以下英文均采用Times New Roman，行距均为1.5倍行距）
Abstract（小3号，加粗，居中）
（本页开始使用小写罗马数字标注页码，如i, ii, iii, iv, v）
Vocabulary is an indispensable part of a language, the foundation of language learning. Since vocabulary plays such an important role in a language, it is necessary for language learners, especially second language learners to have a grasp of some vocabulary learning strategies so as to guide them to memorize words easily and efficiently. Since the 1970s the researches on vocabulary learning strategies have been emphasized both at home and abroad, and more and more significant achievements gained in this field have come into being. ……………………
With an attempt to improve the effectiveness and efficiency of words memorization and English proficiency for senior high school students , this thesis firstly analyses the importance and necessity of vocabulary memorization,…………………………………
……………………………………………………………………………………………………………………………………………………………………….
（摘要段落首行缩进4个字符，摘要内容用Times New Roman小4 号）
注意：英文摘要应使用第三人称，内容与中文摘要应完全一致，符合英文语法习惯及行文规范。
Key words:vocabulary learning strategies; meta-cognitive strategies; cognitive strategies
（关键词一行与前面摘要正文之间空一行，各关键词之间用分号隔开，结尾不用任何标点符号。“Key words”两个词使用Times New Roman小4 号粗体）
内容摘要（不超过300字，黑体，小3号,居中，加粗，必须与上面的英文内容一致）
词汇是语言不可缺少的一部分，是语言学习的基础。鉴于词汇在语言学习中占有举足轻重的地位，有必要让英语学习者尤其是第二外语学习者掌握一些有效的词汇学习策略，以便引导他们轻松有效地记忆英语词汇。自二十世纪七十年代以来，有关词汇学习策略的研究引起了国内外学者的关注。这一方面的研究成果已取得越开越多的可喜成绩。但令人遗憾的是，…………………….
为了提高高中生英语词汇记忆效率和英语水平，本论文先分析英语词汇记忆的重要性与必要性及目前高中生在英语词汇记忆时存在的常见问题，然后介绍了有关的英语词汇记忆策略理论背景知识，包括英语词汇记忆的定义和分类，接着介绍国内外有关英语词汇记忆的一些重要研究成果，………………………………………
（摘要内容用宋体小4 号）
关键词：词汇学习策略；元认知策略；认知策略
（关键词一行与前面摘要正文之间空一行，各关键词之间用分号隔开，结尾不用任何标点符号。“关键词”这三个字使用宋体小4 号粗体）
Outline（Times New Roman小3 号，加粗，居中）
Thesis Statement: This thesis analyses the common lexical problems of senior high school students on the basis of the theoretical foundations of lexical learning strategies of English vocabulary memorization, and suggests …………….
（首行不缩进，Times New Roman小4 号）
4.1.2 Self-monitoring
4.2 Cognitive Strategies
4.2.1 Association
4.2.2 Word Formation
4.3 Social Strategies
(第一级标题不缩进，第二级标题缩进并与上行首字母对齐，其余类推。各级标题实词的首字母要大写。Times New Roman小4号)
Table of Contents（Times New Roman小3 号，加粗，居中）
2.2 Classification of Vocabulary Learning Strategies……………………………………. 3
4.1.2 Self-monitoring…………………………………………………………….…8
4.1.3 Self-evaluation……………………………………………………………......9
4.2 Cognitive Strategies…………………………………………………………………. 9
5 Conclusion………………………………………………………………………………...15
Bibliography…………………………………………………………………………………. 16
Acknowledgements……………………………………………………………………………20
(第一级标题不缩进，第二级标题缩进并与上行首字母对齐，其余类推。各级标题实词的首字母要大写。Times New Roman小4号。注意每一个标题后的页码要对齐)
1. Introduction（一级标题首行不缩进，Times New Roman 3号，加粗）
（本页开始使用阿拉伯数字在页脚中心位置标注页码，如1，2，3 …）
（一级标题首行不缩进，3号，加粗；二级标题首行不缩进，小3 号，加粗；三级标题首行不缩进，四号，加粗。实词首字母应大写）
（引用文献必须在作者姓名后用括号注明文献出版/发表年份，如果是汉语人名，采用拼音; 正文中的文献引用语，其后用圆括号注明作者姓名和年份，作者和年份用逗号分开。如果是汉语人名，采用拼音，详见以下范文中的示例，均用红色标明。）
It is commonly known that vocabulary is one of the indispensable components of a language system. David Wilkins (1972) once said, “Without grammar, little can be conveyed; without vocabulary, nothing can be conveyed.” The command of vocabulary plays a key role during the process of English learning and of utmost importance to second language learners.
