«英语学术论文写作»试题题型及复习提要
Part I Basic knowledge of academic writing (3’x10=30’) (总计10小题，来自教材，必须系统看书。)
1. research involves gathering together and analyzing the research findings from other peoples' research. (Secondary /Empirical / Primary)
2. An is a concise summary of your thesis. It is usually about 200 or 300 words with 4 or 5 key words. Its major purpose is not to evaluate, but rather to describe, the thesis. (title page / conclusion / abstract / introduction )
6. plagiarism means that the writer knows that he is copying other people’s ideas, opinions, or language deliberately without thinking of giving
acknowledgments. (Intentional/Unintentional)
7. Writing has few hard and fast rules. But writing a graduation thesis does have some stylistic customs you will probably want to observe. For example, you should always refer to individuals by their full name or by alone. (given name / middle / surname / first name)
8. The word such as often suggests that the writer/the user does not believe what is quoted. (point out/ say/ write/claim)
9. Titles of book, pamphlet, , newspaper, play, long poem, magazine,
film, ballet, opera, etc. should be in italics. (journal / short poem / song )
10. Suppose you want to use the abbreviation SFL stand for Systemic Functional
Linguistics after the full term first occurs, please fill in the blank in the
following paragraph to make it clear.
The theoretical framework of the present study is M.A.K.
Halliday’s Systemic Functional Linguistics ( SFL ) and
the objective of the study is to apply the meta-functional ideas in
SFL to the analysis of the novel ….
(sic/ibid/et
al/hereafter)
Part II Completing the table by filling in the blanks (2’x5=10’)
Part III Reading and speculating (10’x2=20’)
1. The following paragraph most possibly came from
（Abstract/Introduction/Literature
review/Conclusion）
The purpose of this paper is to determine the use of metacognitive (元认知) strategies by Chinese freshmen in English learning through questionnaire. The results showed that although Chinese college students do use some kinds of metacognitive strategies while learning English, they are still not frequent users of many of them. For this phenomenon, the author gives some constructive suggestions for teachers about how to enhance students’awareness of metacognitive use in English learning process.
Part IV Writing bibliographical entries based on the following
note cards. (Following our own school’s style) (20’)
