静,温州民营企业实行拜托---制的妨碍阐发,经济办理。2002.2
[2]甘德安,中国度族企业研讨,中国社会迷信出书社,2002年版
［中图分类号］G642.4 ［文献标识码］A ［文章编号］1009－5349（2012）02－0195－02
弁言
根据开放教导本科英语（教导标的方针）讲授打算的划定，先生在根基修完本专业划定的?课和选修课后，进入以撰写毕业论文为主的集合现实关头。讲授现实设想关头即毕业论文设想是开放教导本科英语专业教导标的方针的一个极为首要的关头。在本文中，笔者基于近五年的毕业论文指点现实根本，论述了开放教导英语本科毕业论文的特色，阐发了毕业论文写作中存在的标题标题标题标题标题标题题目和缺少的处所，并在此根本上提出了响应的对策与倡议。
一、开放教导本科英语专业毕业论文的特色
开放教导本科英语教导专业先生所写的毕业论文除学术性（scholarly）、立异性（original）、标准性（formal）这几个毕业论文的根基特色外，还应表现英语教导的职业性（professional）和进程性。
（一）毕业论文的设想应表现现实接洽教导现实准绳
所谓“学有所用”，先生毕业论文的选题要连系本身的讲堂讲授现实，真正处置本身在讲授现实中碰到的客观存在的标题标题标题标题标题标题题目。毕业论文指点教员应就“讲授步履研讨”的根基请求和准绳面向全部先生以讲座或课程的情势停止指点。整篇毕业论文最少要表现有四次讲授研讨记实或讲授日志；要有一次讲堂讲授的录相或灌音；要有原始查询拜访问卷，或漫谈的灌音等，以保证教导讲授这一职业性的凸显。
（二）毕业论文的设想该当表现进程性准绳
全部毕业论文设想必须颠末标题标题标题标题标题标题题目阐发、打算设想、名目实行、名目评估和名目报告几个阶段。先生的研讨必须针对其讲堂中确确切实反应出的标题标题标题标题标题标题题目，打算的设想必须合适请求，实行阶段必须严酷监控，保证有一个月的实行时候，指点教员对先生的研讨要照实评估，名目报告，亦即论文必须合适论文的写作标准，要表现指点进程。全部设想关头由5个关头构成：
1.名目启动：指点教员可接纳小我或分离等指点体例，先容研讨准绳和研讨体例，支配研讨使命；
2.标题标题标题标题标题标题题目阐发和打算设想：先生阐发本身讲堂讲授中反应出的标题标题标题标题标题标题题目，设想标题标题标题标题标题标题题目处置打算；
3.名目实行：先生经由进程讲堂讲授详细实行打算；
4.名目评估：先生操纵评估手腕和体例，对项方针现实情况及成果停止评估；
5.名目报告：先生根据论文写作标准，用英文写出注释4000词摆布的名目报告，同时供给名目实行进程中的一切原始资料。
在全部论文的写作进程中，名目启动是全部论文写作的现实根本；标题标题标题标题标题标题题目阐发和打算设想肯定论文研讨标的方针；名目实行是论文合用代价表现的关头关头；名目评估是对论文学术代价的提炼；名目报告是对全部写作陈迹的保留。这五个关头环环相扣，缺一不可，相反相成，层层递进。
二、撰写开放教导本科英语专业毕业论文存在的标题标题标题标题标题标题题目及其对策
毕业论文写为难刁难于开放教导本科英语专业的先生来讲很是具备挑衅性，因为除实现普通毕业论文所要实现的各个关头之外，英语专业的先生还需用英文停止毕业论文的写作。要想顺遂实现英语专业毕业论文设想,先生要从论文的选题、时候支配及写作心态三方面同步动手。
（一）选题标题标题标题标题标题标题题目
