第一篇：文體學(xué)論文

A Stylistic Analysis of the Speech I Have a dream

Course: English Stylistics and Rhetoric Lecturer: Zhang Xuhong Credit: 2 Time of Assigned on 28/11/2013 Time of Submission:19/12/2013 Student No:2010010225 Name:杜敏

Class:(Grade 2001)Class 1English Dept, Harbin Normal Univ.從文體學(xué)的角度分析演講稿《我有一個(gè)夢(mèng)》

杜敏

摘要：本文根據(jù)文體學(xué)理論從文體手段角度試圖對(duì)美國著名黑人領(lǐng)袖馬丁.路德.金的著名演講《我有一個(gè)夢(mèng)》中所使用的文體手段進(jìn)行了詳盡的分析，作者在此基礎(chǔ)上進(jìn)而對(duì)演講文體的風(fēng)格進(jìn)行了簡(jiǎn)要的論述。本研究對(duì)演講稿的文體風(fēng)格的選用具有啟示作用。

關(guān)鍵詞：文體學(xué)；文體學(xué)理論；文體手段；文體的風(fēng)格；分析；演講

A Stylistic Analysis of the Speech I Have a dream

DuMin

Abstract: On the base of the definition of stylistics, this thesis gives a detailed analysis of some the of stylistic devices used in the famous speech by the well-known American civil rights movement leader Martin Luther King, Jr., and then probes into the stylistic characteristics of speech as a style.Key words: Stylistics, Stylistic devices, Analysis, Speech.Introduction As an interdisciplinary field of study, stylistics promises to offer useful insights into literary criticism and the teaching of literature with its explicit aims and effective techniques.It is very useful in the analysis of various styles of writing.In this thesis, the author tries to offer a stylistic analysis of the famous speech by Martin Luther king, Jr.I Have a Dream.1.Introduction: Definition of Stylistics and Stylistic Analysis As far as the definition of stylistics is concerned different scholars define the branch of study in different ways.Wales defines stylistics simply as “ the study of style”(1989:437), while Widdowson provides a more informative definition as “the study of literary discourse from a linguistic orientation” and takes “a view that what distinguishes stylistics from literary criticism on the one hand and linguistics on the other is that it is essentially a means of linking the two”(1975:3).Leech holds a similar view.He defines stylistics as the “study of the use of language in literature”(1969:1)and considers stylistics a “meeting-ground of linguistics and literary study”(1969:2).From what Widdowson and Leech say, we can see that stylistics is an area of study that straddles two disciplines: literary criticism and linguistics.It takes literary discourse(text)as its object of study and uses linguistics as a means to that end.Stylistic analysis is generally concerned with the uniqueness of a text;that is, what it is that is peculiar to the uses of language in a literary text for delivering the message.This naturally involves comparisons of the language of the text with that used in conventional types of discourse.Stylisticians may also wish to characterize the style of a literary text by Systematically comparing the language uses in that text with those in another.Halliday points out, “The text may be seen as ?this? in contrast with ?that?, with another poem or another novel;stylistics studies are essentially comparative in nature…”(1971:341).On this points, Widdowson is of the same opinion as Halliday.He says：“All literary appreciation is comparative, as indeed is a recognition of styles in general”(1975:84).Thus, we may conclude that stylistic analysis is an activity that is highly comparative in nature.2.A Stylistic Analysis of the Speech(An analysis of some of the stylistic devices used in the speech.Martin Luther King?s speech of August 28, 1963 is widely regarded as one of the most powerful ever delivered in the United States.Although this address was delivered orally, it was read from a written text composed with GREat care.It is an example of formal English with a convincing style.Here are some of the stylistic devices(which maybe considered traditionally as rhetorical devices)used by Dr King to inspire and persuade.2.1 Repetition Throughout the speech, Dr.King repeats words and sentence.This is a very outstanding feature in this speech called repetition.It belongs to the stylistic device of syntactic over-regularity.The term repetition is restricted to mean the case of exact copying of a certain previous unit in a text such as a word, phrase or even a sentence(Leech, 1969), because all the over-regular features in literature are in some sense repetitious.Used in speech, repetition not only makes it easy for the audience to follow what the speaker is saying, but also gives a strong rhythmic quality to the speech and makes it more memorable.In paragraphs 8 through 16, for example, King uses the words “I have a dream” nine times.This repetition helps to achieve the function of coherence in discourse and the function of reinforcement in mood and emotion, expressing the speaker?s strong emotion of longing for freedom, justice, righteousness and a much more united nation of all of God?s children.If we study the whole speech more carefully, it is easy for us to find many other examples of repetition used.(1)But one hundred years later, we must face the tragic fact that the Negro is still not free.One hundred years later, the life of the Negro(2)is still sadly crippled by the manacles of seGREgation and the chains of discrimination.One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity.One hundred years later, the Negro is still languishing in the corners of American society and finds himself an exile in his own land.Here the phrase “one hundred years later” has been repeated three times, seemingly indicating that it is really a long time for the Negro to wait for the coming of the time of justice and righteousness.(3)But we refuse to believe that the bank of justice is bankrupt.We refuse to believe that there are insufficient funds in the GREat vaults of opportunity of this nation.(Par.4)(4)Now is the time to make real the promises of democracy.Now is the time to rise from the dark and desolate valley of seGREgation to the sunlit path of racial justice.Now is the time to open the doors of opportunity to all of God?s Children.Now Is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood.(Par.4)In this short passage, the clause “Now is the time to…” has been used four times to emphasize the fierce urgency of “NOW” and to encourage and persuade the blacks to take immediate action to rise above and gain their own rights and freedom.2.2 Use of Parallelism Parallelism is another syntactic over-regularity.It means exact repetition in equivalent positions.It differs from simple repetition in that the identity does not extend to absolute duplication, it “requires some variable feature of the pattern-some contrasting elements which are ?parallel? with respect to their position in the pattern”(Leech, 1969:66).To put it simply, parallelism means the balancing of sentence elements that are grammatically equal.To take them parallel, balance nouns with nouns, verbs with verbs, prepositional phrases with prepositional phrases, clauses with clauses, and so forth.In his speech, Martin Luther King uses parallelism to create a strong rhythm to help the audience line up his ideas.Here are few examples:(5)…by the manacles of seGREgation and the chains of discrimination…(Par.2, two parallel noun phrases)(6)“This is no time to engage in the luxury of cooling off or to take the tranquilizing drag of gradualism.”(Par.4, two parallel infinitive phrases: “to engage…to take…”)

