一.关于本专业毕业论文的选题 英语专业本科生毕业论文选题可以在三个大的方向中进行，即英语文学，语言学和翻译学。各个大方向中又可以选择小的方向，具体解释如下： 1.英语文学：选择英语文学的毕业论文选题可以从三个方向进行：国别文学研究、文学批评理论研究和比较文学研究。 在进行国别文学研究选题时，一般选取英国文学或美国文学中的某一经典作家（如海明威），某一经典作品（如《双城记》），某一写作手法（如象征手法的运用）或某一文学思潮（如浪漫主义运动）作深入研究。但在选择作家或作品时最好选择在文学史上作为经典的作家或作品。有个别流行作家或作品极富盛名，容易引起学生的兴趣，如《飘》或《荆棘鸟》，学生有强烈愿望选择它们作为研究对象。在不可避免上述情况时，应该尽可能地挖掘作品内在的深刻含义，不能流于肤浅的分析。 文学批评理论的选题一般不太适合英语专业本科生，因为该理论知识的学习在英语专业研究生阶段，本科生一般不具备文学批评理论的知识结构。这个方向的选题可以有关某一文学批评理论,一文学批评术语的阐释或某两种或以上的文学批评理论的比较。 比较文学研究就是将两个以上的作家或作品进行比较。这两个作品或作家可以是同一国别的（如“雪莱与拜伦的诗歌比较”），也可以是不同国别的（如《牡丹亭》与《罗密欧与朱丽叶》） 2.语言学：选择语言学的毕业论文选题可以在两个大的方向进行：普通语言学和应用语言学。 普通语言学的研究就是对于英语语言的任何一个方面的研究，如对一种词性、或一种时态、或拼写、语调等等方面的研究（如“一般现在时及其交际功能”）。 应用语言学包括教学法的研究和其它一些新兴的应用语言学分支的研究。师范专业或本身从事教师职业的学生选择教学法方向的较多。在这个方向选题，也要避免过大范围的选题，而应对一个具体问题进行研究，最重要的是要结合教学实践或实验。这个方向的好的选题有：“个性与英语教学”，“方言对英语学习的影响”等。 3.翻译学：翻译学的选题一般可以在两个方向上进行：翻译理论以及翻译活动。对翻译理论的研究就是探讨某一种翻译理论等等。相比之下，对翻译活动的研究更多一些，这些选题可以是对一种语言现象的翻译、或一种修辞格的翻译的研究（如“汉语成语的英译”）。应该注意的是，在对翻译活动作研究时，往往需要某种翻译理论支撑，总结规律，并对这一活动作出评价，要避免仅仅时例子的罗列。 二.英语专业毕业论文格式要求 学位论文包括前置、主体、附录等三个部分。 （一）前置 1．英文封面：由论文英文题目、解释、作者、指导老师姓名和职称、时间组成。 2．目录：由论文的中、英文摘要、篇、章、条、款以及参考书目、附录等序号、题名和页码组成，排在英文封面之后另页。 3．中、英文内容摘要：摘要是论文的内容不加注释和评论的简短陈述，宜以最简洁的语言介绍论文的概要、作者的突出论点、新见解或创造性成果以及实验方法、数据或结论，是一篇完整的短文，可以独立使用，中文摘要一般在200字左右 4关键词：关键词是用以表示全文主题内容信息的单词或术语。为便于文献检索，学位论文应注明三至五个具有代表意义中、外文“关键词”，这些关键词就是论文的中心词，以显著的字符另起一行，分别排在中、外文摘要的左下方。各关键词之间用“分号”隔开。外文关键词应与中文关键词相对应。 （二）主体部分 主题部分包括引言（Introduction）、正文(Body)、结论(Conclusion)、参考文献(Bibliography)。主体部分必须由另页右页开始。 1．引言：主要说明研究工作的目的、涉及范围、相关领域的前人研究成果和知识空白、研究设想、研究方法等方面的概述、理论意义和实用价值等。 2．正文：论文的正文是核心部分，占主要篇幅。一般论文选题需要从几个方面来论述或论证。要求论据充分，论点明确。行文必须实事求是，客观真切，准确完备，合乎逻辑，层次分明，简练可读。正文部分要有分级标题，章、条、款、项的序号编码方法，采用阿拉伯数分级系列编号法，论文中的章、条、款、项依次排列，依次从1开始，连续编号，中间用“．”相隔，最末级编号之后不加点。示例： 1． 2．…… 2.1 2.2…… 2.2.1 2.2.2 2.2.3.… 2.2.3.1 3．结论：学位论文的结论是最终的、总体的结论，它是对正文部分的论述的概述，也可以在结论或讨论中提出建议、研究设想、尚待解决的问题等。 4．参考文献：写作学位论文过程中，阅读或运用过某些文献所列出的书目清单，置于正文之后，另页开始。参考文献的著录按原文献语种为原则。 （1）文献目录应另页书写，外文文献排前，中文文献排后。外文文献书名须用斜体。 （2）文献目录一律按作者姓氏汉语拼音或外文字母顺序排列。 （3）每条文献必须顶格写，回行时空两字或五个英语字母。 （4）将各文献的类型代号（即文献英文名的首字母）注明在文献之后： 专著[M] 学位论文[D] 论文集〔C〕 报纸文章〔N〕 期刊文章〔J〕 报告[R] 专利 [P] 专著、论文集的析出文献[A] 其他未说明文件 〔Z〕 电子文献中光盘图书 [M／CD]（MONOGRAPH ON CD） 网上期刊〔J/OL〕（serial online） 5．文内所引文献：要求附夹注，应在引文后加括号注明作者姓名（英文只注姓），出版年和引文页码。若为转引文献，则加quoted in 字样。 例：（王佐良，1982：38） （Newmark，8：26-33） 6.文献中列出的文献应该与正文中标注的文献一一对应。正文中没有出现的，不应出现在参考文献中。 （三）附录部分 附录包括所有与论文有关的补充材料，如图表或照片等。（A，其实这我都不懂哦，只是帮你找一下，转过来的而已，不用太感动拉，我会不好意思的，哈哈！）
用笔写。。。。
论文的结构应该包括以下几部分：介绍页封面标题页论文审查委员对论文做出贡献的（可选）知识范畴（可选）摘要题词（可选）目录表格列表（可选）符号和缩略语（可选）词汇表（可选）内容
英语专业毕业论文格式要求及范本
毕业论文格式要求：
1、毕业论文应依次包括如下页面：
1)中文封面 2)英文封面 3)作者声明 4)致谢
5)英文摘要和关键词 6)中文摘要和关键词 7)正文
8)注释(如无尾注，可省略) 9)参考文献 10)附录 2、页码标号：
正文前页码用罗马数字如 I, II, III, IV，从正文开始用阿拉伯数字1，2，3标明页码。页码一律居中打印。 3、摘要、关键词： 英文
(1) Abstract：三号;“Abstract”粗体, 居中;
(2) Keywords：3-5个用“;”分隔;小四号; 最后一个关键词后不用标点符号;除专有名词，单词首字母不大写;“Keywords” 粗体 汉语
参照论文格式范本。 行距为1.5倍。 4、正文格式：
1) 文章题目不必出现在正文页。
2) 各级标题一般要求左对齐打印。标题一律用粗体。一级标题：粗体四号字;二
级标题：粗体小四号字;三级标题：粗体小四号字。
3) 英文一律采用Times New Roman小四号，全文双倍行距;如有汉字(参考文献
部分)，一律用五号宋体。
4) 正文中如每一段开头缩进两个汉字(或四个英文)字符的位置，则段与段之间
不空行;如每一段开头不缩进，段与段之间必须空一行。 5) 正文中一级标题间的段落空一行。 5、引用：
1)文中引用人名应与参考文献保持一致，即参考文献部分为英文的用英文，汉语的则用汉语拼音;
2)文中直接引用成段文字时，该段文字用五号，第一行缩进6个字符，其余行两端缩进4个字符。 6.注释：
(1)除了文学类毕业论文可以使用尾注注释方式，其余要求使用夹注注释方式。 (2) 夹注中所列指的文献，必须在参考文献中列出。如作者及作品为中文，夹注 中书写作者姓氏时必须使用拼音。) 例如： 1) 直接引用
—— Rees said, “As key aspects of …in the process”(1986:241).
—— The underlying assumption is that language “bound up with culture in multiple and complex ways”(Elli, 1968: 3). 2 ) 间接引用
—— According to Alun Rees (1986)〔也可位于引语的最后〕, the writers focus on the unique contribution that each individual learner brings to the learning situation 〔(1986〕. —— It may be true that in the appreciation of medieval art the attitude of the observer is of primary importance ( Robertson,1987). 3 ) 互联网资料： 格式：编号
例： “A deconstructive reading is a reading which analyses the specificity of a text’s critical difference from itself” (Net. 2).
(注：Net. 1, Net. 2, Net. 3,„„只是为了便于注明文内引语的出处，具体格式见下文参考文献中的相关内容)
7.参考文献：
1)参考文献须另起一页。 2)“References”三号粗体，居中。
3)英文参考文献在前，中文参考文献在后。英文参考文献按作者首字母顺序排列;同一作者按年排列。中文按照作者姓氏的.拼音字母顺序，排到所有英文文献后。 4)字体为英文小四号,中文五号。
5) 参考文献(即引文出处)的类型以单字母方式标识，具体如下：
M——专著 C——论文集 N——报纸文章 J——期刊文章 D——学位论文 R——报告 P——专利 A——文章
6) 作者姓名采用“姓在前名在后”原则，具体格式是： 姓，名字的首字母. 如： Malcolm Richard Cowley 应为：Cowley, M.R.，如果有两位作者，第一位作者方式不变，&之后第二位作者名字的首字母放在前面，姓放在后面，如：Frank Norris 与Irving Gordon应为：Norris, F. & I. Gordon;
