英文简历突出

英文简历突出（通用8篇）

篇1：英文简历突出

突出的英文简历写作

1.素材有效

问问自己：各类素材想说明什么能力/品质，与定位符合吗?素材难以归纳，则为无效素材，白白占用简历空间。素材归纳与定位不一致，则是“画蛇添足”。素材过于大众化，未加入个人特色，简历缺乏亮点。

Tips：将素材和定位词结合，围绕定位词组织语言。

2.亮点突出

找5个同学或朋友阅读你的简历，问他们对简历中什么印象最深刻。如果大家什么都没记住，或者每个人记住的内容完全不一致，则说明简历没有亮点或特色不突出。

Tips：自认为有亮点就一定要体现在简历上，亮点可用粗体显示，给人留下更深印象。

“清水出芙蓉，天然去雕饰”，记住这句话你的简历自然不会臃肿。

3.定位精准

找几个同学或朋友阅读你的简历，请他们用3个关键词概括你的.定位。如果不能概括，这份简历恐怕根本就没有定位。几个人概括的关键词如果出入很大，则可能定位不清。概括的关键词与应聘行业关键词如果毫不相关，则定位不准。

Tips：简历定位与行业/职位关键词一致，乃简历的第一原则。因此查找该行业信息，总结关键词。

4.完全正面

简历是给一堆HR见你的理由，因此要反复评估每一个素材、句子和措辞。文字能表达出自己要说的话就好，不用冗述，给自己留点神秘感，让HR有见你的冲动，同时注意措辞的气势和礼貌。

Tips：盲目自大、放荡不羁的词汇和语言都是HR非常反感的，应努力避免。

篇2：英文简历突出

在简历里不要写与申请职位没有直接关系的内容，也没有必要描述你近十年的工作状况。

Follow all directions listed in the job ad.

依照招聘广告上列出的要求做。

Some ATS software takes certain document formats, so even though your PDF version looks awesome, it may come out looking differently on the other end. If it asks for a specific Word format, save your resume in that format before you submit it.

一些ATS软件只识别某些特定的文件格式，所以，尽管你的PDF版本简历看起来棒极了，可能在ATS的`眼里却是另一番模样。如果它要求一种特定的Word格式，在发送之前把简历保存为这种格式。

Check your spelling.

检查拼写错误。

Keywords don’t matter if they’re misspelled! You must check your spelling and grammar thoroughly before submitting your resume. Send it to a friend for a once-over, put it in Word and run a spell check, or print it and read it aloud to catch any errors.

篇3：英文简历的写作策略

关键词：英文简历,写作,策略

一、英文简历写作的意义

简历是求职者向招聘单位推销自己的重要工具, 它也是打开面试大门的金钥匙。一份语言规范、得体的英语简历体现出求职者具备清晰的思路、良好的语言表达、较强的沟通交际能力, 而且体现出求职者所具备的专业特长、语言功力、综合文化修养等, 因此英语简历的写作显得尤为重要。

二、英语简历写作中出现的问题

(一) “I”使用的错误

为了引起招聘方的注意, 在写作中, 应聘者主观地认为“I”的出现会加深招聘方的印象, 这样的写法适得其反。“I”的反复出现会另招聘方非常不舒服, 认为应聘者骄傲, 不顾及他人的感受。所以在写作中, 尽量少用“I”或“my”的句子。

如:As a result of my steady efforts in study, I can get good scores. (wrong) As a result of steady efforts in study, I can get good scores.

(二) 语法、句法错误

在简历的写作中, 恰当运用简单句, 避免使用复合句是书写句式时不错的选择。简单句虽然简单, 但招聘方阅读时倍感枯燥无味, 很难留下深刻印象。简洁中蕴含信息容量很大的语言是招聘方希望看到的。

如:As I have been in Japan for 4 years, I know Japanese well. (wrong) having been in Japan for 4 years, I know Japanese well. (right)

另外, 在时态的运用上学生也经常混淆和模棱两可, 对于过去时和现在时的运用常常错位, 例如, 在写作中, 描写相关经历用过去时, 介绍自己曾经获得的奖项用一般现在时。

(三) 词汇使用错误

在词汇的表达上学生经常使用中式英文。“三好学生” (excellent student instead of three good students.) “辅导员” (counselor instead of ideological tutor.) “班长” (class president instead of monitor.) 因语感较差, 导致中式英文的表达出现较多。

