下面是小编为大家整理的2023年度英语专业毕业论文提纲,供大家参考。
英语专业毕业论文提纲1
Acknowledgements 4-6
Contents 6-10
List of Figures 10-12
List of Tables 12-20
Abstract 20-22
摘要 23-25
Chapter 1 Introduction 25-32
1.1 Purpose of the study and research questions 28-29
1.2 Significance of the study 29-30
1.3 Organization of the study 30-31
1.4 A note on terminology 31-32
Chapter 2 Literature review 32-51
2.1 T/TP and coherence in English writing 32-35
2.1.1 Defining coherence 32-33
2.1.2 T/TP as means to realize coherence 33-35
2.2 T/TP in EFL/ESL writing 35-42
2.2.1 T/TP and coherence in EFL/ESL writing 35-37
2.2.2 T/TP in EFL/ESL writing as compared to NS writing 37-42
2.3 T/TP in English research articles by EFL/ESL scholars 42-44
2.4 The factors that influence T/TP in EFL/ESL writing 44-47
2.5 Training in T/TP 47-49
2.6 Summary 49-51
Chapter 3 Theoretical background 51-70
3.1 Systemic Functional Grammar 51-55
3.1.1 Five dimensions of language as a semiotic system 51-53
3.1.2 Three metafunctions of language as a functional system 53-54
3.1.3 Three lines of meaning from metafunctions 54-55
3.2 Theme and thematic progression 55-70
3.2.1 Theme 56-62
3.2.2 Thematic progression 62-70
Chapter 4 Research Design 70-88
4.1 The participants and the educational context 70-73
4.1.1 Background of the participants and the participating school 70
4.1.2 The allocation of participants to the training 70-71
4.1.3 The sample sizes 71-72
4.1.4 The pilot study 72-73
4.2 The interventional procedures 73-74
4.3 The questionnaire 74-75
4.4 The training 75-80
4.4.1 Considerations behind the training 75-76
4.4.2 The training material 76-79
4.4.3 The role of the researcher as the trainer 79-80
4.5 Data *ysis 80-86
4.5.1 Analysis of the writing 80-86
4.5.2 Analysis of the questionnaire 86
4.6 Ethical considerations 86-88
4.6.1 Informed consent 86-87
4.6.2 Anonymity 87
4.6.3 Harm 87-88
Chapter 5 Results and *ysis of pre-training writing 88-115
5.1 Comparison of Themes in EEL pre-training writing and CEL pre-writing 88-102
5.1.1 Topical,textual and interpersonal Themes 88-91
5.1.2 Topical Themes:marked and unmarked Themes 91-95
5.1.3 Textual Themes:continuatives,conjunctions and conjunctive adjuncts 95-100
5.1.4 Interpersonal Themes 100-102
5.2 Comparison of thematic progression in EEL pre-training writing and CEL pre-writing 102-110
5.2.1 Linear,constant,summative and split progressions 102-107
5.2.2 Back,contextual and new Themes 107-110
5.3 Summary 110-115
Chapter 6 Results and *ysis of post-training writing 115-137
6.1 Comparison of Themes in EEL post-training writing and CEL post-writing 115-129
6.1.1 Topical,textual and interpersonal Themes 115-117
6.1.2 Topical Themes:marked and unmarked Themes 117-121
6.1.3 Textual Themes:continuatives,conjunctions and conjunctive adjuncts 121-126
6.1.4 Interpersonal Themes 126-129
6.2 Comparison of thematic progression in EEL post-training writing and CEL post-writing 129-132
6.2.1 Linear,constant,summative and split progressions 129-131
6.2.2 Back,contextual and new Themes 131-132
6.3 Summary 132-137
Chapter 7 Results and *ysis of pre- and post- training writing 137-155
7.1 Comparison of Themes in pre- and post- training writing 137-147
7.1.1 Topical,textual and interpersonal Themes 137-139
7.1.2 Topical Themes:marked and unmarked Themes 139-142
7.1.3 Textual Themes:continuatives,conjunctions and conjunctive adjuncts 142-145
7.1.4 Interpersonal Themes 145-147
7.2 Comparison of thematic progression in pre- and post- training writing 147-150
