全英文论文5000字

Thesis StatementsWHAT THIS HANDOUT IS ABOUTThis handout describes what a thesis statement is, how thesis statements work in your writing, and how you can craft or refine one for your draft.INTRODUCTIONWriting in college often takes the form of persuasion—convincing others that you have an interesting, logical point of view on the subject you are studying. Persuasion is a skill you practice regularly in your daily life. You persuade your roommate to clean up, your parents to let you borrow the car, your friend to vote for your favorite candidate or policy. In college, course assignments often ask you to make a persuasive case in writing. You are asked to convince your reader of your point of view. This form of persuasion, often called academic argument, follows a predictable pattern in writing. After a brief introduction of your topic, you state your point of view on the topic directly and often in one sentence. This sentence is the thesis statement, and it serves as a summary of the argument you’ll make in the rest of your paper.WHAT IS A THESIS STATEMENT?A thesis statement:tells the reader how you will interpret the significance of the subject matter under discussion.is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper.directly answers the question asked of you. A thesis is an interpretation of a question or subject, not the subject itself. The subject, or topic, of an essay might be World War II or Moby Dick; a thesis must then offer a way to understand the war or the novel.makes a claim that others might dispute.is usually a single sentence somewhere in your first paragraph that presents your argument to the reader. The rest of the paper, the body of the essay, gathers and organizes evidence that will persuade the reader of the logic of your interpretation.If your assignment asks you to take a position or develop a claim about a subject, you may need to convey that position or claim in a thesis statement near the beginning of your draft. The assignment may not explicitly state that you need a thesis statement because your instructor may assume you will include one. When in doubt, ask your instructor if the assignment requires a thesis statement. When an assignment asks you to analyze, to interpret, to compare and contrast, to demonstrate cause and effect, or to take a stand on an issue, it is likely that you are being asked to develop a thesis and to support it persuasively. (Check out our handout on understanding assignments for more information.)HOW DO I GET A THESIS?A thesis is the result of a lengthy thinking process. Formulating a thesis is not the first thing you do after reading an essay assignment. Before you develop an argument on any topic, you have to collect and organize evidence, look for possible relationships between known facts (such as surprising contrasts or similarities), and think about the significance of these relationships. Once you do this thinking, you will probably have a “working thesis,” a basic or main idea, an argument that you think you can support with evidence but that may need adjustment along the way.Writers use all kinds of techniques to stimulate their thinking and to help them clarify relationships or comprehend the broader significance of a topic and arrive at a thesis statement. For more ideas on how to get started, see our handout on brainstorming.HOW DO I KNOW IF MY THESIS IS STRONG?If there’s time, run it by your instructor or make an appointment at the Writing Center to get some feedback. Even if you do not have time to get advice elsewhere, you can do some thesis evaluation of your own. When reviewing your first draft and its working thesis, ask yourself the following:Do I answer the question? Re-reading the question prompt after constructing a working thesis can help you fix an argument that misses the focus of the question.Have I taken a position that others might challenge or oppose?If your thesis simply states facts that no one would, or even could, disagree with, it’s possible that you are simply providing a summary, rather than making an argument.Is my thesis statement specific enough? Thesis statements that are too vague often do not have a strong argument. If your thesis contains words like “good” or “successful,” see if you could be more specific: why is something “good”; what specifically makes something “successful”?Does my thesis pass the “So what?” test? If a reader’s first response is, “So what?” then you need to clarify, to forge a relationship, or to connect to a larger issue.Does my essay support my thesis specifically and without wandering? If your thesis and the body of your essay do not seem to go together, one of them has to change. It’s okay to change your working thesis to reflect things you have figured out in the course of writing your paper. Remember, always reassess and revise your writing as necessary.Does