(四) 时间顺序错误

在英语简历的写作中, 学生在说明学历和工作经历时经常先写过去, 再写现在。而英文简历的写作要求采取倒叙的方式说明学历和工作经历, 先写现在的学习和工作经历, 然后再写过去。在写作上一定要注意规范化的写作, 而不要受到汉语习惯的影响。一定要写出地道、符合西方表达的句子。

(五) 版面格式不规范

在简历的写作中, 美观、大方的排版会给招聘方留下美好的印象。合乎规范的排版应是条目化, 符合西方人的阅读习惯和审美意识。在简历的写作中, 学生演常常根据自己的喜好来排版, 五花八门, 各式各样。简历的写作需要培养学生跨文化的交际意识, 培养学生具备规范化和正确性的意识。

三、简历写作采取的对策

(一) 书写特点

1. 大写。

大写标题可以迅速吸引读者的注意力, 读者在瞬间后捕捉到主题意思, 使得招聘方即刻理解了简历的主旨, 有效地引领招聘方逐步理解各项内容, 为求职者成功申请到面试打开了一条通路, 也为找到满意工作奠定了基础。

如:COMPANY ASSISTANT

2. 粗体和黑体。

在简历的写作中, 单词粗体和黑体起到了强调的作用, 表明了作者的亮点所在, 优势得以展现, 希望以此吸引招聘方的注意力, 使得招聘方会着重阅读, 加深印象。

如:Education Background

3. 颜色。

简历书写者为了让招聘方清晰辨识到重点信息, 深刻领会简历书写者的意图, 有些文字用蓝颜色, 以此来表明重点, 增加更多的有力条件, 为成功面试铺垫基石。

4. 字号。

简历撰写者通过多种多样的方式来展现自己的优势以此来获得招聘方的青睐。字号的变化体现了求职者的心情。下面这个例子的标题字号为13.5, 正文字号为小五。简历撰写者希望读者多多关注并予以重视。

5. 标点。

英文简历是求职者成功取得面试资格的一个重要环节, 是打开就业渠道的一扇门。在简历中, 简历书写者陈述与招聘相关的工作、技能、特长等诸多事宜, 通常是陈述句, 句号运用多。

(二) 词汇特点

1. 名词。

在简历写作中, 简历书写者运用积极、乐观的词汇来陈述与招聘工作相关的事宜, 更为积极地展现简历书写者的资质, 招聘方会在阅读时感到愉悦舒服, 愿意录用阳光明媚的人士, 它会给公司的前景加砖加瓦, 同时增加了自信心, 有利于面试成功。

如:Creation, independence.

2. 动词。

在英语简历的写作中, 每个具体的动词描绘着简历书写者的学习、工作经历。因简历书写者的具体行为动词可以展现不同阶段所做的具体事情, 动词的生动运用可以把平时地相关事宜传递出来, 因此动词运用较多。

如:Demonstrate, design, communicate, purchase.

3. 形容词。

在简历写作中, 形容词的运用生动形象地展现了简历篇章美的韵味, 栩栩如生地勾画出求职者不同一般的经历和良好的社会阅历。

如:Active, energetic, modest, creative.

4. 词汇重复。

为了保证招聘方清晰读懂简历, 不产生任何误会和曲解, 简历书写者使用重复词汇来达到清清楚楚、明明白白的目的。努力做到简历清晰明了, 一目了然。

如:Work as a teacher.Work as a tutor.

5. 词语并列。

在简历写作中, 意思上相近的词并列排放, 准确无误地表达了每一个词的意思, 烦琐中显现简单, 招聘方进一步明晰此词的意思, 加深了印象。

如:Supervises and directed, questions and concerns.

(三) 句法特点

1. 主动语态。

在简历的写作中, 直截了当、简洁明了, 没有拐弯抹角。执行者和接收方一目了然, 主动语态的运用明晰了执行者和接收方。

如:I can make full use of my financial management knoewledge and skills.

2. 陈述句。

陈述句客观、真实地展现出简历书写者实事求是地写出了与应聘工作相关的经历和技能。陈述句在简历中的运用丰富了简历书写者所具备的各项能力, 没有任何虚构浮华之词, 真真切切。

如:An individual's resume usually includes personal data, job objectives, educational background, work experience or employment history and other information or references.

