毕业论文延期申请理由模板如下：
本人就读硕士研究生以来，师从XXX教授。研究生期间认真学习专业理论知识。所修课程总学分为29分，其中学位课程17分，达到了本专业培养计划中对学分的郑闹要求。
在进入实验室参与科研以来，积极参与实验室科研项目。在参与的XXX课题中，主要负责核心理论的攻关工作，通过刻苦钻研，取得了相关科研成果，为后续实验平台的顺利搭建奠定了理论上的基础。
在对科研项目研究的基础上，依据获得的科研成果，完成了对毕业论文的撰写工作，并已通过了硕士学位论文的格式审查。
综上所述，本人达到了硕士研究生毕业肢芹学分的要求，完成必修环节和学位论文撰写工作，已按培养计划完成了规定的全部要求，符合毕业条件历丛毕。现申请电子科技大学工学硕士学位论文答辩，请予以审查，准与答辩。
导师评语
该学生在攻读硕士研究生阶段，学习认真刻苦，成绩优异，掌握了仪器科学与技术领域的基本理论和专业知识，具备了较为完善的知识结构和理论水平，在理论研究与工程实践中积极参与相关课题研究工作，能够对项目中出现的问题和关键技术提出有效的解决办法。
具备较强的分析问题和解决问题的能力，反映了较高的业务素质和科研能力，具备从事电子科学领域的科研工作能力。
该生在论文研究工作中，查阅和分析了相控阵天线测试诊断领域国内外最新的学术文献，并在此基础上提出了自己的观点。论文撰写中所引用的资料真实可靠、研究方法正确、所得数据详实、写作规范符合要求、文章结构逻辑性强，达到了学位论文的要求。
该生具备良好的外语水平，能够熟练阅读相关专业外文文献，具备较好的英语写作和会话能力。
润色费用是按照字数来的，不同润色平台价位有一定差异。北京译顶科技价格比较合理，我就是在那边做的，没花多少钱你可以加速去知道了解下
模板不重要，重要的是论点与论据。如果是人文类的可以帮你看一下。
毕业论文的格式一直毕业生面对的重要问题，那么在修改论文格式方面有怎样的小技巧呢?1、本科毕业论文格式的重要性很多学生第一次写毕业论文往往有盲目性和轻视心理。不知道如何入手写论文，也不清楚格式要求。加之临近毕业都在忙着找工作或者到处找实习单位，而无暇顾及编写论文，最后往往导致论文不合格，重新答辩。、本科毕业答辩强调是应用其实本科生毕业论文对内容要求并不高。毕业设计不是去研究一个新东西或者一个新课题，而是用大学四年学到的知识去完成一个工作或者一个项目。它属于应用型论文。既然是应用型论文，本科毕业论文的题目往往都是很多年前就有的，而且是很常见的。所以论文资料从各种途径获得是必然的，格式也是多样的。、本科毕业答辩重视的是论文格式应用型论文就注定了这种论文对格式的要求特别突出。所以就本科的毕业论文来说，格式是重中之重，必须认真对待。在获取论文资料时，最常见的莫过于网络，网络上能搜索到很多有用的资料供编写论文使用，这也节省了大量工作，但是需要注意的是网上资料的格式也是五花八门的，需要统一的整理和规范化。一个格式规范的毕业论文，答辩通过率大大超过格式不规范的毕业论文。2、论文格式每个学校都有论文格式要求，但是大致都是一样的，都是参照国家论文标准制定的。东昌学院也有专门的论文模板文件：“本科毕业论文(设计)参考模板”。在模板上有非常详细的格式要求，在这里不再做叙述，只指出一种格式的修改技巧，能让论文规范化事半功倍。这是以论文内容必须充实为前提的。在内容达标之后开始对整篇论文进行“八步格式化”。第一步：新建一个空白 WORD 文档，按论文要求设置页边距和装订线距离。并选中“应用于整篇文章”点“确定”。第二步，把编辑好的论文封面复制到空白文档内，并在结尾处插入“分节符——下一页”。注意：论文封面必须严格按照模板格式(最好直接在模板上修改)。第三步，在分节符后面的新页上生成目录：“插入”——“引用”——“索引和目录”选择“目录”选项卡，一般只选择生成到3级标题。点确定就可自动生成目录，然后再次插入“分节符——下一页”。这时候生成的目录还是空白。第四步，把中文摘要和英文摘要复制到分节符后面的新页上。修改好字体字号和段间距，并在摘要后面再次插入“分节符——下一页”。第五步，把论文正文粘贴到后面的新页内，包括结语、参考文献和致谢部分。第六步，添加页眉页脚。“视图”——“页眉和页脚”在里面输入指定内容设置好字体即可。需要注意的是，在每一个分节符后面页眉和页脚都可以重新设置。也就是说，在同一篇文章里允许设置不同的页眉和页脚内容和格式。比如有的学校要求摘要部分的页码要用罗马数字，而正文部分用阿拉伯数字;还有的要求每个章节的页眉都是必须是章节名，等等都可以用插入“分节符——下一页”的办法实现。另外一点就是页码的输入问题。页码可以只输入第一页的数字，而后面的页码可以用页码选项“断续前页”来实现。第七步，利用格式刷迅速格式化文章。修改好论文的一个二级标题(一级标题是论文题目)双击格式刷，然后把所有的二级标题都刷一遍;然后修改好一个三级标题，再双击格式刷把所有的三级标题都刷一遍;修改好一段正文内容格式，双击格式刷，把 所有的正文内容都刷一遍(注意不要刷到标题)。到此为止论文正文格式应当相当规范了。第八步，更新目录。返回论文目录，因为修改格式段落的原因，页码肯定会发生变化，所以必须在论文修改结束后更新目录。在目录正文上点右键，选择“更新域”新目录便会生成。这样整篇论文就完成了。3、几点注意事项(1)论文页边距、行距、字体、字号、段前距、段后距必须一致(标题单独编辑)。这一点通过新建文档设置页面属性和利用格式刷来统一全文来保证格式。(2)论文目录最好自动生成，不能手打。手打的目录修改起来很不方便。(3)论文每个章节起始要另起一页。在编写论文内容的时候就要注意尽量让每个章节都处在一个新页开头。如果不能保证这一点，请利用分页符实现。(4)论文内不要出现连续多余空格和回车。当需要换页时请利用分页符，而不要用连续的回车。(5)一般不设4级标题，如果出现则用固定数学符号表示。尽量统一标题格式，和项目符号，一旦使用一种格式便要始终如一，不能随意更换。(6)论文必须有页眉、页角(首页除外)。首页不显示页眉页脚可以通过“页面设置”——“版式”选项卡里的选项“首页不同”来实现。(7)论文结论部分要体现出自己的研究结果。因为一篇论文如果没有结论就不能算作是论文，所以最后要对论文加以总结，形成结果。(8)论文参考文献至少包含12部教材或资料，最好包含4 部外文资料。格式如下：[1]作者1, 作者2 等. 论文名称。论文刊物，出版年份, 卷号(期号):起止页码例如：[2] 李某某,张某某.金属电极陶瓷电容器研究.某某导报，2008,17(10):41-434、几点技巧(1)作为指导教师，在审核毕业论文时，经常用“文档结构图”和大纲视图查看论文，可以很方便地查看各章节，并可以发现论文标题错误。所以学生在写好论文后不妨自己用这两种视图检查一遍，来减少修改次数。(2)在修改论文时，可以多用格式刷，能节省大量时间。(3)在写论文时要注意保存文档，设置自动保存时间，并保存备份文件，以防止文件损坏的情况发生。（资料来源：中国论文网）