7.2.1 Linear,constant,summative and split progressions 147-149
7.2.2 Back,contextual and new Themes 149-150
7.3 Summary 150-155
Chapter 8 Results and *ysis of the questionnaire 155-165
8.1 Findings from closed questions 155-160
8.1.1 EEL participants general attitude to training on T/TP 155-157
8.1.2 EEL participants perception of the usefulness of the training on T/TP 157-158
8.1.3 EEL participants perception of the lear*lity of T/TP 158-159
8.1.4 EEL participants perception of the applicability of T/TP in writing 159-160
8.2 Findings from open questions 160-164
8.2.1 The changes that occurred 161-162
8.2.2 The perceived difficulty of ap*ing the theory of T/TP in writing 162-163
8.2.3 The reasons for the perceived difficulty in learning 163
8.2.4 EEL participants suggestions for future training 163-164
8.3 Summary 164-165
Chapter 9 Discussion 165-195
9.1 Findings with regard to research questions 165-187
9.1.1 Chinese college students use of T/TP in pre-training writing 165-172
9.1.2 Chinese college students use of T/TP in post-training writing 172-181
9.1.3 Effects of the training on T/TP in Chinese college students English writing 181-187
9.2 Positioning the study within the literature 187-190
9.2.1 T/TP in Chinese college students English writing 187-189
9.2.2 Effects of training on Chinese college students use of T/TP 189-190
9.3 Implications 190-194
9.3.1 Pedagogical implication 190-193
9.3.2 Methodological implication 193-194
9.4 Limitations 194-195
Chapter 10 Conclusion 195-200
10.1 Summary 195-197
10.2 Putting everything together 197-199
10.3 Suggestions for future work 199-200
Notes 200-202
References 202-214
Appendix 1: Plan for the interventional procedures 214-215
Appendix 2: The post-training questionnaire 215-217
Appendix 3: Training material 217-229
Appendix 4: Teachers guide to the training 229-237
Appendix 5: Consent form for EEL group 237-238
Appendix 6: Consent form for CEL group 238-239
Appendix 7: Consent form for NS group 239
英语专业毕业论文提纲扩展阅读
英语专业毕业论文提纲（扩展1）
——英语专业毕业论文致谢信
英语专业毕业论文致谢信1
My deepest gratitude goes first and foremost to Professor ______, my supervisor,for His/Her constant encouragement and guidance. he/she walked me through all the stages of the writing of this thesis. His/Her standards of academic excellence have made my revision and gratifying experience. Without His/Her consistent and illuminating instruction, this thesis could not have reached its present form.
I would like to express my heartfelt gratitude to my good friend and colleague ______, who offered me valuable advice on choosing and deciding the topic and also helped me in processing the format of the dissertation in the final stage. I also wish to sincerely thank my classmates and friends ______ and ______, who shared their brilliant ideas and perceptive observation, have proved immensely constructive. They also gave me their help and time in listening to me and helping me work out my problems during the difficult course of the thesis.
My thanks would go to my beloved family who took care of my life and gave me alot of encouragement when I was working on this thesis. I feel much grateful and heartily owe my achievement to them.
Finally, I must thank the authors of academic works and articles, greatly or slightly enlightening the thesis, which I have read and benefited and quoted for this paper and whose names and works can not be listed Here but mostly available in the References.
