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请文学方向的参考范文2。
山东财经大学
本科毕业论文(设计)
范文1
题目： 论转换法在英汉翻译中的应用
学 院 外国语学院
专 业 英语
班 级 英语0802 （注意原山经、原山财班级名称不同） 学 号 2008110107
姓 名 刘 潇
指导教师 李文涛
山东财经大学教务处制
二Ｏ一二年五月
山东财经大学学士学位论文
山东财经大学学士学位论文原创性声明
本人郑重声明：所呈交的学位论文，是本人在导师的指导下进行
研究工作所取得的成果。除文中已经注明引用的内容外，本论文不含任何其他个人或集体已经发表或撰写过的研究成果。对本文的研究做出重要贡献的个人和集体，均已在论文中作了明确的说明并表示了谢意。本声明的法律结果由本人承担。
日期填写定稿日期5月1日。教师学生都要手写签名
学位论文作者签名：
月
山东财经大学关于论文使用授权的说明
本人完全了解山东财经大学有关保留、使用学士学位论文的规定，
即：学校有权保留、送交论文的复印件，允许论文被查阅，学校可以公布论文的全部或部分内容，可以采用影印或其他复制手段保存论文。 日期填写定稿日期5月1日。教师学生都要手写签名
指导教师签名： 论文作者签名：
年 月 日 年 月 日
On Application of Conversion in English-Chinese Translation
by
Liu Xiao
Under the Supervision of
Li Wentao
Submitted in Partial Fulfillment of the Requirements
for the Degree of Bachelor of Arts
School of Foreign Studies
Shandong University of Finance and Economics
May 2012
Acknowledgements
Upon the completion of the thesis, first of all, I would like to express my heartfelt gratitude to my supervisor Prof. Li Wentao, for his enlightening guidance, incessant encouragement and careful modification throughout the process of writing this thesis. Without his patience and prudence, I could not have brought my thesis to its present form.
Besides, I am also greatly indebted to other beloved teachers in the School of Foreign Studies of Shandong University of Finance and Economics, for their valuable and informative courses which have benefited me a lot during my college years.
Last but not the least, I am also much obliged to all my friends who have helped me with my thesis.
L. X.
(名字的第一个字母)
ABSTRACT
On Application of Conversion
in English-Chinese Translation
Liu Xiao
Due to the great differences between English and Chinese in grammar and expression style, translators may adopt the approaches of changing the word classes and sentence components in English-Chinese (E-C) translation. As a frequently-used translation technique, conversion enables translators to achieve a natural, fluent and accurate translation that not only conveys the original text’s information but also fits the idiomatic usage of Chinese.
The thesis consists of three chapters. The first chapter examines the conversion of word classes in E-C translation such as conversion from English nouns or prepositions into Chinese verbs. The conversion of word classes usually results in the conversion of sentence components, so the second chapter discusses the conversion of sentence components. The third chapter explores the approaches of how to convert the English perspectives into the corresponding ones conforming to Chinese culture and thought pattern.
Key words: conversion; word classes; sentence components; perspectives; E-C translation
XX学院本科生英语专业毕业论文装订顺序（APA格式） （注：此格式用于文学、翻译方向之外的所有论文）
1. 毕业论文封面（汉语） 2. 毕业论文首页 （英语） 3. 致谢（英文）
4. 毕业论文中文摘要及关键词 5. 毕业论文英文摘要及关键词 6. 目录 7. 正文
8. 尾注（可选）
9. 参考文献（英语文献在前，汉语文献在后） 10. 附录（可选）
