英语论文格式及写作规范

语言和内容是评判一篇英语论文质量高低的重要依据；但是,写作格式规范与否亦是一个不可忽略的衡量标准。因此,规范英语论文的格式,使之与国际学术惯例接轨,对我们从事英语教学,英语论文写作,促进国际学术交流都具有重要意义。由于英语论文写作规范随学科不同而各有所异,本文拟就人文类学科英语论文的主要组成部分,概述美国教育界、学术界通行的人文类英语论文写作规范,以供读者参考、仿效。

一、英语论文的标题

一篇较长的英语论文(如英语毕业论文)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(通常为by,居中)的距离则为5cm,第三、第四行分别为作者姓名及日期(均居中)。如果该篇英语论文是学生针对某门课程而写,则在作者姓名与日期之间还需分别打上教师学衔及其姓名(如:Dr./Prof.C.Prager)及本门课程的编号或名称(如:English 734或British Novel)。打印时,如无特殊要求,每一行均需double space,即隔行打印,行距约为0.6cm(论文其他部分行距同此)。

就学生而言,如果英语论文篇幅较短,亦可不做标题页(及提纲页),而将标题页的内容打在正文第一页的左上方。第一行为作者姓名,与打印纸顶端距离约为2.5cm,以下各行依次为教师学衔和姓、课程编号(或名称)及日期；各行左边上下对齐,并留出2.5cm左右的页边空白(下同)。接下来便是论文标题及正文(日期与标题之间及标题与正文第一行之间只需隔行打印,不必留出更多空白)。

二、英语论文提纲

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(与打印纸顶端的距离仍为2.5cm左右)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。需要注意的是,同等重要的纲目必须是两个以上,即:有Ⅰ应有Ⅱ,有A应有B,以此类推。如果英文论文提纲较长,需两页纸,则第二页须在右上角用小写罗马数字标出页码,即ii(第一页无需标页码)。

三、英语论文正文

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(但应计算其页数),自第二页起,必须在每页的右上角(即空出第一行,在其后部)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(或其最后一位)应为该行的最后一个空格。在打印正文时尚需注意标点符号的打印格式,即:句末号(句号、问号及感叹号)后应空两格,其他标点符号后则空一格。

四、英语论文的文中引述

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。目前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。现针对文中引述的不同情况,将部分规范格式分述如下。

1.若引文不足三行,则可将引文有机地融合在论文中。如:

The divorce of Arnold's personal desire from his inheritance results in “the familiar picture of Victorian man alone in an alien universe”(Roper9).

这里,圆括弧中的Roper为引文作者的姓(不必注出全名)；阿拉伯数字为引文出处的页码(不要写成p.9)；作者姓与页码之间需空一格,但不需任何标点符号；句号应置于第二个圆括弧

后。

2.被引述的文字如果超过三行,则应将引文与论文文字分开,如下例所示:

Whitman has proved himself an eminent democratic representative and precursor, and his “Democratic Vistas”

is an admirable and characteristic

diatribe. And if one is sorry that in it

Whitman is unable to conceive the

extreme crises of society, one is certain

that no society would be tolerable whoses

citizens could not find 刷新ment in its

buoyant democratic idealism.(Chase 165)

这里的格式有两点要加以注意。一是引文各行英语论文的左边第一个字母十个空格,即应从第十一格打起；二是引文不需加引号,末尾的句号应标在最后一个词后。

3.如需在引文中插注,对某些词语加以解释,则要使用方括号(不可用圆括弧)。如:

Dr.Beaman points out that“he [Charles Darw in] has been an important factor in the debate between evolutionary theory and biblical creationism”(9).

值得注意的是,本例中引文作者的姓已出现在引导句中,故圆括弧中只需注明引文出处的页码即可。

4.如果拟引用的文字中有与论文无关的词语需要删除,则需用省略号。如果省略号出现在引文中则用三个点,如出现在引文末,则用四个点,最后一点表示句号,置于第二个圆括弧后(一般说来,应避免在引文开头使用省略号)；点与字母之间,或点与点之间都需空一格。如:

Mary Shelley hated tyranny and“looked upon the poor as pathetic victims of the social system and upon the rich and highborn...with undisguised scorn and contempt...(Nitchie 43).

5.若引文出自一部多卷书,除注明作者姓和页码外,还需注明卷号。如:

Professor Chen Jia's A History of English Literature aimed to give Chinese readers“a historical survey of English literature from its earliest beginnings down to the 20thcentury”(Chen,1:i).

圆括弧里的1为卷号,小写罗马数字i为页码,说明引文出自第1卷序言(引言、序言、导言等多使用小写的罗马数字标明页码)。此外,书名 A History of English Literature 下划了线；规范的格式是:书名,包括以成书形式出版的作品名(如《失乐园》)均需划线,或用斜体字；其他作品,如诗歌、散文、短篇小说等的标题则以双引号标出,如“To Autumn”及前面出现的“Democratic Vistas”等。

6.如果英语论文中引用了同一作者的两篇或两篇以上的作品,除注明引文作者及页码外,还要注明作品名。如:

Bacon condemned Platoas“an obstacle to science”(Farrington, Philosophy 35).