(7)“there will be neither rest nor tranquility in America…”(Par.5, two parallel nouns joined with “neither…nor”)

It is traditionally believed that parallelism is used for the purpose of emphasizing and enhancing, esp.in speech, the ideas expressed by the speaker(or author in written versions), thus always encouraging and inspiring the audience.We need not to be very carefully to find out many more examples of parallelism used in King?s speech and classified as is followed: 2.2.1 Parallel Nouns:(8)This not was a promise that all men would be guaranteed the inalienable rights of life, liberty and the pursuit of happiness.(Par.3, three parallel nouns as attributive)(9)1963 is not an end, but a beginning(Par.5, two parallel nouns joined with “not…but…”)(10)Again and again we must rise to the majestic heights of meeting physical force with soul force.(Par.6)2.2.2 Parallel Noun Phrases:(11)So we have to came to cash this check-a check that will give as upon demand the riches of freedom and The security of justice.(Par.4)(12)I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave-owners will be able to sit down together at the table of brother hood(Par.10)2.2.3 Parallel Infinitive Phrases:(13)It would be fetal for the nation to overlook the urgency of the moment and to underestimate the determination of the Negro.(Par.5, two parallel infinitive phrases)(14)With this faith, we will be able to work together, to pray together, to straggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day.(Par.7, five parallel infinitive phrases).2.2.4 Parallel Prepositional Phrases(15)I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.(Par.12)(16)…, when we let it ring from every village and every hamlet, from every state and every city, …(Par.25)

E.Parallel clauses:(17)…, have come to realize that their destiny is tied up with our destiny and(that)their freedom is inextricably bound t our freedom.(Par.6, two parallel objective clause)2.3 Use of Similes and Metaphors As two very important types of meaning transference in literature, similes and metaphors are comparisons that show similarities in things that are basically different, which can be used to add vividness and vitality to writing.As Leech points out, metaphor is associated with a particular rule of transference which may be called the “metaphoric rule”(1969: 151).That is, the figurative meaning is derived from the literal meaning or it is, as it were, the literal meaning.Throughout the speech, King makes extensive use of similes and metaphors.In paragraph 1, for example, King compares The Emancipation Proclamation to two forms of brilliant light cutting through darkness.The first-“a joyous daybreak”-compares it to the sunrise, which(in this case)ends “the long night of captivity”.In paragraph 2, he speaks of “the manacles of seGREgation and the chains of discrimination,” comparing segregation and discrimination under which the Negro people live to the manacles and chains once used on slaves.Therefore, it is very clear that the using of similes and metaphors can definitely add vividness and vitality to writing and make it easy for the readers or audience to understand.Now let?s cite some of the similes and metaphors used in King?s speech.(18)One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity.(Par.2, metaphors)(19)But we refuse to believe that the bank of justice is bankrupt.We refuse to believe that there are insufficient funds in the GREat vaults of opportunity for this nation(Par.4, metaphors)(20)This is no time … to take the tranquilizing drag of gradualism.(Par.4, metaphor)2.4 Use of Contrast Although maybe a rhetorical device instead of a stylistic one, contrast has also been used effectively, like repetition, in this speech, achieving the function of making clear the ideas of the speaker.In paragraph l, for example, “GREat beacon light of hope” is contrasted with “flames of withering injustice,” and “joyous daybreak” with long night of captivity.”

