英文毕业证明

英文毕业证明（精选7篇）

英文毕业证明 篇1

DIPLOMA This is to certify that 姓名, 性别, born in 出生年月, having studied in the Specialty of专业名称in the school of

学院(系)名称

at Shandong University from入学年月to毕业年月, has completed the学制年数-year program and passed the examinations and is qualified for graduation.University :

Shandong University President:

校长姓名

Date:

毕业年月

Diploma No:

证书编号

University No:

10422

(学位证中文扫描件)CERTIFICATE OF BACHELOR’S DEGREE

This is to certify that 姓名,性别, born in 出生年月, having studied in the Specialty of 专业名称 in the school of 学院(系)名称 at Shandong University from 入学年月 to 毕业年月, has passed the examinations in the required courses for the Bachelor’s degree and is hereby, in accordance with The Regulations of the People’s Republic of China on Academic Degrees, conferred the degree of Bachelor of 学科名称.Shandong University

Chairman of the Academic Degrees

Evaluation Committee: 学位评定委员会主席姓名 Date:

毕业年月 Certificate No:

英文毕业证明 篇2

1. Time is flying away, and years are passingby. Only our friendship is always in my heart. Fare-well, my friend! Take care, my friend!

时光流逝, 岁月如梭, 唯有友情长存心中。朋友, 再见!朋友, 珍重!

2. Oh, my friend, do you like stars? If you feellonely far away from home, look up at the stars inthe sky, where there is a star for luck that I’ve sentyou.

朋友, 你喜欢星星吗?如果有一天你背井离乡, 无依无靠, 请抬头看看星空, 那儿有我送给你的幸运星。

3. Life is a profound book. Other’s notes cannotreplace your own understanding. May you find andcreate something new in it.

生活是一本精深的书, 别人的注释代替不了自己的理解。愿你有所发现, 有所创造。

4. Don’t be disappointed on the journey of life.There are friends in the world. Seize your chanceand value your opportunities. May our friendship beeverlasting.

人生路上何须惆怅, 天涯海角总有知音。把握机会, 珍惜缘分, 祝愿我们友谊长存。

5. Time does not water down the wine of friend-ship; distance does not separate our hands of longing.Wishing you happiness forever!

时间冲不淡友情的酒, 距离拉不开思念的手, 祝你永远幸福快乐!

6. I have three wishes: may our friendship warmour hearts; may joy be always with you and me; maywe often meet each other!

我有三愿:一愿友情温暖我们心田;二愿欢乐永驻你我心间;三愿我们常常相见!

7. Though time may change so many things, thehappiness that friendship brings is never changed.

尽管岁月使万物变迁, 但友谊带给我们的快乐永远不会变。

8. Among life’s genuine jewels, precious and rare, friendship has worth beyond compare.

在人生众多稀世珍宝中, “友谊”无与伦比。

9. When you have no light to guide you and noone to walk beside you, I will come to you. We’ll befriends now and forever.

当你没有了光线的指引, 没有了同行的伴侣, 我定会来到你的身边。我们现在是朋友, 以后也会是永远的朋友。

10. If you wander off too far or ever find your-self lost and all alone, get back on your feet andthink of me, because I have the best you in my heart.

英文毕业证明 篇3

关键词：英文摘要；衔接；连贯；英语专业

[中图分类号]H030

[文献标识码]A

[文章编号]1006-2831（2013）02-0136-6 doi：10.3969/j.issn.1006-2831.2013.01.033

1. 引言

摘要是对正文简洁而完整的描述，同时又是独立于正文的语篇（Tippet， 2004）。早在20世纪70年代，国际上就已公布并不断更新了关于学术论文摘要写作规范的统一标准，从最初的国际标准（ISO）214-1976到之后的国际标准（ISO）5966等。随后我国也在80年代发布了国家标准GB7713-87等以规范学术论文摘要的格式与内容。摘要作为导读性语篇很大程度上左右了读者对整篇论文的第一印象，因此，对于学术论文来说摘要是至关重要的一部分。随着学术论文摘要得到越来越多的关注，国内外学者对学术论文摘要的研究角度也日趋多样（如：语用学，文体学角度等），形式愈加丰富，包括各类语篇的摘要研究，不同语种的摘要对比研究等，如：Day（1995）和Patrick（2003）分别探讨了科技论文摘要和会议摘要的特点；张春芳（2009）等中国学者对英汉学术论文摘要的异同进行了深入研究。