7)书名、报刊名使用斜体字，如：Mastering English Literature，English Weekly。
论文选题是按一定价值标准或条件对可供选择的课题进行评价和比较并对研究方向、目标、领域和范围作出抉择的过程，是决定论文内容和价值的关键环节。这里学术堂整理了十五个论文选题供大家进行参考：1、从语用学视角看汉英口译中的语用失误2、英语心智谓词的模糊性及其语际语用发展研究3、英语科技术语的词汇特征及翻译4、Moment in Peking中异国形象之汉译5、中医典籍中“气”的源流与翻译探析6、女性主义视角下张爱玲的翻译观--以英译《海上花列传》为中心7、二语习得视觉化研究的几个关键问题8、晚清以降的中国佛典英译高潮9、基于降维法的译者风格研究10、中国英语口音研究述评11、口译中视角转换的语用原则12、模因理论指导下的汉语歇后语英译13、本土英语教学法：流派、体系与特色14、《骆驼祥子》三个英译本中叙述话语的翻译--译者风格的语料库考察15、基于语料库的“人生”隐喻英汉对比研究
题目：①实物大写（如apple ……），虚物小写（如a，an……）但是若虚物大于5个字母，则大写（如before……） ②第一个单词首字母，末单词首字母大写！ ③专有词汇大写（地名，名字，城市，宗教，书名……）
英语语言学论文题目 13论国际商务谈判中的语言交际技巧 33成人世界的童话——从文体学角度解析现今童话再度流行的现象 49论文化差异与英汉商标互译 55浅谈英汉句子结构差异 59诗意的美和喜剧性幽默 62试论广告英语的语言特点 65统觉团对英语初学者词汇学习的影响 67外语学习中应该重视中介语的作用 69新闻报道中的转述动词研究 73英汉禁忌语、委婉语的对比研究 74英汉数字习语的对比研究 76英译汉中词序的变动 78英语广告的语言特征 80英语双关语汉译的可译性限度 101词义演变的原因与方式 137从汉语中英语借词的翻译看文化交流 138从价值观转换看斯佳丽的角色特征 142从礼貌准则看中英文化的异同 146从习语看英汉民族的文化差异 149从英语人名中看性别歧视 157动词过程类型的选择和话语隐性态度的表达 161对母语在英语写作中词汇负迁移现象的思考 162对严复译作中“信”的质疑 167法律英语用词特征分析 168法律语言翻译与法律文体 177副词EVER的句法环境和语义特征 180功能语法视角下的英语报纸新闻标题的功能 183广告口号语的语言特点 189国际商务文化之对比研究 204汉语中双关语的翻译 213基于概念隐喻的诗歌解读 228论广告英语中的幽 默 265论广告英语的语言特点 268论汉英谚语的语言特征 280论清教理念与美国西进运动 282论莎士比亚十四行诗中的时间 300论英语广告中几种常用修辞格及其汉译 310论尤金?奥尼尔的表现主义手法 324名词化的语篇功能 330诺曼时期法语对英语词汇的影响 339浅谈英语虚拟语气的语用功能 340浅谈英语虚拟语气及其语用功能 345浅析二十世纪计算机英语词汇的构成特点
转摘More and more scholars are now showing an interest in adopting linguistic approaches to translation studies. Between 1949 and 1989, an incomplete survey by the author revealed that there were only about 30 textbook passages discussing the relationship between linguistics and translation, including aspects of general linguistics, pragmatics, stylistics, text linguistics, rhetoric and machine translation. From 1990 to 1994, there was an incredible increase in the number of passages looking at translation from a linguistic point of view. Almost 160 articles published over these five years concerned translation and general linguistics, stylistics, comparative linguistics, semantics, pragmatics, sociolinguistics, text linguistics, rhetoric, etc. New terms such as discourse analysis, hermeneutics, dynamic equivalence, deep structure and surface structure, context, theme and rheme, cooperative principles, to mention just a few, appeared in the field of translation studies. We can definitely identify a trend of applying linguistics theories to translation studies in these years. Today, we are at the point of questioning whether linguistics is a necessary part of translation. In recent years, some scholars who are in favour of free translation, have repeatedly raised this question to the public and appealed for an end to the linguistic approach to translation. Some firmly believe that translation is an art and that therefore linguistics is neither useful nor helpful. Such a claim is wrong if we look at translation as a whole, including scientific translation where meanings are rigid and restricted and the degree of freedom is limited. Flexibility, in this case, is neither required nor appreciated. But even in literary translation, linguistics is hardly a burden. Wang Zongyan pointed out that « If one sees linguistics as a body of rules regulating language, translators most probably will yawn with boredom. If it signifies the use of words and locutions to fit an occasion, there is nothing to stop translators from embracing linguistics » (Wang 1991: 38). The controversy over « literal » versus « free » translation has a long history, with convincing supporters on each side. For example, ancient Western scholars like Erasmus, Augustine, and others were in favour of literal translation. Among early Chinese translators, Kumarajiva is considered to be of the free school, while Xuan Zuang appears as literal and inflexible. In modern China, Yan Fu advocated hermeneutic translation, while Lu Xun preferred a clumsy version to one that was free but inexact. There is nothing wrong in any of these stances. When these translators emphasized free translation they never denied the possibility of literal translation, and vice versa. Problems only arise when the discussion turns to equivalent translations. The problem of equivalence