英文Summary写作方法范例及常用句式Word文档格式.docx
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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。
holidays,newhotelsandbettertransportationservices.”
7)使用概括性的名词代替具体的词,比如:
“ShebroughthomeseveralChineseandEnglishnovels,afewcopiesofTimeandNewsweekandsometextbooks.Sheintendedtoreadallofthemduringthewintervocation.”
可以概括为:
”Shebroughthomealotofbookstoreadduringthevocation.”
8)使用最短的连接词。
比如,可以使用but,then,thus,yet,though,不能使用atthesametime,inthefirstplace,becauseofthese,ontheotherhand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:
KatelookedatPauldisapprovingly:
Youusetoomuchsaltonyourfood,Paul—it’snotgoodforyou!
”Paulputdownhisknifeandfrowned:
”Whyonearthnot!
Ifyoudidn’thavesaltonyourfooditwouldtasteawful…likeeatingcardboardorsand…justimaginebreadwithoutsaltinit,orpotatoesorpastacookedwithoutsalt!
”Katewaspatient.Shedidn’twanttoquarrelwithPaul.Shewantedtopersuadehim.Shesaidfirmly:
”Buttoomuchsaltisbadforyou.Itcausehighbloodpressureandlatteron,heart-attacks.Italsodisguisesthetasteoffood,therealtasteswhicharemuchmoresubtlethansalt,andwhichwehavelostthesensitivitytoappreciateanymore.”
可以用第三人称概括为:
KatesuggestedtoPaulthatheshouldeatlesssalt.ShethoughtthateatingtoomuchsaltwoulddoharmtoPaul’shealthandthatitcouldreducetherealtastesoffood.ButPauldisagreed.Hesaidthatfoodwithoutsaltwouldbetasteless.
第三步:
修改成文
草稿拟好以后,对它进行修改。
首先,与原文比较看是否把所有重要的观点都概括了,摘要中的观点是否与原文中的完全一致。
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,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。
Article
ChildrenMustbeTaughttoTellRightfromWrong
WilliamKilpatrick
Manyoftoday’syoungpeoplehaveadifficulttimeseeinganymoraldimension(道德层面)totheiractions.Thereareanumberofreasonswhythat’strue,butnonemoreprominentthanafailedsystemofeducationthateschews(回避)teachingchildrenthetraditionalmoralvaluesthatbindAmericanstogetherasasocietyandaculture.Thatfailedapproach,called“decision-making,”wasintroducedinschools25yearsago.Ittellschildrentodecideforthemselveswhatisrightandwhatiswrong.Itreplaced“charactereducation.(品格教育)”Charactereducationdidn’taskchildrentoreinventthemoralwheel(浪费时间重新发明早已存在的道德标准);
instead,itencouragedthemtopracticehabitsofcourage,justiceandself-control.
Inthe1940s,whenacharactereducationapproachprevailed,teachersworriedaboutstudentschewinggum;
todaytheyworryaboutrobberyandrape.
Decision-makingcurriculumsposethorny(棘手的)ethicaldilemmastostudents,leavingthemwiththeimpressionthatallmoralityisproblematicandthatallquestionsofrightandwrongareindispute.Youngstersareforcedtoquestionvaluesandvirtuesthey’veneveracquiredinthefirstplaceoruponwhichtheyhaveonlyatenuous(薄弱的)hold.Theassumptionbehindthismethodisthatstudentswillarriveatgoodmoralconclusionsifonlytheyaregiventhechance.Buttheactualresultismoralconfusion.
Forexample,arecentnationalstudyof1,700sixth-toninth-gradersrevealedthatamajorityofboysconsideredrapetobeacceptableundercertainconditions.Astoundingly,manyofthegirlsagreed.
Thiskindofmoralilliteracyisfurtherencouragedbyvalues-education(价值观教育)programsthatarelittlemorethancoursesinself-esteem(自尊).Theseprogramsarebasedonthequestionableassumptionthatachildwhofeelsgoodabouthimselforherselfwon’twanttodoanythingwrong.Butitisjustasreasonabletomakeanoppositeassumption:
namely,thatachildwhohasuncriticalself-regardwillconcludethatheorshecan’tdoanythingbad.
Suchnaiveself-acceptanceresultsinlargepartfromthenon-directive(无指导性的),non-judgmental(无是非观的),as-long-as-you-feel-comfortable-with-your-choicesmentality(思想)thathaspervaded(渗透)publiceducationforthelasttwoandone-halfdecades.Manyoftoday’sdrugeducation,sexeducationandvalues-educationcoursesarebasedonthesame1960sphilosophythathelpedfueltheexplosioninteendruguseandsexualactivityinthefirstplace.