As it is defined, contrast is used to show the difference between two things.Therefore, it is not very difficult for us to understand why the speaker king uses so many contrasts in his speech.(21)One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity.(Par.2)(22)Now is the time to rise from the dark and desolate valley of seGREgation to the sunlit path of racial justice.(Par.4)(23)Now is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood(Par.4)

Conclusion

As we have analyzed above, stylistic devices are frequently used in the discourse of literary works especially in speech, to achieve certain specific purposes.Thus making the style of a speech somewhat particular to the others.Generally speaking, a speech may have the following stylistic characteristics: To begin with, it must be very persuasive.Thus the sentence patterns are very well-organized, with repetitions, parallelism and contrasts frequently used.Secondly, it should be emotional so as to be convincing, because the speaker should face the audience directly and his words should not only be orderly and informative but also be expressive and inspiring.Therefore, the stylistic devices such as similes and metaphors are often involved.Finally, in many cases, written-conversational style is usually used with not very formal diction and not very complicated sentence structure.Reference [1].Martin Luther King, Jr., I Have a Dream, August 28, 1963 [2].Wang Shouyuan, Essentials of English Stylistics, Shandong University Press, July, 2000 [3].Pan Shaozhang, English Rhetoric and Writing, Shanghai Transportation University Press, December, 1998 [4].Widdowson, H.G.Stylistics and the Teaching of Literature, Longman, 1975

[5].Leech, G.N.“ ?This bread I break? Language and interpretation”.In D.C.Freeman.(ed.).Linguistics and Literature Style.New York:Holt, Rinhart & Winston.

第二篇：英語文體學(xué)論文范式

題目：1)stylistic analysis of …………..2)comparative study of a and b from the perspective of stylistics

abstract in english

key words（3-5）

introduction（the text you analyze）

ⅰat the phonological level

ⅱat the graphological level

ⅲat the lexical level

ⅳat the syntactic level

ⅴat the semantic level

conclusion

references(including at least 2 references)

appendix（the text you analyze）

1.根據(jù)所學(xué)內(nèi)容對(duì)某個(gè)文本進(jìn)行分析。論文里若引用別人的觀點(diǎn)必須用夾注標(biāo)明，格式為（thomas, XX: 12）；論文末尾列出的參考文獻(xiàn)必須是論文里引用過的。引用別人的內(nèi)容不得超過15%，否則視為抄襲。切忌拼湊。

2.格式要求按以上模板，統(tǒng)一用times new roman五號(hào)字體，每部分大標(biāo)題用黑體，1.25倍行距,頁面兩端對(duì)齊。使用英文標(biāo)點(diǎn)。

3字?jǐn)?shù)要求：1500以內(nèi)

文末參考文獻(xiàn)格式：

論文

thomas, j.d.XX.“science and the sacred: intertextuality in richard powers's the gold bug variations.” critique 51, no.1: 18-31.academic source premier, ebscohost(accessed december 7, XX).專著

hung, eva.XX(ed.).teaching translation and interpretation 4: building bridges.amsterdam-philadelphia: john benjamins.4.論文截止時(shí)間：18周周二三四節(jié)，打印版：a4紙打印，（學(xué)委收齊后按學(xué)號(hào)排序）

電子版（文件名：班級(jí)+中文姓名+論文題目）由學(xué)委收齊后，按學(xué)號(hào)排序，打包壓縮發(fā)至（電子版可延至18周周五交。）

5.評(píng)分標(biāo)準(zhǔn)：原創(chuàng)性；語言流暢地道；格式符合要求；按時(shí)與否

第三篇：論文摘要格式與文體的淺析

論文摘要格式與文體的淺析？

『中國論文榜』中國論文榜是中國權(quán)威優(yōu)秀論文收錄平臺(tái)。專業(yè)論文發(fā)表網(wǎng)，我們致力于學(xué)術(shù)咨詢、免費(fèi)論文收錄、論文指導(dǎo)和論文發(fā)表等相關(guān)服務(wù)。經(jīng)過多年的努力，我們已與眾多學(xué)術(shù)期刊雜志社建立了長期友好的合作關(guān)系，協(xié)助雜志社對(duì)外征集優(yōu)秀文章。攜手十年，真誠相伴，中國論文榜將一如既往本著權(quán)威、誠信、便捷、高效的服務(wù)理念為您提供更完善、更優(yōu)質(zhì)、更高效的服務(wù)！

中國論文榜小編根據(jù)十幾年的經(jīng)驗(yàn)，今天在這里跟大家分享下：

1文摘的版面位置

在每一篇文獻(xiàn)中，文摘應(yīng)盡量靠前排列。分析，在學(xué)術(shù)期刊中，文摘應(yīng)醒目地位于每篇文章或其他摘要款項(xiàng)的首頁，最好是位于標(biāo)題及作者之后的，正文之前按照文獻(xiàn)工作-期刊中的文摘專頁，將文摘編入“文摘專頁”也是很理想的。