has caused much controversy. Some people believed that there could be an equivalence of language elements independent of the setting in which they of occurred. Based on this assumption, some « literal » translators tried to decompose a text into single elements in hopes of finding equivalents in the target language. This is a naive idea. Jakobson (1971: 262) notes that « Equivalence in difference is the cardinal problem of language and the pivotal concern of linguistics. » He does not refer to « equivalence » but to « equivalence in difference » as the cardinal problem. Nida was also misunderstood by many for his notion of « equivalence, » which he took to mean that « Translating consists in reproducing in the receptor language the closest natural equivalent of the source-language message, first in terms of meaning and secondly in terms of style » (1969: 12). He further concluded that « Absolute equivalence in translating is never possible » (1984: 14). De Beaugrande and Dressler believed that the success or failure of either free or literal approaches was uncertain: an unduly « literal » translation might be awkward or even unintelligible, while an unduly « free » one might make the original text disintegrate and disappear altogether. To them, equivalence between a translation and an original can only be realized in the experience of the participants (cf. de Beaugrande and Dressler 1981: 216-217). Catford (1965: 27) expressed the same concern that equivalent translation is only « an empirical phenomenon, discovered by comparing SL and TL texts. » In citing the above examples, I have absolutely no intention of insisting on untranslatability. What I mean is that a translator should incorporate his or her own experience and processing activities into the text: solving the problems, reducing polyvalence, explaining away any discrepancies or discontinuities. Linguistic knowledge can help us treat different genres in different ways, always with an awareness that there are never exact equivalences but only approximations. Therefore, amplification and simplification become acceptable. If we agree that texts can be translated, then, in what way does linguistics contribute to translation? To answer this question, we must look at the acceptance of western linguistics in China and its influence on translation. Systematic and scientific study of the Chinese language came into being only at the end of the last century, when Ma Jianzhong published a grammar book Mashi Wentong «马氏文通» in 1898, which was the first in China and took the grammar of Indo-European languages as its model. The study of language was, in turn, influenced by translation studies in China. In Mashi Wenton, the main emphasis is on the use of morphology, which takes up six-sevenths of the book. Influenced by the dominant trend of morphological studies, a word was regarded as the minimum meaningful unit, and a sentence was therefore the logical combination of words of various specific types. Translation was, then, principally based on the unit of the word. In the West, Biblical translation provided a very good example, just as the translation of Buddhist scriptures did in China. Not until the end of the 19th century did some linguists come to realize that sentences were not just the summary of the sequenced words they contained. The Prague School, founded in the 1920s, made a considerable contribution to the study of syntax. According to the analytic approach of the Functional Perspective of the Prague School, a sentence can be broken down into two parts: theme and rheme. Theme is opposed to rheme in a manner similar to the distinction between topic and comment, and is defined as the part of a sentence which contributes least to advancing the process of communication. Rheme, on the other hand, is the part of a sentence which adds most to advancing the process of communication and has the highest degree of communicative dynamism. These two terms help enlighten the process of translating Chinese into English. In the mid-1950s, the study of syntax peaked with the Chomsky's establishment of transformational-generative grammar. This theory of the deep structure and surface structure of language influenced