论文写作格式参考
本科毕业论文写作参考格式
一、毕业论文文档编辑以及打印格式
（一）纸型：A4纸型。
（二）页码：页码从正文第二页开始打印（首页不显示），放在页面的底端，采用“页面底端居中”的格式。封面，摘要以及目录页不计入页码。（三）字体：“时代新罗马（Times New Roman）”字体。
（四）字号：论文正文的字号用“小四”，章节标题用“四号”加粗，成段的引文用“五号”。
（五）页边距：采用Windows XP默认页边距：上2.54厘米，下2.54厘米，左3.17厘米，右3.17厘米。
（六）装订线：左边1厘米。
（七）行距：正文1.5倍行距；成段的引文单倍行距。
（八）页眉页脚：页眉1.5厘米，页脚1.75厘米。
（九）对齐方式：论文正文采用“两端对齐”的方式，标题或副标题采用“居中”的方式，章节标题采用“左对齐”。
（十）图表不能跨页打印。
（十一）章节标题或小标题原则上不能放在一页的最后一行。
（十二）缩进：如果正文段落采用的是“齐头式”，段落与段落之间空一行，否则段落首行需右缩进（5个字符）。
（十三）字数：以教学或考试部门下发的论文写作要求为准，上下浮动不超过10%。论文字数只计算正文文字，摘要，目录，注释，参考文
献，附录等不计入字数。
（十四）层次编码：依次使用I, II, III…; A, B, C,…1. 2. 3….; 1), 2), 3)…。
也可以采用第一级1，2，3，第二级1.1、1.2、1.3；第三级1.1.1,
1.1.2, 1.1.3 (依此类推)格式。
（十五）例子：正文中例句较多时，宜按顺序用（1）（2）（3）…或a. b.
c. …将所有的例句编号。每例另起（中文空两格，英文10个字符），
回行时与上一行例句文字对齐。
二、论文组成部分
第一部分：论文封面页（Cover Page）
第二部分：论文题目，摘要页（Title and Abstract Page）
第三部分：论文目录页（Outline Page）
第四部分：论文正文（Body）
第五部分(optional)：论文尾注（Endnotes） (语言学类论文推荐采用夹注，故此部分可省略)
第六部分：论文参考文献(References)
第七部分(optional)：附录(Appendix)
三、毕业论文装订
装订顺序应为：论文封面页、论文题目页、论文目录页、论文正文、论文尾注（语言学可以不作尾注）、论文参考书目，论文附录。
四、论文各组成部分的写作规范
（一）论文封面页
论文封面页采用学院统一的封面格式，内容包括毕业论文题目（中外文，中文在前，英文在后）、系别、专业、年级、学生姓名、指导教师及论文结稿日期。
（二）论文题目页
1．论文题目页应该用英语撰写。
2．论文题目页包括论文的标题、摘要（约200字左右）以及关键词（3-5个）。
3．论文标题与摘要，英文单词“Abstract”与摘要正文，摘要正文与关键词之间均空一行。
4．摘要正文各自然段首行空5个字符。
5．如果标题较长，应分行写，采用“倒金字塔”结构。
A Study of Motivation in EFL Learning
In Chinese Middle Schools
（空1行）
Abstract
learning English. The
’ EFL
(60.5%) was much
to make clear the
school students of different ages and different genders, five groups of comparison and contrast were made. As was indicated by the analyze, there were significant differences in EFL learning motivation between Junior and Senior Middle School students, between Junior/Senior Middle School male and female students, between Junior and Senior Middle School male students, and between Junior and Senior Middle School female students. According to the result, the author puts forward some useful and practical suggestions to construct EFL learning motivation for middle school students at different levels and genders.
（空1行）
Key words: middle school students; EFL learning motivation; instrumental
motivation; integrative motivation
Mr. Knightley, she comes to know that feelings can not be imagined and that she should not force her own idea on others’ mind. And this is the ver y beginning of Emma’s self -knowledge.
-knowledge of both emotion and moral faults deepens as she gradually realizes her emotion towards Mr. Knightley. Mr. Knightley has sexual attraction for Emma and he also set a moral model for Emma, but Emma does not realize this kind of feeling. When Harriet tells Emma that she loves Mr. same time she completely realizes her moral faults.
