篇一：英语小论文写作的格式模板
英语小论文写作的格式模板
First and foremost, I would like to express…
表达观点
There are numerous(许多的) reasons why I make the statement that…
To begin with, then, furthermore, finally
On the one hand, on the other hand
个人经验
depending on my personal experience..
From my point of view
There is no doubt that
An advantage of doing something is that
What is also worth considering is that
举例子
For instance for example
社会热点、现象
Recently, there is a wide concern/ heated discussion/ an obvious phenomenon that 因人而异，众说纷纭
Depends on one’s own personal experience and life style
As for me ,I chose…..
结尾
to sum up, in conclusion, in brief, on account of this, thus, to put it in a nutshell Taking into account all these factors mentioned
Obviously, it is high time that we took some measures to solve the problem. Accordingly, I recommend that some measures be taken.
Therefore, it is not difficult to draw the conclusion that…因此，不难得出如下结论
篇二：英语论文的标准格式
扉页（英文）
Cultural Factors in Chinese & English
Proverbs Translation
（Times New Roman二号加粗 居中）
by
Li Hairong
Wang Zhiyun, Tutor
（Times New Roman小二 居中）
Registered No. 09301040126
Faculty of Foreign Languages
Shanghai Business School
December, 2011
（Times New Roman小二）
论文摘要（英文）及关键词
Abstract
（Times New Roman二号，加粗，居中）
Proverbs reflect colorful national culture in （Times New Roman四号）……… …………………………………………………………………………….…………………………………………………………………………………………………………………………………………………………................................…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
（空一行）
Key words: proverbs; translation; culture; differences（Times New Roman四号） 说明：
1．关键词3-5个，词与词之间用分号隔开，除专有名词外，其他单词首字母不大写，最后一个词后面无标点符号。
2．“摘要”下空一行写摘要内容，摘要内容与关键词之间空一行。
论文摘要（中文）及关键词
摘要
谚语……………………………….................... ..................................................................................................................................................................................................................................................................................................................................................................................................... （英文摘要的对应译文）
关键词：（宋体四号，加粗）谚语；翻译；文化；区别（宋体四号）
说明：
1．中文摘要的内容和关键词应与英文摘要相对应，关键词3-5个，词与词之间用分号隔开。
2．“摘要”下空一行写摘要内容，摘要内容与关键词之间空一行。
Contents
（Times New Roman小二号加粗，居中，目录占一或两页）
Statement (in Chinese) …………………………………………………..I Abstract (in English)…………………………………………………..…II Abstract (in Chinese)...………………………………………………….III I. Introduction ..…………………………………………….……..……1 （一级标题，Times New Roman四号，加粗，“……”与页码不加粗，后面页码应排齐，下同）
II. The Characteristics of Idioms………………………………………2
A. （二级标题，Times New Roman四号，不加粗）………………………………….2
B. …………………………………………………………………….3
III. The Translation of Idioms ……..…………………………………..4
A. Differences between Literal Translation and Free Translation .......4
1. （三级标题，Times New Roman四号，不加粗）………………………………5
2. ………………..…………………………………………..……5
2.1 （四级标题，Times New Roman四号，不加粗）............................................6
B. .........................................................................................................6
C. .........................................................................................................6
D. .........................................................................................................7 IV. Different Cultures in China and Western Countries ……………8
A. .........................................................................................................9
B. .........................................................................................................9
C. .......................................................................................................10
V. Conclusion .........................................................................................11
Bibliography...........................................................................................12
Acknowledgements ...............................................................................13
篇三：英文论文范例
CONTENTS
（以上字体Times New Roman, 小3号；加粗）
（以下字体均为：Times New Roman；小4号；行距：1.5倍） ACKNOWLEDGEMENTS
Abstract (in English)…………………………………………………………………..1 Abstract (in Chinese) ………………………………………………………………….1
Ⅰ Introduction………………………………………………………………………...1
1.1Multi-Media With Erroneous Zones………………………………………………1
1.1.1 Erroneous Zone 1……………………………………………………………2
1.1.2 Erroneous Zone 2……………………………………………………………2
1.1.3 Erroneous Zone 3……………………………………………………………2
1.1.4 Erroneous Zone 4……………………………………………………………3 ⅡCountermeasures………………………………………………………………….3
2.1 Unsuitable Operation ……………………………………………………………4
2.2 Over stimulation In Courseware…………………………………………………4
2.3 Vague Content with Automatical Transformation…………………………………5
2.4 Neglect Of Teachers’ Function……………………………………………………5
ⅢConclusion…………………………………………………………………………..6
3.1 Prospect in English Teaching……………………………………………………...6
3.2 Personal Opinions of Further Research……………………………………………6
BIBLIOGRAPHY…………………………………………………………………….7 DECLARATION
Discussion on the Application of Multi-media
In English Teaching
（字体：Times New
Abstract: With the rapid development of computer and popularization of the network, the present teaching pattern that still uses traditional teaching method “one chalk, one blackboard” seems to be unable to meet the requirements in the present society any longer, and English teaching is no exception. The introduction of the multi-media teaching method to the English class has been one of the tendencies to the development of English teaching. But the misuse of the modern tools will surely result in the bad effect to English teaching. So English teachers should take an active part in the research of how to use the multi-media teaching method in English teaching and try to avoid its misuses.