translation tremendously. Nida relied heavily on this theory in developing his « analyzing-transfering-reconstructing » pattern for translation. Some Chinese linguists, in the meantime, tried to raise language studies to a higher plane. Li Jinxi (1982) enlarged the role of sentence studies in his book A New Chinese Grammar, two thirds of which was devoted to discussing sentence formation or syntax. He writes that « No words can be identified except in the context of a sentence. » The study was then improved by other grammarians, including Lu Shuxiang, Wang Li. With the development of linguistic studies, translation based on the unit of the sentence was put forward by some scholars. It was Lin Yu-Tang who first applied the theory to translation in his article « On Translation. » He claimed that « translation should be done on the basis of the sentence [...] What a translator should be faithful to is not the individual words but the meaning conveyed by them » (Lin 1984: r 3). The importance of context in the understanding of a sentence was therefore emphasized. Chao Yuanren, a Chinese scholar and professor at Harvard University, criticized scholars and translators who tended to forget this point and take language for something independent and self-sufficient. In fact, it is obvious that when we translate a sentence, we depend on its context; when we interpret an utterance we rely on the context of the speech (cf. Chao 1967). When a sentence is removed from the text, it usually becomes ambiguous due to the lack of context. Therefore, translation becomes difficult. In the 1960s, people began to realize that the study of language based on sentences was not even sufficient. A complete study should be made of the whole text. A simple sentence like « George passed » may have different interpretations in different contexts. If the context is that of an examination, it means George did well on a test; in a card game it would indicate that George declined his chance to bid; in sports it would mean the ball reached another player. Without a context, how could we decide on a translation? Linguists therefore shifted their attention to the study of texts and to discourse analysis. Text linguistics have become increasingly popular since that time. Van Dijk was a pioneer in this field, and his four-volume edition of the Handbook of Discourse Analysis is of great value. Halliday's Cohesion in English and Introduction to Functional Grammar help us to better understand the English language on a textual level. It is worth noting that de Beaugrande and Dressler (1981) provided an overall and systematic study of text, which is useful to translation studies. De Beaugrande actually wrote a book called Factors in a Theory of Poetic Translating in 1978. The book did not become very popular as it confined the discussion to translating poetry. At the same time, books on a linguistic approach to translation were introduced into China, such as the works of Eugene Nida, Peter Newmarks, J.C. Catford, Georges Mounin, and others. These books gave a great push to the application of linguistic theories to translation studies in China. Textual or discoursive approaches to the study of translation could not keep pace with the development of text linguistics. Some studies remained on the syntactic or semantic level, though even there textual devices were employed. In talking about the translation units of word and text, Nida wrote: ... average person naively thinks that language is words, the common tacit assumption results that translation involves replacing a word in language A with a word in language B. And the more « conscientious » this sort of translation is, the more acute. In other words, the traditional focus of attention in translation was on the word. It was recognized that that was not a sufficiently large unit, and therefore the focus shifted to the sentence. But again, expert translators and linguists have been able to demonstrate that individual sentences, in turn, are not enough. The focus should be on the paragraph, and to some extent on the total discourse. (Nida and Tabber 1969: 152) From that statement we can see that Nida regards a discourse as something larger than a paragraph, as