没有给论题只能说一下答题写法了，通常introdoctuion不要太长，占总字数的10%左右即可。基本开头第一、二句说一下论题的宏观情况，如世界或者全国范围内的现状之类的。然后具体到你的论题，说一说你要讨论的是什么问题或者问题的哪个方面，也一两句足够。最后一定要做的是写一个road map，简单地说就是要阐明你的论文结构，你接下来会先说明什么，再分析什么最后做什么等等，这样导师一目了然，也会显得论文逻辑性非常好结构清晰。需要注意这个road map必须和你实际论文的结构相符，如果有顺序上的改动记得把road map也改了就可以了
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 19.0. 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 = 1.26,witha 95% confidential interval of [0.86, 1.66])。 (2) Learning methods (intentional learning,incidental learning, and integrated learning) have impacts on the overall effectiveness.
Heterogeneity exists in the three learning methods (g = 9.22,p = 0,01 < 0.05)，Effectiveness of intentional learning, incidental learning and integrated learning is ^ =0.61, g 二 2.14, g = 0.98 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 = 17.04, p =0.000 < 0.05)。 Recognition tests, recall tests, and recognition + recall tests have effectsizes of 3.59,0.71 and 0.37 respectively. Technology-enhanced English vocabularylearning achieves the largest effectiveness in recognition tests.
Abstract
The present study, which is based on the Competing Values Framework (i.e. 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, i.e. thedemographic questionnaire, the Organizational Culture Assessment Instrument (i.e. theOCAI) (Cameron & Quinn, 1999)，the Professional Engagement and CareerDevelopment Aspiration-scale (i.e. the PECDA-scale) (Watt & Richardson, 2008b)，andthe Work Tasks Motivation Scale for Teachers Teaching (i.e. 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 19.0. 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 3.4.lw 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 3.4.lw 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3.5 cm，左、右页边距均为3.25 mm。论文内容宽不得超过14.5cm， 长不得超过22.5cm。
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：2.5厘米;左：2.8厘米;右：2.8厘米;装订线：0.8厘米;装订线位置：左侧;页眉：1.8厘米;页脚1.8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1.5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。
你真勇敢
现在才提论文
模流分析主要分析模具的方案可行性。模流分析是指运用数据模拟软件，通过电脑完成注塑成型的模拟仿真，模拟模具注塑的过程，得出一些数据结果，通过这些结果对模具的方案可行性进行评估，完善模具设计方案及产品设计方案。通过模流分析软件的模拟，可以很容易看到是否出现困气问题，然后根据以上改善方法拟定初步改善方案，然后用moldflow进行模拟验证，得出模流分析结果，然后对其进行分析比较，这样就能充分利用moldflow的虚拟模拟仿真，大大节省了试模成本。
硕士论文答辩ppt的要求随着软件的逐步升级，在众多的毕业论文答辩中也广泛采取PPT 演讲稿来进行，所以做好一个PPT演讲稿对于自己的论坛答辩起到了非常重要的作用，本文的核心就在于怎样讲自己的论文在PPT 中体现出来，给答辩专家团一个很好的诠释。一、要对论文的内容进行概括性的整合 ，将论文分为引言和试验设计的目的意义、材料和方法、结果、讨论、结论、致谢几部分。二、在每部分内容的presentation 中，原则是：图的效果好于表的效果，表的效果好于文字叙述的效果。最忌满屏幕都是长篇大论，让评委心烦。能引用图表的地方尽量引用图表，的确需要文字的地方，要将文字内容高度概括，简洁明了化，用编号标明。