在單行本報(bào)告中，如有可能的話，文摘應(yīng)位于題名頁上的。如該單行本中有“本報(bào)告文獻(xiàn)處理專頁”，文摘可位于該頁。還可以將文摘置于緊接目次表之前的右頁上。

在書籍、專著或?qū)W位論文中的，文摘應(yīng)位于書名頁的背面，或位于緊接該頁的右頁面上，至于分屬各章(篇)的文摘，應(yīng)位于各章(篇)的首頁，或緊接首頁之前的一頁。

2有關(guān)文獻(xiàn)的著錄出處資料

在一次出版物中，應(yīng)在文摘同頁適當(dāng)位置標(biāo)出原文獻(xiàn)的著錄出處。例如位于該頁篇眉或底欄內(nèi)。在二次出版物或從某一文獻(xiàn)單獨(dú)復(fù)制其文摘時(shí)，則應(yīng)在文摘之前或之后附以原文獻(xiàn)的著錄出處。例6中表示三種不同的編排方法。有關(guān)引文的詳細(xì)編排方法，參見文獻(xiàn)工作-供參考的文獻(xiàn)題錄-基本標(biāo)目與輔助標(biāo)目。

3文獻(xiàn)卡

如果文摘及其著錄出處的編排格式又能適用于文獻(xiàn)卡，那是非常理想的。最好是“文獻(xiàn)專頁”和附于某一文獻(xiàn)的文獻(xiàn)卡都采用硬卡片制成，但若采用與出版物同一種紙張印刷，則應(yīng)都印刷在同一頁面上，以便剪下后裝幀到空白卡片上。

4文摘的完整性、準(zhǔn)確性與長度

既然文摘必須使讀者無需參閱原文獻(xiàn)便能看懂，那么，文摘應(yīng)該具有自含性，但必須保持原文獻(xiàn)的基本信息與格調(diào)。文摘既應(yīng)力求簡(jiǎn)明，其內(nèi)容又須符合要求，便不能因此而晦澀難解。即使必要，背景介紹也力求簡(jiǎn)短。不得將原文獻(xiàn)本身未含的信息或主張寫入文摘之內(nèi)。

對(duì)于大部分論文和專著中的各章(篇)，其文摘少于250個(gè)詞是適宜的。對(duì)于札記、短訊，少于100個(gè)詞己足，至于編者按語或讀者來信，其文摘通常只需一句話。對(duì)于報(bào)告及學(xué)位論文等較長文獻(xiàn)，其文摘一般也應(yīng)少于500個(gè)詞，最好能短到在一頁版面上登完。文摘的長短不取決于原文的長短，而取決于它的內(nèi)容。

5文體

除非在文摘前的文獻(xiàn)標(biāo)題中己確切地反映該文獻(xiàn)的主題思想，否則在文摘的一開頭就應(yīng)寫明反映該文獻(xiàn)主題內(nèi)容的主題句。如果從文獻(xiàn)標(biāo)題、出版者說明或文摘其他部分三者之中都不能看清文獻(xiàn)的類型，則應(yīng)在文摘(特別是為二次應(yīng)用而編寫或改寫的文摘)中及早寫清。應(yīng)說明作者對(duì)論題的論述方式或文獻(xiàn)性質(zhì)。例如，理論性論述、病例分析、科學(xué)發(fā)展動(dòng)態(tài)報(bào)告、回顧性綜述、原始研究報(bào)告、讀者來信、文獻(xiàn)調(diào)研等等。

6段落完整句

短文摘只需一整段，長文摘?jiǎng)t可多于一段。文摘要用完整句撰寫，并宜采用轉(zhuǎn)接詞或詞組加以連接，以求連貫。在文摘正文之后可標(biāo)引出一連串用標(biāo)點(diǎn)符號(hào)分隔的關(guān)鍵詞，這些關(guān)鍵詞可以代替本擬另行編寫的指示性文摘。

7主動(dòng)態(tài)動(dòng)詞與人稱代詞的用法

應(yīng)盡量采用主動(dòng)語記、因主動(dòng)語態(tài)有助于文字的清晰、簡(jiǎn)潔及有力的表達(dá)。然而，在指示性甚至報(bào)道性陳述中，為強(qiáng)調(diào)動(dòng)作承受者，也需采用被動(dòng)態(tài)動(dòng)詞。除非采用第一人稱可避免語句結(jié)構(gòu)繁瑣累贅從而更易于理解，否則，一般均采用第三人稱。

8專用名詞(術(shù)語)

應(yīng)從正文中選用有利于計(jì)算機(jī)原文檢索的實(shí)義詞。

避免選用人們不熟悉的術(shù)語、首字母縮略詞、編造詞或符號(hào)。若必須采用時(shí)，則應(yīng)在它們首次在文摘中出現(xiàn)時(shí)指明其意義。要盡可能使用ISO(國際標(biāo)準(zhǔn)化組織)規(guī)定的單位、符號(hào)和名詞術(shù)語。若無國際標(biāo)準(zhǔn)可循的話，則可采用國家標(biāo)準(zhǔn)。