首先，我最想感谢的是我的导师____教授，在他/她的不断鼓励和指导下， 我才能顺利的完成本篇论文，他/她渊博的学术知识让我获得了写作的宝贵经 验，如果没有他/她的启发性指导，这篇论文是无法完成的。
在此我衷心的感谢我的好朋友和同事______,他们给我提供了宝贵的建议，帮 助我处理论文的格式，在最后阶段。我还要衷心感谢我的同学和朋友______和 ______，他们精彩的`创意和敏锐的洞察力，给了我很大的帮助。同时，他们还 花费宝贵的时间帮助我解决论文写作中遇到的难题。
再就是要感谢我的家人，在我撰写论文期间，他们照顾我的生活，给了我很 多鼓励。没有他们的付出，就不会有我现在的成绩。
最后，我要感谢本篇论文相关参考着作和论文中的作者，尤其是那些在本文 参考文献中未提到的作者。
英语专业毕业论文提纲（扩展2）
——英语专业毕业的论文提纲
英语专业毕业的论文提纲1
英语专业的毕业论文提纲模板2017
contents
introduction………………………………………………………………1
1.the common historical background……………………………………1
1.1 international………………………………………………………1
1.2 national…………………………………………………………1
2.the common beliefs of beats and rockers……………………………2
2.1 rebellion against conventions……………………………………2
2.1.1 beats in literature………………………………………………2
2.1.2 rockers in music circles………………………………………3
2.2 ideologies in between……………………………………………4
2.2.1 beatniks were fed up with their government about
the explanations of why things happened……………………4
2.2.2 their same destiny……………………………………………4
2.2.3 beat culture and rock culture were not accepted by
both capitalist and socialist ideologies………………………5
2.3 belief in oriental religion…………………………………………5
2.3.1 beatniks study on chinese buddhism…………………………6
2.3.2 rockers belief in indian buddhism……………………………6
3.their identical lifestyles………………………………………………6
3.1 bohemian…………………………………………………………7
3.1.1 beats…………………………………………………………7
3.1.2 rockers………………………………………………………7
3.2 madness…………………………………………………………8
3.2.1 the beats regarded modern american life as cruel, selfish,
and impersonal that writers and artists were being driven
to madness……………………………………………………8
3.2.2 rockers were mad enough to drive rockniks crazy on
rock circus spot………………………………………………9
3.3 self-indulgent……………………………………………………9
3.3.1 drugs…………………………………………………………9
3.3.2 homosexual…………………………………………………10
4. the same conduct……………………………………………………10
4.1 beats of satan and angles………………………………………10
4.2 rockers" conduct of the two sides………………………………11
conclusion………………………………………………………………13
英语专业毕业论文提纲（扩展3）
——英语专业毕业论文致谢语
英语专业毕业论文致谢语1
感谢我的指导老师。还清晰的记得第一次见指导老师的情形。既有些不知所措， 又想竭力表现以博得老师的关注。 指导老师严谨的学术态度和温和的为人 处世原则，润雨细无声，默默浸润着我的学习和生活。在论文的写作过 程中，从论文理论框架，到资料的收集，整个论文的架构乃至细节之处 的修改，指导老师无不悉心指导，论文之内，我有成长，论文之外，更是 受益良多。在此，向导师表示由衷的感谢，谢谢您指导老师。
感谢英语老师，给予我很多学习和提高英语能力的*台，开阔眼界 增长见识，让我有幸在一个个实践的机会里锻炼和审视自我。谢谢您老师。感谢同窗好友。整个班级同学。三年相处的情谊，将是我人生中无比绚烂夺目的财富！
最后，对本文借鉴引用著作的作者，以及百忙中抽出时间审阅本论文的专家学者，表示由衷的谢意。写到此处，指尖一涩，突然意识到，学生生涯真的要结束了！扭头望向 窗外，久不能语。在即将走出校园，直面大千世界的路口，虽然有些彷徨，有些茫然，但是我知道，我必须勇敢迈步前行。
英语专业毕业论文提纲（扩展4）
——英语专业的毕业论文致谢 (菁选2篇)
英语专业的毕业论文致谢1
Parents are better off. Thanks, Sun Ning. A part of graduate life, a part of the future struggle, as a family, do not need to say more. Thank you Wangsai. Let me in the study and life to re-examine the *ysis of their own, let me in the future in the choice of the road, firm themselves. Hold each other, trust each other. The road is long and long, I see, hold your hand and seek together.
Thank teacher of the Kingdom of Wei. Remember clearly the circumstance that sees teacher of the Kingdom of Wei for the first time. He was at a loss and tried his best to impress the teacher. Teacher of the Kingdom of Wei rigorous academic attitude and gentle principle of human behavior, embellish rain fine silent, silently infiltrating my study and life.
In the writing process of the paper, from the theoretical framework of the paper, to the collection of data, the structure of the whole paper and even the details of the revision, the teacher of the Kingdom of Wei all carefully guide, the paper, I have grown, outside the paper, but also benefit a lot. Here, express heartfelt thanks to the tutor, thank you teacher of the Kingdom of Wei. Thank Susan for giving me a lot of platforms to learn and improve my English ability, broaden my horizon and broaden my horizons, and let me have the honor to exercise and examine myself in one practice opportunity after another.