中国学生英文摘要写作出现的问题中除了语法词汇等基础语言错误外，最大的一个问题就是衔接与连贯。摘要作为独立的语篇绝不只是将文章的主要内容一条条排列出来，更重要的是运用各种衔接手段，围绕论文的中心思想撰写出意义连贯条理清晰的短文。国内许多专家学者从各方面对中国学生的英文摘要进行了研究和探讨，其中不乏真知灼见。然而，这些研究考虑到语料搜集的方便，大都以各专业硕士及以上学位论文或学术期刊的摘要为研究对象，如曹振中（2006）等对语言学学术期刊的英文摘要进行了分析探讨，但对于英语专业本科生这个特殊的群体却缺乏关注。笔者认为，英语专业的本科毕业论文中出现的衔接与连贯问题及特点，恰恰最能反映中国学生的英文摘要中衔接与连贯的普遍问题及特点。原因有二：其一，英语专业本科生的英文摘要中出现的基础语法词汇错误较少，很好地排除了语法错误对衔接与连贯问题的干扰；其二，与研究生相比，本科生通常缺乏系统的学术规范教育，对摘要并无深刻的理解或体会，而毕业论文是其第一次学术写作，因此，其中的衔接连贯特点差异性更小，共性更大，且具有学术论文写作初学者的普遍性，有助于为摘要写作教学提出相应的解决措施。

本文选择中国英语专业本科毕业论文的英文摘要作为研究对象，运用韩礼德的衔接理论（Halliday & Hasan， 1976）及Fries（1983）的主位推进理论，对其中存在的衔接与连贯问题及特点进行分析，并探索其原因，以期为提高中国学生的英文摘要写作水平尽一份绵薄之力。

2. 理论框架与研究方法

韩礼德与哈桑的《英语的衔接》（Cohesion in English， 1976）中将英语中的衔接手段分为两类：词汇衔接（Lexical cohesion）与语法衔接（Grammatical cohesion），其中语法衔接包括照应（Reference），省略（Ellipsis），替代（Substitution）和连接（Conjunction）。每一种衔接又可继续细分为不同类型。

衔接是体现语篇连贯的一个重要条件，但并非唯一的条件。语篇的连贯不仅与语言内部的因素有关，还受外部因素的影响，如作者、读者的共识等。除衔接手段外，本研究还将探讨语篇连贯中的另外两个重要内部因素：话题与主位推进模式。一段独立的语篇要做到连贯必须有一个中心话题，语篇中的语句都紧紧围绕这一话题展开（朱永生，1996）。而Fries（1983）将语篇中主位推进模式分为四种类型：主位同一型；述位同一型；延续型和交叉型。通常情况下一个语篇可能会使用多种主位推进模式，而同一类语篇则会有共同的倾向性。

本研究从某高校05，06，07三届的英语专业本科毕业论文的英文摘要中分别随机抽取30份，共90份，建立一个小型的英文摘要语料库。首先，对90例语料（约18000字）逐字逐句进行分析，找出所有衔接手段和错误，计算并统计使用的各种衔接手段及出现错误的频率等。最后，对语料的话题展开情况和主位推进模式逐一进行分析，统计后得出语篇连贯的主要特点和趋势。

3. 结果与讨论

3.1 衔接手段

90例语料中共发现1718处衔接，其中有68处衔接错误。各种衔接手段及错误的分布如表1所示：

上表数据显示：所抽取的英语专业本科毕业论文的英文摘要总体来说，衔接手段使用较多，平均每100字中有9.54处使用衔接手段。也就是说，假设每篇摘要200词，约10句话，平均每篇摘要有19处衔接，即每句有将近2处衔接。其中最主要的衔接手段是词汇衔接，达到62.51%，省略及替代手段较少，分别占所有衔接手段的3.61%和2.44%。此外，摘要中也出现了一些衔接错误，但数量较少且集中在省略和连接两种手段中，其出现频率分别为0.11，和0.08（每100字）。同时在错误统计的过程中，还发现衔接错误集中在其中的19篇摘要中，大部分摘要并无衔接错误。

