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 (i)

Table of Contents ......................................................................................................... i i Chapter 1 Introduction (1)

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 (3)

Acknowledgements (4)

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 circumstances should any body 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 th e 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 platform 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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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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【2018-2019】英语论文的几种格式-word范文模板 (11页)

本文部分内容来自网络整理，本司不为其真实性负责，如有异议或侵权请及时联系，本司将立即删除！ == 本文为word格式，下载后可方便编辑和修改！ == 英语论文的几种格式 篇一：英文论文撰写格式说明 英文论文撰写格式说明 1. 模板文件Author Instructions.rtf里面描述的内容不需要遵照执行，只需要遵照其格式，论文电子版制作均采用MS-Word软件 2. 页面设置（操作—点击“文件”里的“页面设置”进行） 1）新建WORD文档，选用A4纸并进行如下页面设置： 2）页边距：上2.5cm，下1.5cm，左2cm，右2cm，装订线0cm。 3）版式：页眉1.25cm，页脚0.5cm。 4）文档格式：栏数为1，请在“网格”里选用“无网格”项。 3. 论文格式 3.1 行距：若无特别说明，均为单倍行距。 3.2 段落间距：若无特别说明，均为段前0磅，段后0磅。 3.3 论文题目：所有实词首字母大写，Arial字体，14磅，加粗，居中；段落间距为段后6磅。 3.4 作者：Arial字体，14磅，居中，名在前，姓在后，用全称（如：玉娇龙为Jiao Long Yu）, 段落间距为段前6磅。 3.5 地址：Arial字体，11磅，居中，段落间距为段前6磅（若地址太长要强行换行时，则该地址内部段落间距均为0磅） 3.6 Email 格式与地址相同，相邻email间用逗号隔离开

3.6 关键词：Arial字体，11磅，两端对齐，段落间距为段前18磅，其中Keyword：为加粗。冒号后加空格再接关键词，相邻词间用逗号分隔。每个关键词的首字母大写。 3.7 从“摘要”开始到“参考文献”结束，所有正文的字体均为Times New Roman，12磅；两端对齐。 3.8 摘要：段落间距为段前18磅，其中Abstract. 要加粗，在句点后空1格 再紧接摘要内容。 3.9文中各级标题一律不用编号。标题中所有实词的首字母均大写。标题不要 超出二级标题。 3.10文中一级标题：加粗，两端对齐，段落间距为段前18磅，段后6磅，独 立成段。 3.11文中二级标题：标题加句点，加粗。句点号后空1格再紧接正文内容。若二级标题位于一级标题后的第一段，那么二级标题无需右缩进。否则，二级标题向右缩进5mm. 3.12正文除在一级标题后的第一段不右缩首行，其余各段首行均向右缩进5mm. 4. 图表的格式及其引用 4.1 文中表格尽量采用三线表，且不宜过于复杂。表格整体最大宽度不要大于版心宽度(17cm). 4.2 表题与表格都居中排列，无文字环绕。表题与上正文间隔一行，表格与下正文间隔一行。 4.3 表题与表格的字体与字号均与正文相同。需要时，表中字体可适当变小，但不得小于10.5磅。 4.4 表题在表格的上方，表序用“Table 1, Table 2?”表示，Table和后面的数字间加1空格，数字后面与文字之间加2个空格，其它说明写在表格的下方或旁边；表格中如有单位，应写在方括号内（如：[mm]）例： Table 3 High and low settings of predictor variables 4.5 正文中引用表格时，直接用表序即可。 4.6 文中图要与正文保持一定间隔，图题在图的下方或图的一侧，且与图为一整体。图序用“Fig. 1, Fig. 2,?”表示，Fig.和后面的数字间加1空格，数字后面与文字之间加2个空格。注意图的质量。如要节省版面，可以一行中并排放置多个图片。