附：论文模板（模板内容仅供参考，毕业生可根据实际情况填写）
学号：
使用情况调查
系 名 称： 外 语 系 专 业 名 称： 年 级： 姓 名： 指 导 教 师：
2008 年 5 月 日
The Use of Linking Adverbials by Chinese
College English Learners
A Thesis Submitted
to Faculty of International Studies of
Henan Normal University
in Partial Fulfillment of the Requirements
for the Degree of Bachelor of Arts
By Liu Hiatao
Supervisor：Li Qingdong
May 5, 2008
like to thank all those who
have given me their generous helps, commitment and
enthusiasm, which have been the major driving force to complete the current paper. „
I
无论在口语还是在写作中，中国大学英语学习者在连接副词的使用上都有过多使用的倾向。影响中国大学英语学习者使用连接副词的因素是多方面的，
如母 ( II
外语外贸学院英语专业毕业论文格式要求与格式样本
一、 毕业论文格式要求：
1、毕业论文应依次包括如下页面：
1）中文封面
2）英文封面
3）作者声明
4）致谢
5）英文摘要和关键词
6）中文摘要和关键词
7）正文
8）注释（如无尾注，可省略）
9）参考文献
10）附录
2、页码标号：
正文前页码用罗马数字如 I, II, III, IV，从正文开始用阿拉伯数字1，2，3标明页码。页码一律居中打印。
3、摘要、关键词：
英文
(1) Abstract：三号；“Abstract”粗体, 居中；
(2) Keywords：3-5个用“；”分隔；小四号； 最后一个关键词后不用标点符号；除专
有名词，单词首字母不大写；“Keywords” 粗体
汉语
参照论文格式范本。
行距为1.5倍。
4、正文格式：
1） 文章题目不必出现在正文页。
2） 各级标题一般要求左对齐打印。标题一律用粗体。一级标题：粗体四号字；二
级标题：粗体小四号字；三级标题：粗体小四号字。
3） 英文一律采用Times New Roman小四号，全文双倍行距；如有汉字（参考文献
部分），一律用五号宋体。
4） 正文中如每一段开头缩进两个汉字（或四个英文）字符的位置，则段与段之间
不空行；如每一段开头不缩进，段与段之间必须空一行。
5） 正文中一级标题间的段落空一行。
5、引用：
1）文中引用人名应与参考文献保持一致，即参考文献部分为英文的用英文，汉语的则用汉语拼音；
2）文中直接引用成段文字时，该段文字用五号，第一行缩进6个字符，其余行两端缩进4个字符。
6．注释：
（1）除了文学类毕业论文可以使用尾注注释方式，其余要求使用夹注注释方式。
（2） 夹注中所列指的文献，必须在参考文献中列出。如作者及作品为中文，夹注 中书写作者姓氏时必须使用拼音。）
例如：
1) 直接引用
—— Rees said, “As key aspects of …in the process”(1986:241).
—— The underlying assumption is that language “bound up with culture in multiple and complex ways”(Elli, 1968: 3).
2 ) 间接引用
—— According to Alun Rees (1986)〔也可位于引语的最后〕, the writers focus on the unique contribution that each individual learner brings to the learning situation 〔(1986〕. —— It may be true that in the appreciation of medieval art the attitude of the observer is of primary importance ( Robertson,1987).
3 ) 互联网资料：
格式：编号
例： “A deconstructive reading is a reading which analyses the specificity of a text’s critical difference from itself” (Net. 2).
(注：Net. 1, Net. 2, Net. 3,„„只是为了便于注明文内引语的出处，具体格式见下文参考文献中的相关内容)
7．参考文献：
1）参考文献须另起一页。
2）“References”三号粗体，居中。
3）英文参考文献在前，中文参考文献在后。英文参考文献按作者首字母顺序排列；同一作者按年排列。中文按照作者姓氏的拼音字母顺序，排到所有英文文献后。
4）字体为英文小四号,中文五号。
5） 参考文献（即引文出处）的类型以单字母方式标识，具体如下：
M——专著 C——论文集 N——报纸文章 J——期刊文章
D——学位论文 R——报告 P——专利 A——文章
6） 作者姓名采用“姓在前名在后”原则，具体格式是： 姓，名字的首字母. 如： Malcolm Richard Cowley 应为：Cowley, M.R.，如果有两位作者，第一位作者方式不变，&之后第二位作者名字的首字母放在前面，姓放在后面，如：Frank Norris 与Irving Gordon应为：Norris, F. & I. Gordon；
7）书名、报刊名使用斜体字，如：Mastering English Literature，English Weekly。 例子：
英文参考文献
1.专著：
1) 基本格式（请严格注意标点符号）：作者的姓名（英文作者的姓，名）.年份.书名（斜体）.出版地:出版商. 如果同一作者两本以上同年出版的参考书，在年份后用a，b ，c 等标出； 如有第二行，则须缩进4个英文字符。例：
Chomsky, N. 1981a. Lectures on government and bindin[M]. Dordrecht: Foris.
Chomsky, N. 1981b. Theory of markedness in generative grammar[M]. Pisa, Italy:
Scuola Normale Superiore.