9非文字材料

代寫論文說，簡(jiǎn)短表格、方程式、結(jié)構(gòu)式及圖形等，只有在因?yàn)楹?jiǎn)潔和明晰而必須采用且又別無其他變通辦法可用時(shí)，才可在文摘中采用。

以上內(nèi)容，只是小編個(gè)人拙見，若有介紹不清楚的，可以聯(lián)系中國論文榜客服。

第四篇：語文論文的文體特點(diǎn)

語文論文的文體特點(diǎn)

語文教學(xué)論文，是以語文教學(xué)作為研究對(duì)象的科學(xué)論文。

就語體學(xué)的分類而言，語文教學(xué)論文屬于科學(xué)研究論文的范疇。但是教學(xué)論文與一般的科研論文、學(xué)術(shù)論文又有所不同。學(xué)術(shù)論文可以是純理論、純學(xué)術(shù)的研究；而教學(xué)論文除了具有一定的學(xué)術(shù)性、理論性之外，還應(yīng)具有突出的實(shí)踐性。因?yàn)椤敖虒W(xué)”本身是一個(gè)實(shí)踐活動(dòng)。比如，就漢語語音問題來說，用音位學(xué)理論來分析現(xiàn)代漢語語音成分，分析單元音a及韻母ia,ai,ian中的a有什么不同，zhi和zi中的元音的發(fā)音特點(diǎn)如何，這樣的語文論文屬學(xué)術(shù)論文；而分析漢語拼音怎樣教，有介音(韻頭)的音節(jié)是三拼法好還是兩拼法好，兩拼法中是“聲韻”相拼(如j+ian)好還是“聲介合母/后隨成分”相拼(如ji+an)好等等，這樣的語文論文屬語文教學(xué)論文。又如，研究句式是語法學(xué)方面的語文論文，研究句子在中小學(xué)怎樣教則是語文教學(xué)論文。語文教學(xué)論文不能只是理論分析，而應(yīng)該有具有充分說服力的實(shí)踐性材料來加以證明，必須以教學(xué)實(shí)踐為基礎(chǔ)，是教學(xué)經(jīng)驗(yàn)的總結(jié)和提煉。它應(yīng)該對(duì)人們的教學(xué)實(shí)踐有指導(dǎo)意義。

語文論文與語文教學(xué)論文的區(qū)別

這就是說，教學(xué)論文與一般學(xué)術(shù)論文的不同，是它具有突出的實(shí)踐性，是針對(duì)教學(xué)實(shí)踐來寫的論文。教學(xué)論文雖然來自教學(xué)實(shí)踐，是對(duì)教學(xué)實(shí)踐的總結(jié)和提煉，但教學(xué)論文又不同于一般的教學(xué)總結(jié)。語文教學(xué)論文與教學(xué)總結(jié)屬于兩個(gè)不同的文體范圍。前者屬科學(xué)研究論文范疇，后者屬工作報(bào)告范疇。因此，二者具有不同的特點(diǎn)。教學(xué)總結(jié)是對(duì)某個(gè)教學(xué)階段、某個(gè)教學(xué)范圍中教學(xué)工作情況的總結(jié)，它的內(nèi)容主要是對(duì)教學(xué)實(shí)踐的一種說明。教學(xué)論文則是一種理論聯(lián)系實(shí)踐的文體，它除了具有實(shí)踐的說明之外，還應(yīng)該有理論的分析和一些學(xué)術(shù)性的探討.當(dāng)然，教學(xué)論文是在總結(jié)教學(xué)實(shí)踐的基礎(chǔ)上產(chǎn)生出來的，因此，它與教學(xué)總結(jié)之間并沒有不可逾越的鴻溝。好的教學(xué)總結(jié)經(jīng)過加工和提煉就可以成為一篇教學(xué)論文。但從文體上說，二者畢竟有區(qū)別。教學(xué)總結(jié)中當(dāng)然也可以有一些理性的分析和理論的探討，但這不是必需的；教學(xué)論文則必須具有理論的探討，必須在實(shí)踐的基礎(chǔ)上升華為理論，必須以規(guī)律的總結(jié)和提煉為目的，而不能僅僅停留在對(duì)教學(xué)實(shí)踐作法的表述上。

通過以上說明，我們認(rèn)為寫語文教學(xué)論文首先要把握住這種文體的基本特點(diǎn):既注重實(shí)踐性，又注重理論性和學(xué)術(shù)性。既要以教學(xué)實(shí)踐為基礎(chǔ)，總結(jié)實(shí)踐經(jīng)驗(yàn)(包括自己的，或別人的；正面的，或反面的)，又要在此基礎(chǔ)上運(yùn)用有關(guān)的理論(如教育學(xué)理論、心理學(xué)理論、語言學(xué)理論等等)加以分析提煉，去粗取精，去偽存真，歸納出帶規(guī)律性的東西；而這些規(guī)律又要能對(duì)教學(xué)實(shí)踐有指導(dǎo)意義，具有可操作性。

