英文开题报告格式

　　英语论文开题报告是英语专业毕业生完成毕业论文中最重要的一环，通过开题报告的书写，我们能明确所选英语论文题目的研究意义、价值及可行性，勾勒出论文的整体框架，依据论文开题报告写出优秀的英语毕业论文，下面是范文，欢迎阅读了解英文开题报告格式：

　　一、选题依据及意义（不少于300字）.

　　English, especially English reading and writing, has become an effective means to get access to all kinds of information and an indispensable means of international communication. As a matter of fact, English writing are vital to our individual development because it has been applied more and more in both our English study and future work.

　　However, according to my personal writing experience and teaching practice experience in Bobai Middle school, I found that the students' EFL writing ability is not so encouraging and satisfactory in senior high schools though they have learned English for several years in primary and middle school. Not a few of them do very poor in applying English to express their ideas, thoughts, feelings, etc. in EFL writing. Some of them even cannot produce a single correct sentence in their compositions. Those students may actually have something to write, but they just cannot express it correctly and appropriately in English. On one hand, they do not grasp sufficient active vocabularies to express themselves. On the other hand, they lack sense of sentence structure and composition structure to develop their composition. The last but not least, they don't know how to apply the materials they have read to improve their writing ability though they have read a lot.

　　Therefore, it's necessary and urgent to find an effective and practical approach to solve the poor performance in the students' EFL writing and improve their writing ability. Many scholars have proved that there is a strong relationship between reading and writing. From reading to writing can effectively enlarge the students' amount of vocabulary, cultivate their sense of sentence structure and composition structure, enrich their writing materials and promote their ability in using words and sentences. Therefore, from reading to writing approach is highly advocated in improving EFL writing in senior high schools.

　　二、研究目标与主要内容（含论文（设计）提纲，不少于500字）.

　　1.研究目标：

　　According to the New Curriculum Standards for senior high schools, listening, speaking, reading and writing are four basic skills and requirements for the students. However, the students' EFL writing ability in senior high schools is not so pleasant and encouraging. The prevalent EFL writing approaches （the product approach and the process approach） in senior high schools do not do much good to improve students' writing ability. This study aims to compare these two approaches with from reading to writing approach and show the advantages of applying from reading to writing approach in senior high schools.

　　From reading to writing approach advocates that writing should be integrated with reading so that the students can enlarge their vocabulary in reading, learn how to use language appropriately, how to apply their background knowledge, how to arrange the sentences, how to organize the composition, how to achieve coherence and unity and how to activate their mind when writing. In this way, the students can improve their writing ability effectively and efficiently. Therefore, the thesis tries to analyze the present reading and writing situation in senior high schools, expound the nature of reading and writing, discuss the necessity and feasibility of reading to writing approach, show the application of reading to writing approach in EFL writing practice and prove the effectiveness and practicality of reading and writing approach.

　　2.主要内容（提纲）：

　　1. Introduction

　　2. The present situation of English writing in senior high schools

　　3. The nature of reading and writing

　　3.1 The nature of reading

　　3.2 The nature of writing

　　4. The relationship between reading and writing

　　4.1 Reading paves the way for writing

　　4.2 Writing promotes reading

　　5. The necessity and feasibility of reading-to-writing

　　5.1 The necessity of reading-to-writing

　　5.2 The feasibility of reading-to-writing

　　6. The advantages of applying reading-to-writing approach

　　6.1 The definition of reading-to-writing approach