第一篇：英语教硕答辩稿
Good afternoon，It’s my great honor to be here to present the results of my study.I’m Shenhuiling.With my supervisor professor wangxin’encouragement and guidance, I have finished my paper.Here is my presentation and teachers’ corrections and suggestions are especially valuable for me.The title of my paper is Vocabulary guessing strategy training of Senior One students.The backgroud of the study 1.The situation of english learning is worrying, especially vocabualry learning It is a rural senior high school of Baodi district, where I have been working for 11 years.The subjects are senior 1 studwnts.Due to various reasons, most of the students have difficulty in learning English.As an English teacher, how to help students learn more smoothly has become an urgent issue.Otherwise, they may goon having obstacles in learning English, which will last till senior 3,or even longer.So the effective way to help students learn English should be explored.Vocabualry makes up the basic language materials, without which nothing can be expressed.Vocabualry learning is of great significance to the improvement of students’ english competence.Actually, vocabulary learning has been a great barrier for students.Without proper learning method, they get used to rote memory based on the words list.Large amount of time is spent, but there is little effect.The key reason is that they lack suitable vocabualry learning strategy.Vocabulary learning strategy is the prerequisite condition of improving learning efficiency and developing autonomous learning.2.The emphasis of learnig strategy is the requirement of English curriculum standard English curriculum standard for regular high school advocates the optimization of studying way, improving the ability of autonomous learning.That is to say, students give full play to their learning potential and form effective learning strategies, thus boosting the ability of autonomous learning through proactive and active learning methods such as observing, experiencing, exploring and so on.Therefore, teachers should take students as the center and guide the students to master English learning strategies.It’s significant for students to choose suitable learning strategies and learn to learn autonomously, thus laying the solid foundation for lifelong learning.3.Guessing acts as an effective way to learn words Based on cognitive linguistics, guessing is a basic thinking process in language learning, which is assumed to involve prediction and interpretation of the text for meaning.So guessing acts as an effective way to learn words in the contextual clues.Inferring the meaning of a word from contexts is regarded as the most widely used guessing strategies.Meanwhile, Words parts are a very common and important aspect of English vocabulary Nation(2000:425).Using word parts to help guess new words is one of the major vocabulary learning strategies.It is deserving to devote time and attention due to the reason that it covers so large a collection of English vocabulary.Guessing by word part is a good way to enlarge vocabulary size.Hence, we can see that large numbers of vocabulary cannot be mastered in short time.It is by grasping the vocabulary learning strategies that makes learning words easier.As for teaching, by helping learners acquire a series of strategies, learners become autonomous learners so that they can enlarge their vocabulary independently.Thus it is fundamental to conduct vocabulary learning strategies training.The study is trying to improve students’ guessing ability by training students’ guessing strategy from context clues and word part and test whether the students’ vocabulary size has been enlarged and whether students’ learning interests have been inspired.The theoretical basis The cognitive theory of learning is regarded as the theoretical background to learning strategies.The reason is that the cognitive theory recognizes learning strategies as one of the significant cognitive processes in L2 acquisition.Višnja PaviciTaka(2008:26).In general, the cognitive theory of learning on the basis of the theory of human information processing, concerns mental processes concerning learning, which is involved in three essential cognitive parts of learning: how knowledge is developed, how knowledge becomes automatic and how new knowledge is integrated into an existing cognitive system of the learner Višnja Pavicic Takac(2008:26), during which meaningful learning is emphasized.The notion of learning strategies is one of key notions in the cognitive approach to second language acquisition Višnja Pavicic Takac(2008:26).Learning strategies are thought of as general and connected with other kinds of learning.In the cognitive approach to second language acquisition, learners are active participants in the learning process who consciously use various mental strategies to organize the language system they are trying to learn(Williams﹠Burden, 2001).Learning strategies that activate mental processes are considered more effective in facilitating learning(O’ Malley﹠Chamot,1996)and they can, after repeated use, become automatic Višnja Pavicic Takac(2008:30).The research questions To check the result of the study, the following questions are proposed:(1)Does vocabulary guessing strategy training help students raise the awareness of using vocabulary learning strategy?(2)Does vocabulary guessing strategy training contribute to the improvement of guessing competence and the enlargement of vocabulary size?(3)Does vocabulary guessing strategy training arouse the motivation of learners’ vocabulary learning? The design of the experiment The subjects
There are 84 senior1 students involved in the experiment, aged 16 0r 17, in Dazhongzhuang Senior High School, The author teaches class one and class two, with an equal number of 42 students.The author chooses Class Two as experimental class(EC), which gets vocabulary guessing strategy training, while, Class One is controlled classes（CC）, which doesn’t receive the training like EC.The instruments The instruments are composed of two 2000 vocabulary size tests, two vocabulary guessing tests as well as two interviews before and after the training.to check the effectiveness of the training.The vocabulary guessing strategies training The guessing strategy training was carried out in EC.The training combined the direct training with embedded training.The guessing strategy training lasted 13 weeks.As for the direct training, there were 13 training classes in total, and the author gave guessing instructions on Friday of each week.The training contents included the guessing by word-formation and by the context clues involving definitions or explanations, comparison or contrast, examples, cause and effect, and so on.The embedded training went through the daily classroom teaching when appropriate by reading, listening and speaking based on the New Standard Students’Book1 and Book2.The direct training