Thank you, Miss Liang. Thanks to my classmates and good friends. In the entire class, Phigo, Holan, is the absolute leader and role model. In the big dormitory still have: spring son, small Xin, Chen Zhen, old king, old Li, Song Lei, Xue Feng, Wang Ke, a word: our brotherly love! Three years of friendship, will be my life incomparable gorgeous dazzling wealth!
Finally, I would like to express my heartfelt thanks to the authors of the works quoted in this paper, as well as the experts and scholars who have taken time out of their busy schedule to review this paper. Writing here, fingertips a astringent, suddenly realized that the student career really want to end!
Turning his head to look out of the window, long speechless. At the intersection that is about to walk out of the campus and face the big world, although some hesitation, some loss, but I know, I must move forward bravely.
Let me end with the following words and share our encouragement with you:
The future is unknowable, is our forward motivity! ! The future is unknowable, is our forward motivity!!
英语专业的毕业论文致谢2
Abstract: Literature is a mirror of real life which can reflect all aspects of people’s lives. More and more scholars have begun to study a country from the roots of economy, politics and culture. As early as ancient Greece, there were some creations of tragedy. Tragedy is a kind of literary creation, which is not a simple artistic form or technique but the repeat of real society. It can depict the piteous, sad, distressing and sentimental plots by describing some tortuous or complicated events. The British famous writer Thomas Hardy was one of the excellent novelists of the Victorian age. He delineated a lot of characters of tragedies, showing various persons’ enchantment. Besides providing the dignity of life tragedy to the readers, the novels contains the profound rationalism of the writer and Thomas Hardy’s Tess of the D’urbervilles reflected his real society. Hardy succeeded in portraying the image of *e Tess and revealing the hypocritical ethics and morals of bourgeois society. This paper will discuss the causes of Clare’s tragedy from the hero –Angel Clare’s social background and psychology.
Key words: Thomas Hardy, tragedy, Angel Clare
Chapter1 Introduction
Literature is not only an art but also a mirror of real life. When studying a literary work, scholars actually study history. Nowadays an increasing number of scholars have begun to study the history of a country’s economic, political and cultural forms from the perspective of literature because through different kinds of literary works, we can see all sorts of feelings such as joy, anger, sorrow and various truths. The manifestation of literature is manifold, one of which is tragedy. The writers often want to show the piteous, sad, distressing and sentimental plots by describing some tortuous or complicated events. In the tragedy, it is inevitable that the heroes or *es should suffer a setback or disadvantage, cover themselves in dishonor, experience tribulation or even fail or die though they have reasonable motivation, wishes, ideal, or passion which may indicate a victory or success. But finally they will either die or get mad. With a bad ending, tragedy often contains a certain philosophy of life
. There are lots of tragedies in western literature such as Oedipus, Prometheus Bound, Romeo and Juliet, Macbeth, Hamlet, Faust, etc. And the famous tragedians are also legion like Aeschylus, Sophocles, Shakespeare, etc –Thomas Hardy for one. He was a prolific and excellent writer, publishing fourteen novels and four volumes of short stories. His works were noted for the intense tragic spirit and sense of fortune, from which we can feel the atmosphere of tragedy brought by fortune dee*.
“Tess of the D’urbervilles” is one of the Hardy’s tragedies, a masterpiece which brought him into a number of literary critics notice. It reflected the writer’s real society and its social system and morals; therefore studying this novel can help us to know about the history of his age. But many papers showed that most of critics used to research the writing background from the tragedy of Tess. Many scholars have always put emphasis on the tragedy of Tess for a long time. Only a few scholars made researches for the tragedy of its hero Angel Clare. He was a contradictory unity –he was bold in struggling with the traditional view but in the meantime he could not break the shackles of feudal ideas. This paper will see the society from this perspective –Angel Clare, the hero’s tragedy and discuss the causes of Clare’s tragedy from his social background and psychology.
Chapter2 A brief account of Tess of The D’urbervilles
It seems that the fictional works do not concern with the real world. But we know that before the writers begin to create their works, it can be said that their social experience may be their primary material for creation. Some writers created the roles and environments in order to revolt against the worldly prejudice of their ages. These kinds of words are expected to tell people the truth of a society. In many cases, the social background of the novel is the writer’s background. Before *yzing the roots of Clare’s tragedy, this paper will discuss two aspects of this novel, namely “the writing background” and “the writer and his works” from which we can see the background of this novel.