3.1.1 词汇衔接

词汇衔接是指语篇中出现的一部分词汇相互之间存在语义上的联系，包括重复、泛指和相似（胡壮麟，1994）。其中，词汇重复是最直接的方式。相似不仅包括同义或近义词，还包括反义和下义词。泛指则是将前文中的概念用一些泛指的词汇替代。语料分析统计后，共发现1074处词汇衔接，其分布如下表所示：

表2数据显示：所选的摘要中使用最多的词汇衔接手段是重复，占词汇衔接总数的81.84%。重复是英语学习者在写作中最容易掌握也最常使用的一种词汇衔接手段，但摘要篇幅短小而内容丰富，因此，如过度使用重复衔接，会造成句式单一且文体不正式的后果。例如：

（1） <1>Eating is something very daily routine， and it also contains a profound influence. <2>Eating etiquette as a cultural category is effected by religion， history， and economics from different countries. <3>Therefore， different countries are also having different eating etiquette， and it is shows on the style of eating a meal， seating arrangements， the order of serving dishes， drinking wine， and the rite of having a meal. <4>In this essay， Chapter two and Chapter three distinguish the difference between dining and drinking etiquette for the formal occasions in United Kingdom and China. <5>As China is a country with 5000 years history and abundant cultural heritage， in Chapter two， the essay introduce a special word “Face” which belongs to the Chinese culture. <6>Face is an essential component of the Chinese national psyche. <7>“Face” is a sensitive word which uses frequently during the Chinese dinner. <8>The reasons why causes all these difference is also one of the aspects this easy （essay， typing mistake） focus on. <9>A variety of food and different society atmosphere are the leading reasons in all. <10>Chapter four gives a deep analysis to these two issues. <11>Cultural difference， traditions and the environment make all the difference in eating etiquette. <12>All in all， knowing other countries eating etiquette could help us form a point on our countrys dignity than respect others custom.

该例共有22处重复衔接（斜体标出），其中有些重复是多余且能够避免的，如第<6>，<7>句中的两个face，可以通过合并两个句子来避免不必要的重复。又如这篇摘要中共使用4个different 和4个difference来表达“不同、差异”，这样的重复衔接死板而累赘，此时不妨使用其他表达不同的同义词，即使用相似衔接手段。

重复使用过度主要有三个原因：一是作者仅仅将论文的主要思想简单罗列在摘要中，并没有把摘要当做独立的语篇进行撰写，从而导致形式上的衔接过度；二是受英文表达水平的限制，写作过程中用中文思考，丰富多彩的表达转换成英文时变得贫乏；三是汉语常常省略一些英语中不可或缺的成分，由于英语专业学生语法基础很好，为了符合语法，将中文思考的句子转换成英文时会直接添上缺少的成分，而不是改变句式。

3.1.2 照应

照应，又称指称，是回指某个上文提到过的单位或意义的语言学单位（胡壮麟，1994），包括内指指称和外指指称。摘要虽然是独立的语篇，但它作为正文的缩写，与正文有着密切的关系，通常由外指指称来实现，例如：the essay； the thesis； the paper等，其中的定冠词the就是外指指称，然而，这种外指指称与摘要本身的衔接连贯无关。因此，本研究分析的照应仅包括内指指称，即对摘要内部的衔接连贯有所贡献的照应，结果如表3所示：

工作证明英文范本 篇4

proof of work

It is my unit(xiexiebang．ｃｏｍ)(ID number: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _)in _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ department, engaged in _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ work has been _ _ _ _ _ _ _ _ _ _ _ years, hereby certify that.Name of Institution: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Day period: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

(seal)

proof of work

xiexiebang.COMin 200X years x months x month in my work unit, hereby certify that.XXX computer city

In two, x, x month x day

工作收入证明 英文 篇5

工作证明

兹证明_______同志现从事______工作，累计满______年。

特此证明

单位名称(公章)盖章

经办人：

------------------

员工工作及收入证明

________________：

兹证明________是我公司员工，在________部门任________职务。至今为止，一年以来总收入约为__________元。

特此证明。

本证明仅用于证明我公司员工的工作及在我公司的工资收入，不作为我公司对该员工任何形势的担保文件。

盖章：

日期：______年___月___日

------------------------------

收入证明

兹证明我公司(XXXX公司)员工XXX在我司工作XX年，任职XX部门XX经理(职位)，每月总收入XXXXX.00元，为税后(或税前)薪金。

XXXX公司

X年X月X日申请信用卡的时候，收入证明材料是必备的。在笔者接触办卡的一段时间内，接触过很多开单位收入证明材料的，很多证明开的都不是很规范，不能够使用。重庆信用卡网为大家详细介绍开单位收入证明的一些需要注意的事项。