（空1行） Key words: Emma; characters; match-making; self-knowledge
（三）论文目录页
1．论文目录页采用主题式目录（Topic Outline ）或短句式目录（Sentence
Outline ）；主题式目录中的所有列举项均为名词（分词）、名词（分词）短语及其它非谓语结构，短句式目录则以短句的形式标示各组
成部分的写作内容。
2．主题式或短句式目录均采用三级制，第一级编号为罗马字（I ，II ，
III ，……），第二级编号为英文大写字母（A ，B ，C ，……），第三级编号为阿拉伯数字（1，2，3，……）。或者第一级编号为阿拉伯数字（1, 2, 3, …),第二级编号为（1.1,1.2,1.3…）,第三级编号为（1.1.1, 1.1.2, 1.1.3）以次类推。
3．论文目录页的具体内容包括论文题目（Title ）、论文观点（Thesis
Statement ）和各分级目录。
4．论文题目用四号、加粗、居中对齐，外文单词Outline （提纲、目
录）与Thesis Statement （论文观点）用四号、加粗、首字母大写，目录页正文字体用小四，1.5倍行距。
5．论文目录页的其他具体规范见示例：
（1）主题式目录：
1
行）
Outline
1行）
to preserve her self-respect, independence
and self-sufficiency at every stage of her life, both in
struggling with social pressure and in resisting the
II. Jane’s Realization of the Importance of Independence at Gateshead
owing to her Homely
B. Invitation of Scorn from Dependence and Incompetence
C. Necessity to Be Saved from Blind Fear of Authority and Self-reliance III. Strength Gained from her Teacher and Fellow Students at Lowood
Institution
A. Learning from Maria Temple the Value of Independence
B. Learning from Helen the Importance of Duty and Self-control
IV. Full Display of Independence at Thornfield Hall
A. Working as a Governess to Support Herself
B. Regain of Control over her Passion after the Acceptance of Rochester’s
2. Her Preference of his Rude Openness to his Flattery
3.
Maintaining Independence E conomically as Adele’s Governess.
V.
Pleasure of Self-sufficiency at Moor House
A. Spiritual Support from her Friendship with the Two Sisters
B.
C. Reject of St. John’s
VI. VII. Conclusion
（2）短句式目录： The Independence of Jane Eyre
（空1行）
Outline
（空1行） Eyre tried to preserve her self-respect, independence
and self-sufficiency at every stage of her life, both in
struggling with social pressure and in resisting the
temptation of passion.
II. because she was not pretty.
B. From John Reed Jane learned that dependence and incompetence
invited nothing but scorn.
C. In the “red room”, Jane began to realize that she needed to be saved
from her blind fear of authority and be self-reliant.
III.At Lowood Institution, Jane gained strength from her teacher and fellow students to achieve her independence.
A.Jane learned from Maria Temple the value of independence.
B.Jane learned from Helen the importance of duty and self-control.
IV.At Thornfield Hall, Jane showed her independence fully.
A.Jane worked as a governess to support herself.
B.Jane tried to regain control over her passion when she felt her loss of
independence after she accepted Rochester’s love.
2.She told him she preferred his rude openness to his flattery.
3.She remained economically independent by maintaining her job as
Adele’s governess.
V.At Moor House, Jane learned the pleasure of self-sufficiency.
A.Jane became spiritually stronger and more confident through her
friendship with the two sisters, Diana and Mary Rivers.
B.Jane gained social respect by teaching in the village school.
C.Jane rejected St. John’s offer of marriage because she did not want to
live as a tool to serve God.
VI.At Ferdean, Jane marr ied Rochester as his equal after his wife’s death and his loss of all his property in a big fire.
VII.Conclusion: struggling hard with social pressure and in resisting the temptation of passion, Jane Eyre achieved her self-respect, independence and self-sufficiency.
(三)阿拉伯数字式
Context and the Teaching of EFL Listening
Outline
Thesis statement: This paper attempts to investigate the possible application of
context theory to the teaching of EFL listening in order to
effectively enhance EFL students’ listening comprehension.
