(完整版)英文Summary寫作方法、范例及常用句式

1、摘要是對一篇文章的主題思想的簡單陳述。 它用最簡潔的語言概括了 原文的主題。寫摘要主要包括三個步驟：（1）閱讀；（2）寫作；（3） 修改成文。第一步：閱讀A .認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，你對原文的理解就越深刻。B .給摘要起一個標題。用那些能概括文章主題思想的單詞、短語或 短句子作為標題。也可以采用文中的主題句作為標題。 主題句往往出 現(xiàn)在文章的開頭或結(jié)尾。一個好標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。對重要部分的主要觀點進行概括。D .簡要地記下主要觀點主題、標題、細節(jié)等你認為對概括摘要 重要的東西。

2、第二步：動手寫作A. 摘要應(yīng)該只有原文的三分之一或四分之一長。因此首先數(shù)一下原 文的字數(shù)，然后除以三，得到一個數(shù)字。摘要的字數(shù)可以少于這個數(shù) 字，但是千萬不能超過這個數(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、事實。D. 摘要必須全面、清晰地表明原文所載的信息，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. 寫摘要時可以采用下列幾種小技巧:1）刪除細節(jié)。只保留主要觀點。2）選擇一至兩個例子。原文中可能包括5個或更多的例子，你只需從中篩選一至二個例子。3）把長段的描述變成短小、簡單的句子。如果材料中描述某人或某事用了

3、十個句子，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，為了強調(diào)某個主題，可能會重復(fù)論證說明。 但是這在摘要中是不能使用的。應(yīng)該刪除那些突出強調(diào)的重述句。5）壓縮長的句子。如下列兩例：“ HiS Courage in battle might Without exaggeratiOn be called Iidike. ” 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 d

4、ifficulties.”6）你還可以使用詞組代替整句或者從句。請看下面的例子：“ BeaUtifUI mountains like MoUnt Tai, LUSha n MoUntain, and MoUnt Huang, Were ViSited by only a few people in the past. Today, better wages, holidayS With pay, new hotels on these mountains, and better tra in and bus services, have brought them With in reach o

5、f many who n ever thought of ViSit ing them ten years ago.”可以概括為：” Beautiful mountains Iike Mount Tai, OnCe ViSited by OnIy afew people, are today accessible to many, tha nks to better wages, Paid holidays, new hotels and better tran SPOrtati On services.”7）使用概括性的名詞代替具體的詞，比如：“ She brought home SeVer

6、aI Chin ese and En glish no vels, a few COPieS ofTime and NeWSWeek and some textbooks. She inten ded to read all ofthem duri ng the Win ter VOCatiO n.”可以概括為：” She brought home a lot of books to read during theVOCatiO n. ”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 fi

7、rst place, because of these, on theother hand等較長的連接詞。通常，使用分號就能夠達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，從而把大段的對白簡化，比如：Kate looked at Paul disappro Vin gly: You USe too much salt on your food,Paul it ' S not good for you! ” Paul PUt down his knife andfrowned: ” Why on earth not! If you didn' t h

8、ave salt on your food it wouldtaste awful like eati ng CardbOard or SarjldSt imagi ne -bread WithOUtsalt in it, or potatoes or PaSta cooked WithOUt salt!” Kate WaS Patifdidn ' t Want to quarrel With Paul. She Wanted to PerSUade him. She Saidfirmly:But too much Salt is bad for you. It CauSe high

9、blood PreSSure andIatter on, heart-attacks. It also disguises the taste of food, the real tastesWhiCh are much more SUbtIe tha n salt, and WhiCh We have lost theSen SitiVity to appreciate 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 eat ingtoo much salt

10、would do harm to Paul' S health and that it could reduce thereal tastes of food. BUt Paul disagreed. He Said that food WithOUt salt would be tasteless.第三步：修改成文草稿擬好以后，對它進行修改。首先，與原文比較看是否把所有重要 的觀點都概括了，摘要中的觀點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、短語或長句子，刪除它們。第三，檢 查拼寫、語法和標點符號的錯誤。最后，保持語言簡單明了。經(jīng)過上述步驟和方法，一篇摘要就可以

