英文论文格式范本本科

英文论文格式范本（本科）：

题目：A Perspective of Psycho-analysis to

Frankenstein’s Tragedy

Thesis: A Perspective of Psycho-analysis to Frankenstein’s Tragedy

---从精神分析角度看弗兰肯斯坦的悲剧

School or Department: College of Foreign Languages Grade and Specialty:

Name:

Advisor:

June10, 2013

Abstract

Frankenstein is the magnum opus of Mary Shelley, she wrote Frankenstein in a writer's challenge from Lord Byron in 1816-1817. The story, based on a horrendous vision, was composed during sweeping life changes. Frankenstein was published anonymously in 1818.

In Frankenstein，the factors，including the special relationship between Frankenstein and the monster created by him，distorted characters，strange behaviors，complicated psychological changes，and hidden writing purpose of the author，provide the possibility and necessity for the psychological analysis. This paper adopts Freud’s psychoanalytical theory as an approach to analyze the personality structure of the main characters，Frankenstein and the monster，and to disclose the relationship between personality defect and life tragedy，and the importance of the wholesome personality to harmonious life，through the study of the interaction among Id，Ego and Super-ego．

This thesis aims to analysis the perspective of psycho-analysis to F rankenstein’s tragedy, which will help readers well understand the theme of the relationship between the characters’ tragic fate and personality structure.

Key words: Freud; psychoanalysis; personality structure; Id; Ego; Super-ego

摘要

弗兰肯斯坦是玛丽·雪莱的代表作，她在拜伦勋爵的挑战下于1816-1817年写了弗兰肯斯坦。这个故事来自于一个可怕的设想，是在人生变化期间编成的。弗兰肯斯坦出版于1818年。

在弗兰肯斯坦中，包含科学怪人和他创造的怪物的特殊关系，扭曲的人物，奇怪的行为，复杂的心理变化，和隐藏着的作者的意图等在内的因素，为心理分析提供了可能性和必要性。这篇文章借助弗洛伊德的精神分析理论分析了主要人物的人性结构。弗兰肯斯坦和怪物，人们之间并不亲密的关系，和他们的人生悲剧，还有整个人性对和谐生活的重要性，在弗洛伊德的“本我”、“自我”、“超我”中的体现。

这个主题意在从精神分析角度分析《弗兰肯斯坦》的悲剧，这将帮助读者更好地理解人物悲惨的命运和人性结构的关系这个主题。

Table of Contents

Abstract ......................................................................................... 错误!未定义书签。Table of Contents ........................................ 错误!未定义书签。错误!未定义书签。Chapter 1 Introduction (4)

Chapter 2 Literary Review (2)

Chapter 3 Freud's "Death Instinct" (2)

3.1 The First Function Part of Human Personality-Id (2)

3.2 The Second Function Part of Human Personality-Ego (2)

3.3 The Third Function Part of Human Personality-Superego (2)

Chapter 4 Analysis Frankenstein’s tragedy from Freud's "Death Instinct" (2)

4.1 The Combination of Science Fantasy and Gothic Horror (2)

4.2 The Circumstances of Death and the Monster’s Crazy Revenge (2)

Chapter 5 The inspiration of Frankenstein (2)

Chapter 6 Conclusion (3)

Bibliography (7)

Acknowledgements (8)

Chapter 1 Introduction

Mary Shelley was born in 18th-century London to two influential writers. Her mother, Mary Wollstonecraft, was a radical feminist who died after giving birth to Mary, and her father, William Godwin, raised her alone. Mary left home at 16, married Percy Shelley after his first wife's suicide, and wrote Frankenstein in a writer's challenge from Lord Byron in 1816-1817. The story, based on a horrendous vision, was composed during sweeping life changes. Frankenstein was published anonymously in 1818. However, the story is enduring in its psychological drama, questions asked, and memorable characterizations. The story has adapted to many forms, with each adaptation telling a very different version of Shelley's original tale.

