英文开题报告格式(开题报告格式及开题报告的写法)

英文开题报告格式

英文开题报告格式

英语论文开题报告是英语专业毕业生完成毕业论文中最重要的一环，通过开题报告的书写，我们能明确所选英语论文题目的研究意义、价值及可行性，勾勒出论文的整体框架，依据论文开题报告写出优秀的英语毕业论文，下面是范文，欢迎阅读了解英文开题报告格式：

一、选题依据及意义（不少于300字）.

English, especially English reading and writing, has become an effective means to get access to all kinds of information and an indispensable means of international communication. As a matter of fact, English writing are vital to our individual development because it has been applied more and more in both our English study and future work.

However, according to my personal writing experience and teaching practice experience in Bobai Middle school, I found that the students' EFL writing ability is not so encouraging and satisfactory in senior high schools though they have learned English for several years in primary and middle school. Not a few of them do very poor in applying English to express their ideas, thoughts, feelings, etc. in EFL writing. Some of them even cannot produce a single correct sentence in their compositions. Those students may actually have something to write, but they just cannot express it correctly and appropriately in English. On one hand, they do not grasp sufficient active vocabularies to express themselves. On the other hand, they lack sense of sentence structure and composition structure to develop their composition. The last but not least, they don't know how to apply the materials they have read to improve their writing ability though they have read a lot.

Therefore, it's necessary and urgent to find an effective and practical approach to solve the poor performance in the students' EFL writing and improve their writing ability. Many scholars have proved that there is a strong relationship between reading and writing. From reading to writing can effectively enlarge the students' amount of vocabulary, cultivate their sense of sentence structure and composition structure, enrich their writing materials and promote their ability in using words and sentences. Therefore, from reading to writing approach is highly advocated in improving EFL writing in senior high schools.

二、研究目标与主要内容（含论文（设计）提纲，不少于500字）.

1.研究目标：

According to the New Curriculum Standards for senior high schools, listening, speaking, reading and writing are four basic skills and requirements for the students. However, the students' EFL writing ability in senior high schools is not so pleasant and encouraging. The prevalent EFL writing approaches （the product approach and the process approach） in senior high schools do not do much good to improve students' writing ability. This study aims to compare these two approaches with from reading to writing approach and show the advantages of applying from reading to writing approach in senior high schools.

From reading to writing approach advocates that writing should be integrated with reading so that the students can enlarge their vocabulary in reading, learn how to use language appropriately, how to apply their background knowledge, how to arrange the sentences, how to organize the composition, how to achieve coherence and unity and how to activate their mind when writing. In this way, the students can improve their writing ability effectively and efficiently. Therefore, the thesis tries to analyze the present reading and writing situation in senior high schools, expound the nature of reading and writing, discuss the necessity and feasibility of reading to writing approach, show the application of reading to writing approach in EFL writing practice and prove the effectiveness and practicality of reading and writing approach.

2.主要内容（提纲）：

1. Introduction

2. The present situation of English writing in senior high schools

3. The nature of reading and writing

3.1 The nature of reading

3.2 The nature of writing

4. The relationship between reading and writing

4.1 Reading paves the way for writing

4.2 Writing promotes reading

5. The necessity and feasibility of reading-to-writing

5.1 The necessity of reading-to-writing

5.2 The feasibility of reading-to-writing

6. The advantages of applying reading-to-writing approach

6.1 The definition of reading-to-writing approach

6.2 A comparison of reading-to-writing approach with product approach and process approach

7. The application of reading-to-writing approach

7.1 The principles of applying reading-to-writing approach

7.1.1 Paying equal attention to reading and writing

7.1.2 Paying equal attention to intensive reading and extensive reading

7.2 The selection of good reading materials

7.3 Ways of adapting reading-to-writing approach

7.3.1 Pre-writing reading

7.3.2 Writing from reading

7.3.3 Post -writing reading and rewriting

三、研究方法和手段。

（1）研究方法 .

1. Literature research method: read relevant books, journals and nets for research .

2. Comparative analysis method: compare the product approach and the process approach with from reading to writing approach and show the advantages of from reading to writing approach.

（2）研究手段 .

Collect, sort and search books, journals and dates from the library and on the internet.

四、参考文献目录（作者、书名或论文（设计）题目、出版社或刊号、出版年月或出版期号）.

[1] Judith Oster. 1984. From Reading to Writing: A Composition Text with Reading for English as a Second Language [M]. Columbus: A Bell & Howell Company.

[2] Judith A. Standford. 2000. Developing Connections: Short Reading for Writers （Second Edition） [M]. California: Mayfield Publishing Company.

[3] 蔡明德. 论英语阅读教学对写作的影响及教学启示[D]. 华中师范大学， 2003.

[4] 陈立平. 从阅读与写作的关系看写作教学中的范文教学[J]. 外语与外语教学， 2001,（04）.

[5] 陈昕. 浅谈英语阅读与写作的关系[J]. 科技信息（科学教研）， 2008,（01）.