修改稿超过截止日期，常用的应对方法有三种。1、给编辑一个合理的解释，论文修改稿超过截止日期，原则上相当于退稿。如作者及时地向编辑写信说明了延期的合理理由，一般是没事的。即超过截止日期提交的sci修改稿也是被受理的，并不会因为延期被直接拒稿。2、向编辑咨询解决方法，sci论文修改稿超过截止日期，可能是因为期刊投稿系统关闭等客观原因造成的。作者先向编辑解释情况，由他们妥善处理。由于作者的解决方式未必被编辑接受，最好是让编辑告诉你怎么做。3、重新投稿发表，有的期刊可能规定：把论文修改稿超过截止日期当作退稿处理。那作者想要发表论文，就要从零开始，按照开始投稿的方式，重新走一遍流程。爱思唯尔是一家全球性信息分析公司,帮助机构和专业人士实现科学进步、推进医疗保健水平并提高绩效表现。
论文修回期限过了的处理办法有：
有的时候作者无法在期刊给出的返稿期限内完成修改，这种情况可能有两种原因：
1、返修时间过短。
2、修改意见作者无法理解，或者审稿人意见互相矛盾。
如果是第一种情况，一定要提前联系期刊主编，说明不能及时提交返修稿件的原因，一般编辑都会理解的。
当然，理由一定要充分，比如要补充实验数据等，不过作者要注意，编辑允许延期交返修稿后，要在所延长的期限内完成修改并提交。另外有些期刊是线上系统管理稿件，如果延期交稿，有时系统会自动清除稿件的修改状态，如果作者要提交就要按照新稿件流程来走，这一点要注意。
如果是第二种情况，可以和联合作者讨论，根据自己的论文决定采纳哪个审稿人的意见，然后写回复信时给出充分的理由。如果实在难以决定，可以给编辑写邮件，咨询编辑的意见。如果觉得返稿时间不够，可以顺便申请延期返回修改稿。
此外很多sci期刊是线上系统管理稿件，如果延期交稿，有时系统会自动清除稿件的修改状态，如果作者要提交就要按照新稿件流程来走，这也是作者需要注意的。提醒大家一定要尽早的修改自己的sci论文，不要眼看修改期限就要到了，才想起来修改论文。
很抱歉，这个问题我们无法回答，对于这个问题我没有办法解决不敢给轻易给你方法和建议，请咨询相关人员给你正确解答，祝您生活愉快。
灵感来了，需要多琢磨琢磨，望谅解。一定要提前给期刊主编写邮件，说明不能及时提交返修稿件的原因，一般编辑都会理解的。当然，理由一定要充分，比如要补充实验数据等，不过作者要注意，编辑允许延期交返修稿后，要在所延长的期限内完成修改并提交。另外有些期刊是线上系统管理稿件，如果延期交稿，有时系统会自动清除稿件的修改状态，如果作者要提交就要按照新稿件流程来走，这一点要注意。可以和联合作者讨论，根据自己的论文决定采纳哪个审稿人的意见，然后写回复信时给出充分的理由。如果实在难以决定，可以给期刊主编写邮件，咨询编辑的意见。如果时间不够，可以顺便申请延迟返回修改稿。
毕业论文延期申请理由模板如下：
本人就读硕士研究生以来，师从XXX教授。研究生期间认真学习专业理论知识。所修课程总学分为29分，其中学位课程17分，达到了本专业培养计划中对学分的郑闹要求。
在进入实验室参与科研以来，积极参与实验室科研项目。在参与的XXX课题中，主要负责核心理论的攻关工作，通过刻苦钻研，取得了相关科研成果，为后续实验平台的顺利搭建奠定了理论上的基础。
在对科研项目研究的基础上，依据获得的科研成果，完成了对毕业论文的撰写工作，并已通过了硕士学位论文的格式审查。
综上所述，本人达到了硕士研究生毕业肢芹学分的要求，完成必修环节和学位论文撰写工作，已按培养计划完成了规定的全部要求，符合毕业条件历丛毕。现申请电子科技大学工学硕士学位论文答辩，请予以审查，准与答辩。
导师评语
该学生在攻读硕士研究生阶段，学习认真刻苦，成绩优异，掌握了仪器科学与技术领域的基本理论和专业知识，具备了较为完善的知识结构和理论水平，在理论研究与工程实践中积极参与相关课题研究工作，能够对项目中出现的问题和关键技术提出有效的解决办法。
具备较强的分析问题和解决问题的能力，反映了较高的业务素质和科研能力，具备从事电子科学领域的科研工作能力。
该生在论文研究工作中，查阅和分析了相控阵天线测试诊断领域国内外最新的学术文献，并在此基础上提出了自己的观点。论文撰写中所引用的资料真实可靠、研究方法正确、所得数据详实、写作规范符合要求、文章结构逻辑性强，达到了学位论文的要求。
该生具备良好的外语水平，能够熟练阅读相关专业外文文献，具备较好的英语写作和会话能力。
返修信（response letter）大抵都是长这样。
今天我们总结了开篇那些常见的套话。
1. Thank you very much for reviewing ourmanuscript. We also greatly appreciate the reviewers for their complimentarycomments and suggestions. We have carried out the experiments that thereviewers suggested（没补实验就把这个去掉） and revised the manuscript accordingly. Please find attached apoint-by-point response to reviewer’s concerns. We hope that you find ourresponses satisfactory and that the manuscript is now acceptable forpublication.