11、完成了。ArtiCIeChiIdre n MUSt be TaUght to Tell Right from WrongWilliam KiIPatriCkMany of today ' S young people have a difficult time Seeing anymoral dimension （道德層面）to their actions. There are a number ofreasons why that ' s true, but none more prominent than a failed system of education that

12、eschews （回避） teaching children the traditional moral values that bind Americans together as a societyand a culture. That fail ed approach, called introduced in schools 25 years ago. It tells children to decide forcharactt ask children tothemselves what is right and what is wrong. It replaced educati

13、on. （品格教育 ）” Character education didn reinvent the moral wheel （ 浪費時間重新發(fā)明早已存在的道德標 準 ）; 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 chewing gum; today they worry about

14、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 all questions of right and wrong are in dispute. Youngsters are forced to question values and virtues they ' ve never acquired

15、 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 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-g

16、raders revealed that a majority of boys considered rape to be acceptable under certain conditions. Astoundingly, many of the girls agreed.This kind of moral illiteracy is further encouraged by values-education （價值觀教育 ） programs that are little more than courses in self-esteem （自尊 ）. These programs a

17、re based on the questionable assumption that a child who feels good about himself or herself won ' t want to do anything wrong. But it itsajsus reasonable to make an opposite assumption: namely, that a child who has uncritical self- regard will conclude that he or she can' t doanything bad.S

18、uch 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-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 today' s drug education, sex educa

19、tionand values-education courses are based on the same 1960s philosophy that helped fuel the explosion in teen drug use and sexual activity in the first place.8 / 19Meanwhile, while educators are still fiddling With （ 胡舌L擺弄）OUtdatedfgOod ”egoapproaches, NeW York, WaSh ington, and LosAn geles are bur

20、ning. Youn gsters are leav ing school believ ing that matters of right and wrong are always merely subjective. If you PaSS a Stra nger on the Street and decide to murder him because you need money if it feels right you go With that feeling. Clearly, murder is not taught in our schools, but SUCh a co

21、n clusi on just about any conclusion can be reached and justified USing the decisi on-mak ing method.It is time to conSign （寄出）the fads （風(fēng)尚）of “ decisimaking and“ nOiiUdgmentalism” to the ash heap of failed policies, andretur n to a PrOVed method. CharaCter educati on PrOVideS a much more realistic

22、approach to moral formatio n. It is built on an Understanding that We learn morality not by debating it but by PraCtiC ing it.SamPIeSUmmary of“ ChiIdre n MUSt be TaUght to Tell Right from WrongIn his essay Children MUSt be TaUght to TeIl Right from Wrong , ”William KilPatriCk argues fervently that t

23、he “ decisionmaking ”approach to the moral educati on of AmeriCa n youth, WhiChreplacedCharaCter educati On25 years ago, has PreVe ntedjuve niles from behav ing and thinking in accorda nce With the traditi onal moral Prin CiPIeS that are fun dame ntal to AmeriCa n society.ACCOrding to KilPatrick, de

24、cision-mak ing methods in still in StUde nts a wrong belief that all norms of morality are SUbjeCtiVe con StrUCtS With on Iy relative truth in them and therefore Can be in terpreted flexibly and even questioned. ThiS belief deprives them of the Cha nce to SeCUre solid moral Sta ndards and in duces m

25、isc on CePtiO ns about What should be clearly right or wrong.approachIn ParaIlel With th is in adequacy of theare the Un expected outcomes of those VaIUeS-educatio n PrOgramS focusing on StUdents-esteem that SUbSCribe to the“ no udgme ntal ” min dset dominating“ndakisg)nCUrriCUIums. Their mistaken a

26、ssumption that feeling good Warrants morality excuses StUdents from CritiCiZing and disciplining their own behaviors.the decisi On-mak ing approach, KilDatriCk fin ally prOPOses an immediate Shift back tO CharaCter educati On WhiCh he believes teaches morality more effectively by emphasiz ing DraCti