[6] 高利华. 英语写作教学中结果法与过程法的对比研究[J]. 大同职业技术学院学报， 2003,（03）.

[7] 刘上扶. 英语写作论[M]. 南宁：广西教育出版社， 1998.

[8] 刘烨. 以读促写在高中英语写作教学中的应用研究[D]. 西北师范大学， 2006.

[9] 罗静. 英语教学以读促写教学法新探[J]. 现代技能开发， 2003,（03）.

[10] 王蔷. 英语教学法教程[M]. 北京：高等教育出版社， 2000.

[11] 韦岩峰. 提高英语阅读能力的`有效途径[J]. 青海师范大学学报（哲学社会科学版）， 2004,（06）.

[12] 相廷礼. EFL阅读与写作能力的相关性分析[D]. 山东大学， 2007.

[13] 肖福寿. 英语写作教学的原则与策略[M]. 上海：上海大学出版社， 2007.

[14] 谢薇娜. 谈阅读与写作的交融性[J]. 外语教学， 1994,（04）.

[15] 熊杰. 高中英语阅读教学中结合写作练习提高学生写作能力的研究[D]. 西北师范大学，2006.

[16] 中华人民共和国教育部制订。 全日制义务教育普通高级中学英语课程标准（实验稿）[M]. 北京：北京师范大学出版社，2003.

五、文献综述（在对选题涉及的研究领域的文献进行广泛阅读或调查的基础上，对该领域的研究现状、发展动态等内容进行综述，并提出自己的见解和研究思路。不少于700字）.

It is necessary and compulsory to learn about the prior studies about this thesis, since theyare helpful to make this study more persuasive and creative.

Liu Ye （2006） points out that English as a foreign language has become a sure access to information of all sorts and an indispensable means of international communication. Besides, he also said that with the shift from the ability of manipulating the linguistic structure to the ability of using the language to communicate in written/spoken forms in English, EFL writing was considered as a tool for people to communicate in a real situation. Xiong Jie （2005） also points out that both reading and writing are powerful and highly individual tools for thinking, learning and discovering, and both perform the function of communication. Judith Oster （1984） points out in his book From Reading to Writing: A Composition Text with Reading for English as a Second Language:

―Reading puts us in touch with other minds and feelings and experiences. We also experience the ways in which the writers have organized information, chosen words, structured arguments. We can see how well a good writer expresses himself; what makes that writing so effective, what we can learn from it. Reading gives us ideas we may not have imagined, information we may not have had…… It may stimulate us to think, to feel, to read, or even to argue against the writer's view‖。

From the studies above, we can see that English reading and writing are very important everyone's individual development.

There are many EFL writing approaches, among which the process approach and the product approach are the two prevalent ones. Wang Qiang （2000） points out that the product approach pays great attention to the accuracy of the final product but ignores the process. The product approach is a traditional one, which follows this pattern: the teacher gives a to//biyelunwen./picpositions. Liu Shangfu （1998） thinks that the disadvantages outweigh its advantages in the product approach. The advantage is that the students can get a clear idea of the style, organization, etc. of the composition. But there are obvious disadvantages: the students don't feel free to write because the given to//biyelunwen./picments after the students' works are handed in and, most importantly, the students usually put their works aside after handed down. In this way, the product approach does little good to improve students' writing ability because it only trains their usage of words and grammar knowledge but not improves their mind and sense of writing composition.

Wang Qiang （2000） considers that the process approach does not only pay attention to what students do while they are writing but also attaches great importance to what the students （and the teacher） do before they start writing and after they finish writing. Liu Shangfu （1998） thinks that the process approach puts much emphasis on the students' writing process and help to discover, analyze and solve problems in the students writing process. In process approach, writing is a process of brainstorming, outlining, drafting, sharing, revising and evaluating. In this approach, the students can feel free to express themselves, get guidance from their teachers or peers, experience every details of writing and broaden their mind. But it still has its disadvantages: it costs the students a lot of time and it does no good to the students to form a habit of writing in a limit time. That is because the students usually have a heavy learning tasks in senior high schools and all kinds of examinations require the students to write in a given time.

As mentioned above, we can see that the product approach and process approach are not so feasible and practical in English learning in senior high schools.

As a matter of tact, the positive effects of combining reading to improve writing has been recognize for ages. It can be testified by Chinese proverbs ―He who reads tremendously owns a gifted pen‖ and ―You will become a poet yourself if you have read three hundred Tang poems thoroughly‖。 We can see that the integration of reading and writing in reading have long been used in native language learning and considered as an effective way in improving native language learning. However, the combination of reading and EFL writing in China has just begun. Yang Jing （2003） made a study on improving students' English writing ability through the course of comprehensive English. She deemed that the course of comprehensive English played an important role in providing language knowledge as well as training in language skills. Liu Ye （2006） points out that from reading to writing approach can motivate students into active reading and writing, present a real-life communicative situation and improving writing skills. From the internal law of language development, reading and writing skills were related closely. The process of reading was actually the one that readers gained and internalized the information of language knowledge, the process of input. However, the process of writing was the one that writers presented the knowledge that they had learned or acquired, the process of output. There was no doubt that reading-input, was the foundation of writing-output. And on the other hand, writing –output was the result of reading-input. All in all, some scholars have expounded the possibility of integrating reading and writing on the perspective of theoretical explanation and empirical inference. Some others have carried out experimental researches to testify the feasibility and efficiency of the integration of reading and writing.

