summary格式及模板

1、SUMMARY最常見格式是總分總開頭籠統(tǒng)的介紹以下，給讀者一個(gè)大概的概念，然后分段總 結(jié)這個(gè)你好總結(jié)的東東的各個(gè)方面 . 關(guān)鍵看你要寫多少字 , 概括的是什么 , 再?zèng)Q定中間這部分 是分小段還是一大段內(nèi)，分開概括 . 最后就是總結(jié)了 . 有的時(shí)候你會(huì)感覺總結(jié)和開篇介紹很相 似，確實(shí)是這樣，但是總結(jié)只是更近一步的對這個(gè)事物進(jìn)行了概括 . 這個(gè)時(shí)候，讀者就應(yīng)該對 你所總結(jié)的事物有一種整體上的認(rèn)識(shí)了 .一段好的摘要必須包括main idea 和 supporting details 。main idea 說明文章的主旨，作者主要訴說的故事是關(guān)于什么 supporting details 則幫助發(fā)展或

2、說明主題。如何寫英文摘要 英文摘要如何寫 如何寫摘要一、 概述 文章摘要是對所寫文章主要內(nèi)容的精煉概括。 美國人稱摘要為 “Abstract 而英國人則喜歡稱其為“ Summary”。 通常國際刊物要求所要刊登的文章字?jǐn)?shù)，包括摘要部 分不超過 1 萬字。而對文章摘要部分的字?jǐn)?shù)要求則更少。因此，寫摘要時(shí)，應(yīng)用最為簡練的語言來表達(dá)論文之精華。論文摘要的重點(diǎn)應(yīng)放在所研究的成果和結(jié)論上。國際會(huì)議要求的論文摘要的字?jǐn)?shù)不等，一般為 200 字-500 字。而國際刊物要求所刊登的論 文摘要的字?jǐn)?shù)通常是 100 字-200 字。摘要的位置一般放在一篇文章的最前面，內(nèi)容上涵蓋 全文，并直接點(diǎn)明全旨。語言上要求盡

3、量簡煉。摘要通常多采用第三人稱撰寫?？茖W(xué)書籍、論文和學(xué)術(shù)報(bào)告一般都附有內(nèi)容摘要，這樣可以節(jié)省讀者的時(shí)間，使他們 不必讀完整個(gè)文章就能夠了解它的主要內(nèi)容。 書籍摘要， 一般放在封二或封三； 論文和學(xué)術(shù) 報(bào)告的摘要，一般放在正文前面。摘要應(yīng)做到簡明扼要，切題，能獨(dú)立成文，使讀者能準(zhǔn)確 地了解書籍的要義。寫摘要時(shí)，最好用第三人稱的完整的陳述句，文長一般不超過200 個(gè)詞。r iptive）和資料性的（Informational 不介紹內(nèi)容。資料性的摘要除了介紹主題外，它可以包括三個(gè)組成部分 點(diǎn)明主題， 解析文章或 使讀者迅速了解文章或書籍的概貌； 提出結(jié)論或二、常見句型1 ) This paper

4、deals with.2)This article focuses on the topics of (that，having，etc).3)3) This eassy presents knowledge that.4)4) This thesis discusses.5)5) This thesis analyzes.6)6) This paper provides an overview of.7)7)This paper elaborates on .8)8) This article gives an overview of.9)9) This article compares.an

5、d summarizes key findings.10) This paper includes discussions concerning.11) 11)This paper presents up12) 12)This article covers the role of chemicals in.13)13)This paper addresses important topics including.14)14)This paper touches upon.兩類。還應(yīng)介摘要分陳述性的（Des陳述性摘要只陳述書籍或文章的主題， 紹文章的要點(diǎn)和各個(gè)要點(diǎn)的主要內(nèi)容。書籍的目的或意圖；介

6、紹主要內(nèi)容，建議，以供讀者參考。15)15)This paper strongly emphasizes.16)16)This eassy represents the preceedings of .17)17)This article not only describes.but also suggests.18)18)This paper considers.19)19)This paper provides a method of .20)20)This paper introduces an applicable procedure to analyze.21)21)This pap

7、er offers the latest information regarding.22)22)This paper is devoted to examining the role of.23)23)This article explores.24)24)This paper expresses views on.25)25)This paper reflects the state of the art in.26)26)This paper explains the procedures for.?27)27)This paper develops the theory of .28)

8、28)This article reviews the techniques used in.29)29)This paper investigates the techniques and procedures to.30)30)This article is about.31)31)This eassy is related to .32)32)This paper concerns.33)33)This paper gives an account of .34)34)This article tells of.35)35)This paper tries to describe.36)

