【正文】 need to get a full prehension of a story by reading it word by word unless we want to make a critical ment. Study technique, which students need to master, is to read the material once rapidly and then go back over it to pick up more necessary details. In other words, the best reading efficiency is not always the highest。 文章涉及到閱讀理論的方方面面，但作者始終圍繞“ reading speed”。 上一段落，即“ Introduction”的最后一段，所表達(dá)的思想與論點(diǎn)陳述句對(duì)應(yīng)。因作者的姓出現(xiàn)在正文中，所以用漢語拼音。嚴(yán)謹(jǐn)?shù)慕Y(jié)構(gòu)表明作者清晰的思路。 請(qǐng)注意上一段的段落結(jié)構(gòu)。此段兩個(gè)引證標(biāo)注分別對(duì)應(yīng)于“ References”中的第四條和第一條。第一處是文中提到作者的姓，但沒有直接引語的引證方法。 workers have to read books relevant to their crafts to improve their skills。） 論文的結(jié)構(gòu)與層次全部用阿拉伯?dāng)?shù)字表示。 每一條目只有第一個(gè)詞匯的首字母大寫，其它小寫。 此文的提綱風(fēng)格是“標(biāo)題提綱（ topic outline）”，不含任何句子形式的條目?？梢?，此文結(jié)構(gòu)嚴(yán)謹(jǐn)。高質(zhì)量的論點(diǎn)陳述句都應(yīng)具有這一特征。 此文的論點(diǎn)陳述句（ thesis statement）并不是簡單地說：“ This paper is to explore the theories and training methods of speed reading”。 一、論文 Theories and Training Methods of Speed Reading Thesis Statement: The training methods of phrase reading, column reading, skimming, scanning and reading accelerator, developed for overing double abstraction, narrow eye span and some other bad reading habits, can effectively enhance readers’ reading speed without hurting their prehension. Outline 1. Introduction: fast reading and its training Fast reading and its benefits Training and its feasibility 2. Theories of fast reading Double abstraction Span of recognition Comprehension and reading speed Reading efficiency and flexibility 3. Some factors affecting reading efficiency Inefficient eye movement Extra body movement Previous knowledge 注：此文是由一篇 5000 多詞的論文壓縮而成。 英語 畢業(yè)論文工作文件（學(xué)生參考） 實(shí)例與評(píng)語 此文件包括一篇壓縮后的優(yōu)秀論文和開題報(bào)告的部分章節(jié)。編者就論文寫作中的常見問題和開題報(bào)告中的引證方法寫了簡短的評(píng)語，供參考。文本框內(nèi)的文字是評(píng)語。 相反，它明確地表述了作者對(duì)論文題目所示的論題進(jìn)行探討所得出的結(jié)論。 論點(diǎn)陳述句所表達(dá)的思想首先出現(xiàn)在“ Introduction”的最后一段；在“ Conclusion”部分，這一思想又一次得到強(qiáng)調(diào)。讀者可仔細(xì)閱讀這兩部分，驗(yàn)證一下情況是否如此。 每一條目與論文中的標(biāo)題嚴(yán)格對(duì)應(yīng)。（在實(shí)際寫作中，若需用專有名詞，則仍需大寫。 Concentration 4. Training methods for reading faster Reading by phrases Column reading Skimming Scanning Reading accelerator 5. Conclusion 1. Introduction: speed reading and its training Speed reading and its benefits Reading, one of the four language skills, is the most important way to get knowledge. The strong reading ability is essential for people to go ahead in this information explosion age. Students have to read different materials in different subjects to meet graduation requirements。 businessmen have to read various reports to make better decisions. In daily life, people read newspapers, magazines, stories, etc. to improve the qualities of their lives. Consequently, they need to read and to do it fast as well. Speed reading is beneficial. Miller and Steeber (1985) think the best answer to the question “why do we have to read fast?” should be to save time. A simple arithmetic calculation can illustrate the benefits of increased reading speed. 1 week 1 month 1 year 10 years Slow reader 150 . 3/4 book 3 books 36 books 360 books Fair reader 250 . 5/4 books 5 and 1/2 books 66 books 660 books Good reader 350 . 7/4 books 7 and 1/2 books 90 books 900 books (Fry, 1963, p. 3) In the chart, Fry (1963) assumes that the three kinds of readers read the same books with the same amount of time every day. A fair reader, with a speed of 250 ., finishes one and a quarter of a book in a week, while 注意上一段落中的藍(lán)色文字。在第二處，文中沒有提到作者的姓，但引用了“ Fry”的表格，其引證方法是不同的。只有在論文中有引證標(biāo)注的作品才能在“ References”中出現(xiàn)，這是論文寫作中須嚴(yán)格遵守的一條規(guī)則。第一句引入主題，第二句是“ Topic Sentence”，其它都是“ supporting sentences”。 a good reader, with a speed of 350 ., goes through one and three quarters of books. Then, a fair reader reads two books less than the good reader in a month, 24 books in a year, and 240 books in 10 years. What a huge difference! The chart very clearly demonstrates the benefits of speed reading. Training and its feasibility According to Fry (1963), one of the major methods for improving both speed and prehension is to set the students to work through a series of timed reading passages followed by prehension questions. He explains that when students are relaxing at home, they do not read as rapidly as they do in class under test conditions. In one of his experiments, whether the students are high school seniors or senior management executives, all of their reading speeds, after a tenweek course, can be increased by an average of 100%. That is to say, the class average roughly doubles. Secondly, the improvement of speed reading ability has nothing to do with ages or sex. If a student starts at between 160 and 280 ., he can end at between 340 and 500 . Moreover, training in one type of reading material can help to improve reading of other types of material, and reading speed training in one language helps the students to improve their reading in another language. Yu (1988) did an experiment in China and found that there was no relationsh