Key words: multi-media; English teaching; overcome
（英文摘要和关键词都是两边对齐；5号字；行距：单倍； 字体：Times New Roman；
“Abstract” 和 “Key words” 两个词或词组要加粗）
（关键词之间用分号隔开；词与词之间相隔一个英文字符）
（空一行）
摘要：随着电脑和网络的迅速发展，那种“一盒粉笔，一块黑板”的传统教学模式的应用已远远不能满足现代社会对教学的需要。英语教学也不例外。怎样将多媒体运用于英语教学已成为教育趋势，但是一旦错误使用多媒体英语教学，将导致教学障碍从而给英语教学带来负面效果。英语教学者应当积极从事研究与克服多媒体英语教学的弊端。（300字以内） 关键词：多媒体；英语教学；克服
（英文摘要和关键词都是两边对齐；5号字；行距：单倍； 字体：楷体；“摘要”和“关键
词”两个词或词组要加粗）
（关键词之间用分号隔开） Roman；小3号字；居中；加粗）
（空一行）
? Introduction （一级标题4号字；字体：Times New Roman；加粗） （以下正文均为：小4号字；字体：Times New Roman；行距：1.5倍）
The application of multi-media in English teaching has broken the traditional
teaching pattern “one chalk, one blackboard”. It processes the words, images, voice and animation and other information by the computer and forms an all-around teaching system. It is not only a good medicine to the Chinese student with their mute English but also benefit to the improvement of students’ language ability and students’ subjective initiative shall be fully developed. It can improve teaching efficiency and teaching quality effectively.
1.1 Erroneous Zones in the Use of Multi-Media
（二级标题小4号；字体：Times New Roman；加粗）
Multi-media teaching is a brand news teaching model and poses a new challenge to teachers. If it is used improperly or used with erroneous zones in rational knowledge, it can bring much bad effect to the teaching.
1.1.1 The use of the multi-media as the leading teaching methods (与二级标题相同；加粗)
There are many outstanding strong points in multi-media teaching comparing with the traditional teaching. But it is not valid everywhere. It has both advantages and disadvantages. Some teachers cannot see the advantages and disadvantages of the multi-media in their teaching and cannot exploit to the fully the multi-media’s favorable conditions and avoid unfavorable ones. They cannot use the multi-media and ignore the function of teacher. The multi-media teaching programs of theirs are only the accumulation of letters, images, and the contents of books, just like a refurbished version of the book. There is no innovation in their class. They just show the multi-media teaching program in their English class and teacher just like a projectionist. Teacher become the slave of the multi-media and cannot be as the leading teaching main subject.
1.1.2 The change of the “Teacher Teaching” into “Machine Teaching” and the ignorance of the main teaching status of students
The multi-media teaching encourages students to combine speaking and practice and to strengthen the memory. But some teachers consider that advanced teaching methods must bring the advanced teaching ideas. Some teachers use the
multi-media as the teaching tools. Teacher still acts as the center of the teaching and students are still the passive accepter. Force-feed type educates still give full play to their remarkable skill (Bernard, 1995；210). (夹注方法：1. 写出作者的姓名（英语学者用last name，中国学者用其姓名的全称）加逗号；2. 作品出版时间加分号；
3. 参考作品的页码) （夹注内容应放在应放在标点符号之前）
1.1.3 The replacement of the Student-to-Teacher with Student-to-Machine.
There is a very friendly interface in the multi-media teaching program. Students can choose different study content according to their own practical study standard and their own interests. But this does not mean that teacher can give up. Teaching is a mutual activity to both teacher and students. Teacher and students can communicate with each other by talk, information commutation and feedback to implement teaching plan and accomplish teaching target (Christopher, 1986: 46). If the multi-media is used blindly in teaching processing, only think a lot of student-to-machine talk and ignore the student-to-teacher communication, the relation between the student and teacher will become dim as time passes. Further more, the relation between the student and teacher will become dim as time passes. Further more, the multi-media will be cold reception by students. The enchantment of the class does not exist any more and the teaching effect is seriously influenced. How we can make the best use of the multi-media teaching program and how to improve our teaching effect is left to every teacher.
1.1.4 The misunderstanding of multi-media method
Some teachers pursue the newest high technology and braveness simply, make the teaching program to the achievement exhibition of the multi-media teaching and cannot use the multi-media to put the axe in the helve that cannot be solved in the traditional teaching. They do not look the multi-media as the assistant teaching tool. They make the multi-media teaching program very beautiful and flaming, but this just detracts students’ attention and bothers students’ observation. We must know that the multi-media assistant teaching is not only the art, but also the science. As the assistant English teaching software, solving the problems met in English teaching should be the
primary. We should look the actual effect of the software, not emphasis on the eyewash.
Ⅱ Countermeasures （一级标题4号字；字体：Times New Roman；加粗）
The countermeasures are the measures and the remedies which the educators can take measures to correct the misunderstandings or misusing of multi-media English teaching.
2.1 （二级标题小4号；字体：Times New Roman；加粗）
Take the man as the primary and adopt the advantages of the multi-media. When we make the multi-media teaching program, we must know that it is only and can be only the assistant teaching tool for our teaching. Students and teacher should be always the primary. Teacher is the leading and students are the principal part. With the interposition of multi-media, teacher is less participated in the class and students are more active in the class. But this does not mean that teacher is not the leading any longer, Teacher is always the designer of the class, exponential of the study and the organizer of the class. The teaching art is improved. Teacher should pay more attention to giving students advices. Further more, teacher should set up his own teaching style in his multi-media teaching program to make his lessons more vivid and vigorous. Every teacher must not be controlled by the multi-media. The multi-media teaching program is not the repeat of the hook, not the relish of the lessons, it is the re-creation which can meet the requirement of teaching contents and students' practical cites by teacher.
2.2 Pay attention to actual effect and be intent on nothing but usefulness. Although computer has the function of multi-media and super-media, it can only be a media in teaching program. Some teachers take it as all-media. They cannot look the multi-media computer all round from the sides of media. They use computer to complete every thing they can do. The blackboard is only the ornament within their vision and computer becomes another book to students. As we all know, the function of the multi-media does not always work. We must think over when, where and how
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