According to the requirements in the national English curriculum standard, senior high school students are required to have a command of vocabulary of more than 4,000 words after they graduate from high school, the large number of words will be a great challenge for them.
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
（文章段落首行缩进4个字符，Times New Roman，小4 号）
2. The Theoretical Foundations of Lexical Learning Strategies
of English Vocabulary Memorization（首行不缩进，如有两行，第二行与首行对齐）
2.1 Definition of Vocabulary Learning Strategies
When it comes to vocabulary learning strategies, we must make it clear what it means, so as to help senior high school students to enhance the effectiveness and efficiency of vocabulary acquisition.
Rubin (1987) defines the meaning of vocabulary learning strategies as “the process by which information is obtained, stored, retrieved, and used”.
Ellis (1998) proposes that vocabulary learning strategies refer to generic terms of skills, methods and actions that learners use in the process of learning and using vocabulary knowledge in order to improve study efficiency.
Fan Ling(2002) believes that vocabulary learning strategies refer to both approaches and specific actions or techniques (either mental or behavioral) used by a learner to make vocabulary learning become easier, faster and better.
Nation (2001) demonstrates the definition by giving the characteristics of strategies which are partly pertinent to language learning strategies and partly to vocabulary learning. Nation defines it in this way:
A strategy must involve choice, i.e. there should be several strategies to choose from; A strategy must be complex;
A strategy must require knowledge and benefit from training;
A strategy must increase to the efficiency of vocabulary learning and vocabulary training.
Based on the above definitions of vocabulary learning strategies, this thesis takes the vocabulary learning strategies as various steps, methods and techniques that students consciously use directly or indirectly to facilitate vocabulary learning. In my opinion, no matter what the meaning of vocabulary learning strategies is, strategies are more or less person-related, task-related, or learning context-related.
2.2 Classification of Vocabulary Learning Strategies
The classification of vocabulary learning strategies has been widely studied at home and abroad in recent years because of different researchers’ views, experience, and methodologies.
Based on various classifications of vocabulary learning strategies concluded by other researchers and their assiduous efforts, O’Malley & Chamot (1990) classifies vocabulary learning strategies into meta-cognitive strategies, cognitive strategies and social/affective strategies. ……………………
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
Wen Qiufang(1995) classifies vocabulary learning strategies into six categories, namely distinguishing receptive and productive vocabulary, effectively dealing with new words, guessing the meaning of words in context, learning the use of dictionaries while necessarily realizing the importance of dictionaries, selecting words to memorize, struggling with forgetting.( Jiang Haimei, 2007)
In general, due to different ideas and many other reasons, domestic and foreign researchers have proposed many kinds of vocabulary learning strategies.
Chen Xiaotang and Zhen Min’s (2002) study on English learning strategies shows that helpful vocabulary learning strategies contain using pictures and imagination to learn words, using words network, learning words in context, using comparison, proper revision and so on.( Li Yulan, 2008)
Generally speaking, the researches on vocabulary learning strategies both at home and abroad mentioned above mostly focus on cognitive strategies and less on meta-cognitive strategies, social/affective strategies as proposed by O’Malley and Chamot (1990).
“Bibliography”必须按照下面所提供的样本排列。
Bibliography（小3号，加粗，居中）
[1] Atkinson, D. Language learning in mindbody world: A sociocognitive approach to second language acquisition [J]. Language Teaching 2014(47): 467-483.
[2] Ellis, R. The study of second language acquisition[M]. Shanghai: Shanghai Foreign Language Education press, 1998.
[3] Long, M. The role of linguistic environment in second language acquisition [A]. In W.Richie & T. Bhatia (eds.). Handbook of Second Language Acquisition [C]. New York: Academic Press. 1996:413-468.
[4] Nation, I. P. S. Learning vocabulary in another language [M]. Cambridge: Cambridge University press, 2001: 87-88.
