第一篇：綿陽師范學院本科生畢業設計(作品)封面（推薦）

（）屆本科生畢業設計（作品）

曲 專 院 學 姓 指 導

名 業 系 號 名

教 師

年 月

第二篇：本科生畢業設計(論文)中期報告封面

北 京 科 技 大 學

本科生畢業設計(論文)中期報告

題目：________________________

________________________

學院：________________________

專業：________________________

姓名：________________________

學號：________________________

指導教師：________________________

年 月 日

第三篇：綿陽師范學院策劃書

綿陽師范學院

紀念“一二·九”演講比賽

策

劃

書

負責人：黃金華 ***

王莉敏 ***

主辦單位：綿陽師范學院校團委協辦單位：綿陽師范學院社團部博澤協會 春秋文史社

紀念“一二·九”運動演講比賽策劃書

一、活動主題：紀念“一二·九”愛國運動

二、活動目的：了解國史，增強愛國意識，弘揚愛國主義精神

三、活動時間：2008年11月29日

四、活動地點；二教舞臺

五、活動內容：本次活動以演講的形式，分為初賽、復賽、決賽，以愛國主義運動為主題，激發當代大學生的愛國熱情，增強民意識，提供一個鍛煉口才，了解國史的平臺，在學習與參與中得到提高，我們共同進步！

六、活動人員：數學與計算機科學學院

李旻罡老師

社團部副部長

馮疆 博澤協會、春秋文史社所有成員 其他協會成員 參賽選手

七、活動流程安排

前期準備工作（11月10日—11月23日）

1、宣傳

海報和展板（有特色與新穎性），面向全校學生，17、18日兩天在校園里設報名點；

2、拉贊助

尋求商家來贊助本次演講比賽，我們給商家提供宣傳與相應的服務，達到互利共贏；

3、教室與活動地點的申請

4、報名工作的落實

中期準備工作（11月24日—11月28日）

初賽于11月24日18：30舉行，基本流程如下： 1、17：00開始準備賽場 2、19：00比賽開始，主持人致辭

3、選手比賽

4、節目表演

5、選手比賽

6、結束

復賽于11月28日晚7：00舉行（流程與初賽類似，地點為二教舞臺）決賽（11月29日）

決賽于19：00在二教舞臺隆重舉行，流程安排： 1、15：00開始布置會場（包括音響與燈光準備的準備工作）2、19：00決賽正式開始，主持人致辭

3、李旻罡老師致辭

4、選手主題演講

5、文藝節目表演

6、即興演講

7、頒獎

8、比賽結束

八、活動經費預算

活動經費由贊助和會費兩部分組成，本次活動經費預算如下：

1、會場布置

氣球（大、小氣球）10袋*5

50元 彩紙

20張 *0.8

16元 彩燈（租）

10組*2

20元

2、證書與獎品

證書

10本*3

30元 獲獎獎品

180元 互動獎品（小獎品）

40元

3食品

礦泉水

1件*24

24元 瓜子、糖、水果

60元

合計：420元

拉贊助：280元

備注：

1、本次演講比賽是面向全校的學生，可以擴大知名度，為商家的宣傳工作起到一個很好的作用，同時還可以提供一些其它的服務

2、橫副 3條（校園1條，比賽會場2條）

“預祝紀念“一二·九”運動演講比賽取得圓滿成功”（規格由贊助商決定）

2008年11月10日

第四篇：本科生畢業設計

一、原始依據和參考文獻

[1] Allan, Keith.Euphemism and Dysphemism.New York: Oxford University press, 1991.

[2] Channell, Joanna.Vague Language.Shanghai: Shanghai Foreign Language Edu.

press.2000.

[3] Fauconnier, G.Mental Spaces: Aspects of Meaning Construction in Natural

Language.Cambridge: CUp, 1994.

[4] Fauconnier, G.Mappings in Thought and Language.Cambridge: CUp, 1997.

[5] Fauconnier, G.and M.Turner.Conceptual Integration Network.Cognitive

Linguistics, 22(2), 133-187, 1998.

[6] Fauconnier, G.and E.Sweetser.Spaces, Worlds, and Grammar.Chicago: The

University of Chicago press, 1996.

[7] Fauconnier, G.and M.Turner.The Way We Think: Conceptual Blending and the

Mind: Hidden Complexities.New York: Basic Books, 2002.

[8] G.Radden and K.panther(Eds).Cognitive Domains: Metonymies and Image

Schemas.Amsterdam: John Benjamins, 1999.

[9] Grady, J.Cognitive mechanism of conceptual integration.Cognitive Linguistics

11, 335-345, 2000.

[10] Leech, G.N.principles of pragmatics.London: Longman Group Limited, 1983.

[11] 從萊庭.英語委婉語詳解詞典.武漢:湖北教育出版社,2001.

[12] 胡曙中.現代英語修辭.上海:上海外語教育出版社,2004.

[13] 劉純豹.英語委婉語詞典.北京:商務印書館,2002.

[14] 邵軍航,樊葳葳.委婉機制的認知語言學詮釋.外語研究,2004,(4).

[15] 文 軍.英語修辭格詞典.重慶:重慶大學出版社,1992.

[16] 謝祖鈞.英語修辭.北京:機械工業出版社,1988.