2.1 The writing background
Thomas Hardy was the last important novelist of the Victoria ages. The Victorian age was an age of realism rather than of romanticism –a realism which strives to tell the whole truth showing moral and physical diseases as they are. Victorian literature, in general, truthfully represented the reality and spirit of this age which was the great age of the English novel—realistic, thickly plotted, crowded with characters, and long. Hardy, who also shown the truth of this age had a high place in Western literature which came from the agitation of life and fatalism of human being. His tragedies in the history of Western literature were no an accident for the tragedy consciousness. Hardy’s tragic novels has sprung from and developed this tragic idea in form and connotation. The tragedy consciousness in Hardy’s novels originated from Western traditional tragic spirit which was full of rationalism and profound reflection on the contradictions of human society. And it also revealed an ineluctable and inevitable cond
itionality of fate. That is to say, the heroes or *es would slip into the tragic path of life in the end in Western literature no matter whether they liked or not, or where they hided. Tragedy was their final arrangement.
Thomas Hardy studied Greek tragedies and Shakespearean tragedies all his life. And he was dee* influenced by Schopenhauer’s tragedy consciousness. Schopenhauer was a famous philosopher who believed that life was a tragedy –life was filled with desire. If a person had a desire but could not gain his desires, he would feel painful; however, when he could gain his desires, he would become insipid. This was another torment. Schopenhauer grouped tragedy into three types: the tragedy caused by those who committed heinous crimes, the tragedy led by the irony of fate and the tragedy caused by misunderstanding and distrust between persons in everyday life. In his opinion, the last tragedy was the most terrible one which we can see in Hardy’s works. Hardy began to creating the novels in the early 1870s. In the late 1890s, he turned to write poetry. The Britain in this period was undergoing a transition period from laisser-faire capitalism to imperialism. The capitalism thought that the social system of this period
could not be changed. But Hardy’s works exactly clashed with it, which reflected the tremendous changes of society due to the invasion of industrial capital to the village. With one remark he had ripped away the mask of British society.
2.2 The writer Thomas Hardy and his work
Literature is reflection of life. Almost all writers created their novels according to his social background. We can see many literary works written on the basis of their ages. They wanted to bring out the social facts by their works. It should be such a free way that they could rebuke the dark society. People can feel the society of the writers from their works and then identified with the writers. The writers hoped that they could let the people know the dark aspects of the government and then fine an echo from them by their works. To some extent, a novel should be a history. From the introduction of Thomas Hardy and the main content of Tess of The D’urbervilles must be helpful to show us the background of Clare’s tragedy.
2.1.1 About the writer –Thomas Hardy
Thomas Hardy (1840～1928), born in 1840 near Dorchester, was a famous British poet and novelist. He carried forward and developed the literary traditions of the Victorian age. He vividly and truthfully described the tragic plots in his works. The critics of literature called him “Shakespeare of British novels”. Hardy was born into an architect’s family and was expected to become an architect. He trained as an architect and worked in London and Dorset for ten years. Hardy began his writing career as a novelist, publishing Desperate Remedies in 1871, and was soon successful enough to leave the field of architecture for writing.
Hardy was pessimistic in his view of life. The dominant theme of his novels is the futility of man’s effort to struggle against cruel and unintelligible fate, chance, and circumstances, which are all predestined by the Immanent Will. He bravely challenged many of the sexual and religious conventions of the Victorian age. And he exposed the hypocritical morals, laws and religions of capital. Hardy’s works reflected the tremendous changes and people’s miserable lives especially the women’s lives in social economic, politics, morals, custom, etc after the invasion of industrial capital to the British villages. Moreover, where we see Hardy"s real mastery is the difference in the language of people from the social classes (e.g. the Clare’s in contrast with the farm workers’). He was good at viewing life with a tragic light. “Tess of The D’urbervilles” was his masterpiece which was noted by lots of critics of different periods.
