英文Summary寫作方法、范例及常用句式

1、請(qǐng)同學(xué)們注意，概要和摘要的寫作內(nèi)容及寫作方法是完全不同的。有的人把概要也稱為摘要，切記一定要區(qū)分開！概要的英語是：summary, 摘要的英語是：abstract 。概要是對(duì)一篇文章的主題思想的簡(jiǎn)單陳述。它用最簡(jiǎn)潔的語言概括了原文的主題。寫摘要主要包括三個(gè)步驟：（1）閱讀；（2）寫作；（3）修改成文。       第一步：閱讀A認(rèn)真閱讀給定的原文材料。如果一遍不能理解，就多讀兩遍。閱讀次數(shù)越多，你對(duì)原文的理解就越深刻。B給摘要起一個(gè)標(biāo)題。用那些能概括文章主題思想的單詞、短語或短句子作為標(biāo)題。也可以采用文中的主題句作為標(biāo)題。主題句往往出

2、現(xiàn)在文章的開頭或結(jié)尾。一個(gè)好標(biāo)題有助于確定文章的中心思想。C現(xiàn)在，就該決定原文中哪些部分重要，哪些部分次重要了。對(duì)重要部分的主要觀點(diǎn)進(jìn)行概括。D簡(jiǎn)要地記下主要觀點(diǎn)主題、標(biāo)題、細(xì)節(jié)等你認(rèn)為對(duì)概括摘要重要的東西。       第二步：動(dòng)手寫作A. 摘要應(yīng)該只有原文的三分之一或四分之一長(zhǎng)。因此首先數(shù)一下原文的字?jǐn)?shù)，然后除以三，得到一個(gè)數(shù)字。摘要的字?jǐn)?shù)可以少于這個(gè)數(shù)字，但是千萬不能超過這個(gè)數(shù)字。B. 摘要應(yīng)全部用自己的話完成。不要引用原文的句子。C. 應(yīng)該遵循原文的邏輯順序。這樣你就不必重新組織觀點(diǎn)、事實(shí)。D. 摘要必須全面、清晰地表明原文所

3、載的信息，以便你的讀者不需翻閱原文就可以完全掌握材料的原意。E. 寫摘要時(shí)可以采用下列幾種小技巧：1) 刪除細(xì)節(jié)。只保留主要觀點(diǎn)。2) 選擇一至兩個(gè)例子。原文中可能包括5個(gè)或更多的例子，你只需從中篩選一至二個(gè)例子。3) 把長(zhǎng)段的描述變成短小、簡(jiǎn)單的句子。如果材料中描述某人或某事用了十個(gè)句子，那么你只要把它們變成一兩句即可。4) 避免重復(fù)。在原文中，為了強(qiáng)調(diào)某個(gè)主題，可能會(huì)重復(fù)論證說明。但是這在摘要中是不能使用的。應(yīng)該刪除那些突出強(qiáng)調(diào)的重述句。5) 壓縮長(zhǎng)的句子。如下列兩例：“His courage in battle might without exaggeration be called l

4、ion-like.”可以概括為：”He was very brave in battle.”“He was hard up for money and was being pressed by his creditor.”可以概括為：“He was in financial difficulties.”6) 你還可以使用詞組代替整句或者從句。請(qǐng)看下面的例子：“Beautiful mountains like Mount Tai, Lushan Mountain, and Mount Huang, were visited by only a few people in the past. To

5、day, better wages, holidays with pay, new hotels on these mountains, and better train and bus services, have brought them within reach of many who never thought of visiting them ten years ago.”可以概括為：”Beautiful mountains like Mount Tai, once visited by only a few people, are today accessible to many,

6、 thanks to better wages, paid holidays, new hotels and better transportation services.”7) 使用概括性的名詞代替具體的詞，比如：“She brought home several Chinese and English novels, a few copies of Time and Newsweek and some textbooks. She intended to read all of them during the winter vocation.”可以概括為：”She brought home

7、 a lot of books to read during the vocation.”8） 使用最短的連接詞。比如，可以使用but, then, thus, yet, though，不能使用at the same time, in the first place, because of these, on the other hand等較長(zhǎng)的連接詞。通常，使用分號(hào)就能夠達(dá)成使用連接詞的效果。9) 文章中的第一人稱說的話通常在摘要中轉(zhuǎn)換成第三人稱，從而把大段的對(duì)白簡(jiǎn)化，比如：Kate looked at Paul disapprovingly: You use too much salt o

8、n your food, Paul its not good for you!” Paul put down his knife and frowned:”Why on earth not! If you didnt have salt on your food it would taste awful like eating cardboard or sand just imagine bread without salt in it, or potatoes or pasta cooked without salt!” Kate was patient. She didnt want to

9、 quarrel with Paul. She wanted to persuade him. She said firmly:”But too much salt is bad for you. It cause high blood pressure and latter on, heart-attacks. It also disguises the taste of food, the real tastes which are much more subtle than salt, and which we have lost the sensitivity to appreciat

10、e any more.”可以用第三人稱概括為：Kate suggested to Paul that he should eat less salt. She thought that eating too much salt would do harm to Pauls health and that it could reduce the real tastes of food. But Paul disagreed. He said that food without salt would be tasteless.      