不注意這一點(diǎn)，就難以寫好語文教學(xué)論文，要么只闡述某種觀點(diǎn)，不提出有現(xiàn)實(shí)針對(duì)性的實(shí)踐依據(jù)，泛泛而論，不解決實(shí)際問題；要么只說自己怎么做怎么教，不分析為什么這樣做這樣教，其中有什么值得認(rèn)真研究的地方，這就和一般的教學(xué)工作總結(jié)沒有什么不同。語文論文的研究視野

寫語文論文，可以寫也就是說可以研究的東西很多，研究的題目也可大可小。大到研究語文教學(xué)的原則理論，小到研究一篇課文甚至一句話、一個(gè)字詞的讀法教法。研究題目的大小，本身并不決定文章的優(yōu)劣，大題目不見得好，小題目也不見得不好，關(guān)鍵在于自己的研究是否有針對(duì)性，分析是否深入，總結(jié)出的規(guī)律是否有指導(dǎo)意義。

從目前語文教學(xué)研究情況看，語文論文中針對(duì)教材和教法的具體問題進(jìn)行研究的情況比較多，比如某一篇課文如何教，某一類課文如何教，識(shí)字課如何教，拼音課如何教，作文課如何教，看圖學(xué)文課如何教……等等。有一些“傳統(tǒng)課文”(中小學(xué)都有)人們研究了幾十年，提出過各種各樣的教法。這一類的問題我們當(dāng)然還可以再研究.因?yàn)榻谭ū旧硎且婚T富有活力的藝術(shù)，而不是死板的模式。一個(gè)高水平的教師教同一篇課文，在不同的時(shí)間，不同的地方，針對(duì)不同的學(xué)生，他的教法絕對(duì)不會(huì)是一樣的。因此同樣的教材在不同的具體環(huán)境中可以有不同的教法。我們可以針對(duì)人們還沒有注意到的具體環(huán)境、具體情況再進(jìn)行研究，提出不同于別人的見解。

不過，如果我們研究的眼光只盯住教材中某一課、某一類課文、某一個(gè)知識(shí)點(diǎn)的教學(xué)，這樣就局限了自己的研究范圍，不容易找到有突破性、創(chuàng)新性價(jià)值的研究題目，寫出的語文論文就往往會(huì)缺乏新意，難得有獨(dú)到的見解。因此，我們應(yīng)該把視野再擴(kuò)大一些，從傳統(tǒng)研究中著重對(duì)教材教法的研究拓展開去，尋找新的研究范圍、研究題目的語文論文。比如說，我們 寫語文教學(xué)論文的思路可以向以下兩個(gè)方面展開。

一個(gè)是課程方面的語文論文，即對(duì)課程設(shè)置、課程性質(zhì)目的、課程間相互關(guān)系的研究。人們?cè)诨A(chǔ)教育即小學(xué)、中學(xué)階段都要學(xué)語文課。解放前小學(xué)叫“國語”、中學(xué)叫“國文”，解放以后叫“語文”。語文究竟是一門什么樣的課，為什么要學(xué)語文、教語文，怎樣教、怎樣學(xué)才算達(dá)到這門課的目的，這些問題雖然專家們已經(jīng)談?wù)撋踔翣?zhēng)論得很多，但并不是每一個(gè)教語文的人都了然于胸.呂叔湘先生說:“我認(rèn)為每一個(gè)做教學(xué)工作的人必須首先認(rèn)清他教的是什么?！闭Z文教師每天教的“語文”究竟是什么?這門課究竟應(yīng)該讓學(xué)生學(xué)些什么，學(xué)會(huì)什么?這樣的問題的確值得我們思考。很多有識(shí)之士都指出過，幾十年來我們國家的語文課教學(xué)是不成功的。呂叔湘曾說:“講到中小學(xué)語文教學(xué)問題，首先我們肯定它有問題……教學(xué)時(shí)間很多，效果并不理想……”呂先生這話是20年前講的，現(xiàn)在的情況也未必有多大好轉(zhuǎn)。只要看看目前社會(huì)公民的總體文化水平、語文水平的低下(商店、報(bào)刊、電視，到處寫錯(cuò)字，讀錯(cuò)字，到處是不通的句子，學(xué)校中很多老師說不了普通話，板書極糟……)，就可以知道學(xué)校語文教學(xué)從總體來說是低效益的，甚至是失敗的。葉圣陶先生曾經(jīng)指出語文教學(xué)三大弊病，其中之一是讀書作文不是為了增長知識(shí)、發(fā)表思想、抒發(fā)感情，而是為了應(yīng)付考試。這一點(diǎn)不僅沒有改變，而且是愈演愈烈.從這個(gè)角度看，語文教學(xué)的成敗問題，自然也不僅僅是語文教學(xué)本身的問題，它還受到教育體制的影響和限制。不過，就語文教學(xué)自身而言，如何正確認(rèn)識(shí)這門課的性質(zhì)和功能，從而自覺自主地(而不是僅僅為完成上面規(guī)定的教學(xué)內(nèi)容、教學(xué)計(jì)劃)去上好這門課程，這里仍然有很多問題值得研究。