The direct training covered thirteen weeks.There was one lesson on Friday of each week, when the author conducted the guessing training.For the first lesson, the author carried out the pretest of guessing, meanwhile, at CC the same test was conducted as well.For the second lesson, the author focused on guessing by word-formations;the third one was about the introduction of guessing by contexts.Afterwards, the author introduced definitions or explanations, comparison or contrast, examples, cause and effect one by one, and each of the items took up one lesson and after each lesson the teacher arranged guessing exercises for the students, which were connected with what they had learnt.And then the author spent five classes practicing more about guessing by word formations, definitions or explanations, comparison or contrast, examples, cause and effect.The practice was made up of all forms of guessing exercises such as word formation exercises, guessing from sentences to paragraphs.During the process the students were not permitted to refer to the dictionary, but guessed by word-formations or contexts.At the end of the class, the students first discussed the answers in groups and then checked with the whole class.The individuals were required to evaluate their own performance and make improvements after the class and make up their shortcomings.As for the last lesson, the post-test of guessing words was handed out to check the outcome of the guessing training, and the same test was carried out in CC.Besides explicit guessing training, implicit guessing strategy training was also embedded in the process of daily English classroom teaching.Major Findings
1.As instructors, we need to get learners to be more aware of their role in the process of learning, in other words, learners are the owner of their learning.It is a must for them to learn to be responsible for their own learning.The guessing strategies training helps learners direct, monitor and evaluate their own learning and their using of vocabulary learning strategies, which lays a solid foundation for their future study.2.The learners get to realize the importance of guessing strategy, which is helpful for them to acquire vocabulary and learn English more smoothly.When learners become aware of the guessing strategy and use it in vocabulary learning, the learning results will be greatly improved.3.Word part knowledge is fundamental to learn English vocabulary, which helps learners enlarge vocabulary size as well as contribute to promoting guessing ability.For poor English learners, mastering word part knowledge helps them learn English easier and for faster learners, it can be beneficial to use English freely and smoothly.4.Context clues can contribute to learners’ vocabulary comprehension greatly.The results of the experiments show that learning vocabulary from context is effective so that the learners can enhance their competence of using words properly.5.The author carried out the experiment based on cognitive psychology, which studies human being’ information processing.The method can be adopted in the study of vocabulary learning strategy reciprocally.Based on the research of cognitive psychology, the human being’s information processing is a process of hypothesis-testing, which could be viewed as guessing.Although the hypothesis-testing occurs very naturally in people’s conceptualization, guessing strategy shows its power in word recognition experiments.6.The data analysis firmly gives support to the efficiency of the training.Learners’ original vocabulary size has an effect on the results of the training , and the larger vocabulary size learners possess，the more correctly they guess.In turn, the guessing strategy training has greatly help learners gain a larger vocabulary size, enhancing them learn English more actively and effectively.In conclusion, words guessing strategy training is helpful to motivate the students’ interests in vocabulary learning.The research indicates that guessing by word part is a good strategy to learn vocabulary and enlarge vocabulary size as well as improve students’ guessing ability.5.2 Limitations
There is no denying that the study has its own limitations.1.The study gave an example of four context clues to conduct the guessing training, but actually there are more clues to be trained.So the study simply serves as a modest spur to inspire learners to explore more about guessing strategy.In most cases, there are no specific signals words provided, hence, it is of great significance for the learners to infer the words meaning without obvious signal words according to the context of co-text.2.For less successful learners, it is difficult for them to guess words meaning by word part or contexts for the reason that they have poor vocabulary size and have difficulty in understanding the meaning of sentences or texts.As a consequence, the guessing training is less effective.5.3 Suggestions for the future study First, it is vitally important to induce the importance of the guessing strategy, which will lay a basis for the experiment.In the process of the study, the author should design the every step of the experiment devotedly and purposefully to make the guessing training go smoothly.Second, for the cover of the over-all learners, it is wiser to design the layered practice to make sure the training participation as large as possible, which can improve the efficiency of the training and make the most of the learners achieve a sense of success.So instructors should select materials suitable for actual level of the learners and design varied activities to present context knowledge and conduct the guessing practice.Third, it is the learners that play the role in the training, hence, it is the instructor’s duty to guide them to become the owner of learning.And it is the learners’ preparing, conducting, monitoring, reflecting and improving that makes the training makes a difference, therefore, it is our goal that the learners learn to learn from being guided to learn autonomously.