27、Ce in Stead Of discussi On.SUmmary常用句式1. ThiS article/ PaSSage mainly tells (a StOry) abOut 2. ThiS PaSSage mainly deals withdiscussesexpOres3. 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

28、 beginning/In the first part, the authorargues/ explains/ mentions/ states/ POintS out (that) 7. Secondly/ Next/ FUrther on/ Then/ In the next part/ In themain part, the author goes on With 8. Finally/ AS a conclusion/, the author concludes/ adds/StreSSeS that9. Finally, the author SUmmariZeS that 二

29、、常見句型1) This paper deals with.2) This article focuses on the topics 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 comp

30、ares.and summarizes key findings.10) This paper includes discussions concerning.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.19 / 1915) This paper strongly emphasizes.17) This article not on

31、ly describes.but also suggests.18) This paper considers.19) This paper provides a method 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

32、 expresses views on.25) This paper reflects the state of the art in.26) This paper explains the 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

33、 is related to .32) This paper concerns.33) This paper gives an account of .34) This article tells 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 discuss

34、es.40) The writer of this essay tries to explore.41) The aim of this paper is to determine.42) The purpose 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

35、reviews (or:reports,tells of,is about,concerns)something ThiS article has been PrePared (or:designed,written) 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 SUgg

36、eSted that The author's SUggeStiOn (or:COnClUSiOn )is that The author finds it necessary to USefUI TranSitiOnS and Transitional PhraSeSIntrOdUCtiOn to a Topicas for, concerning, With regard to, With respectto, in terms ofToSUmmariZein all, in a word, in brief, briefly, in other words, in short,

37、in summary, that is, finally, generally, in conclusion, on the whole, therefore, to SUm up, to conclude, and so, this shows, thus We SeeTO COmPareby comparison, here again, in the Same way, in aSimiIar manner, likewise, similarly, so too, as,also, equally, accordingly, moreover, as well, andTO COntr

38、aStconversely, however, instead (of), in SPite of that, anyhow, on the contrary, on the other hand, otherwise, rather than, still, yet, nevertheless, in COntrast, notwithstanding, in SPite of this, although, but, despite, even thoughTo ShowCaUSe andEffeCtaccordingly, as a consequence, as a result, c

39、onsequently, for this reason, hence, it follows that, so/so that, then, therefore, thus, thereuponTo EXPIainactually, 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 man

40、ner, thusTo ShowCOnViCtiOnafter all, at least, at the Same time, apparently,even so, evidently, certainly, COnCeiVably,conclusively, doubtless, no doubt, perhaps,possibly, PreSUmably, probably, surely,UndOUbtedIyTO ShOWVariOuSCOnditiOnSin this event, in these circumstances, this (that) being so, PrO

41、Vided that, in SPite of, none/nevertheless, at the Same time, even if, if, Unless, otherwise, although, even though, though, despiteTo AddInfOrmatiOnadd to this, again, also, besides, equally, further, furthermore, in addition, moreover, once more, then too, too, yet again, yet another, and, as well

42、, beyond that, even, next, SimiIarIyTo ShowChronological Orderafter 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

43、, by that time, finally, during, immediately, next, soon, still, in the interim, presently, at the Same time, in the end,temporarily, thereafterTo ShowCOnCeSSiOnadmittedly, after all, all the same, at any rate, granted, however, in any case, in SPite of, it is true that, nevertheless, obviously, of

44、course, still, to be SUreLOCatiOnabove, below, beyond, farther, 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

45、than other animals to Carry rabies. All of these beliefs are 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 popula

46、r belief. Like all rodents, bats are mammals, but they have a SkeIetOn SimiIar to the human SkeIeton. 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 struct

47、ure helps support the web of skin that stretches from the body 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

48、maneuver in the dark but use a process called echolocation. 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 du

49、sk and fly to streams or ponds where they feed.They catch the 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 bats feed on flower