2. We would like to thank the reviewer forcareful and thorough reading of this manuscript and for the thoughtful commentsand constructive suggestions, which help to improve the quality of this response follows (the reviewer’s comments are in italics). (审稿意见斜体)
3. Thank you for your letter andconstructive comments concerning our manuscript entitled “XXXX文章题目”. We have studied your commentscarefully and made major correction which we hope meet with your approval. Weanswer your questions or comments in details in the following texts. Detailedanswer to review:
4. It is with excitement that I resubmit toyou a revised version of manuscript “文章题目”for the “杂志名“. Thank you for giving me the opportunity to revise andresubmit this manuscript. In keeping with my last communication with you, I amresubmitting this revision before the agreed upon deadline, March 16, 2012. Iappreciate the time and detail provided by each reviewer and by you and haveincorporated the suggested changes into the manuscript to the best of myability. The manuscript has certainly benefited from these insightful revisionsuggestions. I look forward to working with you and the reviewers to move thismanuscript closer to publication in the 杂志名. （这段拍马屁的写得真长哇，憋不出来的可以参考下）
5. Thank you for reading our manuscript andreviewing it, which will help us improve it to a better scientific level. Werevised our manuscript, and quite a lot of changes have taken place. So, wehave sent the revised manuscript, and a version containing all the changes tobe visible. At the following, the points mentioned by the reviewers will bediscussed: (其实我比较喜欢这种简单直白的开场）
6. Sincerest thanks for your response andreviewers comments on our manuscript. We sincerely apologise for the great timeit has taken us to respond to these comments (due to force majeaure with firstauthor), and hope that a revised version of the manuscript will still beconsidered by 杂志名. We havemodified the paper in response to the extensive and insightful reviewercomments. We have added additional explanations for non-haematologists andadditional table (Table 1) to fully address the reviewer’s comments. Furthermore we haverewritten sections of the manuscript and we hope that this comply with thereferee’s remarks. We will respond to the comments point counter point. （这段挺长的，还就返修时间过长进行了致歉）
you for your email dated xxxxxx enclosing the reviewers’ comments. We have carefully reviewed the comments and have revised the manuscript accordingly. Our responses are given in a point-by-point manner below. Changes to the manuscript are shown in underline/red/bold.
8.（需要润色）We tried our best to improve the manuscript and made some changes in the manuscript. These changes will not influence the content and framework of the paper. And here we did not list the changes but marked in red in revised paper. We appreciate for Editors/Reviewers’ warm work earnestly, and hope that the correction will meet with approval.
或者Thanks for your suggestion. We feel sorry for our poor writings, however, we do invite a friend of us who is a native English speaker from USA help polish our article. And we hope the revised manuscript could be acceptable for you.
或者 Thanks for your suggestion. We have tried our best to polish the language in the revised manuscript.
feel sorry for our carelessness. In our resubmitted manuscript, the typo is revised. Thanks for your correction.
或者We have carefully checked the manuscript and corrected the errors accordingly.
10.（返修让加文献）We sincerely appreciate the valuable comments. We have checked the literatures carefully and added more references on ___ and___ into the INTRODUCTION part in the revised manuscript.
参考文献1
参考文献2
have investigated the recyclable property for ___ by using ___ that have the best activity. Figure 1 reveals only slight decrease in the ___ after the three-run test, indicating very good stability of ___ in photocatalytic manuscript has been revised accordingly to clarify the above concerns.
或者We agree that more study would be useful to understand details of interaction and enhancement. At this point we do not have the necessary tool-set to study the ___. We hope, in the future, to employ ___ techniques to determine ___. This study is beyond the scope of this report which focuses on answering critical questions regarding the ___. We note also that since submission of our manuscript there has been apublication by Alex Bell and Martin Head-Gordon at Berkeley showing that Fe on Au2O3 has enhanced OER activity with DFT calculations (Ref. 79). We have added this citation and reference to the manuscript.
there are any other modifications we could make, we would like very much to modify them and we really appreciate your help. Thank you very much for your help.
for your nice suggestions. We have formatted all the references.
is with excitement that I resubmit to you a revised version of manuscript （稿号） for the 杂志名. Thank you for giving me the opportunity to revise and resubmit this manuscript. In keeping with my last communication with you, I am resubmitting this revision before the agreed upondeadline. I appreciate the time and detail provided by each reviewer and by you and have incorporated the suggested changes into the manuscript to the best of my ability. The manuscript has certainly benefited from these insightful revision suggestions. I look forward to working with you and the reviewers to move this manuscript closer to publication in the杂志名. （返修有拖延时用）
have responded specifically to each suggestion below, beginning with your own. To make the changes easier to identify where necessary, I have numbered them.
you again for your positive comments on our manuscript. 杂志名 is an influential journal which aims to improve ourunderstanding of cancer prevention/other. From all the papers published in your journal, readers have been learning a lot. Hopefully, we could have our article been considered of publication in your journal. Should there been any other corrections we could make, please feel free to contact us.
you for your kind comments on ourmanuscript entitled “文章名”. We have carefully revised the manuscript according to the reviewer’s comments. Based on the suggestions, we have made an extensive modification on the revised manuscript. Detailed revision was shown as follows. The changes to our manuscript within the document were aslo highlighted by using red colored text.