二、研究內容和要求

Contents of the studies:

The word euphemism comes from Greek meaning “fair speech”.Euphemism is defined in the New Edition of the Oxford Concise Dictionary(1976)as “substitution of mild or vague or roundabout expression for harsh or direct one;expression thus substituted.” The study of euphemism can be divided mainly into two phases.The study before 21st century was mainly based on the traditional syntax and pragmatics.In 1960s when sociolinguistic theories were introduced to China, many scholars began to study the special social functions of Euphemism.Later, other studies about its classification, construction manners and laws of changing.In the book, New Discoveries About Euphemism written by Shu Dingfang and Xu Jinyuan, four basic construction principles of Euphemism were well discussed.It was a breakthrough in the theories of Euphemism.Since the cognitive linguistics was introduced to China, the nature and mental mechanics of its cognition has been studied.However, the cognitive study of euphemism has mainly focused on the general principles and mechanics of its generation and operation.There has been no structural description of the whole process of cognition.

The conceptual blending theory is a new and developing branch of cognitive linguistics that rose just in recent years.It provides a new point for the study of euphemism’s mechanics.The “many-space” or “conceptual integration networks” theory of Fauconnier and Turner(1994, 1998)is an elaboration of the two-space model of metaphor that has been the cornerstone of the metaphor field since Aristotle(1954), and which has underpinned a string of conceptual theories from Richards(1936), through Black(1962)and Koestler(1964)to Lakof and Johnson(1980).The theory of conceptual integration, in contrast, posits as many of these input spaces as are needed, as well as a generic space-a conceptual space that provides the ground for the integration-and a blended space-the space in which the conceptual product is constructed.In blending, structure from input mental spaces is projected to a separate, “blended” mental space.The projection is selective.Through composition, completion and elaboration, the blend develops structure not provided by the inputs.Inferences, arguments, and ideas developed in the blend can have effect in cognition, leading us to modify the initial inputs and to change our view of the corresponding situations.This paper will take the Conceptual Blending Theory as a starting point to investigate the on-line cognitive mechanisms involved in euphemism interpretation.Meanwhile, it attempts to examine the Conceptual Blending Theory to see if there is something that can be benefited from and that needs to be enriched in the present research.

Requirements:

As an indispensable part of undergraduate education, the writing of thesis plays an important role in developing the students’ ability of comprehensively applying learnt knowledge and skills to practical use.According to Document No.38 of Tianjin University issued in 2004 on the requirements of undergraduates’ thesis, students should stick to the following requirements:

1.The thesis must be based on the student’s own ideas.plagiarizing is not allowed.

2.The thesis should strictly conform to the format set by the university.

3.The length of the thesis is 6000-8000 words.

4.Under the guidance of the supervisor, students should finish the thesis within the period from November 15th, 2005 to May 15th, 2006.

指導教師（簽字）

年 月 日

審題小組組長（簽字）

年 月 日

天津大學本科生畢業設計（論文）開題報告

課題名稱

Towards the On-line Cognitive Mechanisms Involved in Euphemism Interpretation

學院名稱

社會科學與外國語學院

專業名稱

英語

學生姓名

張雪

指導教師

姜明

I.Source:

The topic is self-selected.

II.purpose:

The study of euphemisms has been pursued by cognitive linguists.However, it has been mainly focused on the general principles of generation.The conceptual blending theory provides a new point for the study of euphemism’s mechanics.

III.Objectives:

1.To describe the cognition of euphemism by the conceptual blending theory;

2.To examine the Conceptual Blending Theory to see if there is something that can be benefited from and that needs to be enriched in the present research

IV.Contents:

The conceptual blending theory(CBT)is a new and developing branch of cognitive linguistics that rose just in recent years.In my paper, I will analyze the interpretation of euphemisms with CBT.There are four parts in the paper:

part I.An Introduction to the Study of Euphemism

part II.Theoretical Framework of Conceptual Blending Theory

part III.The On-line Cognitive Mechanisms Involved in Euphemism Interpretation

part IV.Conclusion

V.Methods:

1.Collection of euphemisms: mainly in the book named The Dictionary of Euphemism, written by Liu Chunbao and from www.tmdps.cn;

2.Classification of euphemisms;

3.Data analysis of different types of euphemisms.

VI.Time Schedule:

Nov.15~Dec.4— Topic selection

Dec.5~Dec.18— Filling in the task form

Dec.19~Jan.15— Material collection

Feb.20~Mar.5— Opening report

Mar.6~Apr.5— First draft

Apr.6~May.15— Final thesis

Early June— Oral defense

VII.Main References:

[1] Allan, Keith.Euphemism and Dysphemism.New York: Oxford University press, 1991.

[2] Channell, Joanna.Vague Language.Shanghai: Shanghai Foreign Language Edu.

press.2000.

[3] Fauconnier, G.Mental Spaces: Aspects of Meaning Construction in Natural

Language.Cambridge: CUp, 1994.

[4] Fauconnier, G.Mappings in Thought and Language.Cambridge: CUp, 1997.

[5] Fauconnier, G.and M.Turner.Conceptual Integration Network.Cognitive

Linguistics, 22(2), 133-187, 1998.

[6] 束定芳,徐金元.委婉語研究、回顧與前瞻.外國語,1995,(5).

[7] 王文斌.概念合成理論研究與應用的回顧與思考.外語研究,2004,(1).

選題是否合適： 是□ 否□；

課題能否實現： 能□不能□

指導教師（簽字）

年 月 日

選題是否合適： 是□ 否□；

課題能否實現： 能□不能□

審題小組組長（簽字）

年 月 日

第五篇：南京工業大學自考本科生畢業設計(論文)封面[推薦]

南京工業大學

自考本科生

畢 業 設 計(論文)

題目

學生姓名

學號

學院

專業

指導教師

年月