[5] O’Malley, J. & A. Chamot. Learning strategies in second language acquisition [M]. Shanghai: Shanghai Foreign Language Education press, 1990.
[6] Rubin, J. Learner Strategies: theoretical assumption, research history and typology [M]. N.J: Prentice hall, 1987.
[7] Wilkins, D. Linguistic in Language Teaching [M]. London: Edward Arnold, 1972:111.
[8] 李玉兰. The Empirical Study of Effective Note-taking Strategy on English Vocabulary Memorizing for Senior High School Students [D]. 福州：福建师范大学，2008.
[9] 姜海梅. An Empirical Study of Cognitive Vocabulary Learning Strategies Training for Senior High School Students [D]. 石家庄：河北师范大学，2007.
[10] 王初明. 从“以写促学”到“以续促学” [J]. 外语教学与研究，2017(4):547-556.
关于Bibliography说明
“Bibliography”序号必须用阿拉伯数字加方括号，小4号，每一条参考文献著录均以“.”结束。专著标明作者姓名，出版社地址，出版社名称，出版时间及页码；论文标明作者姓名，期刊名称，期刊年份、期数及页码。出版社/期刊名称之间用实心圆点。网络文献标明网页出处。
2. 网络文献网址排列在所有文献的最后。
3. 论文正文中的引用文字不得超过全文字数的15%。
4. 文中引用文献应在10篇以上，专著、论文应都包括；网络文献不得多于2篇。最好引用近五年的最新学术研究成果。
参考文献
参考文献的著录应符合国家标准，参考文献的序号左顶格，并用数字加方括号表示，如“[1]”。每一条参考文献著录均以“.”结束。具体各类参考文献的编排格式如下：
1、文献是期刊时，书写格式为：
[序号] 作者. 文章题目[J]. 期刊名, 出版年份，卷号(期数):起止页码.
2、文献是图书时，书写格式为：
[序号] 作者. 书名[M]. 出版地：出版单位，出版年份：起止页码.
3、文献是会议论文集时，书写格式为：
[序号] 作者. 文章题目[A].主编.论文集名[C], 出版地：出版单位，出版年份:起止页码.
4、文献是学位论文时，书写格式为：
[序号] 作者. 论文题目[D].保存地：保存单位，年份.
5、文献是来自报告时，书写格式为：
[序号] 报告者. 报告题目[R].报告地：报告会主办单位，报告年份.
6、文献是来自专利时，书写格式为：
[序号] 专利所有者. 专利名称：专利国别，专利号[P].发布日期.
7、文献是来自国际、国家标准时，书写格式为：
[序号] 标准代号. 标准名称[S].出版地：出版单位，出版年份.
8、文献来自报纸文章时，书写格式为：
[序号] 作者. 文章题目[N].报纸名，出版日期（版次）.
9、文献来自电子文献时，书写格式为：
[序号] 作者.文献题目[电子文献及载体类型标识].电子文献的可获取地址，发表或更新日期/引用日期（可以只选择一项）.
电子参考文献建议标识：
[DB/OL]——联机网上数据库(database online)
[DB/MT]——磁带数据库(database on magnetic tape)
[M/CD］ ——光盘图书(monograph on CD-ROM)
[CP/DK］——磁盘软件(computer program on disk)
[J/OL］ ——网上期刊(serial online)
[EB/OL］——网上电子公告(electronic bulletin board online)
Acknowledgements（小3 号，加粗，居中）
On the completion of my thesis, I should like to express my deepest gratitude to all whose kindness and advice have made this work possible. I am greatly indebted to my supervisor,…….
（段落首行缩进4个字符，小4 号, 限150单词左右）
Abstract（小3号，加粗，居中）
（本页开始使用小写罗马数字标注页码，如i, ii, iii, iv, v）
Vocabulary is an indispensable part of a language, the foundation of language learning. Since vocabulary plays such an important role in a language, it is necessary for language learners, especially second language learners to have a grasp of some vocabulary learning strategies so as to guide them to memorize words easily and efficiently. Since the 1970s the researches on vocabulary learning strategies have been emphasized both at home and abroad, and more and more significant achievements gained in this field have come into being. ……………………
With an attempt to improve the effectiveness and efficiency of words memorization and English proficiency for senior high school students , this thesis firstly analyses the importance and necessity of vocabulary memorization,…………………………………
……………………………………………………………………………………………………………………………………………………………………….