2.1.2 The main content of Tess of The D’urbervilles
Tess of The D’urbervilles came into conflict with Victorian morality. In this novel, Hardy reaches the height of his achievement as a novelist. Like most other Hardy novels, rural life is a prominent issue in the story. And the issue of fate versus freedom of action is another important aspect of this novel. It tells of that a village girl called Tess who was a beautiful, pure, plain, honest, assiduous and clever went through a miserable life. She was born in a poor family and lived in a peculiar society. The son of the D’urbervilles Alec raped her and she was pregnant. She fell in love with Angel Clare before long. Clare loved her very much and longed to marry her but she delayed to answer this offer of marriage just because she did not know how to tell the truth of being raped. Despite this, at last this kindhearted and sincere girl decided to tell him this bad thing. However, when Tess told him the truth that she was raped by a knave Alec, he could not forgive her for having another man’s child even tho
ugh she forgave him everything. Angel Clare became very angry and abandons Tess. One day she found Alec became a minister. After her father’s death unexpectedly, Tess had the burden of the family welfare on her shoulders, and they were shortly thereafter evicted from their cottage. She believes deep down that Angel had abandoned her, and Alec said it as well, and Tess knew her family would do well by Alec’s wealth and property. But to her surprised, Angel returns from Brazil, repenting his harshness, but found her living with Alec. Tess kills Alec in desperation, she was arrested and hanged. She makes him promise to marry her sister, Liza Lu, after her death, which he agrees to do.
In Tess of the d"Urbervilles, Thomas Hardy has directly satirized nature. This novel revealed the tragedy of common people’s destiny and flayed hypocritical gentlemen and morals. In this novel, Hardy demonstrated his deep sense of moral sympathy for England"s lower classes, particularly for women. He succeeded in portraying an artistic image –a village girl with kindness, tenderness and amorousness. The novel, which indicated the tendency of anti-religious sentiments, against feudal morality and the laws of capitalists, was warmly received by the reading public though British upper class was bitter against it.
Chapter3 The origins of Angel Clare’s tragedy
Tragedy can also be a vision of life, which is shared by most Western cultures and having its roots. The essence of tragedy is almost the same thought different writers create the stories from different points of view and with different techniques. A number of critics had many kinds of interpretations for Angel Clare’s tragedy in Tess of The D’urbervilles. They *yzed his complicated character from different perspectives. This paper will explain his tragedy as the following aspects:
3.1 Social roots
Here social roots refer mainly to the social conventions and moral standards which led to Clare’s tragedy. Clare lived in such conditions which the masculine authority played an important role in traditional society. Angel Clare was one of the victims of this society. At that age, women were regarded as being subordinate in the household. The chastity for them is the most important thing. The traditional view on chastity considered a woman’s chastity as the prerogative of her husband. If the women lost her virtue, she must be immoral. On the one hand the male made the moral standards for the female, demanding of the female to be pure and virginal; on the other hand, the male indulged himself in sexual *. They demanded that the most magnanimous act the female had should be chastity; nevertheless, those who broke the women’s chastity were the males themselves. That is to say, only the males in that society were right. The female could say nothing for his wrong. So Tess asking Clare “Forgive me as you a
re forgiven! I forgive you. Angel” (Hardy, 1993) would become the impossibility.
Under such circumstances, after Tess lost her virginity, she should be Alec’s concubine or make their relationship legalized according to the social bad habits of the time. But Tess, who pursued her innocent love, had rather be “a lady of easy virtue”. In the literature, there was a set form for the images of women, namely, women should be beautiful and virtuous, gentle and biddable, and should cleave to his husband and families. All these sets are related to the real society. Traditionally, a woman must obey her husband like his wretched slave. The description about this age given by Hardy was just the society whose “social morals” had manifested mainly in “chastity” that centered on men. Even if a man of that age was bold in challenging the old system, it was impossible for him to abandon the social morals. In addition, a large part of people around him were still controlled by feudal ideas, so the social roots should be the direct cause of Clare’s tragedy.