第二篇：英语答辩
英文---英语专业学生论文答辩注意事项
马上就要论文答辩了，很多学生都为此而发愁，我特抽出时间给大家简单总结一下，下面是一些简单可行的实例可供英语专业学生参考：
一、答辩开场白
Good morning.Distinguished professors and teachers, ladies and gentlemen, thank you for attending the oral defense.(或Welcome to attend the oral defense.)
I am XXX.Firstly, I would like to express my sincere gratitude to my supervisor XXX, for his intellectual guidance, invaluable instructions and comments on my thesis.It is with his valuable assistance that I have finally accomplished this thesis.My topic is XXXXXXXXX.The whole thesis consists of---parts.The first part will give a brief introduction of------.And the second part is going to analyze----------.In the third part,---------will be further discussed and the fourth part is to talk about--------.Then the author will dig into the root causes of-------in the fifth part, and sum up the whole paper to reveal--------of---------in the last part.Thank you!
二、英语专业学生论文答辩答辩程序：
英语专业的论文答辩主要分为两部分：自我陈述和回答答辩老师问题，下面对这两部分进行详细讲解。
一、自述（用英语完成）：
1、先问好，再开始自述，自述时间为5－8分钟，要简明扼要，必须时可将自述内容提纲制作成Powerpoint文件。
2、主要陈述内容（）：
（1）自己选择这个题目的原因；
（2）设计和实施的简单过程（如，商务方向：采用什么方法来搜集信息、资料等）；
（3）自己论文的主要内容（不要念论文，最好用4、5句话简单介绍论文内容，如，商务方向：做了哪些调查，得出什么结论，计划如何实施项目）；
（4）仍然存在的问题（如，商务：在实施项目中可能会遇到的风险以及如何解决）；
3、最好准备相关文字并熟记（答辩时要脱稿陈述，但是可以看PPT文件）。
4、语言最好简单清楚，不要直接用论文中内容，应该用解释性的句式，如：When I was designing the lessons, I found that….二、回答老师问题（老师用英语提问，学生用英语回答）：
1、大约有4－6个问题，时间将持续10－15分钟。
2、首先要听清楚问题，如果没有听清，可以要求老师重复问题（可以说pardon之类的话）。
3、回答时首先要态度好，要切题，而且不要保持沉默，不会时可以表示抱歉。
4、常见问题：
（1）Will you please give us a self-introduction? 有些学生可能由于紧张没听清问题便开始背诵论文的内容，结果造成答非所问。
（2）Give us a presentation of your thesis.有些学生一听到thesis便详细而又不理解地背诵其论文内容, 在被打断之后便不知该说什么。其实, 考官只是想知道你对论文的总体了解, 让你简单阐明自己论文的内容与观点。
（3）Why do you choose such a theme?/ What do you want the reader get from your thesis? 对于这个问题，你可以谈谈你的喜好，你想要读者从中得到什么。
（4）What is the uniqueness of your point of view? 对于这个问题，你可以谈谈你的观点与他人不同之处及原因。这就要求你有相关知识。
之后便是针对你的论文的问题了。
（5）关于选题：如Why did you choose this topic for your paper?或Why were you interested in this project？
（6）关于具体部分：
商务方向：SWOT，COSTING，FLOWCHART，RISK，STAKEHOLDER，如Do you think is this a necessary activity for the project?