9、36)This paper provides an analysis of .37)37)This paper reports the latest information on .38)38)The author of this article reviews.39)39)The writer of this paper discusses.40)40)The writer of this eassy tries to explore.41)41)The aim of this paper is to determine.42)42)The purpose of this article i

10、s to review.43)43)The objective of this paper is to explore.破題用語，一般有：1The author of this article reviewsdiscusses,describes,summarizes,exam in es)someth ing.2This article reviews (or:reports,tells of,is about,concerns)something3This article has bee n prepared (or:desig ned,writte n).4The purpose of

11、this article is to determ ine someth ing.5The problem of someth ing is discussed.結(jié)論和建議，一般有以下幾種寫法：1The author suggests (recomme nds,c on cludes)that.2This article shows that .3It is suggested that .(or:4The authors suggesti on （or:c on clusi on ）is that.5The author finds it n ecessary to.summary 范文模板

12、Article：Children Must be Taught to Tell Right from WrongWilliam KilpatrickMany of today s young people have a difficult time seeing any moral dimension（ 道德層面 ） to their actions. There are a number of reasons why thats true, but nonemore prominent than a failed system of education that eschews （回避 ）

13、teachingchildren the traditional moral values that bind Americans together as a society and a culture. That failedapproach, called“ decision-making,” was introduced inschools 25 years ago. It tells children to decide for themselves what is right and what is wrong. Itreplaced “character education. （品

14、格教育 ）” Character education didn t ask children to reinventthe moral wheel （浪費(fèi)時(shí)間重新發(fā)明早已存在的道德標(biāo)準(zhǔn) ）; instead, it encouraged them to practice habits of courage, justice and self-control.In the 1940s, when a character education approach prevailed, teachers worried about students chewinggum; today they worr

15、y about robbery and rape. Decision-making curriculums pose thorny （ 棘手的 ）ethical dilemmas to students, leaving them with the impression that all morality is problematic and that allquestions of right and wrong are in dispute. Youngsters are forced to question values and virtues theyve never acquired

16、 in the first place or upon which they have only a tenuous （薄弱的 ） hold. The assumption behind this method is that students will arrive at good moral conclusions ifonly they are given the chance. But the actual result is moral confusion.For example, a recent national study of 1,700 sixth- to ninth-gr

17、aders a majority of boys considered rapeto be acceptable under certain conditions. Astoundingly, many of the girls agreed.This kind of moral illiteracy is further encouraged by values-education （價(jià)值觀教育 ） programs that are little more than courses in self-esteem （自尊 ）. Theseprograms are based on the q

18、uestionable assumption that a child who feels good about himself or herselfwon t want to do anything wrong. But it is just as reasonable to make an opposite assumption: namely,that a child who has uncritical self-regard will conclude that he or she can t do anything bad. Suchnaive self-acceptanceres

19、ults in large part from the non-directive （無指導(dǎo)性的 ）, non-judgmental （ 無是非觀的 ）, as-long-as-you-feel-comfortable-with-your-choices mentality（ 思想 ） thathas pervaded （ 滲透） public education for the last two and one-half decades. Many of today s drugeducation, sex education and values-education courses are

20、 based on the same 1960s philosophy thathelped fuel the explosion in teen drug use andrevealed thatsexual activity in the first place.Meanwhile, while educators are still fiddling with （ 胡亂擺弄 ） outdated “ feel-good ” approaches,New York, Washington, and Los Angeles are burning. Youngsters are leavin

21、g school believing thatmatters of right and wrong are always merely subjective. If you pass a stranger on the street and decideto murder him because you need money if it feels right you go with that feeling. Clearly, murder isnot taught in our schools, but such a conclusion just about any conclusion

22、 can be reached andjustified using the decision-making method.It is time to consign（ 寄 出 ）the fads（ 風(fēng) 尚 ）of “ decision-making ” and “ non-judgmentalism ”to the ash heap of failed policies, and return to a proved method. Character education provides a muchmore realistic approach to moral formation. I

23、t is built on an understanding that we learn morality not bydebating it but by practicing it.SampleSummaryof “ Children Must be Taught to Tell Right from Wrong”In his essay “Children Must be Taught to Tell Right from Wrong, ”William Kilpatrick argues ferventlythat the“ decision-making ” approach to

24、the moral education ofAmerican youth, which replaced “ character education ” 25 years ago, has prevented juveniles frombehaving and thinking in accordance with the traditional moral principles that are fundamental toAmerican society.According to Kilpatrick, decision-making methods instill in students a wrong belief that all norms ofmorality are subjective constructs with only relative truth in them and therefore can be interpreted flexiblya