畢業(yè)論文及研究論文寫作

前言

　　北京大學(xué)出版社2008年最新引進(jìn)了一套國(guó)外暢銷的《英語寫作原版影印系列叢書》，并邀請(qǐng)我為這套叢書寫序，談?wù)勎覍?duì)英語寫作教學(xué)與研究的一些認(rèn)識(shí)。我仔細(xì)翻閱后，覺得這套書特色十分鮮明，其中有幾本再版達(dá)十次以上，經(jīng)久不衰，非常樂意在此推薦給我國(guó)的廣大讀者?！　≡诮?jīng)濟(jì)全球化和網(wǎng)絡(luò)高度發(fā)達(dá)的今天，學(xué)好英語已變得十分重要，英語口頭與書面語的表達(dá)能力已逐漸成為當(dāng)今的核心競(jìng)爭(zhēng)力之一，從第二語言學(xué)習(xí)的社會(huì)文化觀看，能否流利地運(yùn)用外語進(jìn)行口頭或書面交流已直接關(guān)系到學(xué)生的就業(yè)和未來發(fā)展。中國(guó)的英語寫作教學(xué)有許多問題需要深入探討，引進(jìn)國(guó)外優(yōu)秀的英語寫作教學(xué)與研究成果，對(duì)于更新我國(guó)的英語寫作教學(xué)觀念和方法，改革當(dāng)前的英語寫作教學(xué)具有重要意義?！　∫弧?guó)內(nèi)外二語寫作研究概覽　　第二語言寫作的教學(xué)與研究在國(guó)際上一直受到重視，國(guó)外的寫作教學(xué)研究十分活躍，以美國(guó)為例，美國(guó)普度（PURDUE）大學(xué)每年定期召開二語寫作學(xué)術(shù)研討會(huì)，2008年6月6-7日召開的第7屆寫作年會(huì)的主題是：外語寫作教學(xué)：原理與實(shí)踐。二語寫作擁有自己的研究隊(duì)伍、研究機(jī)構(gòu)、學(xué)術(shù)期刊。概括起來，國(guó)際二語寫作研究集中在四個(gè)領(lǐng)域：（1）寫作過程研究，重點(diǎn)關(guān)注認(rèn)知操作模型、寫作構(gòu)思策略、學(xué)習(xí)者的個(gè)體差異以及寫作過程的階段性變化；（2）寫作結(jié)果研究，采用文本分析、錯(cuò)誤分析、對(duì)比分析、對(duì)比修辭分析、語料分析等方法；（3）寫作社會(huì)文化因素研究，影響寫作的社會(huì)結(jié)構(gòu)、語域知識(shí)、動(dòng)機(jī)和需求等因素；（4）寫作教學(xué)研究，如教學(xué)過程、學(xué)習(xí)策略、語言水平發(fā)展、課堂教學(xué)環(huán)節(jié)、寫作測(cè)試、網(wǎng)絡(luò)寫作課件開發(fā)等。國(guó)際二語寫作研究近期關(guān)注四個(gè)熱點(diǎn)：（1）批評(píng)對(duì)比修辭學(xué)，（2）母語寫作遷移，（3）寫作教師教育，（4）計(jì)算機(jī)輔助寫作與研究。

內(nèi)容概要

本書有廣度又有深度，把看似難以完成的論文寫作過程分解成不同的步驟和階段，并提供了詳實(shí)的例證或樣章供讀者參考。    本書章節(jié)排列與學(xué)位論文的框架大致相同，對(duì)論文的整個(gè)寫作過程都具有指導(dǎo)作用。每章的結(jié)構(gòu)也與學(xué)位論文章節(jié)大致相同，脈絡(luò)清晰，便于讀者查尋及跳讀。        本書關(guān)注讀者的切身感受，采用談心式、要點(diǎn)式敘述方式，讀起來有身臨其境的感覺，對(duì)初步涉獵學(xué)術(shù)研究的學(xué)生或有關(guān)人員有較大幫助作用。    每章最后都附有“小測(cè)驗(yàn)”或核對(duì)清單，簡(jiǎn)單實(shí)用，對(duì)論文的修改尤具參考價(jià)值。