（7）关于背景知识及理论知识：如What does SWOT stand for?（商务）
（8）关于论文存在的问题：如In the last sentence on page … there are some grammatical errors.（9）关于项目或论文将来的发展：如：商务方向：If possible, will you carry out the project, and if so, do you think it will make profit?
5、带一份定稿（要与老师们持有的论文页码一致）。
6、最后要向老师们表示感谢。
总之，要通过论文答辩，应注意： 1.在平时的学习过程中必须注意提高自己的听说能力。2.答辩前应做好充分的准备，最重要的是熟悉论文的内容及自己的观点。这一点十分重要，如果不熟悉论文的内容及自己的观点，答辩时很难自圆其说。3.要有自信心。当然，自信心主要来自事先的充分准备。
这是有关英语专业学位论文答辩的一些简单可行的实例，可供英语专业学生参考：
一、答辩开场白
Good morning.Distinguished professors and teachers, ladies and gentlemen, thank you for
attending the oral defense.(或Welcome to attend the oral defense.)
I am XXX.Firstly, I would like to express my sincere gratitude to my supervisor XXX, for his intellectual guidance, invaluable instructions and comments on my thesis.It is with his valuable assistance that I have finally accomplished this thesis.My topic is XXXXXXXXX.The whole thesis consists of---parts.The first part will give a brief introduction of------.And the second part is going to analyze----------.In the third part,---------will be further discussed and the fourth part is to talk about--------.Then the author will dig into the root causes of-------in the fifth part, and sum up the whole paper to reveal--------of---------in the last part.Thank you!
二、英语专业学生论文答辩答辩程序：
英语专业的论文答辩主要分为两部分：自我陈述和回答答辩老师问题，下面对这两部分进行详细讲解。
（一）、自述（用英语完成）：
1、先问好，再开始自述，自述时间为5－8分钟，要简明扼要，必须时可将自述内容提纲制作成Powerpoint文件。
2、主要陈述内容（）：
（1）自己选择这个题目的原因；
（2）设计和实施的简单过程（如，商务方向：采用什么方法来搜集信息、资料等）；
（3）自己论文的主要内容（不要念论文，最好用4、5句话简单介绍论文内容，如，商务方向：做了哪些调查，得出什么结论，计划如何实施项目）；
（4）仍然存在的问题（如，商务：在实施项目中可能会遇到的风险以及如何解决）；
3、最好准备相关文字并熟记（答辩时要脱稿陈述，但是可以看PPT文件）。
4、语言最好简单清楚，不要直接用论文中内容，应该用解释性的句式，如：When I was designing the lessons, I found that….（二）、回答老师问题（老师用英语提问，学生用英语回答）：
1、大约有4－6个问题，时间将持续10－15分钟。
2、首先要听清楚问题，如果没有听清，可以要求老师重复问题（可以说pardon之类的话）。
3、回答时首先要态度好，要切题，而且不要保持沉默，不会时可以表示抱歉。
4、常见问题：
（1）Will you please give us a self-introduction? 有些学生可能由于紧张没听清问题便开始背诵论文的内容，结果造成答非所问。
（2）Give us a presentation of your thesis.有些学生一听到thesis便详细而又不理解地背诵其论文内容, 在被打断之后便不知该说什么。其实, 考官只是想知道你对论文的总体了解, 让你简单阐明自己论文的内容与观点。
（3）Why do you choose such a theme?/ What do you want the reader get from your thesis? 对于这个问题，你可以谈谈你的喜好，你想要读者从中得到什么。
（4）What is the uniqueness of your point of view? 对于这个问题，你可以谈谈你的观点与他人不同之处及原因。这就要求你有相关知识。
之后便是针对你的论文的问题了。
（5）关于选题：如Why did you choose this topic for your paper?或Why were you interested in this project？
（6）关于具体部分：
商务方向：SWOT，COSTING，FLOWCHART，RISK，STAKEHOLDER，如Do you think is this a necessary activity for the project?
