英文Summary写作方法、范例及常用句式

1、切记一定要区分开！概要的英语是：summary,摘要的英语是：abstract。概要是对一篇文章的主题思想的简单陈述。它用最简洁的语言概括了原文的主题。写摘要主要包括三个步骤：（1）阅读；（2）写作；（3）修改成文。第一步：阅读A .认真阅读给定的原文材料。如果一遍不能理解，就多读两遍。阅读次数越多，你对原文 的理解就越深刻。B .给摘要起一个标题。用那些能概括文章主题思想的单词、短语或短句子作为标题。也可 以采用文中的主题句作为标题。主题句往往出现在文章的开头或结尾。一个好标题有助于确定文章的中心思想。C. 现在，就该决定原文中哪些部分重要，哪些部分次重要了。对重要部分的主要观点进行 概括。

2、D 简要地记下主要观点一一主题、标题、细节等你认为对概括摘要重要的东西。第二步：动手写作A. 摘要应该只有原文的三分之一或四分之一长。因此首先数一下原文的字数，然后除以三，得到一个数字。摘要的字数可以少于这个数字，但是千万不能超过这个数字。B. 摘要应全部用自己的话完成。不要引用原文的句子。C. 应该遵循原文的逻辑顺序。这样你就不必重新组织观点、事实。D. 摘要必须全面、清晰地表明原文所载的信息，以便你的读者不需翻阅原文就可以完全掌 握材料的原意。E. 写摘要时可以采用下列几种小技巧：1）删除细节。只保留主要观点。2）选择一至两个例子。原文中可能包括 5个或更多的例子，你只需从中筛选一至二个例

3、子。3）把长段的描述变成短小、简单的句子。如果材料中描述某人或某事用了十个句子，那么 你只要把它们变成一两句即可。4）避免重复。在原文中，为了强调某个主题，可能会重复论证说明。但是这在摘要中是不 能使用的。应该删除那些突出强调的重述句。5）压缩长的句子。如下列两例：“ His courage in battle might without exaggeration be called lion -like. ”可以概括为： ” He was very brave in battle. ”“ He was hard up for money and was being pressed by hi

4、s creditor.”可以概括为： “ He was in finan cial difficulties.”6）你还可以使用词组代替整句或者从句。请看下面的例子：“ Beautiful mountains like Mount Tai, Lushan Mountain, and Mount Huang, were visited by only a few people in the past. Today, better wages, holidays with pay, new hotels on these mountains, and better train and bus se

5、rvices, have brought them with in reach of many who n ever thought of visit ing them ten years ago.”可以概括为： ” 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

6、括性的名词代替具体的词，比如：“ She brought home several Chin ese and En glish no vels, a few copies of Time and Newsweek and some textbooks. She inten ded to read all of them duri ng the win ter vocati on.可以概括为： ” She brought home a lot of books to read during the vocation.”8） 使用最短的连接词。 比如，可以使用but, then, thus, ye

7、t, though，不能使用at the same time, in the first place, because of these, on the other hand等较长的连接词。通常，使用分号就能够 达成使用连接词的效果。9）文章中的第一人称说的话通常在摘要中转换成第三人称，从而把大段的对白简化，比如：Kate looked at Paul disapprovingly: You use too much salt on your food, Paul it ' s not good for you! ” Paul put down his knife and frowne

8、d:” Why on earth not! If you didn' t have salt on yourfood it would taste awfullike eating cardboard or sandjust imagine bread without salt in it,or potatoes or pasta cooked without salt!” Kate was patient. She didn' t want to quarrel with PaShe wan ted to persuade him. She said firmly:” But

9、 too much salt is bad for you. It cause highblood pressure and latter on, heart-attacks. It also disguises the taste of food, the real tastes which are much more subtle tha n salt, and which we have lost the sen sitivity to appreciate any more.可以用第三人称概括为：Kate suggested to Paul that he should eat les

10、s salt. She thought that eat ing too much salt would do harm to Paul ' s health and that it could reduce the real tastes of food. But Paul disagreed. He said that food without salt would be tasteless.第三步：修改成文草稿拟好以后，对它进行修改。首先，和原文比较看是否把所有重要的观点都概括了，摘要中的观点是否和原文中的完全一致。其次，如果摘要中出现了不必要的词汇、短语或长句子，删除它们。第三

11、，检查拼写、语法和标点符号的错误。最后，保持语言简单明了。经过上述步骤和方法，一篇摘要就可以完成了。ArticleChildren Must be Taught to Tell Right from WrongWilliam KilpatrickMany of today ' s young people have a difficult time seeing any moral dimensi道德层面）to their actions. There are a number of reasons why that' s true, but none more promine