an article with a beginning and an ending. Nida himself never applied text linguistics to translation, and there might be some confusion if we use his term in our interpretation of discourse, because discourse analysis is not merely a study based on a larger language structure. Some Chinese scholars did make the effort to apply text linguistics to the theory and practice of translation. Wang Bingqin's article (1987) was the first academic paper of this sort. He stated his aim to study and discover the rules governing the internal structure of a text in light of text linguistics. He analyzed numerous examples using textual analysis, but unfortunately, all the samples he collected were descriptions of scenery or quotations from the books of great scholars--no dialogue, no illocutionary or perlocutionary forces in the language. He failed to provide a variety of examples. For this reason, his research findings are largely restricted to rhetorical texts in ancient China (cf. Wang 1981; Luo 1994). Scholars like He Ziran applied pragamatics to translation. He's article (1992) put forth two new terms, « pragmalinguistics » and « socio-pragmatics » which, in translation, refer respectively to « the study of pragmatic force or language use from the viewpoint of linguistic sources » and to « the pragmatic studies which examine the conditions on language use that derive from the social and cultural situation. » He discusses the possibility of applying the pragmatic approach to translation in order to achieve a pragmatic equivalent effect between source and target texts; that is, to reproduce the message carried by the source language itself, as well as the meaning carried by the source language within its context and culture. In this article he tries to distinguish « pragma-linguistics » from « socio-pragmatics » but finally admits that « Actually, a clear line between pragma-linguistics and socio-pragmatics may sometimes be difficult to draw. » Still he insists that the application of the pragmatic approach to translation is helpful and even necessary. Ke Wenli (1992) argued that semantics, which in a broad sense combines semantics and pragmatics, should be studied to help understand, explain and solve some of the problems encountered in translation. In this article, he examines four semantic terms--« sense and reference, » « hyponomy, » « changes of meaning » and « context »--giving many examples to illusrate the importance of having some general knowledge of semantics and of understanding the relationship between semantics and translation. This article is clearly written and readers can easily draw inspiration from it. These linguistics approaches shed new lights on the criteria of « faithfulness, expressiveness and elegance » defined by Yan Fu. Chinese scholars began to criticize the vagueness of these three criteria and endeavored to give them concrete significance through the theories of western linguistics. The result is that the content of these three traditional criteria has been greatly enriched, especially by the effect equivalence theory, which in a broad sense means that the target language should be equivalent to the source language from a semantic, pragmatic, and stylistic point of view. But we are still unable to evaluate translations in a very scientific way. Therefore, Chinese scholars like Fan Shouyi, Xu Shenghuan and Mu Lei embarked on quantitative analyses of translations and used the fuzzy set theory of mathematics in accomplishing their analysis. Fan published several articles on this field of study. His 1987 and 1990 articles evaluate translations according to a numerical quantity of faithfulness. Xu's article « A Mathematical Model for Evaluating a Translation's Quality » presents a normal mathematical model. He states that it is difficult to produce an absolutely accurate evaluation of translations with this model because of the uncertainty and randomness of man's thought process. Making such analysis more accurate and objective would require further research. The unit in translation is a hard nut to crack. Without solving this problem, no research in translation studies will ever be sufficient. To date, very few people have focused their