第一：开收入证明要注意必须的格式。

第二：开收入证明必须要盖“鲜章”，也就是收入证明复印是无效的。

第三：盖的章必须是单位的财务章或则是单位的公章。而且必须是圆章。

标准的收入证明格式一般有如下几种：

工作证明

兹证明同志现从事工作，累计满年。

特此证明

单位名称(公章)盖章

经办人：

兹证明________是我公司员工，在________部门任________职务。至今为止，一年以来总收入约为__________元。

特此证明。

本证明仅用于证明我公司员工的工作及在我公司的工资收入，不作为我公司对该员工任何形势的担保文件。

盖章：

日期：______年___月___日

收入证明

银行：

兹证明先生(女士)是我单位职工，工作年限年，在我单位工作年，职务为，岗位为，工作性质为(正式制;合同制;临时制;其他)，职称为，该员工是否有违规违纪行为(有;无)。

其身份证号码为：

其平均月收入为人民币(大写)元

填表人签字：证明单位(盖公章)

单位联系电话：

单位营业执照编号：

单位办公地址：

本单位承诺该职工的收入证明真实。

本收入证明仅限于该职工办理贷记卡用途，我公司并不对该职工使用贷记卡可能造成的欠款承担任何责任。

填表日期：年月

招商银行信用卡申请个人收入证明格式

个人收入证明

兹有我公司(XXXX公司)员工XXX，身份证号码：XXXXXX，在我司工作XX年，任职XX部门XX经理(职位)，年收入为人民币XXXXX元。

特此证明!

XXXX公司(加盖公章)

工作经验证明 英文 篇6

云南省各级公务员主管部门：

兹有我单位职工同志，参加云南省2010年公务员考试。我单位同意其报考，并保证其如被录用，将配合有关单位办理其档案、工资、党团关系的移交手续。

该同志在我单位工作时间已满两年。(2007年12月至2010年)

我单位的性质为：事业单位。

我单位的行政级别为：县级单位。

单位名称(章)

XX年6月7日

这个符合标准吗?也可以当做工作两年以上证明吗?另外，证明中是否要写出和单位的合同关系?

回复：可以，时间上月份也要写清楚的，合同关系那个没有必然的要求。

工作经历证明

姓名性别出生年月

民族政治面貌身份证号

工

作

表

现

该同志于年月至年月在我单位从事工作。

工作表现：

特此证明

单

位

意

见单位负责人签字：(单位盖章)

年月日

备

注原因是工作经历证明很容易找的，而且工作经历证明现在也不是太难找。关于找具体的工作经历证明，我建议你到这里看看工作经历证明，之所以这里的工作经历证明比较全，其他地方的工作经历证明网，可能不如这里的工作经历证明全面，确定是哪儿都能找到工作经历证明，原因是工作经历证明很容易找的，而且工作经历证明现在也不是太难找。关于找具体的工作经历证明，我建议你到这里看看工作经历证明，之所以这里的工作经历证明比较全，其他地方的工作经历证明网

单位同意报考证明

江门市人力资源和社会保障局：

兹有本单位___________同志，参加广东省2010年公务员考试。我单位同意其报考，并保证其如被录用，将配合有关单位办理其档案、工资、党团关系的移交手续。

该同志于________年____月____日至________，在本单位从事_____________工作。

我单位的性质为：事业单位

我单位的行政级别为：县级

特此证明。

单位盖章：

填表人签名：

填表日期：

工作经历证明书

兹证明，本单位___________同志，男，于_________年____月____日出生。身份证号：_________________________________。