3. 过去分词短语。

在简历的写作中, 过去分词短语的使用丰富了句式结构, 使得句子结构紧密, 句意达到了言简意赅的效果。

4. 平行结构。

在简历的写作中, 平行结构运用较多, 它平衡和协调了前后的句子, 节奏分明, 保持了语言的连贯性。语言内容鲜明, 语言气势突显。

如:Guide and direct the large-scale events, manage and coordinate large-scale events.

(四) 语篇特点

1. 版面设计。

条目化、分项式的版面设计是英语简历语篇设计的特点。版面设计具有条理性, 会给招聘方留下美好的印象。版面设计美观、大方会另招聘方赏心悦目, 爱不释手。同时也增加了简历书写者的面试机会。

2.“and”。

英语简历的书写重在“简”, 啰嗦繁杂的句式是避讳的。简简单单的句式干净利落, 令招聘方对大篇幅的内容一目了然。“and”在简历中使用较多, 它简化了复杂的句式关系。

如:Supervise general office activities and assist the executive vice-president such as writing and reports.

3. 词汇同现。

词汇同现联结了句与句之间的密切关系, 控制整个语篇的主题范围, 加强了语篇的衔接力, 语义连贯, 相互之间互为联系, 互为补充。在简历的写作中, 词汇同现的使用加强了语篇的粘合力。“Vice-president”是中心词, 与之工作有关的词汇依次使用。

如:Vice-president, Duke University, North Carolina, PA (2002-present) .

四、结语

写好英文简历是求职成功的重要部分。简历中的书写、词汇、语句、语篇特点不但体现了简历书写者的逻辑思维能力, 而且也体现了语言文字表达的能力, 是一个人综合能力素质的体现。通过探讨写作策略, 希冀帮助求职者成功就业, 找到满意的工作, 为社会贡献自己的一份力量。

参考文献

[1]陈鹏霞.英文求职信与求职面谈英语会话[M].世界图书出版公司/香港商贸出版社, 1991.

[2]丁往道, 等.英语写作手册[M].北京:外语教学与研究出版社, 1994.

篇4：高效英文简历模板

一份出色的Resume，是向外企求职的关键之一。不了解有关的常识和程式，不花费相当的心思来展示，光有纯正娴熟的英文功底，并不能获得用人单位的青睐。在一大堆错误百出、英文表达低劣或平庸、毫无针对性和创造性的Resume中，你的那份若能让人眼睛一亮，成功的机会必将大大增加，下面结合一个具体的例子给出说明和评述。

Balance Sheet基本方法

选择要应聘的工作后，必须看清招聘广告上所列出的每项要求，再将自己的学历、能力与兴趣逐一与之比较，作一张balance sheet。

例如，一则关于marketing management trainee和job requirement是这样写的：

We are looking for a competent person to fill the captioned position：

－University graduate major in Marketing Management. Prepared to develop career in the commercial field

－Outgoing personality

－Able to communicate at different levels

－Good knowledge of PC operations

－Proficiency in written and spoken English/Mandarin

那么你相应地考虑自己的qualification的选择和表述，就可以这样写（与上列各项对应）：

－University graduate with major in Marketing

－Having actively participated in Business clubs activities and learned accounting and management

－Good in communication with people and like a lot of out door activities, know how to tackle with people from all walks of life

－Skillful in operating Words, Excel, Lotus1-2-3, etc

－Fluent in English and Mandarin

这个方法的好处是可以让求职者清楚了解该职位是否适合自己，而本身资料又是否切合要求，而且，明白了各项要求后，就可依据每一点在履历表上重点提出自己在该方面的强项。突出卖点(selling point)，将之放在最吸引人的地方，使招聘者一眼可见，有利于present自己。

Work experience工作经验的陈述

工作经验是resume中令招聘者相当感兴趣的一项内容，措词得当是不可忽视的要务。

刚毕业，何来工作经验？其实，读书时的兼职、实习、实践，以至所曾参加的一些课外活动，如：协助出版校刊、举办活动、展览、宣传……都可算是工作经验。不过，表达起来要有针对性地展开，列出那些与所找工作有关的项目重点介绍，必要时更可使用summary的方式，以让招聘者深入地了解。

下面的写法显得相当简陋呆板：

2006/7-2006/8 General Clerk, IBM

2007/7-2007/8 Account clerks, Manley Toy Trading

2008/6-2008/8 Salesgirl, Esprit.