1. Introduction
1.1. Motivation of the Present Study
1.2. Purpose of the Paper
1.2.1. An Examination of Context Theory
1.2.2. The Application of Context Theory to the Teaching of EFL
Listening
2. The Nature of EFL Listening
2.1. The Similarities between EFL Reading and EFL Listening
2.1.1. The Nature of EFL Reading
2.1.2. The Similarity between the Listening and Reading Process
2.2. The Nature of EFL Listening
3. Context and the Interpretation of an Utterance
3.1. The Development of Context Theory
3.2. The Importance of Context Theory in Interpreting an Utterance
4. The Application of Context theory to the Teaching of EFL Listening
4.1. The Analysis of Linguistic Context in Relation to the Teaching of EFL
Listening
4.1.1. Examples
4.1.2. The Analysis of the Examples
4.2. The Analysis of Situational Context in Relation to the Teaching of EFL
Listening
4.2.1. Examples
4.2.2. The Analysis of the Examples
4.3. The Analysis of Cultural Context in Relation to the Teaching of EFL
Listening
4.3.1. Examples
4.3.2. The Analysis of the Examples
5. Implications to the Teaching of EFL Listening
5.1. In-class Analysis on Exercises in Terms of Context Theory
5.2. Off-class Accumulation of Background Information
5.3.Cultivation of EFL Learners’ Awareness of Context Theory in Listening
（四）论文正文
1．论文如分章节，每章应单独起页，章标题及标题加粗，四号，居中对齐。
2．论文正文标题（含副标题）用四号加粗，居中对齐；章内小标题左起顶格，前后各空一行。
3．标题与正文之间空一行。
4．正文中各自然段首行空5字符。如果正文段落采用的是“齐头式”，
段落与段落之间空一行。
5. 正文中直接引用的原文如果不超过4行，则直接将引文并入正文，
并在引用部分的前后使用引号标注，同时在引号之后采用阿拉伯数字，
编号，
个字符。
6．直接引用不超过
4行
下列格式：
(1) P. C. Shelley held a legislators of the world.”1
(2) world.”2
(3) of the world.”3
7．通过阐释、描述或者转述的方式间接引用别人的观点，则不用引号，
而在间接引用结束以后用数字编序的方式进行注解：
(4) P. C. Shelley once wrote in a book that poets were the unauthorized law-makers of the world. 4
8.直接引用5行以上（含5行）的长引文应与正文分开单独列示，具体格式如下：
（1）论文正文与引文之间用冒号连接。
（2）长引文首尾不用引号。
（3）长引文如果仅有1段，左边每行空10字符：
while Ellington was still alive, Raymond （空一行）
sists…. Ellington since the mid -1930s has been engaged upon
5
（空一行）
Ellington ’s earliest attempt to move beyond the three-minute limit received ….
（4）长引文如果有2段或者2段以上，则每一自然段的首行应再
多空3字符，即首段空13字符，其余各行空10字符。
figures with simple personalities) or round characters (complex figures). The characters described in the first chapter of The Great Gatsby can well be supposed to look like
him----with special reference to the rather hard-boiled painting that hangs in father’s office.
after my father, and a little later I participated in that delayed Teutonic migration known as the Great War. （空一行） However, F. Scott Fitzgerald succeeds in changing these flat figures into round ones through his master-hand writing skills and in-depth characterization.
（五）论文尾注（Endnotes ）
1．本科毕业论文的尾注页应该单独起页。
2．论文尾注以全文为单位拉通编序，序号应该与正文中注释的最初编
号一致。
3．尾注的数字编号采用上标的形式，数字后空1字符。
4．尾注的行文采用首行缩进的方式，首行缩进5字符。
5．尾注中作者的编排方式采用名前姓后（First Name First ）的原则，
如John Kennedy （外国人）、Xiaoming Li （中国人的拼音拼写）。
6．尾注中汉语注释的格式如下：
7 申丹，《叙事学与小说文体学研究》，北京：北京大学出版
社，1998年，第69页。
8 申丹，“中西神话故事中的叙述结构，”《中国比较文学》，
2000（3），第54页。
9 陈红霞，“浪漫误读与贬抑性误读，”收于乐黛云编，《独
角兽与龙——中西文化交流中的误读》，北京：北京大学出版社，
1996年，第91页。
7．尾注中书名用斜体标注，出版信息（出版地、出版社、出版年份）
用括号扩注，同时标注页码：
Braubard (New York: Bowker, 1983), 78.
5 Nicolas of Change (Cambridge: Cambridge University Press, 1979), 107.
6 Welter W. Powell , “The Health-Science Information Struggle: The Private Information Industry versus The National Library of Medicine,” New England
7
8 http://202.202.193.35/jwmis/mainfrm.asp 9
（六）论文参考书目
1．本科毕业论文的参考文献数目不得少于4本（部、篇）。
2．本科毕业论文的参考书目页应该单独起页。
3．论文参考书目中作者的编排方式采用姓前名后（Last Name First ）
的原则，中间用逗号隔开，各意义单元间用实心点标示，如Kennedy, John.（外国人）或Li, Xiaoming.（中国人的拼音拼写）。
4．参考书目的行文采用悬挂缩进的方式，每一书目悬挂缩进5字符。
5．参考书目中如兼有两种文字资料，则应分开排列，先外语后中文。
6．尾注中书名用斜体标注，出版信息（出版地、出版社、出版年份）
不用括号扩注，除期刊文章外不用标注页码：
（空一行）
Gregory Crane, ed. The Printing Press as
an Agent of
Change
Powell, Welter W.. “The Health-Science Information Struggle: The Private
Information Industry versus The National Library of Medicine.” New England Journal of Medicine Shatzkin,
Starr, Paul. “The Electronic Reader.” In Reading in the 1980s . Ed. Stephen
Braubard. New York: Bowker, 1983.