feel great thanks for your professional review work onour article. As you are concerned, there are several problems that need to beaddressed. According to your nice suggestions, we have made extensivecorrections to our previous draft, the detailed corrections are listed below.
to the reviewer’s comments, we have revised the manuscript extensively. If there are any other modifications we could make, we would like very much to modify them and we really appreciate your help. We hope that our manuscript could be considered for publication in your journal. Thank you very much for your help.
behalf of all the contributing authors, I would like to express our sincere appreciations of your letter and reviewers’ constructive comments concerning our article entitled “XXX文章” (Manuscript No.:XXXX). These comments are all valuable and helpful for improving our article. According to the associate editor and reviewers’ comments,we have made extensive modifications to our manuscript and supplemented extra data to make our results convincing. In this revised version, changes to ourmanuscript were all highlighted within the document by using red colored text. Point-by-pointresponses to the nice associate editor and two nice reviewers are listed below this letter.
would like to thank you first for all the positive comments of ourmanuscript (No.: XXXX) entitled “XXXXX”. We really appreciate your help and patience. We also think highly of the comment sof both reviewers who kindly provide professional suggestions on our have seriously thought about them and provided our response to reviewers. Forthe detailed response, please see below.
to the associate editor and reviewers’ comments, we have made extensive modifications to our manuscript and supplemented extra data to make our results convincing.（根据审稿意见，我们对我们的手稿进行了大量修改，并补充了额外的数据，以使我们的结果令人信服。）
this revised version, changes to our manuscript were all highlighted within thedocument by using red colored text.（在这个修订版本中，我们的手稿的更改都通过使用红色文本在文档中突出显示。）
you for yournice comments on our article. According to your suggestions, we havesupplemented several data here and corrected several mistakes in our previousdraft. Based on your comments, we also attached a point-by-point letter to youand the other two reviewers. We have made extensive revisions to our previous draft. The detailed point-by-point responses are listed below. （感谢您对我们文章的评论，根据您的建议，我们在这里补充了几个数据并纠正了我们之前的一些错误。根据您的意见，我们还向您和其他两位审稿人的评审意见一一回复， 我们对以前的草案进行了大量修改，下面列出了详细的逐点响应。）
for yourhelp. We feel really sorry for our carelessness. （谢谢你的帮助，我们对粗心大意感到非常抱歉。）
you for your reminding. You and theother two reviewers’ comments are all of great importance to our article. Allof these comments have contributed a lot to improve the quality of our this revision, we have written a point-by-point response letter to you asyou can see above. Meanwhile, we also wrote a point-by-point response letter tothe other two nice reviewers to acknowledge their helps and denote where we made revisions.（谢谢您的提醒， 您和其他审稿人的评论对我们的文章都非常重要。所有这些评论都为提高我们文章的质量做出了很多贡献。在这次修订之后，我们已经为您写了一封逐点回复信，您可以在上面看到。与此同时，我们还向其他两位审稿人写了一份回复信，以表达他们的帮助，并标识了我们在哪些地方进行了修订。）
feel greatthanks for your professional review work on our article. As you are concerned,there are several problems that need to be addressed. According to your nicesuggestions, we have made extensive corrections to our previous draft. We haveadded necessary data to supplement our results and edited our articleextensively. The detailed corrections are listed below. （我们对您的专业评审工作感到非常感谢。如您所知，有几个问题需要解决。根据您的建议，我们对之前的草案进行了大量更正。我们添加了必要的数据来补充我们的结果，并对我们的文章进行了全面的编辑。详细的更正如下。）
feel sorry that we did not provide enough information about XXXX.（非常抱歉我们没有提供足够的信息…..）
或it is really agiant mistake to the whole quality of our article. We feel sorry for our carelessness. We have corrected it and we also feel great thanks for your pointour. （这确实影响了本文的整体质量，我们对于自己的失误非常抱歉，但我们已经纠正了它，我们也非常感谢您的观点。）
for yoursuggestions. We feel sorry for our poor writings, however, we do invite afriend of us who is a native English speaker from USA help polish our article. Dueto our friend’s help, the article was edited extensively. And we hope therevised manuscript could be acceptable for you. （谢谢你的建议，我们为我们糟糕的作品感到遗憾，但是，我们邀请了来自美国的母语为英语的人帮助我们修改我们的文章。在朋友的帮助下文章被广泛编辑。我们希望手稿可以为您接受。）
for your careful checks. We aresorry for our carelessness. Based on your comments, we have made thecorrections to make the unit harmonized within the whole manuscript. （谢谢您的仔细检查。我们因粗心大意而烦恼。根据您的意见，我们进行了修正，使整个手稿内的单位协调一致。）
31. your suggestion really means a lot to us. Yes,it would be more understandable if we XXX. （您的建议对我们来说真的意味着很多。是的，如果我们XXX，这将更容易理解。）
to your suggestion, we havecorrected the “XXX” into “XXX”. （根据您的建议，我们将“XXX”修改为“XXX”。）
