The intense and fulfilling college life is coming to an end, and the final graduation thesis must be passed before graduation. Graduation thesis is a prepared form to test students' academic performance. How to write a graduation thesis? The following is the outline template of my English graduation thesis, I hope it will help you.
English graduation thesis outline 1 thank you 4-6
Directory 6- 10
Chart list 10- 12
Table list 12-20
Abstract 20-22
Abstract 23-25
Chapter 1 Introduction 25-32
1. 1 research purpose and research questions 28-29
1.2 Significance of the study 29-30
1.3 organization of the study
1.4 Term Note 3 1-32
Chapter II Literature Review 32-5 1
2. 1 T/TP and coherence in English writing 32-35
2. 1. 1 Define coherence 32-33
2. 1.2 T/TP as a means to achieve consistency 33-35
EFL/ESL Writing 2.2t/TP 35-42
2.2. 1 T/TP and coherence in EFL/ESL writing 35-37
2.2.2 Comparison of T/TP and NS Writing in EFL/ESL Writing 37-42
2.3 T/TP 42-44 in EFL/ESL scholars' English research papers
2.4 Factors affecting T/TP in EFL/ESL writing 44-47
2.5T/TP training 47-49
2.6 abstract 49-5 1
Chapter III Theoretical Background 5 1-70
3. 1 system function grammar 5 1-55
3. 1. 1 Language as Five Dimensions of Symbolic System 5 1-53
3. 1.2 Language as Three Meta-functions of Functional System 53-54
3.1.Three lines of meaning of 3 yuan function 54-55
3.2 Theme and theme advancement 55-70
Theme 56-62
3.2.2 Thematic progression
Chapter 4 Research Design 70-88
4. 1 Participants and educational background 70-73
4. 1. 1 background of participants and participating schools 70
4. 1.2 Distribution of training participants 70-7 1
4. 1.3 sample size 7 1-72
4. 1.4 Preliminary study 72-73
4.2 Intervention Procedures 73-74
4.3 Questionnaire 74-75
4.4 Training 75-80
4.4. 1 Considerations behind training
4.4.2 Training materials 76-79
4.4.3 The role of researchers as trainers 79-80
4.5 Data Analysis 80-86
4.5. 1 writing analysis 80-86
4.5.2 Analysis of questionnaires 86
4.6 Moral considerations 86-88
4.6. 1 informed consent 86-87
Anonymous 87
4.6.3 Damage 87-88
Chapter V Results and Analysis of Writing before Training 88- 1 15
5.1comparison of themes between pre-training writing and pre-CEL writing 88- 102
5. 1. 1 topic, discourse and interpersonal theme 88-9 1
5. 1.2 topic theme: marked and unmarked theme 9 1-95
5. 1.3 Discourse Theme: Continues, Connectives and Connective Additions 95- 100
5. 1.4 interpersonal theme 100- 102
5.2 Comparison of Thematic Progression between EEL Writing before Training and CEL Writing 102- 1 10
5.2. 1 linear, constant, cumulative and split series 102- 107
5.2.2 Return, Context and New Theme 107- 1 10
5.3 Summary110-115
Chapter VI Writing Results and Analysis after Training 1 15- 137
6.1comparison of themes between post-training writing and post-CEL writing by eel 1 15- 129
6. 1. 1 topic, discourse and interpersonal theme115-17
6. 1.2 topic themes: marked and unmarked themes117-121
6. 1.3 Chapter theme: continuation, conjunctions and connecting additional components 12 1- 126
6. 1.4 interpersonal theme 126- 129
6.2 Comparison of Thematic Progression Patterns between EEL Post-training Writing and CEL Post-training Writing 129- 132
6.2. 1 linear, constant, cumulative and split series 129- 13 1
6.2.2 Return, Context and New Theme 13 1- 132
6.3 abstract 132- 137
Chapter 7 Results and Analysis of Writing before and after Training 137- 155
7. 1 Comparison of writing topics before and after training 137- 147
7. 1. 1 topic, discourse and interpersonal theme 137- 139
7. 1.2 topic theme: marked and unmarked theme 139- 142
7. 1.3 Chapter Theme: Continuum, Conjunction and Attachment 142- 145
7. 1.4 interpersonal theme 145- 147
7.2 Comparison of Thematic Progression Patterns in Writing before and after Training
7.2. 1 linear, constant, cumulative and split series 147- 149
7.2.2 Return, Context and New Theme 149- 150
7.3 Summary 150- 155
Chapter 8 Results and Analysis of Questionnaire 155- 165
8. 1 investigation results of closure problem 155- 160
8. 1. 1 EEL participants' overall attitude towards T/TP training 155- 157
8. 1.2 EEL participants' perception of the usefulness of T/TP 157- 158 training.