11、  第三步：修改成文草稿擬好以后，對(duì)它進(jìn)行修改。首先，與原文比較看是否把所有重要的觀點(diǎn)都概括了，摘要中的觀點(diǎn)是否與原文中的完全一致。其次，如果摘要中出現(xiàn)了不必要的詞匯、短語或長(zhǎng)句子，刪除它們。第三，檢查拼寫、語法和標(biāo)點(diǎn)符號(hào)的錯(cuò)誤。最后，保持語言簡(jiǎn)單明了。        經(jīng)過上述步驟和方法，一篇摘要就可以完成了。ArticleChildren Must be Taught to Tell Right from WrongWilliam KilpatrickMany of todays young people hav

12、e a difficult time seeing any moral dimension (道德層面) to their actions. There are a number of reasons why thats true, but none more prominent than a failed system of education that eschews (回避) teaching children the traditional moral values that bind Americans together as a society and a culture. Tha

13、t failed approach, called “decision-making,” was introduced in schools 25 years ago. It tells children to decide for themselves what is right and what is wrong. It replaced “character education. (品格教育)” Character education didnt ask children to reinvent the 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,

14、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 chewing gum; today they worry about robbery and rape.Decision-making curriculums pose thorny (棘手的) ethical dilemmas to students, lea

15、ving them with the impression that all morality is problematic and that all questions of right and wrong are in dispute. Youngsters are forced to question values and virtues theyve never acquired in the first place or upon which they have only a tenuous (薄弱的) hold. The assumption behind this method

16、is that students will arrive at good moral conclusions if only they are given the chance. But the actual result is moral confusion.For example, a recent national study of 1,700 sixth- to ninth-graders revealed that a majority of boys considered rape to be acceptable under certain conditions. Astound

17、ingly, 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). These programs are based on the questionable assumption that a child who feels good about himself or herself wont want to do

18、 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 cant do anything bad.Such naive self-acceptance results in large part from the non-directive (無指導(dǎo)性的), non-judgmental (無是非觀的), as-long-as-you-

19、feel-comfortable-with-your-choices mentality (思想) that has pervaded (滲透) public education for the last two and one-half decades. Many of todays drug education, sex education and values-education courses are based on the same 1960s philosophy that helped fuel the explosion in teen drug use and sexual

20、 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 leaving school believing that matters of right and wrong are always merely subjective. If you pass a stranger on t

21、he street and decide to murder him because you need moneyif it feels rightyou go with that feeling. Clearly, murder is not taught in our schools, but such a conclusionjust about any conclusioncan be reached and justified using the decision-making method.It is time to consign (寄出) the fads (風(fēng)尚) of “d

22、ecision-making” and “non-judgmentalism” to the ash heap of failed policies, and return to a proved method. Character education provides a much more realistic approach to moral formation. It is built on an understanding that we learn morality not by debating it but by practicing it.SampleSummary of “

23、Children Must be Taught to Tell Right from Wrong”In his essay “Children Must be Taught to Tell Right from Wrong,” William Kilpatrick argues fervently that the “decision-making” approach to the moral education of American youth, which replaced “character education” 25 years ago, has prevented juvenil

24、es from behaving and thinking in accordance with the traditional moral principles that are fundamental to American society.According to Kilpatrick, decision-making methods instill in students a wrong belief that all norms of morality are subjective constructs with only relative truth in them and the

25、refore can be interpreted flexibly and even questioned. This belief deprives them of the chance to secure solid moral standards and induces misconceptions about what should be clearly right or wrong.In parallel with this inadequacy of the “decision-making” approach are the unexpected outcomes of tho

26、se values-education programs focusing on students self-esteem that subscribe to the “non-judgmental” mindset dominating “decision-making” curriculums. Their mistaken assumption that feeling good warrants morality excuses students from criticizing and disciplining their own behaviors.Basing his concl

27、usion on his analysis of the fundamental flaws of the decision-making approach, Kilpatrick finally proposes an immediate shift back to character education which he believes teaches morality more effectively by emphasizing practice instead of discussion.Summary 常用句式1. This article/ passage mainly tel

28、ls (a story) about2. This passage mainly deals with/discusses/explores/3. In this passage (about ), the author 4. In this passage about , the author 5. The author began the essay/ passage by telling/ presenting6. First/Firstly/ In the beginning/In the first part, the author argues/ explains/ mention

29、s/ states/ points out (that)7. Secondly/ Next/ Further on/ Then/ In the next part/ In the main part, the author goes on with8. Finally/ As a conclusion/, the author concludes/ adds/ stresses that9. Finally, the author summarizes that 二、常見句型1）This paper deals with.2）This article focuses on the topics

30、 of (that,having,etc). 3）This essay presents knowledge that.4）This thesis discusses.5）This thesis analyzes.6）This paper provides an overview of.7)This paper elaborates on .8）This article gives an overview of.9）This article compares.and summarizes key findings.10）This paper includes discussions conce