于________年____月____日至________，在____________________________单位从事_____________工作。

以上经历表明该同志已具有两年以上工作经验。

特此证明。

单位盖章：

填表人签名：

填表日期：

证明

兹证明XXX(性别：X，身份证：410XXXXX)于X年X月X日至X年X月X日在XXX公司工作2年。

特此证明

单位(盖章)：四川省XX县人事局

2009.X.X

工作经历证明书

兹证明，本单位___________同志，男/女，于_________年____月____日出生,身份证编号______________________。

于________年____月____至________年_____月，在____________________________单位从事_____________工作。

以上经历表明该同志已具有两年以上基层工作经验。

特此证明。

单位盖章：

填表人签名：

填表日期：

报考XX市公务员工作经历证明信(格式)

XX市考试录用公务员办公室：

×××同志，于××年××月至××年××月在我单位工作。

特此证明。

单位：(章)

英文毕业证明 篇7

The notion of'originality'means that the researchers contribute something new that will move the field of research forward.It is an essential feature of all types of academic writing according to the culture and conventions of English academic writing.According to Gilbert and Mulkay,any academic text must exhibit both sameness,which presents some connection between this study and the previous ones,and difference,which presents some element of novelty that the current study possesses(as cited in Bloch&Chi,1996).And the sameness and the difference will be accomplished mainly through the use of references,especially in the sections of introduction,literature review and the discussion of the findings.

Although in different types of research articles,the degrees of'originality'may be different,and the readers'expectations of the degrees of originality may vary depending on the type of academic writing,it does not mean that originality should be omitted in any academic writing,including undergraduates'degree paper.

As a matter of fact,originality is clearly required in undergraduate English majors'degree paper writing according to Curriculum to English Majors in Higher Education("Curriculum"in the following)(2000)edited by Ministry of Education in China.It is pointed out as follows:

"English majors'Graduation Paper should be written in English,in length of 3000-5000 words.It should be coherent,well-organized,meaningful,and contain certain original ideas.In assessing graduation paper,teachers should give importance to originality and creativity besides considering students'language proficiency"(2000,p.14,as cited in Liu,2010,p.80-81).

Although the"Curriculum"has claimed that originality is required and should be assessed,it has not provided the students with further explicit instructions about how to highlight originality in graduation paper writing.

Actually,throughout the research paper writing,originality can be shown in the section of introduction,literature review,methodology,and/or discussion of findings.However,if the writer does not highlight the originality to the readers in an appropriate way,the readers probably will not notice the originality,no matter how'original'the writer's ideas might be.

Writing involves an interaction between the writer and the readers in terms of the rhetorical approach to writing(Chandrasegaran&.Schaetzel,2004).And the writer always needs to keep the readers in mind during the process of writing.From this point of view,highlighting originality in academic writing is essential in promoting the writer's idea and attracting the potential readers(Hylland,2000a).

However,in practice,our undergraduate writers may find it difficult in using their language to highlight originality in their degree paper.And similar research has seldom been done so far in the field of the undergraduate English majors'degree paper writing in China(Liu,2010).Therefore,it is meaningful for me to focus my research on the undergraduate English majors'difficulties in highlighting originality in their degree paper writing.

2 Methods

The research questions of this paper are translated as below.

1)What do the student writers and their supervisors perceive as the difficulties in highlighting originality in the undergraduate English majors'degree paper writing?

2)What are the major causes of these difficulties?

In order to get the generalisability,20 degree paper writers were randomly selected among almost 200 senior English majors in the English Department,the College of Foreign Languages,China Three Gorges University(CTGU).In-depth interviews with both the20 randomly chosen student writers and 10 of their supervisors were conducted.

Questions used in the semi-structured interviews are listed below.

1)Do you consider originality as an important issue in degree paper writing?

2)Where do you think originality may,can or should be shown throughout the degree paper?

3)How do you understand the significance of highlighting originality in degree paper writing?

4)What do you perceive as the difficulties in achieving and highlighting originality?During your writing(or supervising)of the degree paper,do you(or your student)have difficulties in:understanding the function and organization of each section in English research paper?In understanding the function of the move of establishing a niche in highlighting the originality of the writing?In understanding the function of each optional step in the move of'establishing a niche':reviewing and evaluating previous research,counter-claiming;indicating a gap,and raising a question?Or just have difficulties in word choice,such as:not being able to use linguistic exponents to signal the gap/niche?Are there any other difficulties that you(or your student)have encountered?

