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。第二步

2、：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 / 181) 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

3、述某人或某 事用了十個句子，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 exaggeratio bne called lion-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 fi

4、nancial difficulties.6) 你還可以使用詞組代替整句或者從句。請看下面的例子：“ Beautiful mountains like Mount Tai, Lushan Mountain, and MountHuang, were visited by only a few people in the past. Today, better wages, holidays with pay, new hotels on these mountains, and better train and bus services, have brought them within re

5、ach 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, 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：2 / 18She brought hom

6、e several Chinese andg Elisnh novels, a few copies ofTime and Newsweek and some textbooks. She intended to read all ofthem during the winter vocation.”可以概括為： ” She brought home 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 th

7、e first place, because of these, on the other 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 disapprovingly: You use too much salt on your food,Paul it s not good for you!” Paunl hpiust kdnoifwe andfrowned: ”Why on earth not! If you didn t have salt

8、on your food it wouldtaste awful like eating cardboard or sand just imagine bread withoutsalt in it, or potatoes or pasta cooked without salt!” Kate was patiedidn t want to qurealr with Paul. She wanted to persuade him. She said firmly: ” But too much salt is bad for you. It cause high blood pressur

9、e 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 appreciate any more.”可以用第三人稱概括為：3 / 18Kate suggested to Paul that he should eat less salt. She thought that eating too much salt would

10、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，一篇摘要就可以完成了。Articl

11、eChildren 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 that s true, but none more prominent than a failed system of education that eschews （回避） teachi

12、ng children the traditional moral values that bind Americans together as a society and a culture. That failed approach, called-makin“g,de”ci swioansintroduced in schools 25 years ago. It tells children to decide for themselves what is right and what is wrong. It replaced“ character4 / 18education. （

13、品格教育 ） ”Character education didnt ask children toreinvent 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 w

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

15、uired 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 ni

16、nth-graders 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 than5 / 18courses in self-esteem （自尊）. These p

17、rograms are based on the questionable assumption that a child who feels good about himself or herself won 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 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 educationand

19、 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.Meanwhile, while educators are still fiddling with （ 胡亂擺弄 ）outdatedf-egeolod”approaches, New York, Washington, and LosAngeles are burning. Youngster

20、s are leaving school believing that matters of right and wrong are always merely subjective. If you pass a stranger 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 conclusion just6 / 18

21、 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“ decisio-nmaking ” and “-junodgnmentalism ” to the ash heap of failed policies, and return to a proved method. Character education provides a much more realistic approach to

22、 moral formation. It is built on an understanding that we learn morality not by debating it but by practicing it.SampleSummary of “ Children Must be Taught to Tell Right from WrongIn his essay Child“ren Must be Taught to Tell Right from Wrong , ” William Kilpatrick argues fervently that the “ decisi

23、o-nmaking ” approach to the moral education of American youth, which replaced “ character education” 25 years ago, has preventedjuveniles from behaving and thinking in accordance with the traditional moral principles that are fundamental to American society.According to Kilpatrick, decision-making m

24、ethods instill in students a wrong belief that all norms of morality are subjective constructs7 / 18 with only relative truth in them and therefore can be interpreted flexibly and even questioned. This belief deprives them of the chance to secure solid moral standards and induces misconceptions abou

25、t what should be clearly right or wrong.In parallel with this inadequacy of the-mak“ingd”eci saipopnroachare the unexpected outcomes of those values-education programs focusing on students-est esemlf that subscribe to the“ no-njudgmental ” mindset dominating“-mdeackisnigon”curriculums. Their mistake

26、n assumption that feeling good warrants morality excuses students from criticizing and disciplining their own behaviors.Basing his conclusion on his analysis of the fundamental flaws of the decision-making approach, Kilpatrick finally proposes an immediate shift back to character education which he

27、believes teaches morality more effectively by emphasizing practice instead of discussion.Summary 常用句式8 / 181. This article/ passage mainly tells (a story) about 2. This passage mainly deals with/discusses/explores/ 3. In this passage (about ), the author 4. In this passage about , the author 5. The

28、author began the essay/ passage by telling/ presenting 6. First/Firstly/ In the beginning/In the first part, the author argues/ explains/ mentions/ states/ points out (that) 7. Secondly/ Next/ Further on/ Then/ In the next part/ In the main part, the author goes on with 8. Finally/ As a conclusion/,

29、 the author concludes/ adds/ stresses that 9. Finally, the author summarizes that 二、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.9 / 186) This paper provides an overview

30、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 concerning.11) This paper presents up12) This article covers the role of chemicals in.13) This paper addresses important topics including.14)

31、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 method of .20) This paper introduces an applicable procedure to analyze.21) This paper offers the latest information regarding.22) This

32、paper is devoted to examining the role of.23) This article explores.10 / 1824) This paper 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 pap

33、er 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 tells of.35) This paper tries to describe.36) This paper provides an analysis of .37) This paper reports the latest in

34、formation on .38) The author of this article reviews.39) The writer of this paper discusses.40) The writer of this essay tries to explore.11 / 1841) 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

35、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,written) The purpose of this article is to determine something The problem of something is discussed

36、. 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 authors suggestion (or:conclusion )is that The author finds it necessary to .12 / 18Useful Transitions and Transitional PhrasesIntroduction to a Topicas for, concerning, with rega

37、rd to, with respect to, in terms ofToSummarizein 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 conclude, and so, this shows, thus we seeTo Compareby comparison, here again, in the same way,

38、in a similar manner, likewise, similarly, so too, as, also, equally, accordingly, moreover, as well, andTo Contrastconversely, 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

39、 of this, although, but, despite, even thoughTo ShowCause andEffectaccordingly, as a consequence, as a result, consequently, for this reason, hence, it follows that, so/so that, then, therefore, thus, thereupon13 / 18To Explainactually, admittedly, because, certainly, for example, in fact, indeed, r

40、eally of course, since, that is, for instance, namely, specifically, such as, to illustrate, in particular, in this manner, thusTo Show Convictionafter all, at least, at the same time, apparently, even so, evidently, certainly, conceivably, conclusively, doubtless, no doubt, perhaps, possibly, presu

41、mably, probably, surely, undoubtedlyTo ShowVarious Conditionsin this event, in these circumstances, this (that) being so, provided 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,

42、besides, equally, further, furthermore, in addition, moreover, once more, then too, too, yet again, yet another, and, as well, beyond that, even, next, similarlyTo Showafter that, afterwards, later, shortly,14 / 18Chronologic al Ordersubsequently, concurrently, in the meantime, in the meanwhile, now

43、, 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, in the interim, presently, at the same time, in the end, temporarily, thereafterTo Show Concessionadmit

44、tedly, 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 sureLocationabove, below, beyond, farther, further, here, nearby, opposite, there, to tIn the distant past, many people thought bats had magical

45、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 mistaken. Bats are not rodents, are not blind, and are no more likely than dogs and cats to transmit rabi

46、es. Bats,15 / 18 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 a skeleton similar to the human skeleton. The bones in bat wings are much like those in arms and th

47、e 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 body to the ends of the fingers to form wings.Although bats cannot see colors, they have good vision

48、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. This process enables bats to emit sounds from their mouths that bounce off objects and allow them t

49、o 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 the insects on their wingtip or tail membrane and fling them into their mouths while flying.16 / 18 T

50、here 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 flow