Frankenstein was a truly genius in science. Yet he didn’t develop a full-fledged character. While he was obsessed in his horrid experiment, he never thought of the possibly tragic consequence. The pursuit of success and the prospect of creating a whole new race preoccupied his mind and barred him from rational reasoning. When it was finally finished, realizing it was not the consummation of his career, but rather the commencement of a serial catastrophe, he abandoned the poor creature, like a deformed baby left behind by their ruthless parents. It was Frankenstein’s irresponsibility that triggered the following tragedies. He shouldn’t have created the creature; he shouldn’t have abandoned it either. In no circ umstances should anybody commit sins. In case it already came true one should do everything they can to amend it, rather than run away from it. Besides, he never had a practical plan or tried to think up one to tackle the situation. He spent all his time in moaning and groaning. Many a time he drowned himself in sadness, regardless of the creature he set loose to the world. Men don’t act like that! Maybe God is fair. He bestowed Frankenstein an exceptionally brilliant brain, yet didn’t bestow a mind strong enough to sustain the pain.

Chapter 2 Literary Review

Frankenstein was a truly genius in science. Yet he didn’t develop a full-fledged character. While he was obsessed in his horrid experiment, he never thought of the possibly tragic consequence. The pursuit of success and the prospect of creating a whole new race preoccupied his mind and barred him from rational reasoning. When it was finally finished, realizing it was not the consummation of his career, but rather the commencement of a serial catastrophe, he abandoned the poor creature, like a deformed baby left behind by their ruthless parents. It was Frankenstein’s irresponsibility that triggered the following tragedies. He shouldn’t have created the creature; he shouldn’t have abandoned it either.

Chapter 3 Freud's "Death Instinct"

Freud put forward a triple personality theory, namely the "id", "ego", "superego". The "id", "ego" and "superego" are always conflicting, especially the "id" and "superego" are often in a state of irreconcilable antagonism.

3.1 The First Function Part of Human Personality-Id

In the Freudian system, the Id is the container of the instinctual urges. It is the unconscious part of mind, which seeks immediate sat is faction of desires. It is concerned with what a person wants to do.

3.2 The Second Function Part of Human Personality-Ego

Ego is the rational, thoughtful, realistic personal ity process. It is characterized by a desire for independence, autonomy and self direction. It is concerned with what a person can do.

3.2 The Third Function Part of Human Personality-Superego

Superego is the idealized image that a person builds of himself in response to authority and social pressures.

Chapter 4 Analysis Frankenstein’s tragedy from Freud's

"Death Instinct"

4.1 The Combination of Science Fantasy and Gothic Horror

Monster is a more primitive life forms, here, Freud's death instinct and survival instinct will appear obviously, and he is a necessity unacceptable "man" precisely. 4.2 The Circumstances of Death and the Monster’s Revenge

Death is the end of the monster, when the death instinct turned to the outside world, the monster will project "death instinct" on the creator and the creator’ family. And when the monster project "death instinct" on himself, he will blame and resent himself, and finally, resulting to suicide.

Chapter 5 The inspiration of Frankenstein Ethics and Law is one of a road, but the road is implemented by limiting human behaviors. And art shape a new world, that’s also a platfor m for us to think about the problems of reality. In this world, all the unreasonable situations will not cause real tragedies.

Chapter 6Conclusion

Freud’s "id" theory reflects one of his dissatisfactions with modern civilization. He believed that modern civilization will bring unhappy results by its limits to people, and in such a modern civilized society, both sex and aggressive impulses will be suppressed, so he is dissatisfaction. Freud’s theory has not only reasonable aspects, but also biases. However, his theory indeed provides a new perspective for human to understand themselves and the world created by them.

Bibliography

[1] 弗洛伊德.《精神分析引论新编》[M].高觉敷译.北京：商务印书馆，1987：84.

[2] 玛丽?雪莱.弗兰肯斯坦[M].刘新民译.上海：上海译文出版社，2007：48.

[3] 弗洛伊德．S．自我与本我［M］．林尘，张唤民，陈伟奇，译．上海:上海译文出版社，2011．

[4] WILLIAM J．The ego［J］．The British Medical Journal，1927，1(3465)

[5] 雅各布斯M．精神分析之父———弗洛伊德［M］．于而彦，译．上海:学林出版社，2007．

[6] SHELLEY M．Frankenstein［M］．张剑，译．北京:中国城市出版社，2009．

[7] 苏耕欣．自我、欲望与叛逆———哥特小说中的潜意识投射［J］．国外文学，2005(4):52 －59．

[8] 殷明明．19 世纪欧美文学中的魔鬼及其精神分析学诠释［D］．上海:华东师范大学，2007

Acknowledgements

With the composition of the thesis coming to an end, I have at last obtained an opportunity to express my gratitude to my supervisor, who has not only given me her generous and instructive advice, and valuable materials, but also spent much time reading and correcting the manuscript of the thesis. Besides, teachers’ constant encouragement and help during my study here could not be underestimated for the fulfillment of this thesis.