Farrington points out that Aristotle's father Nicomachus, a physician, probably trained his son in medicine(Aristotle 15).

这两个例子分别引用了Farrington的两部著作,故在各自的圆括弧中分别注出所引用的书名,以免混淆。两部作品名均为缩写形式(如书名太长,在圆括弧中加以注明时均需使用缩写形式),其全名分别为 Founder of Scientific Philosophy 及 The Philosophy of Francis Baconand Aristotle。

7.评析诗歌常需引用原诗句,其引用格式如下例所示。

When Beowulf dives upwards through the water and reaches the surface,“The surging waves, great tracts of water, / were all cleansed...”(1.1620-21).

这里,被引用的诗句以斜线号隔开,斜线号与前后字母及标点符号间均需空一格；圆括弧中小

写的1是line的缩写；21不必写成1621。如果引用的诗句超过三行,仍需将引用的诗句与论文文字分开(参见第四项第2点内容)。

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”）

（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。）

第二篇：《英语论文写作》考试大纲

《英语论文写作》考试大纲

一、课程的性质与任务

21世纪是一个国际化的知识经济时代。随着我国加入世贸，我国高等英语教育面临新的任务：培养具有扎实的英语基本功、宽广的知识面、一定的相关知识、较强的能力和较高素质的英语人才。而论文写作能力是扎实基本功的重要一环，属高校英语专业技能课必修课程。因此，“英语论文写作”已列为英语教育专业（专升本）考试应试者掌握英语写作的一般规律与惯例，培养较好的英语写作能力，为将来的工作、英语写作教学与研究打下厚实的基础。

二、使用教材和要求掌握的内容

Ⅰ．教材：丁往道等：《英语写作手册》修订本，外语教学与研究出版社，1997.6 Ⅱ．要求掌握的内容及学时安排（一个学期）：

1．用词：词的类型；词义；一般词汇和具有词汇；习语；修辞格

（Part Two Diction 5学时）

2．造句：完整句和不完整句；句子的类型；好的句子

（Part Three The Sentence 8学时）

3．段落：好的段落；段落展开法

（Part Four The Paragraph 8学时）

4．篇章：组织结构；文章类型（记述文、描写文、说明文、议论文）

（Part Five The Whole Composition 8学时；Part Six The Summary and Book Report 1学时；Part Seven Formal and Informal Styles 1学时；Part Nine Practical Writing 1学时；Part One Manuscript Form & Part Ten Punctuation 1学时）

5．论文：步骤；格式

（Part Eight The Research Paper 3学时）

三、考试要求

闭卷考试，时间150分钟

具体要求：

1．掌握英文写作基本知识

2．按照要求写出符合题意、内容充实、结构清晰、语言正确、符合逻辑、书写清楚、300词以上的一篇短文。

四、题型

1．知识部分（40%）

①说出下列各句使用什么修辞格（Ch.Ⅱ, Ex.Ⅶ） （5%） ②句子改错(Ch.Ⅲ, Ex.Ⅱ) (10%) 1

③改写句子，把句子变成复合句、并列句或带有分词短语、介词短语或其他短语的句子(Ch.Ⅲ,Ex.Ⅲ) (10%) ④改进不够完整或不够连贯或不够简洁的句子(Ch.Ⅲ,Ex.Ⅳ,V) (6%) ⑤给一段文章补上中心句(Ch.Ⅳ,完整Ex.Ⅱ) (4%) ⑥ 把句子按最佳顺序重新排列(Ch.Ⅳ,连贯Ex.Ⅱ) (5%) 2．写作部分（60%）

命题作文（题目可以是叙述文、描写文、说明文或议论文）词数要求300词以上。 3．评分标准

叙述文、描写文评分等级表

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4．实例介绍

4．WRITING-FINAL, EXAMINATION-FALL 1993

You task to write a well-organized, coherent, and concretely developed essay of about 300 words in response to the excerpt below from Arlene Skolnick’s essay “The Paradox of perfection”. In your essay, you should do the following:

1. summarize (not paraphrase) the author’s main points about the American

family.

2. Discuss how Skolnick’s observations relate a ) to your personal knowledge of family

on of the following: books, magazines, music, television, radio, advertisements, or films. Be sure to examples to support your discussion of ideas. (If you are a foreign student, you may discuss Skolnick’s ideas about the family in terms of your own culture.)

3. In your response, properly use at least one quotation from Skolnick’s essay. Be sure

that you handle all quotations, summaries, and paraphrased material in such a way as to avoid plagiarism, to distinguish clearly between borrowed material and your own words and ideas.