2) 书的主编（格式：各项信息的排列顺序基本同上，在主编姓名后加ed.）：
例：Hall, David, ed. 1981.The Oxford book of American literary anecdotes. New York: OUP.
3) 机构作者（格式：各项信息的排列顺序基本同上）：
例：American library association. 1983. Intellectual freedom manual. 2nd ed. Chicago:
ALA.
4) 翻译著作（格式：各项信息的排列顺序基本同上，加xx Trans.）：
例：Calvino, I. 1986. The uses of literature. P. Creagh Trans. San Diego: Harcourt.
2. 文章：
1) 期刊文章基本格式（请严格注意标点符号）：作者姓名.年份.篇名.刊名（要斜体）.
刊物的卷号和期号:文章的起止页码. 例：
Boling, D. 1965. The atomization of meaning[J]. Language 41:555-573.【英语类毕业论文范文】
2) 论文集中的文章基本格式（请严格注意标点符号）：作者姓名.年份.篇名.论文集
作者姓名.eds. 论文集名称（要斜体）. 出版地:出版商. 文章的起止页码. 例： Peters, M & T. B. Stephen. 1986. Interaction routines as cultural influences upon
language acquisition. In Schieffelin, B. B. & E. Ouches, eds. Language
Socialization Across Cultures[C]. Cambridge: CUP, 80-96.
3. 文字资料：（注意：此部分涉及的文献既可能是中文的，也可能是英语的，请使用
相应的中、英文标点符号！）
1 ) 电脑软件
基本格式：制作人姓名，年份，软件名称，型号。
2 ) 电影、电视、广播、录像、录音、艺术品等：
基本格式：片名（或节目名），年份或播出日期，导演（或制作者）姓名，出品地（或播出台、地）。
3 ) 互联网资料：(分别置于英文参考文献和中文参考文献之后)
基本格式：如果是中文的参考中文参考文献的格式，英文的则参考英文参考文献的格式，例如：
Net. 1, Steven Pinker. 2006. Second language acquisition of Spanish and French
unaccusative
Net.2,杨玉，2006，浅谈我国农村初级中学英语时态的教学现状与教学策略。.
中文参考文献
参考文献中各文献的排列以作者的姓氏拼音为序。
1、期刊文献的格式：“作者，发表时间，文章题目名，《发表的期刊名》,卷号(期数):verbs.
引文页码。 如有第二行，则须缩进4个英文字符”例如：
杨扬、王玉、周洲，2000，油田储层非均质性研究，《高校地质学报》，第3期223-230
页。
2）图书或硕士、博士文献的格式：“作者，出版时间，《著作题目名（硕博论文名）》。
出版社名称（硕博毕业院校名）。如有第二行，则须缩进4个英文字符”例如： 徐通锵，1997，《语言论》。长春：东北师范大学出版社。
张三四，2005，《论非作格动词的习得路径》。江南大学博士论文。
3）会议文献的格式：“作者，发表时间，文章题目名。会议名称,卷号(期数):引文页码。 如有第二行，则须缩进4个英文字符” 例如：
孙力等，2000,储层条件下水淹油层测井响应机理实验研究。北京国际学术讨论会，第
10-11页。
三、参考格式样本：
广西师范学院2008届本科毕业论文(设计) Reading-to-writing: an Effective Approach to Improving Students’
EFL Writing Ability in Senior High Schools
English Major LI Ze-feng
Abstract: EFL (English as a foreign language) writing is one of the four basic skills of English learning. However, EFL writing, as a highly complex productive activity, has always been a big problem to students in senior high schools. Most of the students may feel perplexed when confronting EFL writing and always get half the result with twice the effort. Luckily, reading-to-writing approach can effectively enlarge the students’ amount of vocabulary, promote their ability in using words and arranging sentences, enrich their writing materials, obtain writing skills and cultivate their sense of English language and composition structures. This thesis, through an analysis of the present situation of English writing in senior high schools and expositions of the nature of and the relationship between reading and writing, aims to prove the necessity and feasibility of reading-to-writing approach and put forward reading-to-writing approach in EFL writing practice. Adopting reading-to-writing approach in our EFL writing practice persistently, we will improve our EFL writing ability effectively.