for your correction. It was indeeda serious grammatical error. And we have corrected it according to yoursuggestion. （谢谢您的纠正。这确实是一个严重的语法错误。我们已经根据你的建议纠正了它。）
34. thanks for yoursuggestions. We feel sorry for the improper wording. We have used “XXXX” as yousuggested. （谢谢您的建议。我们为不正确的措辞感到抱歉。我们已经使用了“XXXX”。）
to the reviewer’s comments, wehave revised the manuscript extensively. If there are any other modificationswe could make, we would like very much to modify them and we really appreciateyour help. “xxxx” is a journal of great popularity and prestige. We hope that ourmanuscript could be considered for publication in your journal. Thank you verymuch for your help. （根据审稿人的意见，我们已经广泛修改了手稿。如果我们可以做任何其他修改，我们非常希望修改它们，我们非常感谢您的帮助。“xxxx”是一本颇受欢迎和声望的杂志。我们希望我们的稿件可以考虑在您的期刊上发表。非常感谢您的帮助。）
附模板如下
链接：
提取码：5678
很抱歉，这个问题我们无法回答，对于这个问题我没有办法解决不敢给轻易给你方法和建议，请咨询相关人员给你正确解答，祝您生活愉快。
灵感来了，需要多琢磨琢磨，望谅解。一定要提前给期刊主编写邮件，说明不能及时提交返修稿件的原因，一般编辑都会理解的。当然，理由一定要充分，比如要补充实验数据等，不过作者要注意，编辑允许延期交返修稿后，要在所延长的期限内完成修改并提交。另外有些期刊是线上系统管理稿件，如果延期交稿，有时系统会自动清除稿件的修改状态，如果作者要提交就要按照新稿件流程来走，这一点要注意。可以和联合作者讨论，根据自己的论文决定采纳哪个审稿人的意见，然后写回复信时给出充分的理由。如果实在难以决定，可以给期刊主编写邮件，咨询编辑的意见。如果时间不够，可以顺便申请延迟返回修改稿。
发表见刊的sci论文中，直接被录用的几率很低，大多数都需要经过修改， 论文修改分大修、小修，大修修回的论文还需要审稿人审稿;小修修回的论文可能给审稿人，也可能编辑能决定是录用还是继续修改或是退稿，那么sci论文修回后多久给结果?目前还没有参考的标准答案，sci论文修回后有结果的时间都不一样。 sci修改内容或难度不同，不是所有作者都能够在规定时间内修回。需要申请延迟。那如何申请延迟sci修回时间?大修的时间比小修更长一些，但具体修回的时间，还是与修改内容的多少以及难度有关系。 期刊方会视sci的实际情况，给出修回时间的期限。正常情况下，作者要在规定时间内，按照修改意见完成修改，并及时修回。但可能因为作者处理稿件周期长、修回时间短等原因，不能及时修回，需要申请延期，否则会直接失去被录用的机会。 依照sci期刊的规定，sci修回时间是可以申请延迟的。作者发现完成sci修改需要的时间超过规定的修回期限，一定要提前给期刊编辑写邮件，说明不能及时修回的原因。作者与编辑耐心沟通，延迟原因充分合理，编辑一般是会理解的，给出允许延迟修回的答复。 不过，作者在申请延迟sci修回时间时，要注意几点事项： 1. 不要到截止期限才申请延迟。发表sci基本上都在线上系统操作，如果延迟修回的申请晚，系统设定的期限来不及修改，会自动清除稿件的修改状态。作者只能重新走sci论文的发表流程。 2. 申请延迟修回的原因一定要充分， 3. 作者要在延迟修回时间内完成返修，二次申请延迟修回，基本上会被直接拒绝。 SCI论文的发表非常重要，能发表SCI论文的人一般是教授或者副教授级别。SCI属于国际核心期刊，发表的过程比较难。论文的发表需要审查，在审查过程中作者可能会收到论文修改的通知。没有发表论文经验的人不太清楚。大修说明审稿人认真审稿之后，感觉论文需要修改、补充的内容比较多，所以，必须大幅度修改。收到通知的作者可能有点着急，论文的修改表明审稿人一定程度上认可了论文的内容，按要求修改就可以。 通常没有大问题的论文修回后，基本上编辑看一次觉得没问题，会直接通过并录用，还是比较快。按照修改意见修改，并在规定时间内修回。但是请注意即使是小修也有拒绝SCI论文的概率。
先说一下Cover letter的框架，一般应注意包括以下内容：
1. 开头注意附上稿件的关键信息，主要包括Title、 Manuscript ID等；
2. 表达对责任编辑的感谢；
3. 表达对审稿人（Reviewers）的感谢；
4. 表明你（们）已对编辑和审稿人提出的建议做出相应的修改（Revisions），不用过于详细，细节性的内容可以在Response to reviewers里呈现。
现附范例（粗体部分为备注，非正文内容），仅供参考。
May 12, 2022
Joseph S. Francisco, PhD（经过第一轮审稿后，你们应该已经知道责任编辑的姓名和Title了）
Editor, Journal of XXX（职务+投稿期刊名称）
Dear Dr. Francisco,
We would like to thank you for the opportunity to revise and resubmit our manuscript ABC-2022-XXXX (Manuscript ID), entitled "XXX" by XXX et al. We found the reviewers' comments to be helpful in revising the manuscript and have carefully considered and responded to each suggestion, corresponding changes to the resubmitted manuscript are highlighted in yellow. （说明对修改内容是如何标记的，便于责任编辑查看）
We also included a response to reviewers in which we addressed comments the editor and the reviewers made （修改细节在response to reviewers中呈现）, we hope that these modifications can fulfill the requirements to make the manuscript acceptable for publication. Please let us know if you have any concerns about the manuscript and we would like to address them as soon as possible.
Thank you again for your consideration of the revised manuscript.
Sincerely,
XXX, PhD
On behalf of the authors (可有可无)
University of XXX
(Email)
以上。
下面是关于学术论文英文摘要模板，希望对你们有帮助。
Abstract
Since Dewey developed the concept of “critical thinking”, many scholars abroadhave carried out a series of studies about improving students' critical thinking skills ineducation field. In the 1980s,critical thinking became the target of higher educationprograms in such foreign countries as the US and Canada. It has gained its widespreadattention in China only in recent years. But there are only few studies about it ineducation field. Our traditional English teaching method pays much attention to thetraining of students' linguistic knowledge and language skills but ignores thecultivation of students' critical thinking abilities. In the process of skill practice,teachers often stress the importance of memorizing vocabulary and imitating skillsrigidly,but neglect the students' abilities in analyzing problems and putting forwardinnovative solutions. Therefore, English writing teaching is affected by this andmerely attaches emphasis to train students' reading and writing skills. There are fewstudies which aim at systematically cultivating students' analysis, synthesis, summary,comparison and reasoning skills while they are writing. Therefore,this study aims atdesigning some writings tasks and teaching strategies which can be used to fostercollege students' critical thinking awareness and promote students' all-rounddevelopment.