research on this area. Nida holds that the unit should be the sentence, and in a certain sense, the discourse. Barkhudarov (1993: 40), Soviet linguist and translation theorist, suggests that: translation is the process of transforming a speech product (or text) produced in one language into a speech product (or text) in another language. [...] It follows that the most important task of the translator who carries out the process of transformation, and of the theorist who describes or creates a model for that process, is to establish the minimal unit of translation, as it is generally called, the unit of translation in the source text. Though he notes the importance of the unit of translation in a text and considers that this unit can be a unit on any level of language, he fails to point out what a text is and how it might be measured in translation. Halliday's notion of the clause might be significant in this case. To him, a clause is a basic unit. He distinguishes three functions of a clause: textual, interpersonal and ideational. According to Halliday, these functions are not possessed by word or phrase. But he is not quite successful in analyzing the relationship between clause and text (cf. Halliday 1985). In China, some people have tried to solve this problem. Wang Dechun (1987: 10) more or less shares Bakhudarov's view that the translation unit cannot be confined just to sentences. In some ways, the phoneme, word, phrase, sentence, paragraph, or even text can all serve as a unit. At this point, we cannot find anything special in treating text translation except for having text as the highest level among translation units. This is not the aim of text linguistics or discourse analysis. If we want to apply these to the theory and practice of translation, we will require a textual approach.
英文论文的详细格式：
一、标题
一篇较长的英语论文一般都需要标题页,其书写格式如下：第一行标题与打印纸顶端的距离约为打印纸全长的三分之一，与下行的距离则为5cm，第三、第四行分别为作者姓名及日期。
二、提纲
英语论文提纲页包括论题句及提纲本身，其规范格式如下：先在第一行的始端打上Thesis一词及冒号，空一格后再打论题句，回行时左边须与论题句的第一个字母上下对齐。
主要纲目以大写罗马数字标出，次要纲目则依次用大写英文字母、阿拉伯数字和小写英文字母标出。各数字或字母后均为一句点，空出一格后再打该项内容的第一个字母；处于同一等级的纲目，其上下行左边必须对齐。
三、摘要
1、英文摘要是应用符合英文语法的文字语言，提供论文内容梗概为目的的短文。（内容基本与中文摘要相同，但不用完全逐句对应）。
2、英文题目、摘要、关键词自成一页（1页即可），放在中文摘要页之后。
3、英文字体与行间距：统一使用“西文字体”中的“Times New Roman”，1.5倍行间距。
4、英文题目：使用三号字加粗。
5、英文摘要：“Absract”顶格，使用四号字，并加粗。
英文摘要具体内容使用四号字。
6、英文关键词：“Key Words”顶格，使用四号字并加粗。
四、正文
有标题页和提纲页的英语论文,其正文第一页的规范格式为：论文标题居中，其位置距打印纸顶端约5cm，距正文第一行约1.5cm。段首字母须缩进五格,即从第六格打起。
正文第一页不必标页码，自第二页起，必须在每页的右上角打上论文作者的姓，空一格后再用阿拉伯数字标出页码；阿拉伯数字应为该行的最后一个空格。
五、文中引述
正确引用作品原文或专家、学者的论述是写好英语论文的重要环节；既要注意引述与论文的有机统一，即其逻辑性，又要注意引述格式 （即英语论文参考文献）的规范性。
引述别人的观点，可以直接引用，也可以间接引用。无论采用何种方式，论文作者必须注明所引文字的作者和出处。美国学术界通行的做法是在引文后以圆括弧形式注明引文作者及出处。
六、文献目录
论文作者在正文之后必须提供论文中全部引文的详细出版情况，即文献目录页。美国高校一般称此页为 Works Cited，其格式须注意下列几点：
目录页应与正文分开，另页打印，置于正文之后。
目录页应视为英语论文的一页，按论文页码的顺序在其右上角标明论文作者的姓和页码；如果条目较多，不止一页，则第一页不必标出作者姓和页码，其余各页仍按顺序标明作者姓和页码。
英语毕业论文排版格式
第一部分：封面
1、 需填写的项目由本人用碳素墨水手写或打印。
2、 封面上的毕业论文(设计)编号填写统一编排的12位学号。
3、 届、班级均采用阿拉伯数字，班级应标明某级某班。
4、 用纸要求(以下所有用纸按此要求)
·纸型：A4纸，单面打印;
·页边距：上2.54cm，下2.5cm，左2.5cm，右2.5cm;
·页眉：4.5cm，页脚：1.8cm，左侧装订。
第二部分：目录 (单独用一页 对齐方式：两端对齐、1.5倍行距)
目 录(标题三号，Times New Roman，加粗，居中;)
摘要(关键词)(小四号，Times New Roman)……………………………………(页码)
英文摘要(关键词)(小四号，Times New Roman)………………………………………(页码)
致谢(小四号，Times New Roman)……………………………………………………………(页码)
1.Introduction………(小四号，Times New Roman)……………………………………………… (页码)
2.XXXXXX(一级标题)(小四号，Times New Roman)………………………………… (页码)
2.1 XXXXXX(二级标题)(小四号，Times New Roman)………………………………… (页码)
2.1.1XXXXX(三级标题) (小四号，Times New Roman)…………………………………… (页码)
(注：此处目录中的标题层次根据正文标题层次来确定)
参考文献(小四号，Times New Roman)………………………………………………………(页码)
第三部分：文章标题、摘要与关键词
1. 文章标题：二号、Times New Roman、加粗、居中
题目：应在20个单词以内，能简明、具体、确切地表达论文的'特定内容。必要时可使用副标题;
2.中文摘要、关键词(中英文关键词、摘要段落：左右缩进2 个字符)
摘要：(小三号，黑体，加粗，居中)
摘要正文(小四号，宋体，双倍行距)
关键词：标题(小四号，黑体，顶格，加粗)
关键词正文(小四号，宋体，词间逗号隔开)
3.英文摘要、英文关键词
英文摘要标题Abstract：(小三号，Times New Roman，加粗，居中)
英文摘要正文(小四号，Times New Roman，双倍行距)
英文关键词标题Key words：(小四号，Times New Roman，加粗，顶格)
英文关键词正文(小四号，Times New Roman，词间用逗号隔开)
第四部分： 主体部分
正文：论文正文都必须包括引言(introduction),正体、结束语 (conclusion)论点正确、逻辑性强、文理通顺、层次分明、表达确切。把实践结果上升到理论认识或应用理论的高度，最终解决实际问题，并提出自己的见解和观点;
1. 前言标题(三号字，Times New Roman，加粗，顶格)
前言内容(小四号字，Times New Roman，行间距采用1.5倍行距)
2.各级标题与正文
论文的标题层次按以下两种格式编排
第一种:
1 XXXX(一级标题)
1.1 XXXX(二级标题)
1.1.1 XXXXXXX(三级标题)