（摘要段落首行缩进4个字符，摘要内容用Times New Roman小4 号）
注意：英文摘要应使用第三人称，内容与中文摘要应完全一致，符合英文语法习惯及行文规范。
Key words:vocabulary learning strategies; meta-cognitive strategies; cognitive strategies
（关键词一行与前面摘要正文之间空一行，各关键词之间用分号隔开，结尾不用任何标点符号。“Key words”两个词使用Times New Roman小4 号粗体）
内容摘要（不超过300字，黑体，小3号,居中，加粗，必须与上面的英文内容一致）
词汇是语言不可缺少的一部分，是语言学习的基础。鉴于词汇在语言学习中占有举足轻重的地位，有必要让英语学习者尤其是第二外语学习者掌握一些有效的词汇学习策略，以便引导他们轻松有效地记忆英语词汇。自二十世纪七十年代以来，有关词汇学习策略的研究引起了国内外学者的关注。这一方面的研究成果已取得越开越多的可喜成绩。但令人遗憾的是，…………………….
为了提高高中生英语词汇记忆效率和英语水平，本论文先分析英语词汇记忆的重要性与必要性及目前高中生在英语词汇记忆时存在的常见问题，然后介绍了有关的英语词汇记忆策略理论背景知识，包括英语词汇记忆的定义和分类，接着介绍国内外有关英语词汇记忆的一些重要研究成果，………………………………………
（摘要内容用宋体小4 号）
关键词：词汇学习策略；元认知策略；认知策略
（关键词一行与前面摘要正文之间空一行，各关键词之间用分号隔开，结尾不用任何标点符号。“关键词”这三个字使用宋体小4 号粗体）
Outline（Times New Roman小3 号，加粗，居中）
Thesis Statement: This thesis analyses the common lexical problems of senior high school students on the basis of the theoretical foundations of lexical learning strategies of English vocabulary memorization, and suggests …………….
（首行不缩进，Times New Roman小4 号）
- Introduction
-
The Theoretical Foundations of Lexical Learning Strategies of English Vocabulary Memorization
- Definition of Vocabulary Learning Strategies
- Classification of Vocabulary Learning Strategies
- Review of the related Researches into Vocabulary Learning Strategy
-
The Effective Lexical Learning Strategies of English Vocabulary Memorization for Senior High School Students
- Meta-cognitive Strategies
4.1.2 Self-monitoring
4.2 Cognitive Strategies
4.2.1 Association
4.2.2 Word Formation
4.3 Social Strategies
- Conclusion
(第一级标题不缩进，第二级标题缩进并与上行首字母对齐，其余类推。各级标题实词的首字母要大写。Times New Roman小4号)
Table of Contents（Times New Roman小3 号，加粗，居中）
- Introduction ……………………………………………………………. ………………..1
- The Theoretical Foundations of Lexical Learning Strategies……………………… …...2
2.2 Classification of Vocabulary Learning Strategies……………………………………. 3
- Review of the related Researches into Vocabulary Learning Strategy…………….. .. ....4
- Meta-cognitive Strategies …………………………………………………………...7
4.1.2 Self-monitoring…………………………………………………………….…8
4.1.3 Self-evaluation……………………………………………………………......9
4.2 Cognitive Strategies…………………………………………………………………. 9
5 Conclusion………………………………………………………………………………...15
Bibliography…………………………………………………………………………………. 16
Acknowledgements……………………………………………………………………………20
(第一级标题不缩进，第二级标题缩进并与上行首字母对齐，其余类推。各级标题实词的首字母要大写。Times New Roman小4号。注意每一个标题后的页码要对齐)
1. Introduction（一级标题首行不缩进，Times New Roman 3号，加粗）
（本页开始使用阿拉伯数字在页脚中心位置标注页码，如1，2，3 …）
（一级标题首行不缩进，3号，加粗；二级标题首行不缩进，小3 号，加粗；三级标题首行不缩进，四号，加粗。实词首字母应大写）
（引用文献必须在作者姓名后用括号注明文献出版/发表年份，如果是汉语人名，采用拼音; 正文中的文献引用语，其后用圆括号注明作者姓名和年份，作者和年份用逗号分开。如果是汉语人名，采用拼音，详见以下范文中的示例，均用红色标明。）
It is commonly known that vocabulary is one of the indispensable components of a language system. David Wilkins (1972) once said, “Without grammar, little can be conveyed; without vocabulary, nothing can be conveyed.” The command of vocabulary plays a key role during the process of English learning and of utmost importance to second language learners.