According to six critical thinking skills,this study was carried out by requiringstudents to hand in an argumentation. All participants in this study are non-Englishmajor college freshmen from a 211 key university. The revised version of Rubric forQualitative Critical Thinking Skills Instrument was used in this study. Withquantitative and qualitative analysis,writing experiment is conducted within a wholesemester to collect data concerning students' learning behavior. Reading-to-write isused in experimental class while traditional method is adopted in control class. Thewriting scores by the experimental and control class were statistically processed bysoftware SPSS . And also the interview was launched in some of students inexperimental class to assess students' critical thinking abilities reflected in theirwritings-The final analysis indicated that EGAP writing model exerted a significantlypositive influence in improving students' critical thinking skills, especially in arousingstudents' writing enthusiasm and critical thinking awareness. Compared with controlclass, students in experimental class made big progress in writing competence. Inaddition, this study put forward some reform proposals to the teaching of Englishwriting. The study is of great value to instruct students to employ critical thinkingskills in their writing.
Abstract
A large body of research has been conducted on the effects of technology-enhancedEnglish vocabulary learning since the 1960s (Marty, 1981)。 However, no consensus hasbeen reached yet (Choo, Lin, & Pandian,2012; Mohsen & Balakumarohsen, 2011)。
Despite the fact that some narrative reviews have evaluated and explored thesecontradictory results, this study aims at quantifying the overall effectiveness oftechnology-enhanced English vocabulary learning with a different approach to review:meta-analysis and performing in-depth moderator analyses of learning method and testtype further.
Totally, twenty effect sizes from thirteen pieces of primary research are obtainedafter collecting related literature published or unpublished in recent ten years via fourchannels and selecting through three filters. Later, all the primary research is coded anddata are computed in random-effects model with software ComprehensiveMeta-Analysis.
Results show that: (1) Technology has a positively large effect on Englishvocabulary learning according to Cohen's standards as proposed in 1992 (g = 95% confidential interval of [, ])。 (2) Learning methods (intentional learning,incidental learning, and integrated learning) have impacts on the overall effectiveness.
Heterogeneity exists in the three learning methods (g = = 0,01 < )，Effectiveness of intentional learning, incidental learning and integrated learning is ^ =, g 二 , g = respectively. Incidental learning under technology-enhancedenvironment yields the largest effectiveness on English vocabulary learning. (3) Testtypes (recognition tests, recall tests,recognition + recall tests) also have impacts on theoverall effectiveness. The three test types are heterogeneous as well {Q = , p = < )。 Recognition tests, recall tests, and recognition + recall tests have effectsizes of and respectively. Technology-enhanced English vocabularylearning achieves the largest effectiveness in recognition tests.
Abstract
The present study, which is based on the Competing Values Framework (. CVF:a framework to identify the organizational effectiveness and to define organizationalculture)， aims to investigate English teachers, teaching motivation at universities, theirperception of the organizational culture in the target university,their professionalaspiration and how they affect each other. The research questions to be addressed are asfollows: (1) How do the English teachers perceive the organizational culture at theirworkplace? (2) How much effort will the teachers pay for their professionalengagement and aspiration? (3) What kinds of motivation do the English teachers in thetarget university appear to have? (4) How will the organizational culture and theprevious experience affect teachers' motivation?
This study employed four different questionnaires as the research instruments,including one demographic questionnaire and three research questionnaires, . thedemographic questionnaire, the Organizational Culture Assessment Instrument (. theOCAI) (Cameron & Quinn, 1999)，the Professional Engagement and CareerDevelopment Aspiration-scale (. the PECDA-scale) (Watt & Richardson, 2008b)，andthe Work Tasks Motivation Scale for Teachers Teaching (. the WTMST) (Fernet et al.,2008)，to investigate the above mentioned research questions. The whole investigationtook roughly 12 weeks and involved three stages: the preparation stage,the pilot study,and the main study.
The findings of the present study show that most of the teachers are intrinsicallymotivated and with identified regulation influenced by the performance culture and theclan culture which are the dominant culture types of the target research site. Results alsoindicate that the overseas experience and length of teaching experience affect teachers'perception of tixe organizational culture and motivation. The participants who haveoverseas experience tend to be more with the sense of professionalism, moreintrinsically motivated and be more confident with their competence in the academicarea; and the ones who have longer years of teaching experience are with moreidentified regulation and introjected motivation and are more committed and moreassured of staying in the education field. The participants in the target universitybasically belong to the highly engaged persisters,and the male teachers expect to be theleadership.
Abstract
Owing to the economic, social and academic needs as well as the advantages of EGAP(General Academic Purpose in Chinese College English) itself, there exist 这 great deal ofnecessity and feasibility for applying English for EGAP class. It is our understanding thatwriting plays an extremely important role in the course of EGAP and genre is a quiteinfluential factor in improving students5 writing competency. However,the investigation ofstudents' current writing situation shows that being deeply influenced by traditional writingteaching methods which emphasize grammar and vocabulary; the students have littleknowledge about genre approach theoretically or systematically and lack the awareness ofgenre. Because of this,it becomes necessary to put forward an English writing teachingapproach which is effective as well as applicable to the situation in China so as to enhancetheir writing competence.
This paper firstly gives a brief introduction to the developing trend of EGAP bydiscussing its necessity and applicability in China and the main views of two schools of genretheory, the tiieoretical foundation and genre-based approaches of three main schools of genrestudy and practice. And also,their characteristics are compared and the adaptability inChinese College EGAP class is analyzed, based on which it puts forward a modifiedGenre-based approach in EGAP writing class in order to enhance students' genre awarenessand improve their writing skills.
To achieve this, two non-English major classes of freshmen in East China University ofScience and Technology (ECUST) have been selected as the experimental class andcontrolled class, and the research lasts one semester. The Genre-based approach is applied inthe experimental class following a modified Genre-based approach. And a comparison hasbeen made on the same subject at the beginning and the end of the semester and thecomparison and contrast between the experimental class and controlled class have also beenmade. Owing to various factors,such as learning motivation, different students show variedextent of acceptance to certain teaching approaches. Therefore, emphasis has not only beenput on the overall changes,but also on the individual differences.
