英语论文开题报告（英文版范文） 本文关键词：开题，英文版，报告，英语论文，范文
英语论文开题报告（英文版范文） 本文简介：开题报告是提高英文论文选题和水平的重要环节，是整个课题研究质量的重要反映，很多初次接触开题报告写作的同学都不知道怎么写，下面本文就分享一篇“英语论文开题报告模板范文”，供大家参考。 论文题目：《从阅读到写作：提高高中生英语写作水平的途径探究》 FromReadingtoW
英语论文开题报告（英文版范文） 本文内容：
开题报告是提高英文论文选题和水平的重要环节，是整个课题研究质量的重要反映，很多初次接触开题报告写作的同学都不知道怎么写，下面本文就分享一篇“英语论文开题报告模板范文”，供大家参考。
论文题目：《从阅读到写作：提高高中生英语写作水平的途径探究》
From Reading to Writing: an Effective and Practical Approach in Improving Students' EFL Writing in Senior High Schools
一、选题依据及意义（不少于300字）
English, especially English reading and writing, has become an effective means to get access to all kinds of information and an indispensable means of international communication. As a matter of fact, English writing are vital to our individual development because it has been applied more and more in both our English study and future work.
However, according to my personal writing experience and teaching practice experience in Bobai Middle school, I found that the students' EFL writing ability is not so encouraging and satisfactory in senior high schools though they have learned English for several years in primary and middle school. Not a few of them do very poor in applying English to express their ideas, thoughts, feelings, etc. in EFL writing. Some of them even cannot produce a single correct sentence in their compositions. Those students may actually have something to write, but they just cannot express it correctly and appropriately in English. On one hand, they do not grasp sufficient active vocabularies to express themselves. On the other hand, they lack sense of sentence structure and composition structure to develop their composition. The last but not least, they don't know how to apply the materials they have read to improve their writing ability though they have read a lot.
Therefore, it's necessary and urgent to find an effective and practical approach to solve the poor performance in the students' EFL writing and improve their writing ability. Many scholars have proved that there is a strong relationship between reading and writing. From reading to writing can effectively enlarge the students' amount of vocabulary, cultivate their sense of sentence structure and composition structure, enrich their writing materials and promote their ability in using words and sentences. Therefore, from reading to writing approach is highly advocated in improving EFL writing in senior high schools.
二、研究目标与主要内容（含论文（设计）提纲，不少于500字）
1、研究目标：
According to the New Curriculum Standards for senior high schools, listening, speaking, reading and writing are four basic skills and requirements for the students. However, the students' EFL writing ability in senior high schools is not so pleasant and encouraging. The prevalent EFL writing approaches （the product approach and the process approach） in senior high schools do not do much good to improve students' writing ability. This study aims to compare these two approaches with from reading to writing approach and show the advantages of applying from reading to writing approach in senior high schools.
From reading to writing approach advocates that writing should be integrated with reading so that the students can enlarge their vocabulary in reading, learn how to use language appropriately, how to apply their background knowledge, how to arrange the sentences, how to organize the composition, how to achieve coherence and unity and how to activate their mind when writing. In this way, the students can improve their writing ability effectively and efficiently. Therefore, the thesis tries to analyze the present reading and writing situation in senior high schools, expound the nature of reading and writing, discuss the necessity and feasibility of reading to writing approach, show the application of reading to writing approach in EFL writing practice and prove the effectiveness and practicality of reading and writing approach.
2、主要内容（提纲）：
1. Introduction
2. The present situation of English writing in senior high schools
3. The nature of reading and writing
3.1 The nature of reading
3.2 The nature of writing
4. The relationship between reading and writing
4.1 Reading paves the way for writing
4.2 Writing promotes reading
5. The necessity and feasibility of reading-to-writing
5.1 The necessity of reading-to-writing
5.2 The feasibility of reading-to-writing
6. The advantages of applying reading-to-writing approach
6.1 The definition of reading-to-writing approach
6.2 A comparison of reading-to-writing approach with product approach and process approach
7. The application of reading-to-writing approach
7.1 The principles of applying reading-to-writing approach
7.1.1 Paying equal attention to reading and writing
7.1.2 Paying equal attention to intensive reading and extensive reading
7.2 The selection of good reading materials
7.3 Ways of adapting reading-to-writing approach
7.3.1 Pre-writing reading
7.3.2 Writing from reading
7.3.3 Post -writing reading and rewriting
三、研究方法和手段。
（1）研究方法
1、Literature research method: read relevant books, journals and nets for research .