5)What are the possible reasons of the difficulties in highlighting originality:the students'lack of specialized knowledge in the field of study?Their lack of academic literacy?Lack of linguistic proficiency?Or due to the not clear instructions from the teacher,university or the government?Or just lacking courage,being afraid to bear the responsibility may be one of the reasons to explain why some students have failed in establishing a niche,therefore losing the opportunity to highlight the originality in their works?

After the interviews,I sorted out the patterns of those typical difficulties that the interviewees had identified.And then,by relating to the teaching and learning context from a socio-cultural dimension,I located the causes of those difficulties.

3 Problems and Causes

The interviews reflect a commonly held view among the students and teachers that highlighting originality is probably beyond the undergraduate English majors'capability.Most students,including those linguistically proficient students,find it difficult to highlight originality in their articles.Generally speaking,the students have difficulties in the following three aspects:

1)establishing one's own research gap(thus having no originality at all);

2)deciding where in the research article to highlight originality;

3)using proper academic language to highlight originality.

From a socio-cultural dimension,the students'failure in highlighting originality may be caused by the Oriental literacy tradition they share:being used to following the prior rather than to challenging them(Liu,2010).

Hyland has summarized some more researchers'opinions and points out that L2 learners commonly lack the corresponding"cultural resources"to succeed in writing,especially when a critical appraisal of the texts should be conducted(e.g.Cope&Kalantzis,1993;Hammond and Macken-Horarik,1999;and Hasan,1996,as cited in Hyland,2003,pp.19-20).Similarly,Chandrasegaran(2001)also argues that"an East Asian literacy tradition that views scholarship as the'preservation of precedent'or'prior wisdom'"may be the cause of the Singaporean postgraduates'inability to perform argumentation moves in discussion of their dissertation writing(p.11).What's more,Hyland(2003)also points out that if the students can not access to the Anglo-American culture,they have to"draw on the discourse of their own cultures",which may lead to their failure in writing(p.20).All this helps us to understand why culture differences may cause the Chinese students'failure in highlighting originality in their research articles.

4 Pedagogical Implications

Since cultural differences may cause students'failure in highlighting originality,the cultural and conventions of English academic writing should be introduced to our Chinese student writers,which,as proposed by many researchers that is essential to L2 students'success in academic writing(e.g.Chandrasegaran,2001;Hyland,2003).Liu(2011)even has proposed for her Senior English major students a course curriculum of English Research Paper Writing containing the contents of the culture and conventions of English academic writing.

In the following part,academic literacy education at both a macro and a micro level will be elaborated in details.

4.1 Literacy education at a macro level

4.1.1 Purpose

Literacy education at the macro level in the context of this study aims at better socializing the undergraduate English majors into the Anglo-American academic discourse community.Drawn on the"ESP genre approach",the process of student writers working under the guidance of an experienced member of the discourse community(usually the supervisor)to learn the specific conventions of that community,has been generalized by Woodward-Kron(2004)and many other researchers as the metaphor of"apprenticeship",the result of which may be that students eventually"become fully-fledged members of the discourse community"(p.141).

However,the findings in the present study suggest that the Chinese undergraduates are still far from being socialized into the Anglo-American academic discourse community.As discussed above,since they can not access to the target discourse community,they have to draw on the discourse of their own community to write English Graduation Paper,and thus the problem may occur.Therefore,in literacy education at the macro level,emphasis should be given to students'global understanding of the Anglo-American academic discourse community.

4.1.2 Main contents

Since the"ESP genre approach"sees genres as rhetorical choices that the writers make responding to repeated contexts(Hyland,2003),how language works in the specific social context(s)to achieve specific purpose(s)should be explained explicitly to the student writers.