31、rning.11)This paper presents up12)This article covers the role of chemicals in. 13)This paper addresses important topics including.14)This paper touches upon. 15)This paper strongly emphasizes.17)This article not only describes.but also suggests.18)This paper considers.19)This paper provides a metho

32、d of .20)This paper introduces an applicable procedure to analyze.21)This paper offers the latest information regarding.22)This paper is devoted to examining the role of. 23)This article explores.24)This paper expresses views on.25)This paper reflects the state of the art in.26)This paper explains t

33、he procedures for.¬27)This paper develops the theory of .28)This article reviews the techniques used in.29)This paper investigates the techniques and procedures to.30)This article is about.31)This essay is related to .32)This paper concerns.33)This paper gives an account of .34)This article tel

34、ls of.35)This paper tries to describe.36)This paper provides an analysis of .37)This paper reports the latest information on .38)The author of this article reviews.39)The writer of this paper discusses.40)The writer of this essay tries to explore.41)The aim of this paper is to determine.42)The purpo

35、se of this article is to review.43)The objective of this paper is to explore.破題用語，一般有： The author of this article reviews (or: discusses, describes, summarizes, examines) something This article reviews (or:reports,tells of,is about,concerns)something. This article has been prepared (or:designed,writ

36、ten). The purpose of this article is to determine something. The problem of something is discussed .結(jié)論和建議，一般有以下幾種寫法： The author suggests (recommends,concludes)that.This article shows that. It is suggested that.The author's suggestion (or:conclusion )is that The author finds it necessary to .Usef

37、ul Transitions and Transitional PhrasesIntroduction to a Topic as for, concerning, with regard to, with respect to, in terms of To Summarize in all, in a word, in brief, briefly, in other words, in short, in summary, that is, finally, generally, in conclusion, on the whole, therefore, to sum up, to

38、conclude, and so, this shows, thus we see To Compare by comparison, here again, in the same way, in a similar manner, likewise, similarly, so too, as, also, equally, accordingly, moreover, as well, and To Contrast conversely, however, instead (of), in spite of that, anyhow, on the contrary, on the o

39、ther hand, otherwise, rather than, still, yet, nevertheless, in contrast, notwithstanding, in spite of this, although, but, despite, even though To Show Cause and Effect accordingly, as a consequence, as a result, consequently, for this reason, hence, it follows that, so/so that, then, therefore, th

40、us, thereupon To Explain actually, admittedly, because, certainly, for example, in fact, indeed, really of course, since, that is, for instance, namely, specifically, such as, to illustrate, in particular, in this manner, thus To Show Conviction after all, at least, at the same time, apparently, eve

41、n so, evidently, certainly, conceivably, conclusively, doubtless, no doubt, perhaps, possibly, presumably, probably, surely, undoubtedly To Show Various Conditions in this event, in these circumstances, this (that) being so, provided that, in spite of, none/nevertheless, at the same time, even if, i

42、f, unless, otherwise, although, even though, though, despite To Add Information add to this, again, also, besides, equally, further, furthermore, in addition, moreover, once more, then too, too, yet again, yet another, and, as well, beyond that, even, next, similarly To Show Chronological Order afte

43、r that, afterwards, later, shortly, subsequently, concurrently, in the meantime, in the meanwhile, now, simultaneously, when/while/was, first, second, etc., formerly, earlier, previously, before that, then, already, at last, at length, by that time, finally, during, immediately, next, soon, still, i

44、n the interim, presently, at the same time, in the end, temporarily, thereafter To Show Concession admittedly, after all, all the same, at any rate, granted, however, in any case, in spite of, it is true that, nevertheless, obviously, of course, still, to be sure Location above, below, beyond, farth

45、er, further, here, nearby, opposite, there, to tIn the distant past, many people thought bats had magical powers, but times have changed. Today, many people believe that bats are rodents, that they cannot see, and that they are more likely than other animals to carry rabies. All of these beliefs are

46、 mistaken. Bats are not rodents, are not blind, and are no more likely than dogs and cats to transmit rabies. Bats, in fact, are among the least understood and least appreciated of animals.Bats are not rodents with wings, contrary to popular belief. Like all rodents, bats are mammals, but they have

47、a skeleton similar to the human skeleton. The bones in bat wings are much like those in arms and the human hand, with a thumb and four fingers. In bats, the bones of the arms and the four fingers of the hands are very long. This bone structure helps support the web of skin that stretches from the bo

48、dy to the ends of the fingers to form wings.Although bats cannot see colors, they have good vision in both dim and bright light. Since most bats stay in darkness during the day and do their feeding at night, they do not use their vision to maneuver in the dark but use a process called echolocation.

49、This process enables bats to emit sounds from their mouths that bounce off objects and allow them to avoid the objects when flying. They use this system to locate flying insects to feed on as well. Typically, insect-eating bats emerge at dusk and fly to streams or ponds where they feed.They catch th

50、e insects on their wingtip or tail membrane and fling them into their mouths while flying.There are about 1,000 species of bat, ranging in size from the bumblebee bat, which is about an inch long, to the flying fox, which is sixteen inches long and has a wingspan of five feet. Each type of bat has a specialized diet. For seventy percent of bats, the diet is insects. Other types of ba