We often emphasize that English thesis writing should be concise enough, but simplification does not require you to use a lot of simple sentences. Once you do this, you will expose your weak writing ability, and at the same time limit the expression effect, resulting in the low quality and lack of depth of the whole paper. But if you use simple sentences and complex sentences to express, judge the level. For example, many foreign students use simple sentences to write "rural society is isolated from the world because of its remote location, inconvenient transportation and lack of information media".

The rural world is isolated because it is far away and there are not enough transportation facilities. Because there is not enough information media, this isolation phenomenon becomes more serious.

But we use complex sentences to express the following effects:

② Due to the long distance and lack of transportation facilities, the rural world is isolated from the world, which is aggravated by the lack of information media.

This long sentence with 1 predicate verb, 9 nouns and 5 prepositions actually has only one trunk: rural world compound. Then use prepositional phrases to express the reasons. It is a good way for beginners to write "what is what" and "what is what" before filling in words when expressing complex sentences.

It can be seen that the first sentence has become loosely structured Chinglish. It may be difficult for foreign students to write complex sentences at first, so it is suggested to write advanced sentences in English Composition Second Edition, in which you can recite advanced sentence patterns and use them vividly. However, it is not good to use complex sentences in large quantities. Let's look at the example again:

A few days ago, I read a cartoon in which a student asked the teacher where I could find a book called "How to do well in school without learning". The teacher asked him to find it in the novel section. Obviously, this cartoon ironically proves the fact that there is no shortcut to learning.

The essence of learning is the need for a solid foundation. Just as we can't build castles in the air, we can't gain advanced knowledge through shortcuts, because any tiny shortcut may destroy the whole foundation. For example, students may choose to cheat to get a good grade. However, cheaters will eventually become completely ignorant, not to mention dishonest. In addition, although many students are opposed to rote learning, it is undeniable that only rote learning can remember and learn the basic knowledge, thus providing the possibility for further study in the future. In this case, the shortcut does not exist.

In a word, students should realize that there is no shortcut to study. Only by studying hard can we get good grades in school.

Generally speaking, this article has basically got rid of Chinese thinking, semantic cohesion is ok, a large number of complex sentences are used, and some expressions are remarkable. But the shortcomings are also obvious, you will find that the author's expression is very pale, especially the shortcut to learning has appeared three or four times. There are still some grammatical mistakes in some places, which still feel stiff to read. Many international students will have this problem when writing English papers, but international students can solve this problem in the following ways:

1. Complex sentences should be used together with phrases and vocabulary, instead of the whole article being a sentence pattern;

2. Reduce the frequency of homonyms and make good use of synonyms instead of ping;

3. Learn the ideas and transitional sentences in the model essay.

Second, common words should be learned and used flexibly, not mechanically.

Some words are so simple that many people turn a blind eye. For example, the collocation related to see may not even be seen, let alone used. See through sth, for example. Deal with sth. See sb. /something. Out of class. These expressions, which we think are unfamiliar, may be widely used by native speakers in the article. Foreign teachers are likely to use it on a daily basis rather than every day, and they can come and go at the drop of a hat. Don't say he took part in the competition. Suppose he took part in the competition. Don't say he must be nearly 60 years old. Said he must be nearly 60 years old. The flexible use of appropriate words sometimes produces the same effect as complex sentences. For example, which of the following sentences will better express the scene of autumn leaves everywhere?

There are many autumn leaves on the ground.

Dead leaves covered the ground.

The answer is of course 4. The fourth sentence makes the expression concise; Compared with lying, cover-up can represent a large number without a number. Specific to daily writing, we should learn to use verbs well, and try to use verbs when changing adjectives into verbs. For example, to complicate one thing can be directly replaced by complicating one thing. For example, the following example:

All these help to explain the German attitude towards the euro crisis. German voters are skeptical about moving to southern Europe, not only because they are afraid of inflation, or because they have the experience of investing money in the former East Germany, but also because typical German workers think that he is not richer than the Spaniard who saw driving an Audi car while vacationing on the Brava coast. After 10 years, the real wage growth was weak and the wealth distribution was abnormally distorted, this view was not completely wrong.

"He is on vacation on the coast of Brava", this sentence may have been written by many international students when he was on vacation on the coast of Brava, but it was written directly when he was on vacation on the coast of Brava. Here holiday is directly used as a verb, and the sentence becomes concise and powerful. In the usual writing, we should not only have correct meaning and grammar, but also try our best to use words accurately and express effectively.

Note: Collocation here refers to collocation found in Longman dictionary, with examples. Collocation we learned in class may not be within this range. The phrases learned in middle school may not be used once in 80 years in Britain and America. We have all learned to be made and made, to die and to die, and the difference between them is simply maddening. Different teaching ideas will inevitably lead to different educational results, which is why many China students have to study English again after going abroad.

Third, carry out the principle of "Ss" to the end.

The "Ss" principle here means: write smoothly, look smoothly and read smoothly. I believe that when you finish writing your paper, and finally read through the article and read some sentences, you will find: "There is no grammatical problem with this sentence, but it is awkward to look at it." Obviously, this can't reach what we call the "Three Shun" principle. In order to understand the reasons for this phenomenon, there are two types of grammar: prescriptive grammar and descriptive grammar.

Prescriptive grammar clearly defines what is right and what is not, and mainly solves the problem of "correct use". If you violate this rule, the sentence must be wrong.

Descriptive grammar focuses on describing and explaining how human beings use language, rather than specifying how language should be used, and mainly solves the problem of "using it well".

For example, what is the phenomenology of this optimization? It is a sentence that conforms to the prescribed grammar, but does not conform to the descriptive grammar, which has a little Chinglish meaning. Combined with the specific situation, how can we optimize the past work and make it play a role in the future? Much smoother.

Foreign students adhere to the principle of "Sanshun" in English thesis writing, which can not only test articles, but also cultivate a sense of language, killing two birds with one stone.