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浙江大学城市学院 毕业论文 毕业论文答辩ppt模板下载毕业论文ppt模板下载毕业论文ppt下载关于药学专业毕业论文临床本科毕业论文下载 正文5.2 A Sample Analysis on the Welcome Message from Oxford University As the representative welcome message of foreign universities ones, Oxford is selected because of its directness, small text-size, and the abundance of its affect resources and engagement resources. Vice-Chancellor's Office of University of Oxford Whether you are a member of the University or visiting us via this site, I hope you will find here a useful source of information about my role and working life as Vice-Chancellor, as well as about the history of the office. You can also find out more about my background and my continuing career as a research scientist. My intention for the future is that the content of the site should grow and develop, so that over time I can share with you some wider reflections on the ever-changing life of our great university. Engagement resources are underlined; all the engagement resources emerged here are entertain resources. Attitude resources are in boldface; among which affect resources do not conventionally show up. Graduation resources are indicated in boxes; for example, “some”is a typical soften resource, by using of which the tone of the message can be more flexible and unassertive. Soften was much more frequently deployed in foreign data than in Chinese data. 6. Findings and suggestions By analyzing the 44 discourses in the perspective of attitude and graduation, we can safely get some findings about these two resources in this type of discourse. Besides, a careful observation and comparison will definitely help us to find the reason of the differences, thus benefit the improvement of the efficiency and effectiveness of Welcome Messages from Universities. 6.1 Findings During the process of quantitative analysis, I have already given many pictures and tables embodying a part of my finding results. Apart from statistics, I also have several qualitative analysis finding results to share with you. To begin with, affect resource is more adopted in foreign universities’welcome messages. Affect is a vital resource in promoting the interpersonal relationship between the authors and their imagined readers. Chinese universities’ welcome messages are too serious when compared with foreign ones. Secondly, entertain resources are used more frequently in foreign universities than in 1 Chinese universities. By presenting what the author says is not a fact but one of the possibilities the president can avoid being too assertive and encourage more readers to get involved in the dialogic space. Thirdly, according to the coded statistics, soften resources such as some and kind of are much more used in foreign universities. By using of this type of items, the author can prevent from presenting his statistics or statement too absolute. Lastly, foreign universities employ fewer number and implicit force resources than Chinese universities; even by reading we can feel that they form a sharp contrast in the number resources. By doing so, foreign universities can impress the potential readers with the clear characteristic of conciseness and directness. 6.2 Suggestions From where I stand, it is unnecessary to set a large page of introduction of the university; instead, it is better to specialize the function of the welcome message to catch reader’s attention. As to the background information of the university, we can set up a column independently, which will be more convenient for the imagined readers to select or omit. Besides, Chinese universities should also pay attention to the tones of the messages by applying more affect resources and soften resources. Last but not least, it is quite advisable for Chinese universities to add more explicit-force welcome and invitation words; for after all, readers are not supposed to stay on a page for a very long time. Thus we should highlight our key information with the most economical expression. Works Cited [1] Bakhtin, M. The Dialogical Imagination[M]. Austin: University of Texas Press, 1981:1. [2] Biber, D. & E. Finegan, Styles of Stance in English: Lexical and Grammatical Marking of Evidentiality and Affect [J]. Text9.1, 1989:93-124. [3] Hunston, S. & G. Thompson. Evaluation in Text: Authorial Stance and the Construction of Discourse [C]. New Y ork: Oxford University Press, 2000: 1. [4] Martin, J. R. and D. Rose. Working with the Discourse: Meaning Beyond the Clause[M]. Sydney; Hong Kang: Continuum Press, 2003:23. [5] Martin, J. R. and White, P. R. R. The Language of Evaluation: Appraisal in English[M]. Beijing: Foreign Language Teaching and Research Press, 2008:35. [6]Painter, C. Developing Attitude: An Ontogentic Perspective on APPRAISAL [J]. Text 23.2, 2003:183-209. [7] Stubbs, M. A Matter of Prolonged Fieldwork: towards A Modal Grammar of English [J]. Applied Linguistics, 1986, 7:1. [8] 陈晓燕. 英汉社论语篇态度资源对比分析[A]. 陈晓燕. 第九届全国功能语言学 研讨会论文集[C]. 北京:高等教育出版社,2007: 39, 43. [9] 何兆熊. 新编语用学概要[M]. 上海:上海外语教育出版社,2000:66. [10] 王振华. 评价系统及其运作[J]. 外国语,2001:6. [11] 袁传有. 警察讯问语言的人际意义——评价理论之“介入系统”视角[J]. 现代 外语(季刊),2008(31):141-148. [12] 张允,高存. 论英语写作中的人际意义 表 关于同志近三年现实表现材料材料类招标技术评分表图表与交易pdf视力表打印pdf用图表说话 pdf 达——以校长致辞中的人称指示语为 例[J]. 内江师范学院学报,2010, (25):87-89. [13] 张德禄. 形式与意义的范畴化[M]. 北京:外语教学与研究,2006,(11):35. [14] 刘娟. 基于评价理论的英语旅游广告态度研究[J]. 安徽文学,2009,(12):385. [15] 李晶晶. 关于学术 书 关于书的成语关于读书的排比句社区图书漂流公约怎么写关于读书的小报汉书pdf 评中态度意义的评价性分析[DB/OL]. :85/Search/ResourceDataDetailPage.aspx?Database=qikan&expr ession=13575289&keywords=%e6%80%81%e5%ba%a6%e6%84%8f%e4%b9%89, 2010-12