一级标题(三号字，Times New Roman，加粗，顶格)
二级标题(四号字，Times New Roman，加粗，顶格)
三级标题(小四号字，Times New Roman，加粗，顶格)
四级标题格式同三级标题
正文用小四号字，Times New Roman，行间距采用1.5倍行距
3.正文中的图表
正文中图、表均需编排序号，有图、表题目及说明(五号、Times New Roman)，如table 1.1。
4.每页页脚居中注明页码, 页码起始 从Introduction 部分开始第1页。页眉设置要求：居中，以小5号字宋体键入“辽宁对外经贸学院毕业论文”。页眉从正文页开始设置，到参考文献部分结束，包括参考文献部分。封底不加页眉。
第五部分： 参考文献 (三号、宋体、加粗、顶格)
参考文献：参考文献按作者姓名的首字母顺序排列。中文文献在英文文献之后。参考文献应另起一页，总数不少于15篇。原则上，参考文献为期刊时，出版时间应在近五年之内;参考文献为图书时，出版时间应在近10年之内。参考文献要求采用MLA格式。
第六部分： 致 谢(三号、Times New Roman、居中、单独一页)
致谢内容(小四号、Times New Roman)
Times New Roman 字体，1.5倍行距，首行缩进2字符，
外国语学院英语论文格式规范(附样例) A Contrastive Study between English and Chinese Idioms（题目：二号，黑体，加粗，居中,除了英语小词外，其他单词首字母都要大写；另外：除了题目外，论文中所有英文的字体均采用“Times New Roman”）外国语学院 2001级英语教育1030120011XX XXX 指导老师：XXX（学院、专业、学号、作者姓名、指导教师姓名（小四号宋体字，加粗），依次排印在论文题目下，上空二行，居中）【Abstract】 This paper centers on the different expressions of ……（英文摘要：上空二行；题目采用五号“Times New Roman”字体，加粗，置于粗体方括号【】内，顶格放置；随后的内容与前面的粗体方括号【】之间空一格，不用其他任何标点符号；采用五号“Times New Roman”字体，不加粗；单倍行距。）【Key Words】 idiom; comparison; English; Chinese （英文关键词：题目采用五号“Times New Roman”字体，加粗，两个单词的首字母要大写，置于粗体方括号【】内，顶格放置；随后的内容与前面的粗体方括号【】之间空一格，不用任何其他标点符号，采用五号“Times New Roman”字体，不加粗，除了专有名词外，其他单词的首字母不大写，各单词之间用分号“；”隔开，分号之后空一格；最后一个关键词之后不用任何标点符号；单倍行距。）1. Introduction (顶格，除了第一个单词及专有名词外，其他单词首字母都不要大写；标题最后不用任何标点符号，上空两行) In both English and Chinese, …. So, this essay is trying to focus on the differences between Chinese and English idoms in terms of their essential meaning, customary usage and typical expression (Chang Liang, 1993:44; Li Guangling, 1999). (段落第一行缩进4个英文字符；夹注的标注法：出现在夹注中的作者必须与文后的参考文献形成一一对应关系；注意一个或多个作者间的标点符号，时间、页码等的标注法；另外，汉语参考文献的作者要以拼音形式出现，不能出现汉语姓氏；夹注出现在标点符号之前)2. The similarities between English idioms and Chinese idioms In English, …. And it can be clearly seen in the below examples: (1) I don’t know。我不知道。 (2) I am not a poet. 我不是诗人。 (正文中的例子以（1），（2）…为序号排列，直至最后一个例子；而①, ②…则为脚注或尾注的上标序号)…3. The differences between English idioms and Chinese idioms3.1 The characteristics of English idioms（正文章节序号编制：章的编号：1. ，2.， 3.，…；节的编号：1.1,1.2…，2.1,2.2…；小节的编号为：1.1.1, 1.1.2…。小节以下层次，采用希腊数字加括号为序，如（i），（ii）…；之后再采用字母加括号，如(a), (b),…;每章题目左顶格，小四号字，加粗；每节（及小节以下）题目左顶格，小四号字，不加粗但要斜体；所有章节的题目都单独一行，最后不加任何标点符号） …. In conclusion, ….3.2 The characteristics of Chinese idioms …. Feng (1998) found some problems as shown in the following examples (注意此句中夹注的另一种写法): (9) We never know the worth of water till the well is dry. (10) People take no thought of the value of time until they lose it. ….3.2.1 The analysis of the differences between English and Chinese idioms …(i) …. ….(ii) …. …. 4. Conclusion ….Bibliography (References) （小四号，加粗，后面不加任何标点符号）Sanved, ed. The Oxford book of American literary anecdotes[C]. New York: OUP, 1981.常亮，“关于英语的偏离否定”[J] 。《外国语文》，1993，4：44。冯树健，“否定之否定新说”[J] 。《英语辅导》，1998，6：11。李光陵，“不完全否定浅析” [J] 。《大学英语》，2000，30：30。（论文最后的参考文献中所有文献的排列顺序：尾注：按照编号顺序。夹注：英文文献----网络文献----汉语文献，各个文献的先后以作者的姓氏字母或拼音为序，不用单独加序号或编号；每个参考文献的第二行起必须缩进4个英文字符；1.5倍行距；另外，与文中的夹注一一对应；不同类型的参考文献写法请参照写作指南中附件2的内容）(以下内容单独一页)汉英习语的对比研究（题目：二号，黑体，加粗，居中）【摘 要】 汉英的习语问题是个既简单有复杂………………（中文摘要：上空二行；题目采用黑体五号字，加粗，置于粗体方括号【】内，缩进2个汉字字符，方括号中的“摘要”两个字之间空一格；随后的内容与前面的粗体方括号【】之间空一格，不用其他任何标点符号，采用楷体五号字，不加粗，单倍行距； 第二行起要顶格；字数约400字，约8-10行；）【关键词】 习语；对比；英语；汉语（中文关键词：题目采用黑体五号字，加粗，置于粗体方括号【】内，缩进2个汉字字符；随后的内容与前面的粗体方括号【】之间空一格，不用其他任何标点符号，采用楷体五号字，不加粗，单倍行距；各单词之间用分号“；”隔开，分号之后不空格；最后一个关键词之后不用任何标点符号；单倍行距）一、 基本格式：论文只能打印在每页纸的一面上，不得打印在正反面上。论文纸的大小尺寸为A4纸打印。侧面装订。二、题名页：论文题名页上打印格式基本相近，中、英文对照，中文题目页在第一页，英文题目页在第二页。一般由顶部往下三分之一页处打印论文题目，论文题目都用大写字母，下隔八行打印论文调查者姓名、所属电大，再下隔八行视实际情况打上提交日期XX年XX月XX日以及课程名称：论文项目设计上述各项内容都应打印在论文题名页的中间部位。三、摘要及关键词页摘要及关键词页上打印格式同论文题名页，中、英文对照，中文题目页在上，英文题目页在下。一般根据提要的内容多少安排打印。中文题目摘要采用宋体一号，加粗，摘要正文部分采用宋体，小四号。关键字题目部分采用宋体三号，加粗，关键字短语部分采用宋体，小四号。英文题目摘要采用Times New Roman字体，字号为一号，加粗，摘要正文部分采用Times New Roman字体，字号为小四。四、致谢页学员可以自选致谢页，一般不要求写中文。英文大标题采用Times New Roman字体，字号为一号，加粗，正文部分采用Times New Roman字体，字号为小四。五、目录页英文大标题采用Times New Roman字体，字号为一号，加粗，小标题部分统一采用Times New Roman字体，字号为三号，加粗。注意在右方注明对应的页号，中间虚线连接。六、正文页论文的正文需隔行打印，正文采用Times New Roman字体，字号为小四。大标题为Times New Roman字体，字号为三号、加粗字。副标题为Times New Roman字体，字号为三号、加粗。七、尾注、参考文献页与附录页尾注、参考文献页与附录页（大标题采用Times New Roman字体，字号为一号，加粗）正文部分如尾注、参考文献目录与附录可不必隔行打印，字体为Times New Roman小四。
一般实词(名词、动词、代词、形容词、副词等)首字母大写,虚词(介词、冠词、连词、感叹词)首字母小写. 标题第一个单词、最后一个单词无论词性首字母应该大写.超过5个字母的虚词,如between、without、alongside、underneath等应该大写.