2、Comparative analysis method: compare the product approach and the process approach with from reading to writing approach and show the advantages of from reading to writing approach.
（2）研究手段
Collect, sort and search books, journals and dates from the library and on the internet.
四、文献综述（在对选题涉及的研究领域的文献进行广泛阅读或调查的基础上，对该领域的研究现状、发展动态等内容进行综述，并提出自己的见解和研究思路。不少于700字）
It is necessary and compulsory to learn about the prior studies about this thesis, since theyare helpful to make this study more persuasive and creative.
Liu Ye （2006） points out that English as a foreign language has become a sure access to information of all sorts and an indispensable means of international communication. Besides, he also said that with the shift from the ability of manipulating the linguistic structure to the ability of using the language to communicate in written/spoken forms in English, EFL writing was considered as a tool for people to communicate in a real situation. Xiong Jie （2005） also points out that both reading and writing are powerful and highly individual tools for thinking, learning and discovering, and both perform the function of communication. Judith Oster （1984） points out in his book From Reading to Writing: A Composition Text with Reading for English as a Second Language:
―Reading puts us in touch with other minds and feelings and experiences. We also experience the ways in which the writers have organized information, chosen words, structured arguments. We can see how well a good writer expresses himself; what makes that writing so effective, what we can learn from it. Reading gives us ideas we may not have imagined, information we may not have had…… It may stimulate us to think, to feel, to read, or even to argue against the writer's view‖。
From the studies above, we can see that English reading and writing are very important everyone's individual development.
There are many EFL writing approaches, among which the process approach and the product approach are the two prevalent ones. Wang Qiang （2000） points out that the product approach pays great attention to the accuracy of the final product but ignores the process. The product approach is a traditional one, which follows this pattern: the teacher gives a topic, a set of requirements, and a time limit-the students finish the task within the time limit and hand in the final product-the teacher evaluates the students' compositions. Liu Shangfu （1998） thinks that the disadvantages outweigh its advantages in the product approach. The advantage is that the students can get a clear idea of the style, organization, etc. of the composition. But there are obvious disadvantages: the students don't feel free to write because the given topic will lead them to imitate, copy or translate the given models or materials; the teachers mainly evaluate and correct the words, spellings and grammars but give very few comments after the students' works are handed in and, most importantly, the students usually put their works aside after handed down. In this way, the product approach does little good to improve students' writing ability because it only trains their usage of words and grammar knowledge but not improves their mind and sense of writing composition.
五、工作进度安排（时间、内容、步骤）
1、 Preparation period.
1）. From the time 10th Nov, 2007 to 8th Jan, 2008, I would search for the related materials in order to set down the title, preparing the report of the paper.
2）. From the time 9th Jua,2008 to 22nd Jua,2008, I would search for suitable goal,? approach? and? content ,? finishing? the? report.
3）. From the time 23rd Jan, 2008 to 1st Mar, 2008, I would read the materials?? carefully and search for more.
2、 Written period.
1）. From the time 1st to 11th Mar, 2008, I would generalize the materials and the data.
2）. From the time 12th Mar, to 10th Apr, 2008, I would finish the first draft.
3）. From the time 12th to 25th Apr, 2008, I would hand in the paper to the teacher and revise it according to her advice.
4）. From the time 25th to 27th Apr, 2008, I would truly finish the paper and make it checked, preparing for argument.
3. Oral defense period.
六、预期成果
The BA thesis: From reading to writing: an Effective and Practical Approach in Improving Students' EFL Writing ability in Senior High Schools.
七、参考文献目录（作者、书名或论文（设计）题目、出版社或刊号、出版年月或出版期号）
[1] Judith Oster. 1984. From Reading to Writing: A Composition Text with Reading for English as a Second Language [M]. Columbus: A Bell & Howell Company.
[2] Judith A. Standford. 2000. Developing Connections: Short Reading for Writers （Second Edition） [M]. California: Mayfield Publishing Company.
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[7] 刘上扶. 英语写作论[M]. 南宁：广西教育出版社， 1998.
[8] 刘烨. 以读促写在高中英语写作教学中的应用研究[D]. 西北师范大学， 2006.
[9] 罗静. 英语教学以读促写教学法新探[J]. 现代技能开发， 2003,（03）.
[10] 王蔷. 英语教学法教程[M]. 北京：高等教育出版社， 2000.
[11] 韦岩峰. 提高英语阅读能力的有效途径[J]. 青海师范大学学报（哲学社会科学版）， 2004,（06）.
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