8. 1.3 EEL participants' perception of the learnability of T/TP 158- 159.
8. 1.4 EEL participants' perception of the applicability of T/TP in writing 159- 160
8.2 Investigation Results of Open Question 160- 164
8.2. 1 changed 16 1- 162
8.2.2 Difficulty in applying thematic progression theory in writing
8.2.3 Reasons for learning difficulties 163
8.2.4 Suggestions of EEL participants on future training 163- 164
8.3 abstract 164- 165
Chapter 9 Discussion 165- 195
9. 1 Findings on Research Issues 165- 187
9. 1. 1 China college students' use of T/TP in writing before training 165- 172.
9. 1.2 China college students' use of T/TP in post-training writing 172- 18 1
The Influence of 9. 1.3T/TP Training on China College Students' English Writing
9.2 Positioning research in the literature 187- 190
9.2. 1 T/TP 187- 189 in China college students' English writing
9.2.2 Influence of training on T/TP use of college students in China 189- 190.
9.3 Meaning 190- 194
9.3. 1 teaching meaning 190- 193
9.3.2 Method Impact
9.4 restrictions 194- 195
Chapter 10 Conclusion 195-200
10. 1 summary 195- 197
10.2 put everything together.
10.3 Suggestions for future work
Notes 200-202
Reference 202-2 14
Appendix 1: Interventional Operation Plan 2 14-2 15
Appendix 2: Post-training Questionnaire 2 15-2 17
Appendix 3: Training Materials 2 17-229
Appendix 4: Teacher Training Guide 229-237
Appendix 5: Eel Group Consent 237-238
Appendix CEL Group Consent 238-239
Appendix 7:NS Group 239 Consent
English graduation thesis outline 2 Chinese abstract 3-4
Abstract 4
Chapter 1 Introduction 7- 10
1. 1 Motivation of this research 7-8
1.2 Significance of this study 8
1.3 Composition of this paper 8- 10
Chapter II Literature Review 10- 19
2. 1 language production 10- 14
2. 1. 1 L 1 production101
2. 1.2 L2 production 1 1- 12
2. 1.3 dimensions of language output 12- 14
2.2 Oral Output Theory 14- 15
2.2. 1 Skhan's dual-mode system 14
2.2.2 Swain's Output Hypothesis 14- 15
2.3 task duplication 15- 17
2.3. 1 task 15- 16
Task duplication 16- 17
2.4 Research on the Effect of Task Repetition on L2 Oral Output
Chapter III Current Research 19-25
3. 1 research arguments and problems 19
3.2 Hypothesis 19-20
3.3 Method 20-25
3.3. 1 participant 20-2 1
Material 2 1
3.3.3 Study Design 2 1-23
Measures 23-25
Chapter IV Results and Discussion
4. 1 Results and analysis 25-34
4. 1. 1 quantitative analysis 25-27
4. 1.2 qualitative analysis 27-34
4.2 Discussion 34-4 1
4.2. 1 fluency 34-36
4.2.2 Complexity
4.2.3 Accuracy 38-39
4.2.4 Learners' Interlanguage Development Path L 39-4 1
Chapter 5 Conclusion 4 1-44
5. 1 conclusion and implication 4 1-43
5.2 Limitations and recommendations 43-44
Acknowledgement 44-45
References 45-49
Appendix 49-54
A. Experimental description 49-50
B. Tasks with the same content 50-5 1
C. Tasks with different contents 5 1-52
D. Pre-mission oral exercises 52-53 samples
E. oral samples after tasks 53-54
F. Example of writing repetitive tasks 54
English graduation thesis outline 3 content
Introduction to Chapter 1
1. 1 research background
1.2 the significance of the study
1.3 research objectives and problems
1.4 data collection and methods
1.5 analysis program
1.6 organization of papers
Chapter II Literature Review
2. 1 Introduction to Evaluation Theory
2.2 Evaluation theory research
2.2. 1 foreign evaluation theory research
2.2.2 Research on domestic evaluation theory
2.3 the study of personal statements
2.3. 1 Introduction of personal statement
2.4 Summary
Chapter III Theoretical Framework
3. 1 Overview of Attitude System
3.2 Impact on resources
3.3 Judging resources
3.3. 1 social respect
3.3.2 Social sanctions
3.4 Value-added resources
3.5 Interaction of Emotion, Judgment and Appreciation
3.6 the boundaries of emotion, judgment and appreciation
3.7 Summary
Appendix 1: Papers published during the postgraduate period.
Appendix 2: Some samples of the study
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