According to the requirements in the national English curriculum standard, senior high school students are required to have a command of vocabulary of more than 4,000 words after they graduate from high school, the large number of words will be a great challenge for them.
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
（文章段落首行缩进4个字符，Times New Roman，小4 号）
2. The Theoretical Foundations of Lexical Learning Strategies
of English Vocabulary Memorization（首行不缩进，如有两行，第二行与首行对齐）
2.1 Definition of Vocabulary Learning Strategies
When it comes to vocabulary learning strategies, we must make it clear what it means, so as to help senior high school students to enhance the effectiveness and efficiency of vocabulary acquisition.
Rubin (1987) defines the meaning of vocabulary learning strategies as “the process by which information is obtained, stored, retrieved, and used”.
Ellis (1998) proposes that vocabulary learning strategies refer to generic terms of skills, methods and actions that learners use in the process of learning and using vocabulary knowledge in order to improve study efficiency.
Fan Ling(2002) believes that vocabulary learning strategies refer to both approaches and specific actions or techniques (either mental or behavioral) used by a learner to make vocabulary learning become easier, faster and better.
Nation (2001) demonstrates the definition by giving the characteristics of strategies which are partly pertinent to language learning strategies and partly to vocabulary learning. Nation defines it in this way:
A strategy must involve choice, i.e. there should be several strategies to choose from; A strategy must be complex;
A strategy must require knowledge and benefit from training;
A strategy must increase to the efficiency of vocabulary learning and vocabulary training.
Based on the above definitions of vocabulary learning strategies, this thesis takes the vocabulary learning strategies as various steps, methods and techniques that students consciously use directly or indirectly to facilitate vocabulary learning. In my opinion, no matter what the meaning of vocabulary learning strategies is, strategies are more or less person-related, task-related, or learning context-related.
2.2 Classification of Vocabulary Learning Strategies
The classification of vocabulary learning strategies has been widely studied at home and abroad in recent years because of different researchers’ views, experience, and methodologies.
Based on various classifications of vocabulary learning strategies concluded by other researchers and their assiduous efforts, O’Malley & Chamot (1990) classifies vocabulary learning strategies into meta-cognitive strategies, cognitive strategies and social/affective strategies. ……………………
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
Wen Qiufang(1995) classifies vocabulary learning strategies into six categories, namely distinguishing receptive and productive vocabulary, effectively dealing with new words, guessing the meaning of words in context, learning the use of dictionaries while necessarily realizing the importance of dictionaries, selecting words to memorize, struggling with forgetting.( Jiang Haimei, 2007)
In general, due to different ideas and many other reasons, domestic and foreign researchers have proposed many kinds of vocabulary learning strategies.
Chen Xiaotang and Zhen Min’s (2002) study on English learning strategies shows that helpful vocabulary learning strategies contain using pictures and imagination to learn words, using words network, learning words in context, using comparison, proper revision and so on.( Li Yulan, 2008)
Generally speaking, the researches on vocabulary learning strategies both at home and abroad mentioned above mostly focus on cognitive strategies and less on meta-cognitive strategies, social/affective strategies as proposed by O’Malley and Chamot (1990).
“Bibliography”必须按照下面所提供的样本排列。
Bibliography（小3号，加粗，居中）
[1] Atkinson, D. Language learning in mindbody world: A sociocognitive approach to second language acquisition [J]. Language Teaching 2014(47): 467-483.
[2] Ellis, R. The study of second language acquisition[M]. Shanghai: Shanghai Foreign Language Education press, 1998.
[3] Long, M. The role of linguistic environment in second language acquisition [A]. In W.Richie & T. Bhatia (eds.). Handbook of Second Language Acquisition [C]. New York: Academic Press. 1996:413-468.
[4] Nation, I. P. S. Learning vocabulary in another language [M]. Cambridge: Cambridge University press, 2001: 87-88.