拿葉圣陶先生的觀點(diǎn)來說，語文課的任務(wù)就是幫助學(xué)生養(yǎng)成使用語文的良好習(xí)慣。因?yàn)檎Z文是工具，是人生日用不可缺少的工縣.語文課和語文老師要做的事情，就是指導(dǎo)和培養(yǎng)學(xué)生學(xué)會(huì)使用這個(gè)工具.有的學(xué)生從小學(xué)讀到中學(xué)畢業(yè)，發(fā)電報(bào)不會(huì)擬電報(bào)稿，十個(gè)字八個(gè)字可以說清楚的用了二三十個(gè)字還說不清楚，這就是沒掌握好這個(gè)人生日用的工具.從教的這一面檢查，就是語文課或語文老師還沒有盡到職責(zé)。語文課既然是“幫助”培養(yǎng)學(xué)生使用語文的良好習(xí)慣，那么如何“幫助”就大有文章可做。時(shí)代不同(比如改革開放以來同以前就不同)、地域不同(比如大城市和小地方不同，漢族地區(qū)和少數(shù)民族地區(qū)不同)，學(xué)生的情況不同(總體素質(zhì)，經(jīng)濟(jì)文化環(huán)境等不同)，教師“幫助”的方法就可以大有不同。處于教學(xué)第一線的教師在如何有效地“幫助”學(xué)生養(yǎng)成良好習(xí)慣這個(gè)問題上比專家教授更有發(fā)言權(quán)，很可以通過教學(xué)實(shí)踐總結(jié)出一些東西來，充實(shí)甚至改寫我們目前的語文課程教學(xué)法理論。

當(dāng)然，涉及課程性質(zhì)目的等方面的問題，是比較大的問題，把語文課的性質(zhì)、目的任務(wù)作為研究題目甚至語文教學(xué)論文的題目，往往不容易做好。不可能人人都來做這樣的大題目。但是，如果我們善于把自己研究的小題目與這些大問題聯(lián)系起來，雖然是微觀的研究，但卻包含宏觀的思考，這樣的研究，就可能站得高一些，分析問題說得透一些。

另一個(gè)是教語方面的語文論文，即對(duì)教師教育教學(xué)用語的研究。教語是教師教育工作中的主要工具。一方面，它自身有它的規(guī)律值得研究；另一方面，它作為講授教材、體現(xiàn)教法的主要工具和載體，與教材教法有密切的關(guān)系。目前師范院校都開設(shè)有各科教學(xué)法課。除了講授一些教學(xué)理論、課程性質(zhì)等問題之外，著重研究的是教材及相關(guān)的教法。所以，有的干脆叫“教材教法”課。這門課本應(yīng)是最具有針對(duì)性、最實(shí)用、最有可操作性的課，可惜它的現(xiàn)狀卻不能令人滿意。從師范院校畢業(yè)出來教書的老師，沒有幾個(gè)承認(rèn)是從這門課學(xué)會(huì)教法的。造成這種情況，原因是多方面的，其中之一便是過去這門課往往脫離實(shí)際。

這些年來，人們?nèi)找孀⒅氐綄?duì)教學(xué)中一個(gè)極為重要的方面——教學(xué)語言的研究。實(shí)踐證明，離開了對(duì)教學(xué)語言的研究，教學(xué)法的研究是難以深入的?，F(xiàn)在國家教委已正式下達(dá)文件，把教師口語作為教師職業(yè)技能訓(xùn)練的必修課列入師范院校的教學(xué)計(jì)劃。在語文教學(xué)研究中，過去對(duì)教材研究較多，對(duì)教法的研究要薄弱一些，而對(duì)“教語”，過去的研究很少涉及。在今后的語文教學(xué)研究中，必然會(huì)形成“教材.教法.教語”這樣的新格局。其中“教語”的研究基本上是剛開墾的生荒地，語文教師大可以把自己的眼光投向這片土地，搞出一些研究成果來。