4. Do not assume that you are expected to agree with Skolnick’s ideas; you response

should be true to your own experience and understanding of families.

*** Be sure that what you produce is a single, coherent essay and that you follow the conventions of standard English spelling, usage, grammar, and punctuation.

______________________________________________________________________

There are certain ironies about the much-publicized crisis in the American Family that give one pause.

What puzzles me is an ambiguity, not in the facts, but in what we are asked to

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make of them. A series of opinion polls conducted by Yankelovich, Skolnick’s, and White, for example, found that 38 percent of those surveyed had recently witnessed one or more “destructive activities” (e.g., a divorce, a separation, a custody battle) within their own families or those of their parents or siblings. At the same time, 92 percent of the respondents said the family was highly important to them as a “personal value.”

Can the family be at once a cherished “value” and a troubled institution? I am inclined to think, in fact, that they go hand in hand. A recent “Talk of the Town” report in The New Yorker illustrates what I mean:

A few months ago word was heard from Billy Gray, who used to play brother Bud in “Father Knows Best”, the 1950s television show about the nice Anderson family who lived in the white frame house on a side street in some mythical Springfield-the house at which the father arrived each night swinging open the front door and singing out “Margaret, I’m home!” Gray said he felt “ashamed” that he had ever had anything to do with the show. It was all “totally false”, he said, and had caused many Americans to feel inadequate, because they thought that was the way life was supposed to be and that their own lives failed to measure up.

Like politics or athletics, the family has become a media event. Family advisers sally forth in syndicated newspaper columns to uphold standards, mend relationships, suggest counseling, and otherwise lead their readers back to the True Path. For commercial purposes, advertisers spend millions of dollars to create stirring vignettes of glamorous-but-ordinary families, the kind of family most 11-year-olds wish they had.

All Americans do not, of course, live in such a family, but most share an intuitive sense of what the “ideal” family should be-reflected in the precepts of religion, the conventions of etiquette, and the assumptions of law. And, characteristically, Americans tend to project the ideal back into the past, the time when virtues of all sorts are thought to have flourished.

We do not come off well by comparison with that golden age, nor could we, for it is as elusive and mythical as Brigadoon. If Billy Gray shames too easily, he has a valid point:

Wile Americans view the family as the proper context for their won lives-9 out of 1o people live in one-they have no realistic context in which to view the family.

B．评分标准参考表

―gives a valid interpretation of the passage which implies an (20-18分) understanding of some of its complexity

―develops all elements of the prompt (summarizes Skolnick, discusses

family life using examples from personal experience [their own

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family or one they know] and from some medium, uses a quotation

from the passage)

―has well-developed supporting examples and / or details which are

some-what insightful.

―has a clearly expressed or implied central idea, appropriate

paragraphing and transitions, and an effective concluding paragraph.

―show maturity (variety) in diction and / or sentence structure

―may have a few grammatical errors but they do not detract from the

content.

―gives a valid interpretation of the reading passage which may imply an (17-16分) understanding of some of its complexity.

―develops all elements of the prompt.

―has examples that are well-developed but less consistently so than in a

6-point essay.

―has identifiable central idea and appropriate paragraphing.

―may have some grammatical errors but they do not detract from the

content.

―gives a valid interpretation of the passage (but may not reflect an (15-14分) understanding of its complexity).

―may omit or incorrectly handle the quotation but addresses all other

elements of the prompt.

―uses examples which are developed.

―is coherent and unified but may have paragraphing errors.

―does not contain so many grammatical errors as to interfere with the

essay’s readability.

―give a valid interpretation of the passage (but may not reflect an (13-12分) understanding of its complexity).

―may omit or incorrectly handle the quotation but addresses all other

elements of the prompt.

―has generalized examples which may be bland or lifeless.

―is reasonably coherent and unified.

―may have some problems with grammar, usage, or syntax which

interfere with readability.

is a legitimate attempt to deal with the assignment but 6

(11-10分) of the following problems:

―has significant problems with summarizing Skolnick’s ideas

(summary may be hazy, or writer may rely on a patchwork of

quotations)

―has few details and examples and those supplied may be vague or

only loosely connected to the topic.

―is minimally organized and coherent

―has serious problems with grammar, usage, or syntax (9-) ―omits summary or shows misunderstanding of the passage or the

question.

―shows almost no evidence of organization or development.

―has serious and persistent problems with grammar, syntax, or usage.

―may exhibit such a variety of problems (such as lack of focus, purpose,

organization, development, language skills) as to suggest little

familiarity with or experience in the composing process.

~Essays may be awarded one bonus point for particularly mature or impressive writing. ~Essay that is 100 or more words short of the assigned 300 word length should receive

a grade no higher than 3.

~If the student has obviously failed to finish copying his or her draft onto the Answer,

you should mark a U under the grade.

~Evidence of extensive plagiarism should lower a score by I point.

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