包括英文标题,英文作者名和单位名,英文摘要,英文关键词,中图分类号,正文,参考文献,中文标题,中文作者名和单位名,中文摘要,中文关键词等部分,并建议按此顺序书写.1. 文章标题 英文标题一般在10个实词以内,最多不超过15个实词,避免使用非公知公用的缩略词,代号等.2. 作者简介 作者真实姓名,作者单位全称,所在城市,邮编;如有多名作者,在每一作者姓名右上角依次标出与作者单位相对应的序号,如: CHUN Yu 1, DONG Xiao-xue2 (1.Department of Electronic Engineering, School of Information Science and Technology, Beijing Institute of Technology, Beijing 100081,China; 2. School of Mechatronic Engineering, Beijing Institute of Technology, Beijing 100081,China).3. 论文如有涉密问题或已在公开期刊上发表,请在篇首页地脚处注明.4. 摘要 英文摘要一般为150-180个实词,中文摘要一般在300字以内,中英文摘要应基本一致.其内容应包括研究目的,方法,结果,结论等,禁用"本文","作者","This paper"等作主语.详见"科技期刊文章摘要5. 关键词 每篇文章可选3～8个能反映文章主要内容的单词,词组或术语.英文关键词应与中文关键词相对应.6.中图分类号 请查《中国图书馆分类法》.7. 正文 正文篇幅一般希望控制在成书5页(记空格,图表占位)以内.内容力求有创新,论证严谨,语句通顺,文字精炼.8.文中正体,斜体,黑体字符的用法:9.图形图中所有线条,文字必须用黑色绘制;用线形或标识符区分;不得有背景;图中线条须清晰,均匀,刻度线向内侧画,并且间隔应均匀;图中坐标线粗0.5磅,曲线宽度为坐标线宽度的3倍;10.表格要求 表格采用三线表,表头中使用物理量符号/单位,11.参考文献 来稿引用他人观点与材料,须将参考文献按正文中出现的先后次序列于文后,文中须在引用处右上角加注"[序号]".中文参考文献必须列出相应的英文,并在后面加注"(in Chinese)".
英文论文标题的格式如下：
英语论文标题一共有三种写法。 第一种就是你们老师说的“：” ，冒号左边为主标题，冒号右边为副标题， 是比较规范的标题格式，同时是应用最为广泛的格式。 比如：Hand and Mind : What Gestures Reveal about Thought
第二种的话是 破折号 。 其实近年来文化大融合，中西方的一些习惯都在互相渗透。 但是英文中破折号同中国传统的书写方法不同，一般不需要另起一行，而是直接跟在后面。 比如：Challenger——A Lesson for the Future
第三种则是 语意衔接式 ，最常见的为提问回答型的。 比如：What Is Africa to Me? Language,Ideology,and African American
中文论文副标题（小二，黑体，紧挨正标题下居中，文字前加破折号）
英语论文副标题（三号，"Times New Roman"字体，居中，英语论文题目副标题前可以加英文状态下的破折号，也可以不加）
（一）副标题设立条件
并不是所有论文都需要题目副标题，同学们在写论文时一般只有在以下情况下才能设立副标题：
1.题名语意未尽，用副题名补充说明报告论文中的特定内容
如：《全域旅游:建设世界一流旅游目的地的理念创新——以北京为例》
《利益的层次结构与利益衡量的展开——兼评加藤一郎的利益衡量论》
《公司治理、财务状况与信息披露质量——来自深交所的经验证据》
《略论域名抢注与商标保护 ——以“恶意目的”之认定为视角》
《原则裁判论 ——基于当代中国司法实践的理论反思》
2.主标题是虚题，副标题为实题
比如有些作者以诗词作引，《我以我血荐轩辕——浅论鲁迅五四前后十年间杂文》《于无声处听惊雷—从〈平凡的世界〉中透析路遥的悲剧意识》等
3.商榷性的论文
例：《为语文的教育还是为教育的语文——与温儒敏教授商榷》《也论<周易>经传的法哲学思想——兼与任国杰、关梅二同志商榷》
（二）副标题设立原则
1.逻辑性
副标题是对正标题加以补充、解释，所以，如果正副标题之间没有任何逻辑关系，那么，副标题就失去了存在的价值。
2.准确性
副标题应该和文章内容保持一致。如果副标题不准确，会适得其反，误导读者。无论从编辑对文章的`文字处理角度，还是从作者修改文章的角度，都应尽量减少用副标题夸大文章的研究内容、意义和作用的现象。
3.简练
学术期刊一般对文章正标题的字数有所限制，而对副标题的字数没有明确限定，但是，副标题应避免使用烦琐的形容词和不必要的虚词，也不应使用抽象、空洞或者生僻、生造的词，以免使读者不知所云。
4.便于检索
副标题的用词要为检索提供特定的实用信息。副标题最好包括反映文章内容的关键词，这样也避免了副标题的空泛。
根据 Modern Language Association (MLA)的Style，应该是：Title of the Paper: Subtitle of the Paper （标题：副标题）或者，Title of the Paper:Subtitle of the Paper （如果副标题太长）标题：副标题举个例子，1. Jesus’ Attitude towards Woman:A Lesson for Contemporary “Male Dominated” Societies有任何关于论文的格式问题可以参考这个网站：Purdue OWL这里有非常详细关于英语学术论文，文章格式，包括如何正确引用等等的资料。其中最广泛使用的是MLA 和 American Psychological Association (APA) 这两种格式。关于破折号这个问题，破折号通常在英语中是起到连接两个到三个词，把这几个词组成一个词组的作用，比如“ dog-eat-dog"。用一个文章举例， Christine Gorman在 4月20号, 2017年发表在Scientific American的文章标题：Bill Gates Enthusiastic about Disease-Fighting Process. 就可以得知，在这里破折号起到的是连接和Disease 和 Fighting 这两个词的作用。