开放教导先生本身写作水平不高（大多先生学历为中专），面对论文选题常常要末望而生畏，要末求大求空，没法掌握论文写作。要处置毕业论文选题难这个标题标题标题标题标题标题题目，在详细的毕业论文指点现实中，指点教员则需出力推动“两个兼容”准绳。该准绳有益于先生对本身的讲授现实停止深思，并学乃至用。
1.准绳之一：讲授现实和学术研讨兼容。因为开放教导本科英语专业的先生大大都是中小学一线教员，有着相称丰硕的讲授履历，掌握本专业与本身使命现实接洽慎密的论文选题会绝对来讲轻易很多。其次，先生对本身多年来的讲授现实停止深思和思虑，清理和提炼讲授心得，再用于指点本身的讲授现实，如许的论文很有现实性和指点性。最初要正视在夸大接洽教导现实的同时，也不能不放在眼里了毕业论文的标准性，先生经由进程英文写作熬炼了英文写作手艺，同时也对论文写作的标准请求停止了写作现实。
2.准绳之二：小我拿手和现实情况兼容。先生停止毕业论文的选题时还要斟酌本身的拿手、综合常识水平、学术科研才能和客观前提。先生最好挑选本身长于并且有必然乐趣的标题标题标题标题标题标题题目。长于能表现出先生对该论题有较深的熟习思虑及必然的现实履历，能下降写作难度，更充实地阐扬小我的客观能动性，从而做到素材充实，小我观点深入，针对性强。指点教员可赞助先生对积年的论文标题标题标题标题标题标题题目停止归类，而后就每类给出详细实例，让先生切身休会，和先生配合切磋，寻觅本身感乐趣、熟习或是能掌握的标题标题标题标题标题标题题目。积年论文标题标题标题标题标题标题题目根基可分别为讲授现实履历总结、先生心思研讨、学科思惟、先生非智力身分等方面。
（二）时候标题标题标题标题标题标题题目
因为开放教导本科英语专业先生大多为成人或退职中小学英语教员，使命承担繁重，家庭糊口压力大，在实现使命使命和赐顾帮衬好家庭之余用于论文写作的时候就很是无限，是以时候的公道支配和操纵是毕业论文按期按质实现的首要保证。毕业论文的时候支配表以下：
从上表能够或许看出，在讲授打算中留出用于毕业论文写作的时候本身就很是无限，且因为是支配在最初一个学期，面对毕业，论文已无延期上交的能够或许性，因先生本身不够正视或使命忙等缘由最初只能挑选抛却论文辩论的景象缺少为奇。为转变这一不管是先生仍是指点教员都不情愿看到的场合排场，笔者倡议起起首生该当正视毕业论文的写作，究竟成果三年所学，毕于所写。先生该当处置勤学业与使命的干系，充实、高效地操纵专业时候停止论文打算的实行及撰写，对写作进程中的坚苦要有充实的思惟筹办，耐得住孤单，忍得下艰苦。其次，作为指点教员则应确切掌握好论文写作的每个关头，操纵E-Mail、手机等古代化接洽体例，或奉告先生可停止双向语音或视频联系的网址（比方雅虎通、QQ、MSN等）充实与先生停止有用相同，指点到位，指点先生逐段实现论文，急转直下。定时候支配逐项实现各项写作使命另有赖于指点教员对先生的阶段性查抄，按期查抄先生的使命进度和品质。
（三）心态标题标题标题标题标题标题题目
先生主动的写作心态，是毕业论文顺遂实现的首要保证。主动心态的创建离不开指点教员的培育和先生本身养成。
1.指点教员要为先生设置成功方针。在长达半年的毕业论文写作进程中，指点教员在先生因为如许或那样的坚苦致使论文写不下去时,应诲人不倦地停止鼓动勉励。为了使毕业论文顺遂实现这一前景方针变得不那末高不可攀，指点教员能够或许对前景方针停止分化，放在每个写作阶段，一一实现，使得前景方针的实现具备较强的可操纵性。
2.先生对本身的论文写作应持主动心态。主动心态是一种对任何人、任何情况或任何情况所操纵的精确、恳切并且有扶植性，同时也不违反法令、品德和人类权力的思惟、步履或反应。主动心态有益于毕业论文的顺遂实现。下图是柳州市播送电视大学2005-2011年局部毕业生毕业论文心思状态查询拜访表，能够或许反应出因为持差别心态的毕业生参与毕业论文写作会发生的差别成果。