三、版面和文字要求1、文字版面的基本要求幻灯片的数目：学士答辩10min 10～20张硕士答辩20min 20～35张博士答辩30min 30～50张2、字号字数行数：标题44号（40）正文32号（不小于24号字）每行字数在20～25个每张PPT 6～7行 （忌满字）中文用宋体(可以加粗)，英文用 Time New Romans对于PPT中的副标题要加粗3、PPT 中的字体颜色不要超过3种（字体颜色要与背景颜色反差大）建议新手配色：（1）白底，黑、红、篮字（2）蓝底，白、黄字（浅黄或橘黄也可）4、添加图片格式：好的质量图片TIF格式，GIF图片格式最小图片外周加阴影或外框效果比较好PPT总体效果：图片比表格好，表格比文字好；动的比静的好，无声比有声好。四、注意事项幻灯片的内容和基调。背景适合用深色调的，例如深蓝色，字体用白色或黄色的黑体字，显得很庄重。值得强调的是，无论用哪种颜色，一定要使字体和背景显成明显反差。 注意：要点！用一个流畅的逻辑打动评委。字要大：在昏暗房间里小字会看不清，最终结果是没人听你的介绍。不要用PPT自带模板：自带模板那些评委们都见过，且与论文内容无关，要自己做，简单没关系，纯色没关系，但是要自己做！ 时间不要太长：20分钟的汇报，30页内容足够，主要是你讲，PPT是辅助性的。：1、Magic Seven原则（7士2＝5～9）。每张幻灯片传达5个概念效果最好。 7个概念人脑恰恰好可以处理。 超过9个概念负担太重了，请重新组织。2、KISS (Keep It Simple and Stupid)原则。因为我们做PPT针对的是大众，不是小众。我们的目的是把自己的理解灌输给听众。深入浅出才代表你对知识的真正掌握。3、10/20/30法则。演示文件不超过10页，演讲时间不超过20分钟，演示使用的字体不小于30点(30 point)。个人觉得这些有指导意义，但经验感和技术感太强。也没有说清楚为什么要这样做。我更愿意接受“利用PPT作为工具控制观众的眼球和注意力”的说法。自己想的。同样一篇文章里面的东西，是说PPT 制作里面一些技巧性的东西 ，归纳一下分享出来，有一些是自己总结的哦：a、能用图表就用图表。所有的人都会先挑图看。b、所有人看到图表，第一眼就是找最低的和最高的，然后找跟自己相关的。把这三个东西标出来，人家会觉得很省事。c、别写那么多字，没人看，除非你打算照着念。d、要想办法让人知道你的PPT 还有多少，或者告诉人家你要说的条理和结构。这非常重要，对自己好也对观众好。e、不要用超过3种的动画效果，包括幻灯片切换。好的PPT不是靠效果堆砌出来的，朴素一点比花哨的更受欢迎。f、多用口语，放在一些类似tips的地方，效果往往加倍。
论文答辩ppt范例模板如下：
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八、论文答辩ppt范例制作要点：
1、首先，PPT封面应该有：毕设题目、答辩人、指导教师以及答辩日期。
2、其次，需要有一个目录页来清楚的阐述本次答辩的主要内容有哪些。
3、接下来，就到了答辩的主要内容了，第一块应该介绍课题的研究背景与意义。之后，是对于研究内容的理论基础做一个介绍，这一部分简略清晰即可。
4、最后，是对工作的一个总结和展望。
5、结束要感谢一下各位老师的指导与支持。
原创的论文也有答辩的PPT都可以的，好的
【PPT毕业论文模板】请打开文件夹点进去 免费下载
链接:
在PowerPoint中，演示文稿和幻灯片这两个概念还是有些差别的，利用PowerPoint做出来的东西就叫演示文稿，它是一个文件。而演示文稿中的每一页就叫幻灯片，每张幻灯片都是演示文稿中既相互独立又相互联系的内容。利用它可以更生动直观地表达内容，图表和文字都能够清晰，快速地呈现出来。可以插入图画，动画，备注和讲义等丰富的内容。目前常用的电子文档幻灯片的制作软件有微软公司的OFFICE软件和金山公司的WPS软件。
论文投稿单位介绍信范文
在日常学习和工作生活中，大家总少不了接触论文吧，借助论文可以达到探讨问题进行学术研究的目的。为了让您在写论文时更加简单方便，下面是我为大家收集的论文投稿单位介绍信范文，希望能够帮助到大家。
《xxxxx》编辑部：
我单位 （稿件中的所有作者姓名 按稿件中顺序排列） 撰写的`文章“ （论 文 题 目） ” ，稿件编号： ，经我单位审核，符合投稿要求。论文内容真实，数据可靠，不涉及泄密，作者署名无争议，未曾公开发表，不存在一稿多投。作者及我单位同意你刊出版权声明，并接受编委会对稿件的审核修改。现推荐投稿你刊，请审核刊用。
此致
敬礼！
作者工作单位名称
（加盖公章）
20xx年xx月xx日
《实用临床医药杂志》编辑部：
兹有我单位__________（第一作者/通讯作者）等撰写的科研论文___________________________
向贵刊投稿，该文章所有作者保证：
（1）该研究符合有关学术和伦理道德规范；
（2）论文内容真实；
（3）无著作权争议；
（4）无一稿多投。
同意推荐贵刊发表，特此证明。
作者（签名）：______________________________
单位盖章
20xx年xx月xx日
《xxxxx》编辑部：
我单位 (稿件中的所有作者姓名 按稿件中顺序排列) 撰写的文章 (论文题目)，稿件编号:xxxxx，经我单位审核，符合投稿要求。论文内容真实，数据可靠，不涉及泄密，作者署名无争议，未曾公开发表，不存在一稿多投。作者及我单位同意你刊出版权声明，并接受编委会对稿件的审核修改。现推荐投稿你刊，请审核刊用。
此致
敬礼
作者工作单位名称
(加盖公章)
年 月 日
xxx编辑部：
兹有我单位__________(第一作者/通讯作者)等撰写的科研论文___________________________向贵刊投稿，该文章所有作者保证：
(1)该研究符合有关学术和伦理道德规范;
(2)论文内容真实;
(3)无著作权争议;
(4)无一稿多投。
同意推荐贵刊发表，特此证明。
作者(签名)：__________
单位盖章
年 月 日
介绍信怎么写，下面是我整理提供的论文介绍信范文，欢迎阅读与参考。
我部(填写所投期刊名称)：
我单位(或院)__________同志撰写的(论文编号： 请务必填写)《_____________________________________》一文，经审查，情况属实，且本文无一稿多投，不涉及保密，署名无争议，推荐投寄贵刊，请审阅。
单位(签章)：
年 月 日
我部：
兹有我单位职工 等 等同志所撰写论文 篇，拟投贵刊。该论文资料属实、方法正确、结果可信，且不涉及保密、署名无争议、未一 稿两投，特此证明，请予接洽为宜，谢谢!