（7）关于背景知识及理论知识：如What does SWOT stand for?（商务）
（8）关于论文存在的问题：如In the last sentence on page … there are some grammatical errors.（9）关于项目或论文将来的发展：如：商务方向：If possible, will you carry out the project, and if so, do you think it will make profit?
5、带一份定稿（要与老师们持有的论文页码一致）。
6、最后要向老师们表示感谢。
总之，要通过论文答辩，应注意：
1.在平时的学习过程中必须注意提高自己的听说能力。
2.答辩前应做好充分的准备，最重要的是熟悉论文的内容及自己的观点。这一点十分重要，如果不熟悉论文的内容及自己的观点，答辩时很难自圆其说。
3.要有自信心。当然，自信心主要来自事先的充分准备。
第三篇：英语答辩稿
Good morning, all the appraiser committee members.It’s my great honor to stand here to accept your criticism.Thank you for your serious work.I am Lan An and my supervisor is Miss.Wang Huijing.With her sincere and intellectual guidance, for nearly one year's hard work, I have finished my paper and could share it with you.I will present my efforts to you all and I gratefully welcome any correction.The title of my paper is An Analysis of the Special Economic Behaviors of Scarlett O’Hara in Gone with the Wind.I choose this as my topic due to the following reasons.Firstly, this literary work should be appreciated in a different and new horizon.Secondly, the concept of Economic Behaviors is connected to my first major politics and has modern significance.This paper consists of four parts.In the first part, the Research background of this topic is introduced briefly.In the second part, the novel and the author are introduced in order to make sense of the main background of the plots.When it goes to the third part, it is analyzed with four aspects of the economic behavior’s concept, description, causes and influences.Finally, in the fourth part, the conclusion is drawn that the economic behaviors of Scarlett should be seen in a dialectic or rational way.It can be found that there are four key points in this thesis.Firstly, the definition of economic behavior is stated in a proper way.According to the French economy psychologist Albu’s theory, the economic behaviors referred to in this paper are the economic activities carried out by certain economic individuals in order to realize the economic interests of the individual in the market, including financial accumulation, market exploitation, trade cooperation and so on.Secondly, it can be found that Scarlett’s economic behavior is special in the description.In the aspect of financial accumulation, she seduced her sister’s lover and got her first sum of money to solve the pressing need for her, which reflected that she could use unscrupulous divisive tactics to reach her own benefits.In the aspect of market exploitation, or the market positioning, she bought a wasted wood factory using frank’s fund right at the moment and run it all by her own just because she knew that wood had wide market, which reflected that she had a very smart horizon in the market exploitation and could seize the opportunity.In the aspect of trade cooperation, Scarlett neglected others’ ideas and began to cooperate with her once enemy, the Yankees just to earn more, which reflected that all she tried to do is just for the sake of enjoying her own body and mind.Thirdly, apart from her economic behaviors’ influence on her love and family and the trade of the North and the South of America, the influences on modern society is discussed in this paper.Her economic behaviors makes women begin to realize that economic independence can make them obtain independent personality and become more attractive.Her inapposite economic behaviors make more and more people realize the importance of legitimate business.At last, it is concluded in this paper that the economic behaviors of Scarlett should be seen in rational view.Scarlett’s spirit of being a successful selfish and cruel capitalist should be approved.Also, it should be seen that her selfish and greedy behaviors are not proper in modern society.