柳州市播送电视大学2005-2011年局部毕业生毕业论文心思状态查询拜访表
上表显现的状态是不能使人安心的，如许的心态必然会激发讲授、办理等方面的一系列标题标题标题标题标题标题题目。混学、浮学景象严峻，出勤、论文剽窃、拼集等景象屡禁不绝。这些与上述悲观心态有间接的干系。在艰苦的毕业论文创作进程中，先生应抱主动心态，把本身碰到的各种失利当作人生履历的可贵财产。不管若何，对峙上去，便是最大的成功。在近五年的指点毕业论文的现实中，笔者发明具备主动心态的先生写作方针明白，念头强，碰到写作坚苦时长于动脑子、想体例，写作停顿速率快。而具备悲观心态的先生在停止毕业论文的创作时，常常罹难而退；面对各种写作坚苦接纳回避或是蒙混过关的体例，其成果常常是论文不能定时上交，延期毕业。
三、竣事语
综上所述，对峙“两个兼容”准绳指点先生选题，公道支配论文撰写时候，赞助先生成立主动的撰写心态，能较好地表现电大开放教导培育“合用性、操纵性”人材的办学主旨，能够或许在必然水平上消弭以后毕业论文写作的为难状态。毕业论文是一个极为艰苦的实行进程，只需先生公道支配好论文写作时候，坚持主动的写作心态就可以够或许顺遂实现毕业论文的写作，参与论文辩论，到达小我的学术研讨岑岭。
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缘由阐发以上阐发标明先生毕业论文在选题、内容与打算、文献资料和现实性论文方面都存在或多或少，或大或小的弊端，这此中有客观缘由，也有客观缘由。1.客观缘由客观缘由首要有以下几点：起首，新建本科院校大多从专科院校升格而来，专科教导以讲授为首要本能机能，科研对教员来讲只是“副业”[1]77，本科教导教员除讲授外，另有科研请求。可是新建本科院校办学时候都比拟短，科研空气沉淀缺少，全体师资在科研方面比拟软弱，很难为先生供给有用的指点。其次，新建本科院校的生源品质绝对985、211老牌本科院校低，先生一出去根柢就比拟薄，间接构成先生说话根基功软弱，没法撰写抒发流利、说话标准并有必然品质的论文。第三，新建处所本科院校大多面对办学经费缺少，资金来历无限，又要停止大批的根本举措措施扶植，图书资料扶植绝对滞后，现实讲授流于情势，现实名目难以本色跟上，这在很大水平上影响毕业论文的品质及现实性论文的展开。第四，讲授鼎新不跟上，说话课仍是根据老套的讲授体例，重影象与练习，轻阐发和思辨，缺少对先生逻辑思惟和阐发判定才能的培育和练习。是以，先生就缺少发明标题标题标题标题标题标题题目、提出标题标题标题标题标题标题题目和处置题方针才能。2.客观缘由客观缘由首要触及先生与教员两个层面：第一，先生对毕业论文正视不够，熟习缺少，立场不当真，存在畏难情感、依靠心思。发明不少先生对指点教员提出的点窜定见，不当真查阅资料，细心点窜，而是一次又一次变动选题，觉得只需简略“好过”就行。有些先生想走“捷径”，间接到网上寻觅“现成”的资料，七拼八凑、简略粘贴，把艰难的点窜使命交给导师。有些先生将毕业论文“置之不理”，一拖再拖，直到要毕业了都还交不了差。其次，因为有些院校订毕业论文只正视成果办理，轻忽进程办理，乃至疏于办理，查询拜访中发明有些院系不设立专人担任毕业论文办理，有些义务心不强的指点教员，对所指点的先生要末听任自流，要末对付了事，要末流于情势，不给先生供给真实的指点。
对策与倡议