教學(xué)語言的研究范圍是寬廣的。比如:教學(xué)語言作為一種語體，它有什么特征?它與一般口語有什么不同?教師口語中課堂語言和課下語言有什么不同?中學(xué)階段或小學(xué)階段教師口語分別有什么共性特征?對(duì)高年級(jí)和低年級(jí)學(xué)生使用的教師口語有什么區(qū)別?這些區(qū)別與學(xué)生的語言認(rèn)知能力和心理因素等有什么關(guān)系?課堂教學(xué)中導(dǎo)入語、講授語、提問語、交談?wù)Z等有什么特點(diǎn)?等等.結(jié)合地區(qū)特點(diǎn)，我們還可以研究對(duì)落后山區(qū)、少數(shù)民族地區(qū)學(xué)生教學(xué)時(shí)使用教師口語的具體情況，在雙語教學(xué)情況下教師口語的使用情況，以及在落后地區(qū)如何提高教師自身口語水平等問題。當(dāng)我們把目光投向這些方面的時(shí)候，就會(huì)發(fā)現(xiàn)在很多問題上都大有文章可做，我們的研究就可以不步人后塵，不人云亦云，甚至可以發(fā)前人所未發(fā)，開拓新領(lǐng)域，發(fā)現(xiàn)新問題，總結(jié)新規(guī)律，提供新經(jīng)驗(yàn)。

第五篇：各種文體及其格式

應(yīng)用體大致可分七大類

(一)公文類

這類應(yīng)用文主要指以黨政機(jī)關(guān)、社會(huì)團(tuán)體、企事業(yè)單位的名義發(fā)出的，表達(dá)自己法定意愿、聯(lián)系與處理公務(wù)、記載與傳遞信息的文件類應(yīng)用文。如：命令、批復(fù)、指示、報(bào)告等。

(二)工作文書類

這類應(yīng)用文主要指企事業(yè)單位、政府部門、社會(huì)團(tuán)體以及個(gè)人為工作、生產(chǎn)和學(xué)習(xí)的正常運(yùn)作而制作的一系列文書。如：計(jì)劃、總結(jié)、章程、制度等。

(三)法律文書類

這類應(yīng)用文主要指司法部門在執(zhí)法 過程中依照法律程序所需而制作的各種文書。如：筆錄、立案報(bào)告、鑒定書，起訴書，調(diào)解書，判決書以及各種訴狀等。

(四)經(jīng)濟(jì)文書類

這類應(yīng)用文主要指金融、財(cái)稅、工商、審計(jì)以及商業(yè)團(tuán)體、公司和個(gè)人在市場(chǎng)運(yùn)作及業(yè)務(wù)交往中所使用的文書。如：財(cái)務(wù)報(bào)告、市場(chǎng)調(diào)查、招投標(biāo)書、合同，以及財(cái)稅、工商、審計(jì)、地產(chǎn)等部門的各種業(yè)務(wù)文書等等。

(五)、條據(jù)文書類

這類文書是指人們?nèi)粘９ぷ鳌⑸钪邢嗷ソ煌哂袘{據(jù)作用的一些文書。如：請(qǐng)假條、留言條、借據(jù)、收條欠條、領(lǐng)條、便條、托事條、催托條、饋贈(zèng)條等。

(六)、書信文書類

此類文書是指人們?nèi)粘Ｉ詈凸ぷ髦邢嗷ソ涣?、溝通、表達(dá)意愿而普遍使用的文書。如：一般書信（給長輩的信、寫給晚輩的信、寫給兄弟姐妹的信、寫給親朋的信）、情書（初戀情書、求愛情書、熱戀情書）和表揚(yáng)信、推薦信、慰問信、邀請(qǐng)信、感謝信、求職信、咨詢信、介紹信、證明信、申請(qǐng)書（入學(xué)申請(qǐng)書、入黨入團(tuán)申請(qǐng)書、住房申請(qǐng)書、困難補(bǔ)助 申請(qǐng)書、辭職申請(qǐng)書）、聘書、履歷、說明書、報(bào)捷書、保證書、倡議書、建議書、悔過書等專用書信。

(七)、禮儀文書類

此類文書是指人們?cè)谏鐣?huì)交往活動(dòng)中，遵循長期以來交往的禮儀形式和活動(dòng)方式而使用的文書。如：祝詞、賀信、請(qǐng)柬、歡迎詞、歡送詞、題詞、悼詞、訃告、唁電、碑文、對(duì)聯(lián)（節(jié)令聯(lián)、祝壽聯(lián)、婚聯(lián)、喜聯(lián)、挽聯(lián)、名勝聯(lián)）等。

（八）啟事文書類

此類文書是組織（或個(gè)人）公開向大家說明，讓更多人知曉的公告性文體。啟事可以張貼、散發(fā)或通過報(bào)刊、電視、廣播等媒體進(jìn)行廣泛傳播，是樹立組織形象，擴(kuò)大知名度的有利手段。如：征稿啟事、征婚啟事、征訂啟事、開業(yè)啟事、尋人啟事、尋物啟事、招聘啟事、招生啟事等。

此外，還有會(huì)議類、公證遺囑類、科技類、宣傳類、廣告類、史志類等文類。

舉例：

1.公文：

2.工作文

3.經(jīng)濟(jì)文

4.書信文

5.條據(jù)文

6.禮儀文

7.啟事文