倘能换一种表述如：

Three years of job experience in different positions have offered me opportunity: As a General Clerk (IBM),Accounts clerk (Manley Toy Trading), I have learned how to prepare purchasing orders,place orders, handle accounting matter, check voucher,… also (Salesgirl, Esprit) developing the technique of selling, serving and stocking.

就能更好地突出个人工作经验，吸引招聘者的注意力！

Job objective 事业目标

通常，一般求职者只会在履历表开端简单地写上所应征的职位－Position Applied: Management Trainee或I am applying for... 其实，若懂得利用这小小空间写出自己的事业目标（job objective），更能显示出你对该工作的热爱及憧憬，能令招聘者对你加倍留意。

比如这个不错的例子：

Job objective：

To begin as a Marketing Management Trainee, with opportunity to advance to executive level and contribute to the development of firm.

篇5：英文简历突出

Ima Champion

150 Blue Street

Winner, Maryland 0

301-000-0000

OBJECTIVE

To obtain an executive sales position with a progressive company.

EXPERIENCE

XYZ Corp.(-Present)

National and Key Account Manager(August -Present)

Responsible for sales of new national accounts in Washington D.C., Maryland and Virginia with a focus on data services to customers billing over $10,000 per month. Primary duties include:

Prospecting for new customers, closing the sale and managing account implementation team to ensure proper installation of services

Always 110%-120% of quota

Establish relationships with key executives of new and existing accounts

Train newly hired national account managers in sales strategies, product line and use of mainframe computer system

Major Account Representative(December -August 1999)

Primary emphasis on providing dedicated voice and data services to customers billing over $5,000 per month. Responsibilities included:

Prospecting for new opportunities via cold call, research of leads, and vertical market strategies

Focused on application selling of data products

Management of contract negotiations with client executive managers

Increasing the revenue stream from existing customer base

Completed Professional Selling Skills by Learning International, Inc.

Account Representative(October 1996-December 1997)

Responsible for sales, service and retention of new corporate accounts. Daily activity focused on door to door cold calling combined with telephone prospecting and follow-up.

AWARDS

3-time Top Performer Award winner

2-time Star Achievement Award winner

2-time Presidents Award winner

Vision in Action Award winner

Three Month Showdown Award winner

Reach for the Stars Award winner

PROFESSIONAL STRENGTHS

Strong work ethic, accustomed to exceeding employer and customer requirements

Excellent communication skills and highly proficient in executive level presentations

Self-motivated, self-directed and comfortable with significant responsibility

EDUCATION

State University

篇6：简历突出重点

庄重的【个人简历】不仅代表了求职者对于这一职位的竞争非常关注，同时招聘方也可从简历书写的方式以及策划的方向而推断出这位求职者自身的能力大概可以被划分为那一条界限。

很难想象，一份看似寻常的个人简历，竟然可以带来如此深远的.影响，正如那些经常参与竞争而未能如愿以偿的求职者一般，他们在书写简历时正是因为随意对待，所以才会导致简历即便周而复始的递交，也难以对招聘方带来丝毫的吸引力，长时间这般下去，不仅未能得到收获，反而求职者自身的信心也会多少受到一些影响。

解决这类状况的方法非常简单，仅需适当的添加求职意向即可。本文信息来源于www.YJSJL.ORG大学生个人简历网，请注明。

为何要在众多的工作中对某一职位如此热衷?原因是什么，求职者便需怎样书写，无论是以利润，爱好，亦或者随遇而安的表达，皆可当做表达的方式叙述于简历中。招聘方最想看到的便是求职者为何要对这一份工作如此喜爱，有理由的叙述往往可以使简历更具表达力量，而只言片语的描述，反而会给人一种求职者并不重视这份工作的嫌疑，所以从这一点来看，必要的意向描述极有必要。

篇7：怎样突出电子简历

【“关键词”多多益善】

这里所谓的关键词，是指尽可能概括或描述你的技能、经历、意向的，能够被“搜索”到的常用词汇或术语。因此，要想成功就必须仔细斟酌、筛选关键词。譬如“会计”、“经理”、“项目管理”、“电脑软件”、“广告文案”等。

