1、1英语专业本科生论文写作与指导引注及参考书目若干技术性规范建议一、关于引注1. 引注为引用及注释之统称。建议按目前大多数外语类刊物使用的夹注( in-text note)作为首选引注方式,因为夹注有诸多好处:既方便作者加注,也方便读者参阅、简单易行、少占用空间、与参考书目形成合理分工等等。其他引注方式:脚注(foot-note)和尾注(end-note) ,可作为备选方案。或者夹注和脚注同时使用,夹注负责注明出处(source),脚注(尾注)负责注明解析性信息。 2. 一个完整的注释包含三项内容:作者、出版年份、页码。它们在文中出现的格式为:在引文后直接加括号,括号内按顺序罗列上述三项内容,并
2、用适当的标点符合分隔各项内容,例如:Indeed, writing “should not be viewed solely as an individually-oriented, inner-directed cognitive process, but as much as an acquired response to the discourse conventions . . . within particular communities” (Swales, 1990: 4). 说明:作者名可单独用姓(last name),也可用全名,或 given names用缩写再加 last
3、name。上述三项内容并不一定总是同时出现在括号内,有时可能只出现二项或一项,这是因为,作者信息或出版年份信息已经在引文前出现或暗示,没有必要在括号中重复。例如:We know that while there may be a role for formal grammar lessons in composition classes, Krashens wry observation holds true: If the student-writer is able to consciously learn all the rules of punctuation, spelling, g
4、rammar, and style that linguists have discovered and described, his reward should be a Ph.D. in linguistics. Unfortunately, this will not guarantee him writing competence, since so much of what good writers do routinely and subconsciously remains to be discovered (1984: 25).In fact, Bereiter and Sca
5、rdamalia criticize formal schooling that encourages the more passive kind of cognition by “continually telling students what to do,“ rather than encouraging them “to follow their spontaneous interests and impulses . . . and assume responsibility for what becomes of their minds“ (p. 361).23引注出现的信息,必须
6、在参考书目中找到相对应的书目信息。引注没有出现的信息,原则上不应出现在参考书目中,尤其是那些与论文内容相去甚远的书目。但参考书目略多于引注的信息应视为是允许的。4一篇论文应有 7-8 个引注以上才算较合理,完全没有引注的论文应立即判断为不合格论文,不能参加答辩,须重写。5如何引用,本身就是专业性很强的学术活动。可以说,引用的好坏高低决定着论文的质量、决定着论文是否具有强有力的理论支撑、决定着论文是否“站在巨人肩膀上” 。一般来说,被引用的内容通常是一些学术观点、理论阐释、重要定义、结论、数据等等。不应为引用而引用,一些常识性的定论,诸如“教育是非常重要的” 、 “外语学习包含四种技能”等等,均
7、属于常识性的东西,没有必要作为引用内容。 6引用的技术操作层面也应注意,一般不能大篇幅地引用(如一次一页纸左右) ,也不能连篇累牍地引用同一来源的内容,引用同一来源的内容不能超过论文总篇幅的 10%,即使对本科生放宽条件,也不能超过 20%。二、关于参考书目(或参考文献)范例 1:References Applebee, A. N. (1984). Conclusion. In Applebee, Arthur N. (ed.), Contexts for learning to write. (pp. 183-9). Norwood, NJ: Ablex Publishing Corpora
8、tion. Arndt, V. (1987). Six writers in search of texts: A protocol-based study of L1 and L2 writing. ELT Journal 41(4), 257-267. Cumming, A. H. (1988). Writing expertise and second language proficiency in ESL writing performance. Unpublished doctoral dissertation, University of Toronto, Ontario. Cum
9、ming, A. H. (1989). Writing expertise and second-language proficiency. Language Learning 39(1), 81-141. Emig, J. (1971). The composing processes of twelfth graders. NCTE Research Report no. 13.X. Urbana, IL: National Council of Teachers of English. Horowitz, Daniel 1986. Process, not product: Less t
10、han meets the eye. TESOL Quarterly 20 (1), 141-144. Murray, D.M. (1980). Writing as process: How writing finds its own meaning. In T.R. Donovan and B.W. McClelland (eds), Eight approaches to teaching composition (pp. 3-20). Urbana, IL: National Council of Teachers of English. Piper, A. (1989). Writi
11、ng instruction and the development of ESL writing skills: Is there a relationship? System 17(2), 211-222. Purves, A. C. and W. C. Purves (1986). Viewpoints: Cultures, text models, and the activity of writing. Research in the Teaching of English 20(2), 174-197. Rose, M. (1981). Sophisticated, ineffec
12、tive books-the dismantling of process in composition texts. College Composition and Communication 32, 65-74. White, R. and V. Arndt (1991). Process writing. London and New York: Longman. 3范例 2:BibliographyAhmad, A. Corbett, G. M. Togers, & R. Sussex. Computers, Language Learning and Language Teachin
13、g. Cambridge University Press, 1985.Atkins, M. and G. Blissett. “Learning activities and interactive videodisc: an exploratory study”. British Journal of Educational Technology, vol.20, no.1 (1989): pp.47-56.Ausubel, David P. The Psychology of Meaningful Learning: An Introduction to School Learning.
