This book is based on the original handout "How to Write Graduation Thesis for Japanese Majors", which highlights the theme of "reading is fundamental, thinking should be innovative, basic skills should be well practiced, and academic requirements should be deep". According to the order of the catalogue, let's say "thinking should be innovative" first. The so-called paper should be unique in the world. If the contents of two papers are similar, there is a problem, so originality is the soul of the paper. To be original, thinking innovation is the key. In the opening Introduction to Writing, the author specially discusses the relationship between graduation thesis and innovative thinking. In the four years of college, we have learned a lot of Japanese knowledge, which is stored in our minds as scattered knowledge elements. If we don't sum up and apply these knowledge elements or make innovative thinking on the basis of these knowledge elements to form results, then what we have learned will be easily diluted or even forgotten. Writing graduation thesis can best reflect the connotation of "innovative thinking", because writing graduation thesis needs knowledge and its application most.

The second part mainly talks about how to choose a topic, that is, "what to write", which is the first problem encountered in writing a paper. In the mode of topic selection, the author puts forward the method of 1 1. In fact, these methods are all external "primers" to inspire ideas. If we can understand the content of Japanese subject through these "introductions", that is, a question in "Japanese, Japanese and Japanese", and then have a desire to learn, this is the effect that the author hopes to achieve most. From a practical point of view, "what to write" serves the topic selection; Thinking from a deeper level, "what to write" also includes a macro understanding of Japanese and how to learn it. Therefore, this book emphasizes "reading is fundamental" and combines "topic selection" with "reading" and "reading" with "learning". Its purpose is to make students understand that high-quality papers are not the result of "racking their brains", but the result of "natural" after in-depth understanding of knowledge. Only by reading more books and thinking more can we activate our thinking, and the writing of papers will have a fresh source of living water.

The third part mainly talks about some problems related to the collection, arrangement and utilization of paper materials. If we take the 1980s as the boundary, we can generally see that with the passage of time, people pay more attention to books and other printed materials, while with the passage of time, people like network information. Although this is due to the change of the times, it is necessary to objectively evaluate paper information and electronic information in order to achieve the goal of inclusiveness and learning from others. Another point that can't be avoided is that you can't write a paper without quoting materials.