There are three hypotheses:
1. Can Genre-based approach enhance students' genre awareness? 2. Can “genreawareness” really improve students' writing ability in EGAP? If the students can get overallimprovement, is there any difference in gender and the students with diverse learningaptitudes because of the individual difference? If some students fail to improve, what's thepossible reason behind it? 3. Will Chinese students accept and adapt to Genre-basedApproach?
Three sets of data from six writing assignments, writing in final-term examination andquestionnaires are collected and analyzed with the help of the software SPSS . And thestudy indicates that: (1) Genre-based approach has a significant effect in sensitizing students'genre awareness, improving holistic writing competence; (2) during the whole experimentalprocess, girls have a stable superiority over boys, however, boys' improvement fluctuation iscomparatively obvious; (3) students of medium efficiency have the greatest potential to makebig improvement; (4) Unavoidably, in this research there are some students who fail to gainimprovement in terms of writing ability or get changed in terms of writing notions, andthrough analysis it has been found that the main objective reasons are: the difficulty ofwriting itself,the differences of culture and ways of thinking between east and west,thelimited teaching period, etc.; and subjective reasons mainly come from: the limitedcompetence of students themselves, the lack of interest in English writing, etc(5) aoverwhelming majority of students are liable to accept this approach and able to adapt to itpretty well, yet acceptation is not absolutely accompanied by adaptation; (6) feedback is adispensable part in English writing teaching, and more specific feedback will bring strongermotivation in students' self-correcting and developing;In the end,the author presents some limitations in her research and hopes that this cangive some hints and tips to further research in EFL writing classes.
Abstract
In college English listening & speaking classrooms, language and other semioticsystems cooperate together to help students construct meaning. It can be reflected inthe design of textbooks and the use of audios, videos and images, etc. Thus, in thisthesis, the theoretical foundation is the theory of multimodal discourse analysis (MDA)derived from Systemic Functional Linguistics and Social Semiotics. The essence ofMDA is that other semiotic resources such as: images, audios, etc. are as important aslanguage in the meaning-making system. Visual Grammar, Acoustical Grammar andthe integrated frameworks of MDA are the main analysis approaches in this thesis.
Meanwhile, the results of the teaching investigation and the MDA for textbooksare the practical foundation for the multimodal teaching design, providing feasibleand effective suggestions in this thesis. According to the results, it can be concludedthat students have more or less realized multimodality in this course and argue thatmultimodality should be used in moderation; multimodal classroom activities, socialcontent, etc. should be brought into the class; teachers should remind students to payattention to images, fonts change and other multimodal factors in textbooks.
Therefore, when conducting the multimodal teaching design, attention should bepaid to: (1) Modalities influence each other with clear priorities in this course. (2)Words modality and acoustical modality are the primary modalities, while othermodalities are just used as tools to provide supplementary information and to improveteaching efficiency. (3) The chosen modalities should provide supplementaryinformation to make the learning material more easily understood and help studentsconcentrate. Then, on the basis of the above principles and the writer's teachingexperience, a sample teaching design has been worked out, then its' feasibility andeffectiveness have been verified by an empirical study with the method of interview.
Abstract
Degree adverbs play a crucial role in daily language communication. However,owing to their wide varieties and similar meanings, it is hard for language learners toreally master their meanings and usages.
With the aid of AntConc and based on the corpora of FROWN (TheFreiburg-Brown Corpus of American English)，FLOB (The Freiburg-LOB Corpus ofBritish English) and CLEC (Chinese Learner English Corpus)， the study aims tocompare the actual use of common English degree adverbs in terms of semanticprosody between Chinese EFL learners and native English speakers. The researchprocedures consist of two steps. First, AntConc is launched to extractconcordance lines of the target node words in each corpus and the semantic featuresof the node words' collocates are analyzed; then, the semantic prosodies of these nodewords are summarized and comparisons are made between the two corpora.
The results indicate that there are differences as well as similarities betweennative English speakers and Chinese learners in their use of semantic prosody.
Chinese EFL learners tend to underuse the negative semantic prosodies of fairly,highly, and totally?,overuse the negative semantic prosodies of extremely; and misusethe semantic prosody of terribly. The results also show that some problems exist inChinese learners' use of semantic prosodies of degree adverbs, and the reasons mayinclude their first language transfer, intralingual transfer, and the lack of informationabout the semantic prosody in dictionaries and textbooks.
