summary格式及模板

1、SUMMARY最常见格式是总分总开头笼统的介绍以下，给读者一个大概的概念，然后分段总 结这个你好总结的东东的各个方面 . 关键看你要写多少字 , 概括的是什么 , 再决定中间这部分 是分小段还是一大段内，分开概括 . 最后就是总结了 . 有的时候你会感觉总结和开篇介绍很相 似，确实是这样，但是总结只是更近一步的对这个事物进行了概括 . 这个时候，读者就应该对 你所总结的事物有一种整体上的认识了 .一段好的摘要必须包括main idea 和 supporting details 。main idea 说明文章的主旨，作者主要诉说的故事是关于什么 supporting details 则帮助发展或

2、说明主题。如何写英文摘要 英文摘要如何写 如何写摘要一、 概述 文章摘要是对所写文章主要内容的精炼概括。 美国人称摘要为 “Abstract 而英国人则喜欢称其为“ Summary”。 通常国际刊物要求所要刊登的文章字数，包括摘要部 分不超过 1 万字。而对文章摘要部分的字数要求则更少。因此，写摘要时，应用最为简练的语言来表达论文之精华。论文摘要的重点应放在所研究的成果和结论上。国际会议要求的论文摘要的字数不等，一般为 200 字-500 字。而国际刊物要求所刊登的论 文摘要的字数通常是 100 字-200 字。摘要的位置一般放在一篇文章的最前面，内容上涵盖 全文，并直接点明全旨。语言上要求尽

3、量简炼。摘要通常多采用第三人称撰写。科学书籍、论文和学术报告一般都附有内容摘要，这样可以节省读者的时间，使他们 不必读完整个文章就能够了解它的主要内容。 书籍摘要， 一般放在封二或封三； 论文和学术 报告的摘要，一般放在正文前面。摘要应做到简明扼要，切题，能独立成文，使读者能准确 地了解书籍的要义。写摘要时，最好用第三人称的完整的陈述句，文长一般不超过200 个词。r iptive）和资料性的（Informational 不介绍内容。资料性的摘要除了介绍主题外，它可以包括三个组成部分 点明主题， 解析文章或 使读者迅速了解文章或书籍的概貌； 提出结论或二、常见句型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.两类。还应介摘要分陈述性的（Des陈述性摘要只陈述书籍或文章的主题， 绍文章的要点和各个要点的主要内容。书籍的目的或意图；介

6、绍主要内容，建议，以供读者参考。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.破题用语，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.结论和建议，一般有以下几种写法：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（ 道德层面 ） 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 （浪费时间重新发明早已存在的道德标准 ）; 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 （价值观教育 ） 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 （无指导性的 ）, non-judgmental （ 无是非观的 ）, as-long-as-you-feel-comfortable-with-your-choices mentality（ 思想 ） thathas pervaded （ 渗透） 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 （ 胡乱摆弄 ） 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（ 风 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