I am also thankful to other teachers of College of Foreign Languages, whose courses I have attended and from whom I have learned much.

I would also like to acknowledge my deep indebtedness to my parents who spare no pains bringing me up.

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英语翻译论文开题报告 精编版 MQS system office room 【MQS16H-TTMS2A-MQSS8Q8-MQSH16898】

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表格 表格的题目格式与正文相同，靠左边，位于表格的上部。题目前加Table后跟数字，表示此文的第几个表格。 表格主体居中，边框粗细采用0.5磅；表格内文字采用Times New Roman，10磅。 举例： Table 1. The capitals, assets and revenue in listed banks

图表和图片 图表和图片的题目格式与正文相同，位于图表和图片的下部。题目前加Figure 后跟数字，表示此文的第几个图表。图表及题目都居中。只允许使用黑白图片和表格。 举例： Figure 1. The Trend of Economic Development 注：Figure与Table都不要缩写。 引用格式与参考文献 1. 在论文中的引用采取插入作者、年份和页数方式，如"Doe (2001, p.10) reported that …" or "This在论文中的引用采取作者和年份插入方式，如"Doe (2001, p.10) reported that …" or "This problem has been studied previously (Smith, 1958, pp.20-25)。文中插入的引用应该与文末参考文献相对应。 举例：Frankly speaking, it is just a simulating one made by the government, or a fake competition, directly speaking. (Gao, 2003, p.220). 2. 在文末参考文献中，姓前名后，姓与名之间以逗号分隔；如有两个作者，以and连接；如有三个或三个以上作者，前面的作者以逗号分隔，最后一个作者以and连接。 3. 参考文献中各项目以“点”分隔，最后以“点”结束。 4. 文末参考文献请按照以下格式：

英语论文模板(格式)

On Extra-curricular Activities and Cultivation of English Communicative Ability of College Students Applicant: XX Supervisor: XX Faculty: XXX May 10, 2008 XXX University

摘要 ................................................................................................................................................ii Abstract ........................................................................................................................................... iii 1. Introduction ................................................................................................................................... 1 1.1 The Significance of Topic ................................................................................................... 1 1.2 Research Methods............................................................................................................... 1 2. Theory Research ........................................................................................................................... 1 2.1 Linguistics Rationale ........................................................................................................... 1 2.1.1 Theory of Communicative Competence by D. H. Hymes ........................................ 1 2.1.2 Theory of Communicative Competence by Canale & Swain .................................. 2 2.1.3 Theory of Communicative Competence by Bachman.............................................. 2 2.2 Theoretical Basis of the Topic ............................................................................................. 2 2.2.1 Piaget's Theory ......................................................................................................... 2 2.2.2 American Scholar-- Alan Andean &Weir about ― Role Play............‖....................... 3 2.3 Related Studies.................................................................................................................... 3 2.3.1 Researches Abroad................................................................................................... 3 2.3.2 Researches in China ................................................................................................. 3 3. Presentation of the English Teaching ............................................................................................ 4 3.1 The Drawbacks of Traditional Teaching Methods .............................................................. 4 3.2 Modern Interest Teaching —— CLT .................................................................................... 4 3.2.1 Definition of CLT .................................................................................................... 4 3.2.2 The Content and Substance of CLT ......................................................................... 5 3.2.3 CLT in the Use of English Out-of-class Activities .................................................. 4. Out-of-class Activities and Cultivation of Communication Ability ............................................. 4.1 The Role of Out-of-class Activities in Training of Communication Ability ....................... 6 6 6 4.2 Current Situation of College Students 4.3 Analysis on the Causes for Problems .................................................................................. 8 4.4 Carrying Out the Out-of-class Activities in Scientific and Effective Way .......................... 9 -of-class ’LeaOutrning ............................................ 7 4.5 A Suggested Framework for Strategy Study ..................................................................... 11 4.5.1 Introduction ............................................................................................................ 11 4.5.2 An Out-of-class English Learning Center .............................................................. 11 5. Conclusion ...........................................................................................

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论文中英文翻译

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