[5] O’Malley, J. & A. Chamot. Learning strategies in second language acquisition [M]. Shanghai: Shanghai Foreign Language Education press, 1990.
[6] Rubin, J. Learner Strategies: theoretical assumption, research history and typology [M]. N.J: Prentice hall, 1987.
[7] Wilkins, D. Linguistic in Language Teaching [M]. London: Edward Arnold, 1972:111.
[8] 李玉兰. The Empirical Study of Effective Note-taking Strategy on English Vocabulary Memorizing for Senior High School Students [D]. 福州：福建师范大学，2008.
[9] 姜海梅. An Empirical Study of Cognitive Vocabulary Learning Strategies Training for Senior High School Students [D]. 石家庄：河北师范大学，2007.
[10] 王初明. 从“以写促学”到“以续促学” [J]. 外语教学与研究，2017(4):547-556.
关于Bibliography说明
“Bibliography”序号必须用阿拉伯数字加方括号，小4号，每一条参考文献著录均以“.”结束。专著标明作者姓名，出版社地址，出版社名称，出版时间及页码；论文标明作者姓名，期刊名称，期刊年份、期数及页码。出版社/期刊名称之间用实心圆点。网络文献标明网页出处。
注意：1. 文献顺序英文文献在前，中文文献在后，均按作者首字母顺序排列。英文人名按姓前名后的原则书写。
2. 网络文献网址排列在所有文献的最后。
3. 论文正文中的引用文字不得超过全文字数的15%。
4. 文中引用文献应在10篇以上，专著、论文应都包括；网络文献不得多于2篇。最好引用近五年的最新学术研究成果。
5.Bibliography（即引文出处）的类型以单个字母方式标识，具体如下：
M——专著 C——论文集 N——报纸文章
J——期刊文章 D——学位论文 R——报告
对于不属于上述的文献类型，采用字母“Z”标识。6. 参考文献列表中，文献的作者不超过3位时，全部列出；超过3位时，只列前3位，后面加“等”字或相应的的外文；作者姓名之间不用“和”或“and”，而用“，”分开，姓名后面用实心圆点。
参考文献
参考文献的著录应符合国家标准，参考文献的序号左顶格，并用数字加方括号表示，如“[1]”。每一条参考文献著录均以“.”结束。具体各类参考文献的编排格式如下：
1、文献是期刊时，书写格式为：
[序号] 作者. 文章题目[J]. 期刊名, 出版年份，卷号(期数):起止页码.
2、文献是图书时，书写格式为：
[序号] 作者. 书名[M]. 出版地：出版单位，出版年份：起止页码.
3、文献是会议论文集时，书写格式为：
[序号] 作者. 文章题目[A].主编.论文集名[C], 出版地：出版单位，出版年份:起止页码.
4、文献是学位论文时，书写格式为：
[序号] 作者. 论文题目[D].保存地：保存单位，年份.
5、文献是来自报告时，书写格式为：
[序号] 报告者. 报告题目[R].报告地：报告会主办单位，报告年份.
6、文献是来自专利时，书写格式为：
[序号] 专利所有者. 专利名称：专利国别，专利号[P].发布日期.
7、文献是来自国际、国家标准时，书写格式为：
[序号] 标准代号. 标准名称[S].出版地：出版单位，出版年份.
8、文献来自报纸文章时，书写格式为：
[序号] 作者. 文章题目[N].报纸名，出版日期（版次）.
9、文献来自电子文献时，书写格式为：
[序号] 作者.文献题目[电子文献及载体类型标识].电子文献的可获取地址，发表或更新日期/引用日期（可以只选择一项）.
电子参考文献建议标识：
[DB/OL]——联机网上数据库(database online)
[DB/MT]——磁带数据库(database on magnetic tape)
[M/CD］ ——光盘图书(monograph on CD-ROM)
[CP/DK］——磁盘软件(computer program on disk)
[J/OL］ ——网上期刊(serial online)
[EB/OL］——网上电子公告(electronic bulletin board online)
Acknowledgements（小3 号，加粗，居中）
On the completion of my thesis, I should like to express my deepest gratitude to all whose kindness and advice have made this work possible. I am greatly indebted to my supervisor,…….
（段落首行缩进4个字符，小4 号, 限150单词左右）