Key Words: EFL reading and writing; reading-to-writing; writing ability; effective approach
“以读促写” 提高高中生英语写作能力的有效途径
英语专业 黎泽峰
[摘 要] 英语写作是英语学习的四个基本技能之一。然而，英语写作一直是捆扰我国高中生的一大难题。英语写作作为一个高度复杂的产出性活动，许多学生在面对英语写作时往往不知从何下手，在英语写作方面的努力往往也是事倍功半。以读促写法能有效地拓展词汇量、丰富写作素材、习得写作技巧、提高遣词造句的能力以及培养语感和篇章结构意识。因此，本文通过分析目前高中英语写作的现状和阐述阅读与写作的本质以及阅读与写作的关系，说明了以读促写的必要性和可行性以及如何在英语写作实践中运用以读促写的方法。掌握以读促写的方法并持之以恒地将这种方法运用到英语写作实践当中去，我们便能够有效地提高英语写作能力。
[关键词] 英语阅读；英语写作；以读促写；写作能力；有效途径
1 Introduction
Nowadays, communication between different nations and cultures increases dramatically. English, as an international language, is becoming more and more important and is used more
and more widely in our daily life. As Liu Ye (刘烨，2006) concludes that English as a foreign language has become a sure access to information of all sorts and an indispensable means of international communication. As a result, English learning fever sweeps through China in those years. Particularly, students in senior high schools are trying every effort to improve their English competence because they know that English is not only a compulsory course in University Entrance Examination but also a tool in future career.
At present, not a few senior high schools have adopted SEFC (Senior English for China) textbook as the teaching material. According to the New English Curriculum Standards for senior high schools, listening, speaking, reading and writing are four basic skills and requirements for the students. Reading and writing are the most important skills for students in senior high schools. Just as Xiong Jie (熊杰，2005) 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. Liu Ye (刘烨，2006) also says: “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.” That is to say, EFL writing is vital to our individual development. As a matter of fact, EFL (English as a foreign language) writing has been applied more and more in our English study and future career. For instance, we need to write compositions in exams, to communicate or exchange information with our friends whose native language is English, to write applications for work or study abroad, etc..
However, we probably find that our EFL writing ability is not so encouraging and satisfactory though we have learned English for several years in primary and middle schools. Many of us still do a very poor job in applying English to express our ideas, thoughts, feelings, etc. in EFL writing. Some may even not able to produce a single correct sentence in EFL writing. We may share a same feeling that we actually have something to write and want to write, but we just cannot express it correctly and appropriately in English. Yet, most of us tend to treat reading and writing separately and unaware to combine writing with reading to improve our EFL writing ability. In fact, we read a lot of English materials in our English learning and do a nice job in reading comprehension.
To change the poor performance in EFL writing and improve our writing ability, we are highly recommended to integrate writing with reading. Reading-to-writing approach advocates applying what we have learned in the reading materials to write. It can effectively enlarge the amount of vocabulary in the process of reading, provide us ideas and background knowledge for writing, improve our reading speed and quality, broaden our mind and show us how to use words, how to arrange sentences, how to organize compositions and how to
广西师范学院2008届本科毕业论文(设计) achieve coherence and unity in EFL writing. Appling reading-to-writing approach appropriately, we will find that the EFL writing in our examinations is no more than a piece of cake. In this way, we can improve our EFL writing ability effectively and efficiently.
2 The present situation of English writing in senior high schools
In the first place, most of us lack of sufficient EFL writing practice. In English learning, we have realized the importance of reading and paid much attention to improve our English reading comprehension ability, but we usually tend to ignore the training of English writing. Different from English reading, English writing, as a highly complex productive activity, is an activity that requires much more time and energy. So, we usually don’t feel like to write unless we are assigned to do so. Moreover, owing to the limitation of time and heavy learning tasks, a good many of us spare little time on English writing and develop no interest in EFL writing. Thus, it’s hard for us to form a habit of writing in our English learning. Consequently, we usually feel perplexed and confused when confronting EFL writing and do very poor jobs in our English writing. That’s why we are always afraid of EFL writing and get frustration in English writing. What’s worse, we are afraid of EFL writing due to insufficient practice and we don’t like to practice English writing for our fear of EFL writing. This is a vicious circle.