3.2 Psychological roots
A person’s way of seeing things plays an important role all his life. Hardy naming his hero “Angel” might have his own intent. We know that Angel should be pure; however, from the development of the plot, we can not see “pure” from Angel Clare. Angel Clare was born in a rich pastoral family, but he was unwilling to obey his father and brothers. He did not abide by the old custom and etiquette, and gave a * for the superior of material things such as wealth and position. He was born and bred the religion. But he thought that he could not honestly be ordained a minister as his brothers were. He took up a disdainful position on the social customs and found the value of working people. He abandoned the chance of studying in university and went to the countryside and to study the agricultural skills. This is sufficient to show that he was bold in struggling with the traditional view and tried to show off the shackles of the class. At the newly-married night, Tess decided to tell him her “guilt” in detail. An
gel fell out with Tess and then went to Brazil alone though he had lived a loose life with a woman who was not acquainted with him. He could not forgive Tess her “guilt”. The so-called “pure” in his mind was so ingrained that he could not accept Tess’s past. He considers her as a "fallen women".
Clare was also such a man with a ridiculous point that a man could have affair with many girls but a girl must keep to be a virgin before she become a bride. It showed his cowardice in his character. Tess trusted him and made a decision to confide her secret to him. But on the night of their wedding, when Clare learned that Tess was not a virgin and had had a bastard, the original perfect image was suddenly broken by the sad facts. Apparently he said he was dee* attached to Tess, but actually he could not face the truth with courage. He just loved Tess’s pleasing appearance rather than any other things of her. Angel Clare was more or less an open-minded bourgeois intellectual. In love, although he was not as despicable as Alec, he was devoid of selfless and sincere feeling as Tess did. Clare loved Tess just because of her beauty. And she could become his right hand in the future.He told Tess: “I repeat, the woman I have been loving is not you. Another woman in your shape.”(Hardy, 1993) He could not belie
ve this bad truthe and said “Tess! Say it is not true! No, it is not true!” It is clear that he took a deadly knock psychologically. Clare’s character determined his tragedy –he could not accept her past.
It is clear that the seeds of tragedy are sown when all the rigid rule of his forebear and the unfair social systems firmly laid hold of Angel Clare, who had preached the liberation of mankind no longer exists. When Clare finally realized the immensity of Tess’s love and the piteous plight it had brought upon her, everything was too late. He could not completely get rid of social conventions and moral standards. Tess would go away forever. It was Clare’s tragedy –the social system and morality and his character decided that it could be inevitable.
Chapter4 Conclusion
Literature has come very close to daily life, reflecting its practical problems and interests and is used as a powerful instrument of human progress. Literature originates from life and then reforms life. They can make you subconsciously and dee* believe that all the things they described really happened. After you finish reading, the characters that it depicted will appear vividly in front of you. They are true to life—— you can see their faces and feel their sound, pace and thoughts. With the excellent literary works, we can feel the history vividly. As an important part of literature, tragedy has showed its artistic attraction. The reason why a great number of readers tend to be affected by the plots of tragedies is that some of them had the same or similar experience with the characters in the novels.
The western tragedies put emphasis on the soul-stirring spirit from the fear. The strong tragedies can touch the heart of the readers. The modern western tragedies represented the life style of modern westerners. They have some characteristics of modern lives and consciousness. Studying on the masterpieces of an age can help a lot for studying its history. Thomas Hardy was born in Victorian age. The novel in this age became the most widely read, the most vital and challenging expression of progressive thought. Although writing from different points of view and with different techniques, the writers of this age shared one thing in common, that is, they were all concerned about the fate of the common people. In Hardy’s works, man is also shown inevitably bound by his own inherent nature and hereditary characteristics which prompt him to go and search for some specific happiness or success and set him in conflict with the environment. He vividly portrayed different characters of tragedy. Tess of the D’urbervi
lles was one of his masterpieces. The conflicts between the traditional and the modern, between the old rural value of respectability and honesty can be clearly seen in this novel and it is not difficult to see the roots of this tragedy either from Tess or Clare. This paper *yzed Clare’s tragedy and described the roots of tragedy in this process. A wonderful description is just a part of a novel, but only those things which can strike deep into the minds of the people will be remembered by them. From the tragedy of Angel Clare, we can see the dark of a society again.
Bibliography:
[1] Abcarian, Richard. Marvin Klotz: Literature—The Human Experience[M]. New York: St. Martin’s Press, 2000
[2] Force, Lorrain.M. Cliffs Notes on Hardy"s Tess of the D"Urbervilles[M]. Washington University, 1996.
[3] Hardy, Thomas. Tess of the D"Urbervilles[M]. Foreign Language Press ,1993.