12、nttha n a failed system of educati on that eschews 回避）teachi ng childre n the traditi onal moral values that bi nd America ns together as a society and a culture. That failed approach, called“ decisionmaking, ” was introduced in schools 25 years ago. It tells children to decide for themselves what i

13、s right and what is wron g. It replaced“品格TactBr）e”ucati on.（Character education didn' t ask children to reinvent the morOl浪费e时间重新发明早已存在的道德标准 ）;in stead, it en couraged them to practice habits of courage, justice and self-c on trol.In the 1940s, whe n a character educati on approach prevailed, t

14、eachers worried aboutstude nts chew ing gum; today they worry about robbery and rape.Decision-making curriculums pose thorny （棘手的）ethical dilemmas to students, leav ing them with the impressi on that all morality is problematic and that all questi ons of right and wrong are in dispute. Youn gsters a

15、re forced to questi on values and virtues they never acquired in the first place or upon which they have only a tenuous （薄弱的）hold. Theassumption behind this method is that students will arrive at good moral conclusions if only they are give n the cha nee. But the actual result is moral con fusi on.F

16、or example, a rece nt n ati onal study of 1,700 sixth- to nin th-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 （ 价值观教育 ） programs that

17、are little more tha n courses in self-esteem （自尊）.These programs are based on the questi on able assumpti on that a child who feels good about himself or herself won to do any thi ng wrong. But it is just as reas on able to make an opposite assumpti on: n amely, that a child who has uncritical self-

18、 regard will conclude that he or she can' t do anything bad.Such naive self-acceptanee results in large part from the non-directive （无指导性的 ）, non-judgmental （无是非观的）,as-long-as-you-feel-comfortable-with-your-choices mentality （思想）that has pervaded 渗透）public educati on for the last two and on e-ha

19、lf decades. Many of today ' s drug education, sex education and vaeducation courses are based on the same 1960s philosophy that helped fuel the explosi on in tee n drug use and sexual activity in the first place.Mean while, while educators are still fiddli ng with （ 胡乱摆弄）outdated “geod" app

20、roaches, New York, Washi ngton, and Los An geles are bur 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 n eed mon eif it feels right you go with that feeli ng. C

21、learly, murder is not taught in our schools, but such a con clusi onjust about any con clusi oncan be reached and justified using the decisi on-mak ing method.It is time to con sig n （寄出）the fads （风尚）of“ decisiorak ing ” and“ nonudgmentalism” to the ash heap of failed policies, and return to a prove

22、d method.Character educati on provides a much more realistic approach to moral formati on .It is built on an understanding that we learn morality not by debating it but by practicing it.SampleSummary of“ Childre n Must be Taught to Tell Right from Wrong”In his essay Children Must be Taught to Tell R

23、ight from Wrong , "William Kilpatrick argues fervently that the “decisioffnaking ” approach to the moral education of American youth, which replaced “ character education” 25 years ago, has prevented juveniles from behavingand thi nking in accorda nce with the traditi onal moral prin ciples tha

24、t are fun dame ntal to America n society.According to Kilpatrick, decisi on-mak ing methods in still in stude nts a wrong belief that all norms of morality are subjective con structs with only relative truth in them and therefore can be in terpreted flexibly and eve n questi on ed. This belief depri

25、ves them of the cha nce to securesolid moral sta ndards and in duces misc on cepti ons about what should be clearly right or wrong.In parallel with this inadequa cy of the “ decisioking ” approacbre the unexpected outcomes of those valueseducati on programs focus ing on stude nts-esteensehfat subscr

26、ibeto the'-jnidgme ntal ” min dset domi nating-makingdo n curriculumsTheir mistake nassumption that feeling good warrants morality excuses students from criticizing and discipli ning their own behaviors.Basing his conclusion on his analysis of the fundamental flaws of the decision-making approac

27、h, Kilpatrick fin ally proposes an immediate shift back to character educati on which he believes teaches morality more effectively by emphasiz ing practice in stead of discussi on.Summary 常用句式1. This article/ passage mainly tells (a story) about2. This passage mainly deals with/discusses/explores/3

28、. 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/ mentions/ states/poi nts out (that) 7. Secondly/ Next/ Further on/ Then/ In the n

29、ext part/ In the main part, the author goes onwith 8. Fin ally/ As a con clusi on/, the author con cludes/ adds/ stresses that9. Fin ally, the author summarizes that二、常见句型1) This paper deals with.2) This article focuses on the topics of (that,having,etc).3) This essay presents knowledge that.4) This

30、 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 concerning.11) This paper prese nts up12) This article covers the

31、 role of chemicals in 13) This paper addresses importa nt topics in cludi ng.14) This paper touches upon 15) This paper stron gly emphasizes.17) This article not only describes.but also suggests.18) This paper con siders.19) This paper provides a method of .20) This paper in troduces an applicable p