英语论文格式模板
英文论文格式均以美国土木工程师协会出版社发布的标准格式为准。
英语论文用激光打印机打印，打印稿为黑白稿，彩色打印件会影响出版效果。 版心：a4纸，上、下页边距 cm，左、右页边距均为 mm。论文内容宽不得超过， 长不得超过。
字体和字号：正文，标题，作者联络信息和图表中的文字均为times new roman 12号字。可以跟据需要使用同类字体中的粗体，斜体。
行距：单倍行距。
页码：论文正文和文后所附图例都需添加页码。页码为阿拉伯数字，位于页面下方居中。
文体：文章应语法正确，技术用词准确。标题应该以最简洁的语言概括文章内容。如果标题较长，请采用title: subtitle的形式。
数学公式：文中的数学公式不得手写，必须打印。公式如果在文中多次被引用，应该编号。公式之间，公式和正文之间都应该空一行。 单位： 文中所用的度量衡单位应为国际单位。可在括号内，单位对应表中列出其他单位。有关国际单位的使用(standard practice for use of the international system of units)可以通过电话1-向asce索取。其他相关使用参考文献，如anmc metric editorial guide， 5th ed，1992 可向美国国家公制协会 索取(american national metric council， 1735n. lynn street， suite 950， arlington， va 22209-2022)
图表：
标题说明和图例：插入的图表应该以出现顺序编号(figure 1，figure 2，table 1，table 2)。图的说明和标题，包括图的序号应该位于图的下方。表的说明和标题，包括表的序号应该位于表格上方。
位置：图可以插入到正文中，或者集中放在文章最后。如果在正文中插入图，尽量放在页面的顶部或尾部。不要选择文字环绕图形的对齐方式，可选择上下环绕方式。
底纹：插图中不要选择带阴影或底纹，否则会影响印刷效果。
照片：如果文中需要附上照片，在文中出现照片的地方贴上其黑白光面冲洗照片，标题说明位于照片下方。照片将和正文一起缩印，请不要提供彩色照片，以免影响印刷效果。
扫描图：印刷后的扫描图不如原件清晰。如果文中有扫描图，请提供灰色色标扫描图。
作者联络信息：请用横线和正文隔开。联络信息可以为一位作者或所有作者的，包括以下内容：作者全名;所属学会;学历或授予的荣誉;所在单位;通讯地址和电子邮箱;电话和传真。
参考文献：所有参考文献为单倍行距，放在文章最后，按照第一作者姓氏的字母顺序排列。如有同一作者的两篇以上文献，按出版年代先后排列。正文中引用参考文献时，作者和出版年代应该放入括号内。由于上标缩印后会变小，难于辨认，正文中不使用上标标注参考文献。所列出的参考文献应当在正文中都有所引用，如果正文中没有引用，请将文献列入文章最后的附加信息(additional information)部分，或者相关材料(related materials)部分。
基本论文格式
论文一般由题名、作者、摘要、关键词、正文、参考文献和附录等部分组成，其中部分组成(例如附录)可有可无。论文各组成的'排序为：题名、作者、摘要、关键词、英文题名、英文摘要、英文关键词、正文、参考文献、附录和致谢。
1、毕业论文格式的写作顺序是：标题、作者班级、作者姓名、指导教师姓名、中文摘要及关键词、英文摘要及英文关键词、正文、参考文献。
2、毕业论文中附表的表头应写在表的上面，居中;论文附图的图题应写在图的下面，居中。按表、图、公式在论文中出现的先后顺序分别编号。
3、毕业论文中参考文献的书写格式严格按以下顺序：序号、作者姓名、书名(或文章名)、出版社(或期刊名)、出版或发表时间。
4、论文格式的字体：各类标题(包括参考文献标题)用粗宋体;作者姓名、指导教师姓名、摘要、关键词、图表名、参考文献内容用楷体;正文、图表、页眉、页脚中的文字用宋体;英文用TimesNewRoman字体。
5、论文格式的字号：论文题目用三号字体，居中;一级标题用四号字体;二级标题、三级标题用小四号字体;页眉、页脚用小五号字体;其它用五号字体;图、表名居中。
6、格式正文打印页码，下面居中。
7、论文打印纸张规格：A4210297毫米。
8、在文件选项下的页面设置选项中，字符数/行数选使用默认字符数;页边距设为上：3厘米;下：厘米;左：厘米;右：厘米;装订线：厘米;装订线位置：左侧;页眉：厘米;页脚厘米。
9、在格式选项下的段落设置选项中，缩进选0厘米，间距选0磅，行距选倍，特殊格式选(无)，调整右缩进选项为空，根据页面设置确定行高格线选项为空。
10、页眉用小五号字体打印XX大学XX学院20XX级XX专业学年论文字样，并左对齐。
11、使用软件：MicrosoftWord2000以上版本。
文献注释
注释不同于参考文献。参考文献是作者写作论著时所参考的文献书目，集中列于文末。而注释则是作者对正文中某一内容作进一步解释或补充说明的文字，不要列入文末的参考文献，而要作为注释放在页下，用①②标识序号。注释中提到的论著保持通常格式，如：
①与正文部分空出两行;②按照文中的索引编号分别或合并注释;③注释采用五号黑体，注释内容汉语采用小五号宋体，英语采用Times New Roman 9号。
写英语议论文时，有么有万能的写作模板可以套用?下面是我给大家整理的议论文英语作文模板，供大家参阅!
导入：
第1段：Some people hold the opinion that A is superior to B in many ways. Others, however, argue that B is much better. Personally, I would prefer A because I think A has more advantages.
正文：
第2段：There are many reasons why I prefer A. The main reason is that ... Another reason is that...(赞同A的原因)
第3段: Of course, B also has advantages to some extent... (列出1~2个B的优势) 结论：
第4段: But if all these factors are considered, A is much better than B. From what has been discussed above, we may finally draw the conclusion that ...(得出结论) オ
导入：
第1段：提出一种现象或某种困难作为议论的话题
正文：
第2段：Many ways can help to solve this serious problem, but the following may be most effective. First of all... Another way to solve the problem is ... Finally...(列出2~3个解决此类问题的办法)
结论：
第3段：These are not the best but the only two/ three measures we can take. But it should be noted that we should take action to...(强调解决此类问题的根本方法)
导入：
第1段：提出一种现象或某个决定作为议论的话题
As a student, I am strongly in favour of the decision. (亮明自己的观点是赞成还是反对) The reasons for this may be listed as follows. (过渡句，承上启下)
正文：
第2段：First of all... Secondly... Besides...(列出2~3个赞成或反对的理由)
结论：
第3段：In conclusion, I believe that... (照应第1段，构成"总-分-总"结构)
导入：
第1段：Recently we've had a discussion about whether we should... (导入话题) Our opinions are divided on this topic.(观点有分歧)
正文：
第2段：Most of the students are in favour of it.(正方观点) The reasons are listed as follows. First... Second... Finally...(列出2~3个赞成的理由)
第3段：However, the others are strongly against it. (反方观点)
Here are the reasons. In the first place... What's more... In addition...(列出2~3个反对的理由)
结论：
第4段：Personally speaking, the advantages overweigh the disadvantages, for it will do us more harm than good, so I support it.(个人观点) オ
Dear Editor:
[引出话题] I’m a senior three student. I’m writing to tell you my opinion on whethermiddle school students can go to school with mobile phones. [赞成]I think they can do that. Because students can keep in touch with their friends and family wherever they are. Besides, the mobile phone is a way to have fun.
[反对] However, every coin has 2 sides. There are some problems with using mobile phones. The ring of phones can disturb teachers and students in the classroom. Another students is that some students can spend too much time and money on phone calls and sending messages.
[个人观点] In conclusion, I suggest students not use phones in the classroom. Also, as it is expensive, the owner should take good care of it.
Yours sincerely,
Li Hua