第四篇：英语答辩稿~
Good morning, everyone.My name is xx, coming from class 5.The title of my paper is an analysis of dialogues in Hemingway’s The Killers from the perspective of discourse analysis.It’s finished with constant encouragement and guidance of my supervisor xx.Here I want to express my sincere thanks to him, who has walked me through all the stages of the writing of this thesis.At the same time, I would like to express my heartfelt gratitude to all the professors and teachers, who have instructed and helped me a lot in the past four years.I also owe my sincere gratitude to every teacher here for spending your precious time on going through my paper.Next, please allow me to make a simple report on my paper’s purpose and significance, the structure and contents and the limitations to you and earnestly request you to make a comment on it.Firstly, I’d like to talk about the purpose and significance of my thesis.Earnest Miller Hemingway was the most influential American writer of the last century, who won a 1953 Pulitzer Prize and awarded the Nobel Prize in 1954.Hemingway is adept at writing dialogues and a large portion of dialogues in his fictions enable kinds of figures created by Hemingway lively and vivid.The Killers, one of the most excellent works among modern American short stories, is the first work of Hemingway to be recognized, appreciated and ardently loved by American, also the first to be translated into Chinese.Hemingway preferred to finish this short story in dialogues rather than to pay much attention to describing the plots and environment.The previous analyses of The Killers mainly focus on the perspective such as narration, dialogues and iceberg theory to probe into this work’s theme and significance.However, this paper tries to analyze this short story finished with dialogues from the perspective of discourse analysis and explore how dialogues unfold plots and portray characters so that it can embody the significant effect of dialogues in fiction and reflect the glamour of dialogues.Meanwhile, it is hoped that this paper can to some extent contribute to the further research on Hemingway’s works.Secondly, I’d like to introduce the structure and contents of my paper.As for the structure, it will be separated into four chapters in this paper to develop the thesis.The first chapter will introduce the research background, purpose, significance and structure of the thesis.The second chapter will pay attention to the literary review of this topic, stating the concept and the development of discourse analysis and its adaption in literary analysis.The third chapter, the main body of this paper, will be concerned about the specific analyses of dialogues in The Killers regarding the effects of dialogues to unfold plots and portray characters.Under the support of the theory of discourse analysis, the author will probe into dialogues’ effects in different settings and the individualization of different figures, reflecting how dialogues take effect in short story.And the last chapter will cover the conclusion of this paper, summarizing the results of analyzing dialogues from the viewpoint of discourse analysis.And let me move to the contents of the thesis.As for the concept and development of discourse analysis, we can figure out that it’s the actual use of language units and a continuous process of communication, and discourse analysis, or discourse studies, is a term for a number of approaches to analyze written, spoken, signed language use or any significant semiotic event.Also it can be thought that a series of paragraphs or sentences constitute the language as a whole.In 1952, Z.S.Harris first put forward the term “discourse analysis” in his article published on magazine Language, which was regarded as the origin of the modern discourse analysis.From middle 1960s till now, it’s generally believed that discourse analysis has become an independent research field.And its appearance is bound to the continuous development of human’s understanding to the language.As for the application of discourse analysis in literary analysis, it uses some of the specific theoretical perspectives and analytical approaches as the following:(emergent grammar, functional grammar, text or discourse grammar, interactional sociolinguistics, cohesion and relevance theory, pragmatics, particularly speech act theory, conversation analysis, discursive psychology, cognitive psychology and so on.)And I analyze the specific dialogues in this paper through applying the approaches and perspectives of discourse analysis.Next, it refers to the main body of the thesis.First part is the effects of dialogues on unfolding plots.In this part, I apply the cooperative principle and the speech act theory to analyze the effect of dialogues in the short story to propel the plots, from unfolding the killers’ behavior in Henry’s lunch-room to Nick’s meeting with Anderson.It shows that only the killers and other characters obey four maxims of cooperative principle can they go on their communication smoothly.And their violation to the principle and the behavior of following the speech act theory gradually show the tension of the plots.The following part is about the effects of dialogues on portraying characters.Besides the adoption of the cooperative principle and speech act theory, I also analyze the personality of characters by the way of repetition.As a natural composition in the language use, the repetition was one of the most important ways in the language communication, which has great impact on the smooth conversation and clear contents of communication and an indispensable part in studying the cooperative principle.The repetition of the characters in the short story, with the other two theories, shows their personality and attitudes to the thrilling thing.From the detailed analyses, we can find out the killers are experienced in the murder and they are so fierce and ruthless to sell their soul and conscience to kill a strange man in a strange town.And they are just the puppet manipulated by some people and truly a cold-blooded killing machine with emotional emptiness and numbness.And George is indifferent to others but only cares his own interests;he is so social to adapt this society in a compliant way.Nick is simple, kind-hearted and inexperienced to look at this world with innocent eyes.And Sam is cold and timid because of his low social status as a nigger.Also it portrays the tragic Anderson who has to despise the death and face the danger fearlessly in order to maintain his dignity and personality.At last, I get the conclusion that dialogues in The Killers is an effective means to unfold plots and portray characters and adapting the perspective of discourse analysis to analyze the literary works is feasible and valid.Otherwise, although I try my best to collect much more information about my paper and make every effort to write it, it still has some limitations which I can’t reach.I’m not so familiar with the profound theory and it can be improved in the aspect of putting theory into practice.Also, I don’t adapt some theory to make an analysis because of my limited ability, for example, I want to adapt the discursive psychology to probe into dialogues in the short story, but I quit finally because I’m not confident to control it well.And some analyses in the paper are also not so perfect, I will seriously study their adaption in the future to keep improving myself continually.Hope every teacher makes advisable comments on my paper so that I can learn more useful in the after study.The Killers tells that two killers are employed by someone to come to a strange town to murder a boxer named Anderson.They come to the Henry’s lunch-room to threaten waiters and tie up the cook when they’re waiting for the appearance of their intended target-Anderson.But their plan fail because of Anderson doesn’t come to have a dinner that day.Nick working in the lunch-room goes to Anderson’s home to inform his this thing, but Anderson doesn’t do anything to the coming murder.Then Nick shocked by his attitude comes back the lunch-room and decides to leave this town.Its structure and plots are very concise and there’s no description of fierce fight, however, it’s still stimulating to readers.