The other situation is that we learn and acquire few writing skills in our classroom English learning. Our teachers seldom teach us writing skills in EFL writing teaching; they usually assign a writing task for us to write after class without any guidance. After class, we often spend hours on it and at last hand in a piece of writing that discouraging both ourselves and the teachers. Besides, our teachers usually give few comments and guidance about writing skills while evaluating our works so that we get little form our EFL writing practices. Without sound English writing skills, it’s difficult or even impossible for us to write a good English composition.
Moreover, we expose to a great amount of English reading materials in our daily English learning. We have at least five English classes every week; besides, we also do a lot of reading exercises and English tests in our English learning. It’s estimated that we may input 300 English words everyday on average.
The last not least, we do not know how to apply the information and language knowledge learned from English reading materials to improve our writing ability though we read a lot. If we don’t apply what we have obtained from the reading materials, we are actually wasting a nice way to improve our EFL writing ability.
Now it’s obviously that we are not only afraid of EFL writing but also don’t know how to
write and how to apply what we have obtained from the reading materials to improve our EFL writing ability while we do a lot of English reading. Thus, we usually perform very poor in EFL writing. In a word, the situation of English writing in senior high schools is not so pleasant and satisfactory. However, nowadays, more and more emphasis has been laid on our productive activities. According to the New English Curriculum Standards, senior high schools students are supposed to be able to write a short English composition about 100 words in twenty five minutes to express their ideas clearly without making serious grammatical mistakes. Therefore, an effective approach is urgently required to change our unsatisfactory performance in EFL writing and improve our EFL writing ability.
3 The nature of reading and writing
To illustrate the effectiveness of reading-to-writing approach, we should firstly make clear about what reading is and what writing is. This section attempts to illustrate the nature of reading and writing.
3.1 The nature of reading
We receive a lot of information in our daily life and study; reading is the most usual and effective way to get it. We read all kinds of reading materials, for instance, newspapers, books, journals or magazines, etc. to get information. But we may never think of the nature of reading. It is necessary for us to make clear about the nature of reading, because “if the students fail to understand the nature of reading, they will adopt inappropriate and ineffective reading strategies (王蔷，2000: 111)”.
According to Longman Dictionary of Contemporary English (The fourth edition), the term “reading” can mean: “the activity or skill of understanding written words”, “books and other things that you can read” or “your way of understanding a particular statement, situation, event, etc.” (Randolph Quirk, 2003:1363).
While reading, we not only process the information and store the information in our “database”, but also interpret the reading materials based on our prior knowledge and form our opinions about the reading materials. In reading, we attempt to reconstruct what the writer means as well as to use our own knowledge and experiences to sense and to understand what the reading materials present.
From the above, it’s clear that reading is a process of getting and internalizing information as well as “a cognitive task of interpreting the visual information, relating the received information with the reader’s own general knowledge, and reconstructing the meaning that the writer had meant to convey (王蔷，2000: 115)”.
广西师范学院2008届本科毕业论文(设计) 3. 2 The nature of writing
“On a day to day basis, we write many things, we write for various reasons, and we write in various ways (王蔷，2000: 136),” but few of us have ever thought of what writing really is. According to Oxford Advanced Learner’s English-Chinese Dictionary (Extended fourth edition), the term “writing” can mean: “activity or occupation of writing (esp. books)”, “written or printed words”, “style of written material” and “way in which a person forms letters when writing; handwriting” ( AS Hornby, 2002:1763).
In fact, different people have different opinions about writing. Some regard writing as a matter of putting words in written form; some think that writing is the occupation of creating a text for publication; while some others believe that writing is printed letters for communication; still others conclude that writing is letters or symbols written or imprinted on a surface to represent the sounds or words of a language, etc.. Xiao Fushou (肖福寿，2007: 41) offers us a tentative working definition of writing:
Writing is the art of putting words together to form sentences and/or paragraphs in an
active, creative, and recursive process of communication in which the writer uses a
conventional graphic system to convey a context-based message to a reader in a
grammatical and rhetorical manner.
This is a nice and comparatively comprehensive definition of writing. From the definition we can see that: first, the purpose of writing is for communication; second, writing is an art of putting words together; third, writing is an active and creative activity; fourth, the writing is written for readers; fifth, the writing must be grammatically correct and comprehensible to the readers.
As mention above, we can conclude that the nature of writing is that writing is a piece of printed words created by a writer to the readers for effective communication.