32、rocedure to an alyze.21) This paper offers the latest in formati on regard in g.22) This paper is devoted to exam ining 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 expla ins the procedures for.?27) This paper

33、develops the theory of .28) This article reviews the tech niq ues used in.29) This paper in vestigates the tech niq ues and procedures to.30) This article is about.31) This essay is related to .32) This paper concern s.33) This paper gives an acco unt of .34) This article tells of.35) This paper tri

34、es to describe.36) This paper provides an an alysis of .37) This paper reports the latest in formati on 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 determ in e.42) The purpose of this

35、article is to review.43) The objective of this paper is to explore.破题用语，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,written) The pur

36、pose of this article is to determi ne something The problem of something is discussed 结论和建议，一般有以下几种写法： The author suggests (recommends,concludes)that This article shows that It is suggested that The author's suggesti on (or:c on clusi on )is that The author finds it necessary to Useful Tran siti

37、 ons and Tran siti onal PhrasesIn troduct ion to aTopicas for, concerning, with regard to, with respect to, in terms ofTo Summarizein all, in a word, in brief, briefly, in other words, in short, in summary, that is, fin ally, gen erally, in con clusi on, on the whole, therefore, to sum up, to con cl

38、ude, and so, this shows, thus we seeTo Compareby comparis on, here aga in, in the same way, in a similar manner, likewise, similarly, so too, as, also, equally, accord in gly, moreover, aswell, andTo Con trastconversely, however, instead (of), in spite of that, anyhow, on the con trary, on the other

39、 hand, otherwise, rather tha n, still, yet, n evertheless, in con trast, no twithsta nding, in spite of this, although, but, despite, eve n thoughTo Show Causeand Effectaccord in gly, as a con seque nee, as a result, con seque ntly, for this reason hen ce, it follows that, so/so that, the n, therefo

40、re, thus, thereup onTo Expla inactually, admittedly, because, certai nly, for example, in fact, in deed, really of course, since, that is, for in sta nee, n amely, specifically, such as, to illustrate, in particular, in this manner, thusTo ShowCon victi onafter all, at least, at the same time, appar

41、ently, even so, evidently, certai nly, con ceivably, con clusively, doubtless, no doubt, perhaps, possibly, presumably, probably, surely, un doubtedlyTo Show VariousCon diti onsin this eve nt, in these circumsta nces, this (that) being so, provided that, in spite of, none/n evertheless, at the same

42、time, eve n if, if, uni ess, otherwise, although, eve n though, though, despiteTo AddIn formatio nadd to this, aga in, also, besides, equally, further, furthermore, in addition, moreover, once more, then too, too, yet again, yet another, and, as well, bey ond that, eve n, n ext, similarlyTo ShowChro

43、no logicalOrderafter that, afterwards, later, shortly, subsequently, concurrently, in the mean time, in the mean while, now, simulta neously, whe n/while/was, first, sec ond, etc., formerly, earlier, previously, before that, the n, already, at last, at len gth, by that time, fin ally, duri ng, immed

44、iately, next, soon, still, in the interim, presently, at the same time, in the end, temporarily, thereafterTo ShowCon cessi onadmittedly, after all, all the same, at any rate, granted, however, in any case, in spite of, it is true that, n evertheless, obviously, of course, still, to be sureLocati on

45、above, below, beyond, farther, further, here, nearby, opposite, there, to tIn the dista nt past, many people thought bats had magical powers, but times have cha nged.Today, many people believe that bats are rode nts, that they cannot see, and that they are morelikely tha n other ani mals to carry ra

46、bies. All of these beliefs are mistake n. Bats are not rode nts, are not bli nd, and are no more likely tha n dogs and cats to tran smit rabies. Bats, in fact, are among the least understood and least appreciated of animals.Bats are not rode nts with win gs, con trary to popular belief. Like all rod

47、e nts, bats are mammals, but they have a skelet on similar to the huma n skelet on. The bones in bat wings are much like those in arms and the huma n hand, with a thumb and four fin gers. In bats, the bones of the arms and the four fin gers of the hands are very long. This bone structure helps suppo

48、rt the web of skin that stretches from the body to the ends of the fin gers to form win gs.Although bats cannot see colors, they have good visi on in both dim and bright light. Since most bats stay in dark ness duri ng the day and do their feedi ng at ni ght, they do not use their visi on to man euv

49、er in the dark but use a process called echolocati on. This process en ables bats to emit sounds from their mouths that bounce off objects and allow them to avoid the objects whe n flying. They use this system to locate flyi ng in sects to feed on as well. Typically, insect-eating bats emerge at dus

50、k and fly to streams or ponds where they feed.They catch the in sects on their win gtip or tail membra ne and fli ng them into their mouths while flyi ng.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 seve nty perce nt of bats, the diet is in sects. Other types of bats feed on flowers, pollen,