桂诗春、宁春岩主编 《语言学方法论》，北京：外语教学与研究出版社，
1997。
（空1廖七一 “庞德与胡适诗歌翻译的文化思考，”《外国语》2003（6），第54
－59页。
尤今·奈达著，严久生译《语言文化与翻译》，呼和浩特：内蒙古大学出
司，1987。
六、其它
鉴于尾注太复杂，一般不推荐本科生采用。当今国际上主要学术期刊都采用Harvard system做注。以下就常见的夹注方法做一介绍，建议同学们在论文写作中采用。
A Guide to Referencing Your Work
(Adapted from Bristol University Student Handbook, version 2004)
There is no one correct way to reference your work. The preferred style, and one which is very widely used currently in academic publications, is the Harvard system. All of the following notes of guidance refer to the Harvard system. You are of course free to use an alternative recognized system if you so choose, but you must be consistent in your use of one style. It is also essential that you fully reference all of the work which you produce for assessment purposes. Every source you draw on must be included in your reference list at the end of your essay. If you use the Harvard system it is not necessary to produce a separate bibliography, for the list of references will suffice.
●In this guide, italics are used in preference to underlining of titles, but
underlining is equally acceptable.
●Page numbers: these should be given after the year of publication, e.g.
(Hedge, 2000: 15)
Examples
1.single author books
in your essay: (Ellis, 2003: 34) / Ellis (2003: 34) depending on how you reference.
in your reference list:
Ellis, R. 2003. Task-based Language Learning and Teaching. Oxford:
Oxford University Press.
2.two authors
in your essay: (Mitchell and Myles, 1998: 137)
in your reference list:
Mitchell, R. and Myles, F. 1998. Second Language Learning Theories.
London: Arnold.
3.three or more authors
in your essay: (Bygate et al., 1994: 28)
in your reference list:
Bygate, M., Tonkyn, A. and Williams, E. 1994. Grammar and the Language Teacher. Hemel Hempstead: Prentice Hall International WLT.
4.chapter in an edited book
in your essay: (Ellis, 1998: 78)
in your reference list:
Ellis, R. 1994. “The evaluation of communicative tasks”. In Tomlinson, B.
(ed.) Materials Development in Language Teaching. Cambridge: Cambridge University Press.
Notes: 1) Where the author is actually an editor then add (ed.) after the name and before the date. If there are more than one editor, add (eds.).
2) Where a chapter in an edited book has more than one author then apply the same rules as in 2 and 3 above.
3) When a book has more than one edition, make clear which one you have used by inserting the edition after the date but inside the brackets (1987, 3rd edn.)
5. article in journals
in your essay: Littlewood (2001: 22)
in your reference list:
Littlewood, W. 2001. “Students’attitudes to classroom English learning: a cross-cultural study”, Language Teaching Research 5 / 1, pp. 3-28.
Note: Where an article in a journal has more than one author then apply the same rules as in 2 and 3 above.
6. electronic sources
in your essay: Willis (1998)
in your reference list: Willis, J. 1998. “Task-based Learning: What Kind of Adventure?”, The Language Teacher Online 22 / 7
http://langue.hyper.chubu.ac.jp/pub/tlt/98/jul/willis.html(assessed 27.10.2005)
Note: Where an electronic article has more than one author then apply the same rules as in 2 and 3 above.
7. unpublished thesis
in your essay: Edwards (1989: 56) maintains that…
in your reference list:
Edwards, Nigel John. 1989. Dynamically Reconfigurable Systems. Unpublished Ph.D. thesis. Bristol: Bristol University.
8. article from a newspaper
in your essay: Smith (1977: 1) maintains that…
in your reference list:
Smith, Dave. “Casting a Light on Rasputin’s Shadow.” Los Angeles Times, 9 June 1977, Part IV, P. 1, col. 4.
listing your references
In the reference list at the end of your essay, list alphabetically all the sources to which you have referred, following these rules:
1.Single authored items for each author are listed before multiple authored
items by the same person.
2.Within the single authored items and within the multiple authored section
for each person the items are listed in date order.
3.Where an author has more than one item in any given year these should be
distinguished by adding lower case letters after the year. (e.g., Batstone, 1994a) (Batstone, 1994b)