As a top priority in literacy education at this level,I suggest that the basic concepts of"discourse community"and"community conventions"should be first introduced to the Chinese undergraduates.In practice,Clark(1992),Bizzell(1992,as cited in Woodward-Kron,2004)and Hyland's(2000b)points of view on"community"and"conventions"can all be borrowed.As Clark(1992)points out,the notion of discourse community implies that"there is a set of shared values and beliefs,of discoursal conventions"(p.118).Bizzell(1992)puts the same meaning in another way.He claims that members in the same discourse community"share certain language use practices,canonical knowledge and approaches to interpreting experience"(as cited in Woodward-Kron,2004,p.141).Hyland(2000b)also argues that in academic discourse community,certain"community agreement"exists in terms of"culturally-influenced practical actions and matters",such as what is regarded as"substantiated truth","useful contribution","valid argument"and how to"maintain the authority of their discipline",…etc.(p.11).When relating to the present study,we can explain to the students that the purpose of introduction and the three necessary moves in introduction are just examples of this kind of"community agreement"that have already been set by the prior researchers and that any newcomers to the community should learn about.Only when the students are clear about these basic concepts,can they comprehend the further instructions on culture and conventions of the English academic discourse community in the future.

However,literacy education at the macro level should not only include giving clear explanation of the genre theory and systematic instruction on the culture and conventions of English academic writing to the students,but also,it should provide the students with opportunities to learn and try on the peculiar ways of thinking and writing,which characterize the Anglo-American academic discourse community.Only through constant practice,will the students eventually be able to apply the schema they have learned to their English Degree Paper writing.

4.2 Literacy education at a micro level

4.2.1 Purpose

Literacy education at the micro level aims at teaching students how to use proper cultural and linguistic resources to highlight originality in research paper writing.As revealed in Liu's(2010)study,the students do not know the three necessary moves that should be made in introduction,and/or can not use appropriate language to make the right moves,which may lead to their failure in highlighting originality.Therefore,scaffolding at a micro level should be provided to the students towards their proper use of cultural and linguistic resources in research paper writing.

4.2.2 Main contents

Conventions that have already been set by the prior researchers on English research paper writing should be taught explicitly to the students.For instance,up to now,a lot more about making moves in introduction has been known due to lots of genre theorists'efforts–some have identified typical move models/structures/sequences in introduction(e.g.Swales,1990;Bunton,2002;Paltridge&Starfield,2007;and Samraj,2008);some have offered lists of linguistic devices which can help to make the right moves in introduction(Swales,1990;Hyland,2005&2008);and some have found the ways to establish an appropriate authorial self,which can highlight the authorial decisions in introduction,thus can also help to highlight originality in research paper writing(Hyland,2000b;2003;2005;2008).All these knowledge on culture and language can be employed for the literacy education at the micro level to the Chinese undergraduates.

The understanding of the conventions is relatively easier to the students while learning to use the proper language needs more training and practice.Therefore,in literacy education at this level,emphasis should be given to students'learning to use the proper linguistic resources.

In selecting pedagogical content knowledge of linguistic resources to be taught at this level,we can borrow,for instance,Swales'(1990)findings on how RA writers use specific linguistic and discoursal resources to fulfill the three necessary rhetorical moves in introduction,and Hyland's(2001,2002,2005,2008)studies on self-mention words.Based on the corpus of RA(research article)texts,Swales(1990)offers three lists of linguistic devices which can be used to fulfill the three moves respectively,namely,"linguistic exponents/signals of centrality claims"(p.144),"linguistic exponents of establishing a niche"(pp.155-157),and"deictic references to the present text"(pp.159-160).Examples and explanations on the functions of these linguistic features have been provided in details.All this helps students to highlight originality in their research paper writing

What's more,it is absolutely necessary to include and highlight the appropriate use of self-mention words in literacy education at this micro level.Hyland(2005)points out that the proper use of the self-mention words,such as"I","we","me","my","our","mine","us","the author","the author's","the writer",and"the writer's",can help the writers to"present decisions"(p.89),therefore can also help the writers to highlight orignality where the writers'decisions have to be clearly demonstrated.

In practice,not only appropriate and adequate content knowledge but also necessary opportunities to analyze the language should be provided to the students.That is to say,not only details of the linguistic features including their meanings,their functions and their appropriate use should be instructed explicitly to the students;more importantly,opportunities for the students to learn to incorporate these features into their writing should be provided.To achieve this,model texts of RA introduction containing the target linguistic devices can be offered to the students so that they will have the opportunities to deconstruct and analyze the language;peer review on the students'actual language use in writing should be encouraged;and teacher-student joint negotiation and construction of meaning can also be employed.Only through various ways of practice,can the students eventually learn to use the linguistic features proficiently to highlight originality in their degree paper writing.

5 Conclusion