作者簡(jiǎn)介

Puncky Paul Heppner博士現(xiàn)為美國(guó)密蘇里大學(xué)哥倫比亞分校教育學(xué)院教授，任該校教育、學(xué)校和咨詢心理學(xué)系主任，并兼任多元文化研究、培訓(xùn)與咨詢中心主任。Heppner教授早年就讀于內(nèi)布拉斯加大學(xué)林肯分校并獲得咨詢心理學(xué)哲學(xué)博士學(xué)位，主要研究領(lǐng)域?yàn)閼?yīng)對(duì)／解決問題與心理調(diào)適，曾任《咨詢心理學(xué)家》主編，現(xiàn)為美國(guó)心理學(xué)聯(lián)合會(huì)會(huì)士、美國(guó)心理學(xué)會(huì)學(xué)組會(huì)士、美國(guó)咨詢心理協(xié)會(huì)會(huì)長(zhǎng)和多家學(xué)術(shù)期刊編委、顧問及評(píng)審專家，并獲咨詢心理學(xué)領(lǐng)域多項(xiàng)獎(jiǎng)項(xiàng)。Heppner教授有多部論著出版，發(fā)表學(xué)術(shù)論文百余篇，曾作為福布賴特研究學(xué)者和訪問教授在瑞典、愛爾蘭、英國(guó)、南非等國(guó)家工作。

書籍目錄

Preface and Acknowledgments  xv            Chapter 1  Identifying Your Topic and Making It  Researchable  Chapter 2  Searching and Reviewing the Relevant Literature:   Finding What Has Come Before Chapter 3  Research Hypotheses: The Motor That Drives the  Study Chapter 4  Writing Your Literature Review: Integration and  Case Building  Chapter 5  Quantitative Methods: Mapping Your Research  Plan  Chapter 6  Qualitative Methods: On the Road to Exploring   the Unknown  Chapter 7  Conducting Quantitative Analyses and Presenting Your Results  Chapter 8  Qualitative Results: The Meaning.Making  Process  Chapter 9  The Discussion: Making the Data Sing  Chapter 10   Citations and Reference Lists: The Devil Is in the  Details References

章節(jié)摘錄

　　SUMMARY OF PROBLEMS BEGARDING　　EATING DISORDER RESEARCH WITH AFBICAN AMERICANS As stated throughout this chapter, a fundamental problem in the eating disorder field is that too much eating disorder research focuses on middle- to upper- class Caucasian women and too little research examines African American womens unique experiences （Wang sgaard Thompson, 1992）. As a result, stereotypes in mental health lead to racism in assessment and treatment. Many medical and mental health professionals do not assess for eating disorders in their African American clientele while they more readily recognize eating disorder symptom logy in Caucasian women. Treatment may be delayed, and thus only the most serious cases are seen. Therefore, most case studies on African Americans reflect an inherent treatment bias （Crago et al., 1996）.　　While three studies with prevalence rates for DSM-1V eating disorders and symptoms have been conducted with Caucasian college samples （Brock, 1999; Mintz et al., 1997; Mulholland, 1996）, prevalence rates of DSM-IV eating disorders and symptoms for African Americans are unstudied. Two studies indicate that African American women at predominantly Caucasian colleges and universities may exhibit greater eating disorder symptom logy than African American women at predominantly Black colleges and universities （Gray et al., 1987; Williams, 1994）. These studies, supported by Newcombs （1943） work on reference groups, provide support for conducting a prevalence study at a predominantly Caucasian university. Indeed, prevalence rates for DSM-IV eating disorders （anorexia, bulimia, and EDNOS） and symptoms （no bona fide disorder but eating disorder symptoms） would be. a contribution to the field. It is possible that EDNOS, which are subclinical syndromes, may more accurately describe African American womens disordered eating than anorexia or bulimia.　　In addition, this chapter concluded that only one eating disorder assessment, the Q-EDD, is based on DSM-IV criteria and captures the range of DSM-IV eating disorders. The Q-EDD differentiates eating disordered from non-eating disordered from symptomatic for asymptomatic participants. All current disorder assessment inventories have been developed on Caucasian women, and only one, the EDI-2, has adequate psychometric properties with a middle-aged African American sample. No instruments psychometric properties have been examined with exclusively African American college women. Given the particular strengths of the Q-EDD over other inventories, it is the clear choice for psychometric examination with African American college women, Clearly there is a fundamental need in the field for the psychometric properties of inventories to be examined with African American women.

編輯推薦

　　"It is an excellent guide for helping students complete their theses and dissertations.It is filled with useful examples that will help students understand how to complete their own work."　　——YOSIKAZU DEROOS.New Mexico State University　　"It is comprehensive in its coverage of relevant topics and issues　　related to developing and writing a dissertation.It gives better attention to qualitative methods than similar texts."　　——JULIE MILLER-CRIBBS，University of South Carolina

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