【正文】 能干的人，不在情緒上計(jì)較，只在做事上認(rèn)真；無(wú)能的人！不在做事上認(rèn)真，只在情緒上計(jì)較。什么是奮斗？奮斗就是每天很難，可一年一年卻越來(lái)越容易。He, Gang, 2003. Grammaticalization: Construction and slot. 參考文獻(xiàn)類型參考文獻(xiàn)類型專著論文集報(bào)紙文章期刊文章學(xué)位論文報(bào)告報(bào)告專利文獻(xiàn)類型標(biāo)識(shí)MCNJDRSP寧可累死在路上，也不能閑死在家里！寧可去碰壁，也不能面壁。[N].人民日?qǐng)?bào)，19981225(10).［6］張韻斐. 現(xiàn)代英語(yǔ)詞匯學(xué)概論[M].　北京：北京師范大學(xué)出版社, 1986.（2）中文參考文獻(xiàn)編排格式：Grice, . Logic and conversation [A]. In Syntax and Semantics: Speech Acts [C]. ed. Cole amp。Olsen, Mari Broman. Translated texts and relevance theory [J]. Northwestern University Working Papers in Linguistics. 1992, (4):125163.［2］（1）外文參考文獻(xiàn)編排格式：附:參考文獻(xiàn)的格式(1) 要求全部參考文獻(xiàn)采用國(guó)際通用的著錄符號(hào)，著錄項(xiàng)目依次為：序號(hào)、主要著述者姓名、書名、出版地、出版社、出版年、頁(yè)碼；(2) 參考文獻(xiàn)類型標(biāo)識(shí)方法為：專著[M]，論文集[C]，報(bào)紙文章[N]，期刊文章[J]，學(xué)位論文[D]，專著論文集析出文獻(xiàn)[A]，其它未說(shuō)明的文獻(xiàn)[Z]；(3) 中外文分別排列，外文文獻(xiàn)在前，中文文獻(xiàn)在后；(4) 英文文獻(xiàn)按第一作者姓氏的英文字母順序排列；(5) 中文文獻(xiàn)按第一作者漢語(yǔ)拼音順序排列；(6) 同一作者不同時(shí)期的文獻(xiàn)按出版時(shí)間的先后順序排列。封面標(biāo)題及封面其他文字字體參見模板。封面，摘要、目錄、正文、致謝等的標(biāo)題字體參見模板。f) 參考文獻(xiàn)g) 致謝頁(yè)(Acknowledgements)致謝頁(yè)應(yīng)包括對(duì)論文寫作過程中提供幫助的人的感謝，其中包括導(dǎo)師及其他老師、個(gè)別提供幫助的同學(xué)、某些專家等畢業(yè)論文一律用A4紙打印，兩端對(duì)齊，左邊距3厘米，右邊距2厘米。d) 目錄e) 正文 (about 4000words)正文的一般格式ⅰ. 第一部分講述前人所做的工作，存在問題，本課題研究的意義，理論依據(jù)，擬采取的方法和步驟。Finally, I want to thank my parents who gave me unselfish support during the four years39。居中，Times New Roman四號(hào)，黑正體。[7] 何修玲. 讀顧誠(chéng). 南明史 [J]. 中國(guó)史研究，1998，(3)：167－173. [8] 劉潤(rùn)清. 決定語(yǔ)言學(xué)習(xí)的幾個(gè)因素[J].外語(yǔ)教學(xué)與研究，1990，（2）.[9] 文秋芳. 英語(yǔ)學(xué)習(xí)策略論 [M]. 上海: 上海外語(yǔ)教育出版社, 1996.[10]肖占時(shí). 英語(yǔ)語(yǔ)言、文學(xué)工具書及其使用[M]. 北京:學(xué)苑出版社, 1990.需參考8篇以上文獻(xiàn)。References[1] Biehler, . Psychology Applied to Teaching [M]. Boston: Houghton Mifflin, 1986.[2] Cohen, L. Research Methods in Education [M]. London: Routledge, 1994.[3] Olsen, Mari Broman. Translated texts and relevance theory [J]. Northwestern University Working Papers in Linguistics. 4 (1992): 125163.[4] Searle, J. Speech Acts [M]. Cambridge: Cambridge University Press, 1975.[5] Wood, . Strategies for College Reading and Thinking [M].New York: McGrawHill, 1991.)Components of a study planSuccessful learners (5)Unsuccessful learners (5)What55When42How51Why51Answer:Difference between themspecific/concrete/cleargeneral/abstract/vague Critical study Critical study es from your analysis of what you have learned. Your analysis is essentially characterised by critical thinking. As elaborated by Wood, critical thinking does not mean to criticise or find fault. It means “to use a variety of mental activities to acquire greater understanding and insight” and “these mental activities include asking why, making parisons and contrasts, analyzing causes and effects, or looking for problems and solutions” (Wood 305). In a class of study skill training, the teacher presented the research findings as shown in Table 2 and then asked the students to use a pair of adjectives opposite in meaning to describe the major difference between the successful learners’ study plans and those of unsuccessful learners. It was difficult for the students to indicate the difference with antonymous adjectives. So the teacher had to give one adjective to elicit the other from the students. This shows the demanding nature of critical thinking. Creative study Creative study leads you from the stage of receiving and using knowledge to the stage of discovering new knowledge by research started from critical thinking. It is characterised by creative thinking, a bination of divergent thinking and convergent thinking. According to Encyclopaedia Britannica, divergent thinking is “an activity that leads to new information, or previously undiscovered solutions, rather than to a predetermined, correct solution” (“Divergent Thinking”). It is a kind of mental activity considering different perspectives and discovering the underlying implicit relationships between the factors involved. In foreign language learning, when the learner wants to find out the relationship between forms and function of the target language, he or she will be engaged in discovering how a linguistic form can be used to perform different municative functions or how a municative function can be performed with different linguistic forms. Convergent thinking is an activity which resorts to “one’s abilities to assemble and organize information” and tries to reach “a defined goal in the achievement of an effective solution to a problem” by making use of “the ponents of one’s past and present experience in organizing or directing one’s response” (“Convergent Thinking”). In the case of using the target language, the learner may select the most appropriate linguistic means from his or her interlinguistic repertoire to perform a certain munication task such as organising his or her arguments in a challenging debate.Receptive studyProductive studyCritical studyCreative studyJunior 1 Junior 2Junior 3Senior 1Senior 2Senior 3College 1College 2Figure 1. The Everadvancin