【少用缩写、俚语或过于生僻的字词】

在电子简历中应尽量避免使用缩略语，缩写不是不可以用，但最好还是放在全称 后注明，把内容一一表达清楚。同样，也应尽量使用通俗语言。要用尽人皆知的词语，否则，招聘者网上数据检索时可能“点”不“中”你哟。

【突出优势】

1.成绩。这个成绩不仅指你的成绩单，还包括其他卓尔不群的`指标。运用数字、百分比或时间等量化手段来强化成绩能给人较深印象。

2.能力。列出所有与求职有关的技能。展现你学习经历以外的天赋与才华。

3.经历。在保证真实性的前提下，尽量扩充与丰富你的经历，从最近的事情开始，逐渐往前推移，并保持每一个记录的独立性。注意细节，避免使用人称代词。

篇8：英文简历突出

The notion of'originality'means that the researchers contribute something new that will move the field of research forward.It is an essential feature of all types of academic writing according to the culture and conventions of English academic writing.According to Gilbert and Mulkay,any academic text must exhibit both sameness,which presents some connection between this study and the previous ones,and difference,which presents some element of novelty that the current study possesses(as cited in Bloch&Chi,1996).And the sameness and the difference will be accomplished mainly through the use of references,especially in the sections of introduction,literature review and the discussion of the findings.

Although in different types of research articles,the degrees of'originality'may be different,and the readers'expectations of the degrees of originality may vary depending on the type of academic writing,it does not mean that originality should be omitted in any academic writing,including undergraduates'degree paper.

As a matter of fact,originality is clearly required in undergraduate English majors'degree paper writing according to Curriculum to English Majors in Higher Education("Curriculum"in the following)(2000)edited by Ministry of Education in China.It is pointed out as follows:

"English majors'Graduation Paper should be written in English,in length of 3000-5000 words.It should be coherent,well-organized,meaningful,and contain certain original ideas.In assessing graduation paper,teachers should give importance to originality and creativity besides considering students'language proficiency"(2000,p.14,as cited in Liu,2010,p.80-81).

Although the"Curriculum"has claimed that originality is required and should be assessed,it has not provided the students with further explicit instructions about how to highlight originality in graduation paper writing.

Actually,throughout the research paper writing,originality can be shown in the section of introduction,literature review,methodology,and/or discussion of findings.However,if the writer does not highlight the originality to the readers in an appropriate way,the readers probably will not notice the originality,no matter how'original'the writer's ideas might be.

Writing involves an interaction between the writer and the readers in terms of the rhetorical approach to writing(Chandrasegaran&.Schaetzel,2004).And the writer always needs to keep the readers in mind during the process of writing.From this point of view,highlighting originality in academic writing is essential in promoting the writer's idea and attracting the potential readers(Hylland,2000a).

However,in practice,our undergraduate writers may find it difficult in using their language to highlight originality in their degree paper.And similar research has seldom been done so far in the field of the undergraduate English majors'degree paper writing in China(Liu,2010).Therefore,it is meaningful for me to focus my research on the undergraduate English majors'difficulties in highlighting originality in their degree paper writing.

2 Methods

The research questions of this paper are translated as below.

1)What do the student writers and their supervisors perceive as the difficulties in highlighting originality in the undergraduate English majors'degree paper writing?

2)What are the major causes of these difficulties?

In order to get the generalisability,20 degree paper writers were randomly selected among almost 200 senior English majors in the English Department,the College of Foreign Languages,China Three Gorges University(CTGU).In-depth interviews with both the20 randomly chosen student writers and 10 of their supervisors were conducted.

Questions used in the semi-structured interviews are listed below.

1)Do you consider originality as an important issue in degree paper writing?

2)Where do you think originality may,can or should be shown throughout the degree paper?

3)How do you understand the significance of highlighting originality in degree paper writing?

4)What do you perceive as the difficulties in achieving and highlighting originality?During your writing(or supervising)of the degree paper,do you(or your student)have difficulties in:understanding the function and organization of each section in English research paper?In understanding the function of the move of establishing a niche in highlighting the originality of the writing?In understanding the function of each optional step in the move of'establishing a niche':reviewing and evaluating previous research,counter-claiming;indicating a gap,and raising a question?Or just have difficulties in word choice,such as:not being able to use linguistic exponents to signal the gap/niche?Are there any other difficulties that you(or your student)have encountered?