第 号科研处：
经审阅，我科(本院人员、研究生、进修生) 论文：
规定，同意投送 文章单位排序：1、 作者排序：1、 4、 2、 5、 杂志。
2、 3、 6、 同志撰写的科研 符合医院发表论文有关领取人签名：科室主任(或导师)签名：
年 月 日
XXX杂志社：
我院 XXX 同志所撰论文《XXX》真实可靠，无一稿两投，请予以审稿。
XXX医院
20xx年x月x日
投稿------初审------通过------通知------汇款------定版------出刊------邮递 修改------不通过 抄袭率检测
投稿：主要接收邮箱投稿和在线投稿系统投稿
初审：投稿文章三个工作日内给安排审核，并出审核结果
通过：对于审核通过的文章尽快作出用稿答复
不通过：审核不通过的文章会通知作者不通过的原因，并提出修改意见
通知：通知通常为邮件形式。如需书面的，尽快给与安排邮递
汇款：办理文章发表相关费用，提供公司账户，法人账户，邮局地址汇款3种方式 定版：确认款到的，及时安排文章定版
抄袭率检测：部分期刊在初审时进行抄袭率检测，也有部分期刊要求是汇款后进行检测。如果抄袭率不通过，将通知作者修改，如多次修改不通过，并要求撤稿的作者，可以给与办理退款
出刊：杂志社定时排版，印刷，出刊。大部分期刊会定期出刊，也有部分会根据自身情况选择提前或退后出刊。通常提前和退后时间不超过1个月
邮递：对于所有的发表作者，我们都会安排邮递当期杂志1本或2本
毕业论文答辩流程如下图所示
开场白模板
各位老师，上午好！我是xx专业，xx班的，我的毕业设计题目是xx。本次毕业设计是在xxX老师的悉心指导下完成的，在此我首先要向认真严谨的xx老师表示真挚的敬意和谢意，也向在坐的X老师，x老师，x老师等所有老师四年来孜孜不倦的教诲，以及今天不辞辛苦参加我的论文答辩表示衷心的感谢。下面我将本论文设计的主要内容向各位老师作一汇报，恳请各位老师给与批评与指导。（这部分要根据实际情况来定，有些学校要求不做这些陈述，直接开始阐述论文内容即直接省略掉，只做简单的开场介绍即可）。
首先我向各位老师介绍下本毕业设计主要内容。
通用论文内容与框架如下：
本论文立足与什么？
致力于分析什么？
并揭示，探讨了什么的问题，(论文的摘要+总结部分精简）
具体来说，我的论文分为以下三个部分
第一部分是引言，主要概述了选题背景、意义及研究的主要内容与方向。
第二部分是正文，正文包括几部分(这部分，把各个部分的内容简要述一下即可，注意一定简洁明了概括，不要刻意全文去背）
第三部分是结论，结论内容
毕业论文答辩流程来啦
毕业论文答辩开场白:
各位教师，xx好! （例：上午好）我叫xx，是xx级xx专业xx班的学生，我的论文题目是xxxxx，论文是在xxx导师的悉心指点下完成的，论文创作过程中得到教师和同学的关心和帮助，在此要向他们表示衷心的感谢。下面我将本论文设计的背景意义和主要内容向各位教师作一汇报，由于我的学术程度有限，所写论文难免有缺乏之处，恳请各位教师和学者批评和指正!
毕业论文答辩注意事项：
1、每个学校都会有一套自己的毕业论文格式要求，这个在学校官网一般都会发。我们往往会忽略学校的格式要求，论文格式不是通用。
2、写论文引用数据是很常见的，然而大段大段的引用数据，必定会出现一个状况：查重的时候此处全部飘。建议：可以换个办法，比如做成表格。图表一般是检测不到的，这样就既能保证数据引用，又可以避免大段飘红了。3、学术论文总会有脚注，在搜集整理论文材料的时候，有些会觉得别人引用的这一句话很好，于是直接把这段引用复制到自己的文章里，同时也明确标注了脚注来。有些论文作者引用的脚注根本就不存在。建议：如果不是核心期刊，如果不是学术大咖，如果你拿不准到底这个脚注是不是真的，一定多留个心自己去知网查，看到底有没有这篇文章。4、没看过的书，别往参考文献里塞。5、结语致谢，不要乱感谢。
主要是把你的abstract，introduction 和 conclusion 结合一下，再说一下你的心得就好了，不用紧张，老师一般不会太在意你的presentation，因为在你做presentation的时候，老师在忙着看你论文，相提问你的问题，不会太留意你具体说什么，跟论文大概没出入就可以。
先说主要内容，再介绍这本小说，最后总结，这属于四段式，你也可以加一段关于这本书的又来，也可以说自己的读书心得，当然，要注意详略得当。