4 The relationship between reading and writing
Listening, speaking, reading and writing are closely related and interacted language skills. Judith Oster (1984: ⅸ) puts forward that good reading is an important step towards good writing. Here he has implied the strong relationship between reading and writing. Knowing the relationship between reading and writing, we will easily grasp reading-to-writing approach.
4.1 The difference between reading and writing
Reading and writing are different in nature. We often get an idea that reading and writing are two different language skills because reading is a receptive activity while writing is a
英语专业本科毕业论文格式及装订顺序
（MLA格式）
1.
2.
3.
4.
5. 论文封面：由教务处统一格式和印制，论文题目用汉语。 封二：由教务处统一格式和印制，学生本人填写。 声明：学生对论文写作内容的声明，文责自负，统一印制。 英文论文封面（English Title Page）：由学生按照统一的格式制作。 英文摘要及关键词和中文摘要及关键词（Abstract and Key Words）：论文要有200-300字的摘要，能客观反映主要内容信息，具有独立性和包含性。反映论文主题概念的词或词组,一般每篇3～8个。单独一页。
6. 提纲和论文陈述（Outline and Thesis Statement）：另起一页开始提纲。
7. 正文部分（The Text of the Paper）：另起一页开始正文。
1. Introduction
2. Body
3. Conclusion
8. 尾注（Notes）：另起一页开始尾注。
9. 引用文献（Works Cited）：英语文献在前，汉语文献在后，另起一页附引用文献。全篇论文格式参见本文档中的“论文模板”。
10. 论文要求一律用A4纸张单面打印，统一按word格式A4纸（“页面设置”按word默认值）编排、打印。
11. 需要上交存档的论文一式两份，按封面、封二、正文、开题报告、指导检查情况记录表、中期检查表、指导教师评分表、答辩及成绩评定记录表依次装订。
附：论文模板
COMPARATIVE ANALYSIS OF
THE AMERICAN ROMANTICISM AND
By
(Your name)
Supervisor
：(Teacher’s name)【英语类毕业论文范文】
A thesis
submitted in fulfillment of the requirements
to the School of Foreign Languages
Shandong Women’s University
May 5, 2014
（空一格） Romanticism as a literary movement came into being in England early in the late eighteenth century, as a reaction against the prevailing neoclassical spirit and rationalism. The romantic period was one of the most important periods in the history of American literature.
„
美国浪漫主义和英国浪漫主义比较分析
（空一格）
摘 要：浪漫主义作为反对当前的新古典主义和理性主义的文学运动早在18世纪晚期在英国兴起。浪漫主义时期是美国文学史上的一个重要时期。由于受到欧洲浪漫主义文学的影响，19世纪浪漫主义迅速在美国兴起。……
关键词: 浪漫主义；美国浪漫主义；英国浪漫主义；特征；影响
II
（空一格）
Romantic Period in English literature and American literature,
and analyses the characteristics of the American Romanticism and English Romanticism, showing the differences of the Romantic Period in English literature and American literature.
Ⅰ. Introduction（主标题，小四号字，粗体）
Ⅱ. Historical Background（主标题，小四号字，粗体）
B. Romanticism in America Ⅲ. Characteristics of RomanticismA. Similarities of Characteristic A. Romanticism in England
B. Differences of Characteristic
1. English Literature
a. Two Schools
b. Feature of Works
c. The Form of Writing
2. American Literature
a. General Introduction
b. Westward Movement
c. American Puritanism
d. Native Factor
e. The Form of Writing
f. Transcendentalism
Ⅳ. Influence of Romanticism（主标题，小四号字，粗体）
Ⅴ. Conclusion（主标题，小四号字，粗体）
注：提纲页由Thesis Statement和提纲两部分构成，形成一个页面。提纲格式采用标准格式。参见上例。提纲中的大标题、副标题、细节标题等等的多寡，依照论文的内容和结构决定。标题常用写法有两种：1. 论题标题。用名词短语、动名词、动词不定式短语等，以简要的语言，用论题的形式把该部分的内容概括出来。2. 句子标题。以一个能表达完整意思的句子形式把该部分的内容概括起来。这两种标题写法各有利弊，学生可以选择其中之一，切记不能将两者混用。
III
music, architecture, criticism, philosophy and historiography in almost every country of Europe, the United States, and other countries in the eighteenth and nineteenth centuries. Romanticism was concerned with the expression of the individual’s feelings and emotions. As a reaction to the industrial revolution, romanticism e
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