5)What are the possible reasons of the difficulties in highlighting originality:the students'lack of specialized knowledge in the field of study?Their lack of academic literacy?Lack of linguistic proficiency?Or due to the not clear instructions from the teacher,university or the government?Or just lacking courage,being afraid to bear the responsibility may be one of the reasons to explain why some students have failed in establishing a niche,therefore losing the opportunity to highlight the originality in their works?

After the interviews,I sorted out the patterns of those typical difficulties that the interviewees had identified.And then,by relating to the teaching and learning context from a socio-cultural dimension,I located the causes of those difficulties.

3 Problems and Causes

The interviews reflect a commonly held view among the students and teachers that highlighting originality is probably beyond the undergraduate English majors'capability.Most students,including those linguistically proficient students,find it difficult to highlight originality in their articles.Generally speaking,the students have difficulties in the following three aspects:

1)establishing one's own research gap(thus having no originality at all);

2)deciding where in the research article to highlight originality;

3)using proper academic language to highlight originality.

From a socio-cultural dimension,the students'failure in highlighting originality may be caused by the Oriental literacy tradition they share:being used to following the prior rather than to challenging them(Liu,2010).

Hyland has summarized some more researchers'opinions and points out that L2 learners commonly lack the corresponding"cultural resources"to succeed in writing,especially when a critical appraisal of the texts should be conducted(e.g.Cope&Kalantzis,1993;Hammond and Macken-Horarik,1999;and Hasan,1996,as cited in Hyland,2003,pp.19-20).Similarly,Chandrasegaran(2001)also argues that"an East Asian literacy tradition that views scholarship as the'preservation of precedent'or'prior wisdom'"may be the cause of the Singaporean postgraduates'inability to perform argumentation moves in discussion of their dissertation writing(p.11).What's more,Hyland(2003)also points out that if the students can not access to the Anglo-American culture,they have to"draw on the discourse of their own cultures",which may lead to their failure in writing(p.20).All this helps us to understand why culture differences may cause the Chinese students'failure in highlighting originality in their research articles.

4 Pedagogical Implications

Since cultural differences may cause students'failure in highlighting originality,the cultural and conventions of English academic writing should be introduced to our Chinese student writers,which,as proposed by many researchers that is essential to L2 students'success in academic writing(e.g.Chandrasegaran,2001;Hyland,2003).Liu(2011)even has proposed for her Senior English major students a course curriculum of English Research Paper Writing containing the contents of the culture and conventions of English academic writing.

In the following part,academic literacy education at both a macro and a micro level will be elaborated in details.

4.1 Literacy education at a macro level

4.1.1 Purpose

Literacy education at the macro level in the context of this study aims at better socializing the undergraduate English majors into the Anglo-American academic discourse community.Drawn on the"ESP genre approach",the process of student writers working under the guidance of an experienced member of the discourse community(usually the supervisor)to learn the specific conventions of that community,has been generalized by Woodward-Kron(2004)and many other researchers as the metaphor of"apprenticeship",the result of which may be that students eventually"become fully-fledged members of the discourse community"(p.141).

However,the findings in the present study suggest that the Chinese undergraduates are still far from being socialized into the Anglo-American academic discourse community.As discussed above,since they can not access to the target discourse community,they have to draw on the discourse of their own community to write English Graduation Paper,and thus the problem may occur.Therefore,in literacy education at the macro level,emphasis should be given to students'global understanding of the Anglo-American academic discourse community.

4.1.2 Main contents

Since the"ESP genre approach"sees genres as rhetorical choices that the writers make responding to repeated contexts(Hyland,2003),how language works in the specific social context(s)to achieve specific purpose(s)should be explained explicitly to the student writers.