In short, researches both at home and abroad on EFL writing have made great contributions to this field. This thesis lays its emphasis on the importance of preparing for writing in common English reading and practice writing in daily English learning, proves the effectiveness and practicability of from reading to writing approach and provides an effective and practical approach for the students to improve their EFL writing ability.

六、工作进度安排（时间、内容、步骤）.

1. Preparation period.

1）. From the time 10th Nov, 2007 to 8th Jan, 2008, I would search for the related materials in order to set down the title, preparing the report of the paper.

2）. From the time 9th Jua,2008 to 22nd Jua,2008, I would search for suitable goal,  approach  and  content ,  finishing  the  report.

3）. From the time 23rd Jan, 2008 to 1st Mar, 2008, I would read the materials   carefully and search for more.

2. Written period.

1）. From the time 1st to 11th Mar, 2008, I would generalize the materials and the data.

2）. From the time 12th Mar, to 10th Apr, 2008, I would finish the first draft.

3）. From the time 12th to 25th Apr, 2008, I would hand in the paper to the teacher and revise it according to her advice.

4）. From the time 25th to 27th Apr, 2008, I would truly finish the paper and make it checked, preparing for argument.

3. Oral defense period.

七、预期成果。

The BA thesis: From reading to writing: an Effective and Practical Approach in Improving Students' EFL Writing ability in Senior High Schools.

开题报告格式及开题报告的写法

开题报告格式及开题报告的写法

一、科研课题开题报告的含义与作用

著名的物理学家爱因斯坦说过，提出一个问题比解决一个问题更重要。何谓有价值、有创见性的问题?这样的问题从何而来呢?这需要研究者长期实践、细心观察和深思熟虑。当课题或自己提出的问题赢得社会认可后，就要把自己的研究方案设计好，即撰写科研课题开题报告。

科研课题开题报告(研究设计)就是课题研究方案的设计、规划和制定。换言之，就是当课题方向确定之后，课题负责人在调查研究的基础上撰写的报请上级批准的选题计划。开题报告主要说明这个课题有价值进行研究，自己有条件进行研究以及准备如何开展研究等问题，也可以说是对课题的论证和设计。

撰写科研课题开题报告是提高选题质量和水平的重要环节，是创新新知，不是可有可无的。正如学者文翁说过，“搞好开题报告的主要目的是促使大家理清研究思路，完善研究设计”。制定课题研究计划和安排，是为解决自己提出的问题提供探索的途径。科研课题开报告，它初步规定了课题研究各方面的具体内容和步骤，对整个研究工作的顺利开展起着关键的作用。对于科研经验较少的人来讲，一个好的方案，可以使他们明确课题研究的方向，避免发生进行一段时间后不知道下一步干什么的情况，保证整个研究工作有条不紊地进行。可以说，课题开题报告水平的高低，是一个课题质量与水平的重要反映。没有科学的开题报告(研究设计)，就没有科学而有价值的成果。

二、撰写科研课题开题报告的基础性工作

写好科研课题开题报告要了解它们的基本结构与写法，但“汝果欲学诗，功夫在诗外”，重要的还是要做好基础性工作。首先，要了解别人在这一领域研究的基本情况。研究工作最根本的特点就是要有创造性，熟悉了别人在这方面的研究情况，才不会在别人已经研究很多、很成熟的情况下，重复别人走过的路，而是站在别人研究的基础上，从事更高层次、更有价值的东西去研究;其次，要掌握与研究课题相关的基础理论知识。理论基础扎实，研究工作才能有一个坚实的基础，否则，没有理论基础，你就很难深人进去，很难有真正的创造。因此，我们进行科学研究，一定要多方面地收集资料。要加强理论学习，只有这样制定出的报告和方案才能更科学、更完善。

三、科研课题开题报告(研究方案)的结构与写法

撰写开题报告是进行科研课题申请的首要工作。通过开题报告的思考与写作可以帮助我们清楚地了解自己为什么要做这个课题，究竟想做什么，想得到什么，怎么做，能否达到自己的预期目标?若分析后觉得不现实，则可以立即调整自己的方向和目标，使课题目标的达成有可能性，从而避免“大题小作”或“小题大作”。课题开题报告的写法根据课题研究的类别略有不同。但一般地说，科研课题开题报告主要包括以下几个方面:

(一)课题名称

课题名称就是课题的名字。这看起来是个小问题，但实际上很多人写课题名称时，往往写得不准确、不恰当，从而影响整个课题的形象与质量。这就是平常人们所说的“只会生孩子，不会起名字”。那么，如何给课题起名称呢?

1、名称要准确、规范