第五篇：在职研究生申硕答辩流程
本文由中国人民大学在职研究生网推荐阅读
现在很多的朋友对自己的要求是非常的严格的，总是觉得自己的学历不够高，所以现在选择在职研究生的朋友是非常的多的，很多的学员针对在职研究生申硕答辩技巧有什么?还不是很了解，接下来就给大家具体分析一下吧。
一、在职研究生申请硕士学位论文答辩的一般程序
第一、毕业生必须在论文答辩会举行之前半个月，将经过指导老师审定并签署过意见的毕业论文一式三份连同提纲、草稿等交给答辩委员会，答辩委员会的主答辩老师在仔细研读毕业论文的基础上，拟出要提问的问题，然后举行答辩会。
第二、在答辩会上，先让毕业生用15分钟左右的时间概述论文的标题以及选择该论题的原因，较详细地介绍论文的主要论点、论据和写作体会。
第三、主答辩老师提问。主答辩老师一般提三个问题。老师提问完后，有的学校规定，可以让学生独立准备15-20分钟后，再来当场回答，而中央党 校函授学院则规定，主答辩老师提出问题后，要求毕业生当场立即做出回答(没有准备时间)，随问随答。可以是对话式的，也可以是主答辩老师一次性提出三个问 题，毕业生在听清楚记下来后，按顺序逐一做出回答。根据毕业生回答的具体情况，主答辩老师和其他答辩老师随时可以有适当的插问。
第四、毕业生逐一回答完所有问题后退场，答辩委员会集体根据论文质量和答辩情况，商定通过还是不通过，并拟定成绩和评语。
第五、召回毕业生，由主答辩老师当面向毕业生就论文和答辩过程中的情况加以小结，肯定其优点和长处，指出其错误或不足之处，并加以必要的补充和指点，同时当面向毕业生宣布通过或不通过。至于论文的成绩，一般不当场宣布。
大多学院规定，对答辩不能通过的毕业生，提出修改意见，允许毕业生待半年后另行答辩。
二、主答辩老师的提问方式
在毕业论文答辩会上，主答辩老师的提问方式会影响到组织答辩会目的的实现以及毕业生答辩水平的发挥。主答辩老师有必要讲究自己的提问方式。
第一、提问要贯彻先易后难原则。主答辩老师给每位答辩者一般要提三个或三个以上的问题，这些要提的问题以按先易后难的次序提问为好。所提的第一 个问题一般应该考虑到是毕业生答得出并且答得好的问题。毕业生第一个问题答好，就会放松紧张心理，增强“我”能答好的信心，从而有利于在以后几个问题的答 辩中发挥出正常水平。反之，如果提问的第一个问题就答不上来，毕业生就会背上心理包袱，加剧紧张，产生慌乱，这势必会影响到对后面几个问题的答辩，因而也 难以正确检查出毕业生的答辩能力和学术水平。
第二、提问要实行逐步深入的方法。为了正确地检测毕业生的专业基础知识掌握的情况，有时需要把一个大问题分成若干个小问题，并采取逐步深入的提问方法。
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