As a top priority in literacy education at this level,I suggest that the basic concepts of"discourse community"and"community conventions"should be first introduced to the Chinese undergraduates.In practice,Clark(1992),Bizzell(1992,as cited in Woodward-Kron,2004)and Hyland's(2000b)points of view on"community"and"conventions"can all be borrowed.As Clark(1992)points out,the notion of discourse community implies that"there is a set of shared values and beliefs,of discoursal conventions"(p.118).Bizzell(1992)puts the same meaning in another way.He claims that members in the same discourse community"share certain language use practices,canonical knowledge and approaches to interpreting experience"(as cited in Woodward-Kron,2004,p.141).Hyland(2000b)also argues that in academic discourse community,certain"community agreement"exists in terms of"culturally-influenced practical actions and matters",such as what is regarded as"substantiated truth","useful contribution","valid argument"and how to"maintain the authority of their discipline",…etc.(p.11).When relating to the present study,we can explain to the students that the purpose of introduction and the three necessary moves in introduction are just examples of this kind of"community agreement"that have already been set by the prior researchers and that any newcomers to the community should learn about.Only when the students are clear about these basic concepts,can they comprehend the further instructions on culture and conventions of the English academic discourse community in the future.

However,literacy education at the macro level should not only include giving clear explanation of the genre theory and systematic instruction on the culture and conventions of English academic writing to the students,but also,it should provide the students with opportunities to learn and try on the peculiar ways of thinking and writing,which characterize the Anglo-American academic discourse community.Only through constant practice,will the students eventually be able to apply the schema they have learned to their English Degree Paper writing.

4.2 Literacy education at a micro level

4.2.1 Purpose

Literacy education at the micro level aims at teaching students how to use proper cultural and linguistic resources to highlight originality in research paper writing.As revealed in Liu's(2010)study,the students do not know the three necessary moves that should be made in introduction,and/or can not use appropriate language to make the right moves,which may lead to their failure in highlighting originality.Therefore,scaffolding at a micro level should be provided to the students towards their proper use of cultural and linguistic resources in research paper writing.

4.2.2 Main contents

Conventions that have already been set by the prior researchers on English research paper writing should be taught explicitly to the students.For instance,up to now,a lot more about making moves in introduction has been known due to lots of genre theorists'efforts–some have identified typical move models/structures/sequences in introduction(e.g.Swales,1990;Bunton,2002;Paltridge&Starfield,2007;and Samraj,2008);some have offered lists of linguistic devices which can help to make the right moves in introduction(Swales,1990;Hyland,2005&2008);and some have found the ways to establish an appropriate authorial self,which can highlight the authorial decisions in introduction,thus can also help to highlight originality in research paper writing(Hyland,2000b;2003;2005;2008).All these knowledge on culture and language can be employed for the literacy education at the micro level to the Chinese undergraduates.

The understanding of the conventions is relatively easier to the students while learning to use the proper language needs more training and practice.Therefore,in literacy education at this level,emphasis should be given to students'learning to use the proper linguistic resources.

In selecting pedagogical content knowledge of linguistic resources to be taught at this level,we can borrow,for instance,Swales'(1990)findings on how RA writers use specific linguistic and discoursal resources to fulfill the three necessary rhetorical moves in introduction,and Hyland's(2001,2002,2005,2008)studies on self-mention words.Based on the corpus of RA(research article)texts,Swales(1990)offers three lists of linguistic devices which can be used to fulfill the three moves respectively,namely,"linguistic exponents/signals of centrality claims"(p.144),"linguistic exponents of establishing a niche"(pp.155-157),and"deictic references to the present text"(pp.159-160).Examples and explanations on the functions of these linguistic features have been provided in details.All this helps students to highlight originality in their research paper writing

What's more,it is absolutely necessary to include and highlight the appropriate use of self-mention words in literacy education at this micro level.Hyland(2005)points out that the proper use of the self-mention words,such as"I","we","me","my","our","mine","us","the author","the author's","the writer",and"the writer's",can help the writers to"present decisions"(p.89),therefore can also help the writers to highlight orignality where the writers'decisions have to be clearly demonstrated.

In practice,not only appropriate and adequate content knowledge but also necessary opportunities to analyze the language should be provided to the students.That is to say,not only details of the linguistic features including their meanings,their functions and their appropriate use should be instructed explicitly to the students;more importantly,opportunities for the students to learn to incorporate these features into their writing should be provided.To achieve this,model texts of RA introduction containing the target linguistic devices can be offered to the students so that they will have the opportunities to deconstruct and analyze the language;peer review on the students'actual language use in writing should be encouraged;and teacher-student joint negotiation and construction of meaning can also be employed.Only through various ways of practice,can the students eventually learn to use the linguistic features proficiently to highlight originality in their degree paper writing.

5 Conclusion