my thesis pass the “how and why?” test? If a reader’s first response is “how?” or “why?” your thesis may be too open-ended and lack guidance for the reader. See what you can add to give the reader a better take on your position right from the beginning.EXAMPLESSuppose you are taking a course on 19th-century America, and the instructor hands out the following essay assignment: Compare and contrast the reasons why the North and South fought the Civil War. You turn on the computer and type out the following:The North and South fought the Civil War for many reasons, some of which were the same and some different.This weak thesis restates the question without providing any additional information. You will expand on this new information in the body of the essay, but it is important that the reader know where you are heading. A reader of this weak thesis might think, “What reasons? How are they the same? How are they different?” Ask yourself these same questions and begin to compare Northern and Southern attitudes (perhaps you first think, “The South believed slavery was right, and the North thought slavery was wrong”). Now, push your comparison toward an interpretation—why did one side think slavery was right and the other side think it was wrong? You look again at the evidence, and you decide that you are going to argue that the North believed slavery was immoral while the South believed it upheld the Southern way of life. You write:While both sides fought the Civil War over the issue of slavery, the North fought for moral reasons while the South fought to preserve its own institutions.Now you have a working thesis! Included in this working thesis is a reason for the war and some idea of how the two sides disagreed over this reason. As you write the essay, you will probably begin to characterize these differences more precisely, and your working thesis may start to seem too vague. Maybe you decide that both sides fought for moral reasons, and that they just focused on different moral issues. You end up revising the working thesis into a final thesis that really captures the argument in your paper:While both Northerners and Southerners believed they fought against tyranny and oppression, Northerners focused on the oppression of slaves while Southerners defended their own right to self-government.Compare this to the original weak thesis. This final thesis presents a way of interpreting evidence that illuminates the significance of the question. Keep in mind that this is one of many possible interpretations of the Civil War—it is not the one and only right answer to the question. There isn’t one right answer; there are only strong and weak thesis statements and strong and weak uses of evidence.Let’s look at another example. Suppose your literature professor hands out the following assignment in a class on the American novel: Write an analysis of some aspect of Mark Twain’s novel Huckleberry Finn. “This will be easy,” you think. “I loved Huckleberry Finn!” You grab a pad of paper and write:Mark Twain’s Huckleberry Finn is a great American novel.Why is this thesis weak? Think about what the reader would expect from the essay that follows: you will most likely provide a general, appreciative summary of Twain’s novel. The question did not ask you to summarize; it asked you to analyze. Your professor is probably not interested in your opinion of the novel; instead, she wants you to think about why it’s such a great novel—what do Huck’s adventures tell us about life, about America, about coming of age, about race relations, etc.? First, the question asks you to pick an aspect of the novel that you think is important to its structure or meaning—for example, the role of storytelling, the contrasting scenes between the shore and the river, or the relationships between adults and children. Now you write:In Huckleberry Finn, Mark Twain develops a contrast between life on the river and life on the shore.

随着世界经济与全球化的发展,英语已经成为主要的世界通用语,被更多的非母语使用者使用。在经历了从古英语、中世纪英语到现代英语的历史变迁后,英语这一语言已经与最初的起源有了很大的差异,并且形成了很多地方性的变体,其中一些变体已经被制度化和标准化,例如：新加坡英语,印度英语,尼日利亚英语等。目前,关于英语作为世界语及英语变体的问题受到了广泛的关注,相关的研究也吸引了越来越多的语言研究者加入其中。在英语变体的语音变化方面,教学研究主要集中在对于不同语音的特征进行分析来促进英语交流。许多研究是关于不同英语口语的相互理解性。与此同时,研究者和教育者也建议英语语音教学的目标应从“母语标准”转移到“可理解性标准”。关于“可理解性”的教学法研究,一些学者主张接触不同的英语口音,还有一些学者建议采用“世界语核”。以上绝大多数研究是在西方国家进行的,在中国的类似研究还很少。中国大学的英语语音教学主要是局限在教室里。尤其是对于非英语专业学生,英语交流主要是在同学及与老师之间进行。在这种情况下,可能影响“可理解性”的语音问题就会在语音教学的过程中被忽略。由于教师在教学中起着很重要的作用,教师对待不同英语口音的态度及他们的语音教学策略很值得研究。本文的主要研究目的是：调查大学非英语专业英语教师的对待不同英语口音的态度、语音教学目标和策略；反映目前大学非英语专业的语音教学现状并针对目前语音教学中存在的问题提出相关的建议。本论文共六个部分,包括引言、文献综述、研究方法、结果与讨论,最后是全文的结语部分。调查结果显示：一、大多数教师认为英音或美音为英语的标准发音,其它英语口音为非标准发音。二、关于语音教学目标,大多数教师认为语音教学目的是让学生掌握英音或美音,并且英语语音教学是为了促进与母语使用者进行交流。三、教师的英语口音与教师期望学生学习的口音之间存在正相关性。四、在教学策略上,多数教师更加侧重于消除学生语音中母语的影响,而不是注重训练学生的语言交流能力。根据调查结果,作者提出了对于语音教学的建议,并且指出本研究存在的不足以及今后的研究方向。希望本文对英语语音教学有所贡献,并能够引起更多学者对英语作为世界语、英语口音及英语语音教学的关注与研究