14、 New York: Grune and Stratton, 1963.Bationo, Bernadin D. “The effects of three feedback forms on learning through a computer-based tutorial”. CALICO Journal, vol. 10, no. 1 (Fall 1992): pp. 45-51.Bhatia, Anil. “Kanji retrieval by recursive location of elements using hypercard”. CALICO Journal vol.9,
15、 no.2 (Winter 1991): pp.4-19.Brockenbrough, Allen S. A theoretical framework for inter-activating linear video. Journal of Computer-Based Instruction, vol.13, no.4 (1986): pp.107-112.Bronckers, J. H. M. “Technology and language learning: the state of the art.: The CALICO 92 BRIDGES International Sym
16、posium”. CALICO Journal, vol.10, no.1 (Fall 1992): pp.79-81.Brown, Douglas H. Principles of Language Learning and Teaching. New York: Prentice-Hall, 1987.Chappell, Eric. “Teaching the reading and writing of Chinese and Japanese in Australia with IBM compatible computers”. Babel: Journal of the Austr
17、alian Modern Language Teachers Associations, vol.25, no.1 (Jul 1990): pp.11-14.Chun, Dorothy M. “Teaching tone and intonation with microcomputers”. CALICO Journal, vol.7, no.1 (Sept1989): pp.21-46.Cunningham, Paul A. “Computers in applied linguistics and language teaching: a CALL handbook”. Cross Cu
18、rrents: An Instructional Journal of Language Teaching and Intercultural Communication, vol.19, no.1 (spec iss 1992): pp.100-104.Dhaif, Husain A. “Computer assisted language learning: a clients view”. CALICO Journal, vol.7, no.4 (June 1990): pp 67-81.Dudley-Marling, C. and D. Searle. “Computers and l
19、anguage learning: misguided assumptions”. British Journal of Educational Technology, vol.20, no.1 (Jan. 1989): pp 41-6.Farghaly, Ali. “A model for intelligent computer assisted language instruction”. Computers and the Humanities, vol.23, no.3 (June 1989): pp.235-50.Freeman, Yvonne S. and David E. Fr
20、eeman. Whole Language for Second Language Learners. Heinemann Educational Books, Inc., 1992.说明:1参考文献为专著的,应包含五项内容:作者、书名、出版地、 出版商、出版年份。而上述顺序除了“出版年份”有两种选择外(见范例 1 和范例 2)其余项目是固定不变的。2参考文献为期刊论文的,应包括:作者、文章题目、刊物名称、4 刊物期号(可包括卷号) 、文章所处页码。3特别提醒:1)参考文献的编序必须按作者的姓(last name)的字母顺序进行编排,在该作者姓后面加逗号,以示已经把 last name 放置到
21、了前面。2)书名、刊物名必须用斜体字或下划线(为保持卷面清洁,建议最好用斜体字,下划线是 typewriter 时代的产物) 。3)标点符号的使用有严格规定,请参照上述两个范例执行。4)参考文献除专著和期刊文章这两种最常见的之外,还有众多其他的类型,如论文集、报纸、年鉴、百科全书、字典等等,在此恕不一一列举。5)各个项目的信息本身也千差万别,如作者项目,有独著的,有两人合著的,也有多人合著的,有的以作者出现,有的以编者出现。再如书名信息,有原版书,也有翻译版本的书,有单卷本,也有多卷本,有第一版,也有第二第三版等等。这些都恕不一一列举,请各位自行观察,细心体会。6)英文参考书目一般没有文献类型标志,如M表示专著, J表示期刊, C表示论文集等等,而我国的学术期刊都有此类标志。 “入乡随俗” ,建议都要加上。4英文撰写的论文必须具备一定数量的英文参考书目,不能全是中文参考书目。5同时有中文和英文参考书目的,应按先英文、后中文的原则。6上述指导意见只对英文参考书目负责,中文参考书目的标注方式请参照学院发的指导手册。