[4] Robert Ackerman. Thomas Hardy’s Tess of the D"Urbervilles[M]. Beijing: Simon&Schuster Press and Beijing Foreign Language Teaching and Research Press, 1996
英语专业毕业论文提纲（扩展5）
——市场营销专业的毕业论文提纲
市场营销专业的毕业论文提纲1
提纲范例二：浅谈企业在市场营销中的社会责任
摘要
1绪论
2企业在市场营销中承担社会责任的重要意义
2.1企业在营销中承担社会责任是由企业的双重身份决定的
2.2企业在营销中承担社会责任有利于企业提高产品销售数量和顾客忠诚度
2.3企业在营销中承担社会责任有利于企业树立良好的社会形象
2.4企业在营销中承担社会责任有利于企业保持持续竞争力，实现企业可持续发展
3我国企业营销活动中不重视承担社会责任的主要表现及其危害
3.1营销观念落后，甚至存在反社会营销行为
3.2产品决策中不重视社会责任
4主动承担企业社会责任，进一步提高市场营销水*
4.1自觉树立社会市场营销观念
4.2实施绿色营销，保护生态环境，保持企业持续竞争力
4.3自觉尊重消费者*，积极维护消费者利益
4.4提高认识，依法经营，自觉规范市场竞争行为
4.5倡导文明经营，促进市场文化与精神文明建设
参考文献
英语专业毕业论文提纲（扩展6）
——教学毕业论文提纲
教学毕业论文提纲1
目录 3-6
中文摘要 6-8
Abstract 8-9
1 前言 10-16
1.1 选题依据 10-11
1.2 研究目的和意义 11
1.2.1 研究目的 11
1.2.2 研究意义 11
1.3 研究任务 11-12
1.4 文献综述 12-16
1.4.1 相关概念的综述 12-13
1.4.2 国内外高校体育场馆概况 13-15
1.4.3 国内外体育场馆政策法规 15-16
1.4.4 体育场馆使用的安全性 16
2 研究对象和研究方法 16-17
2.1 研究对象 16
2.2 研究方法 16-17
2.2.1 文献资料法 16-17
2.2.2 专家访谈法 17
2.2.3 实地考察法 17
2.2.4 比较法 17
3 研究结果与讨论 17-26
3.1 学校体育场馆设施建设政策的比较 17-20
3.1.1 我国在体育场馆建设的相关政策 17-19
3.1.2 韩国学校体育场馆建设的相关政策 19
3.1.3 两国学校体育场馆设施建设政策的异同及其原因 19-20
3.2 高校体育场馆设施配置现状的比较 20-22
3.2.1 首都体育学院体育场馆设施的配置现状 20-21
3.2.2 龙仁大学体育场馆设施的配置现状 21
3.2.3 首都体育学院与龙仁大学体育场馆设施配置现状的异同及其原因 21-22
3.3 高校体育场馆开放现状的比较 22-24
3.3.1 首都体育学院体育场馆对在校学生开放的现状 22
3.3.2 龙仁大学体育场馆对在校学生开放的现状 22
3.3.3 首都体育学院体育场馆对校外社会人员开放现状 22-23
3.3.4 龙仁大学体育场馆对校外社会人员开放现状 23
3.3.5 首都体育学院与龙仁大学体育场馆开放现状的异同及其原因 23-24
3.4 高校体育场馆设施经营与管理模式的比较 24-26
3.4.1 首都体育学院体育场馆设施的经营与管理模式 24-25
3.4.2 龙仁大学体育场馆设施的经营与管理模式 25
3.4.3 首都体育学院与龙仁大学体育场馆设施经营与管理模式的异同及其原因 25-26
4 结论与建议 26-31
4.1 结论 26-27
4.1.1 首都体育学院体育场馆设施建设与管理的特点 26
4.1.2 龙仁大学体育场馆设施建设与管理的特点 26-27
4.1.3 首都体育学院和龙仁大学体育场馆设施建设与管理的利弊 27
4.2 建议 27-31
4.2.1 政策方面的`建议 27-28
4.2.2 配置方面的建议 28
4.2.3 对校内和校外开放方面的建议 28-29
4.2.4 经营与管理模式方面的建议 29-31
参考文献 31-35
致谢 35-36
附件 36-37
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