Meanwhile,whileeducatorsarestillfiddlingwith(胡乱摆弄)outdated“feel-good”approaches,NewYork,Washington,andLosAngelesareburning.Youngstersareleavingschoolbelievingthatmattersofrightandwrongarealwaysmerelysubjective.Ifyoupassastrangeronthestreetanddecidetomurderhimbecauseyouneedmoney—ifitfeelsright—yougowiththatfeeling.Clearly,murderisnottaughtinourschools,butsuchaconclusion—justaboutanyconclusion—canbereachedandjustifiedusingthedecision-makingmethod.
Itistimetoconsign(寄出)thefads(风尚)of“decision-making”and“non-judgmentalism”totheashheapoffailedpolicies,andreturntoaprovedmethod.Charactereducationprovidesamuchmorerealisticapproachtomoralformation.Itisbuiltonanunderstandingthatwelearnmoralitynotbydebatingitbutbypracticingit.
Sample
Summaryof“ChildrenMustbeTaughttoTellRightfromWrong”
Inhisessay“ChildrenMustbeTaughttoTellRightfromWrong,”WilliamKilpatrickarguesferventlythatthe“decision-making”approachtothemoraleducationofAmericanyouth,whichreplaced“charactereducation”25yearsago,haspreventedjuvenilesfrombehavingandthinkinginaccordancewiththetraditionalmoralprinciplesthatarefundamentaltoAmericansociety.
AccordingtoKilpatrick,decision-makingmethodsinstillinstudentsawrongbeliefthatallnormsofmoralityaresubjectiveconstructswithonlyrelativetruthinthemandthereforecanbeinterpretedflexiblyandevenquestioned.Thisbeliefdeprivesthemofthechancetosecuresolidmoralstandardsandinducesmisconceptionsaboutwhatshouldbeclearlyrightorwrong.
Inparallelwiththisinadequacyofthe“decision-making”approacharetheunexpectedoutcomesofthosevalues-educationprogramsfocusingonstudents’self-esteemthatsubscribetothe“non-judgmental”mindsetdominating“decision-making”curriculums.Theirmistakenassumptionthatfeelinggoodwarrantsmoralityexcusesstudentsfromcriticizinganddiscipliningtheirownbehaviors.
Basinghisconclusiononhisanalysisofthefundamentalflawsofthedecision-makingapproach,Kilpatrickfinallyproposesanimmediateshiftbacktocharactereducationwhichhebelievesteachesmoralitymoreeffectivelybyemphasizingpracticeinsteadofdiscussion.
Summary常用句式
1.Thisarticle/passagemainlytells(astory)about……
2.Thispassagemainlydealswith/discusses/explores/……
3.Inthispassage(about……),theauthor……
4.Inthispassageabout……,theauthor……
5.Theauthorbegantheessay/passagebytelling/presenting……
6.First/Firstly/Inthebeginning/Inthefirstpart,theauthorargues/explains/mentions/states/pointsout(that)……
7.Secondly/Next/Furtheron/Then/Inthenextpart/Inthemainpart,theauthorgoesonwith……
8.Finally/Asaconclusion/,theauthorconcludes/adds/stressesthat……
9.Finally,theauthorsummarizesthat……
二、常见句型
1)Thispaperdealswith..
2)Thisarticlefocusesonthetopicsof(that,having,etc).
3)Thisessaypresentsknowledgethat...
4)Thisthesisdiscusses...
5)Thisthesisanalyzes...
6)Thispaperprovidesanoverviewof...
7)Thispaperelaborateson..
8)Thisarticlegivesanoverviewof...
9)Thisarticlecompares...andsummarizeskeyfindings.
10)Thispaperincludesdiscussionsconcerning...
11)Thispaperpresentsup
12)Thisarticlecoverstheroleofchemicalsin...
13)Thispaperaddressesimportanttopicsincluding...
14)Thispapertouchesupon...
15)Thispaperstronglyemphasizes..
17)Thisarticlenotonlydescribes...butalsosuggests...
18)Thispaperconsiders...
19)Thispaperprovidesamethodof...
20)Thispaperintroducesanapplicableproceduretoanalyze...
21)Thispaperoffersthelatestinformationregarding...
22)Thispaperisdevotedtoexaminingtheroleof...
23)Thisarticleexplores...
24)Thispaperexpressesviewson...
25)Thispaperreflectsthestateoftheartin...
26)Thispaperexplainstheproceduresfor...¬
27)Thispaperdevelopsthetheoryof..
28)Thisarticlereviewsthetechniquesusedin...
29)Thispaperinvestigatesthetechniquesandproceduresto...
30)Thisarticleisabout...
31)Thisessayisrelatedto...
32)Thispaperconcerns...
33)Thispapergivesanaccountof...
34)Thisarticletellsof...
35)Thispapertriestodescribe...
36)Thispaperprovidesananalysisof...
37)Thispaperreportsthelatestinformationon..
38)Theauthorofthisarticlereviews..
39)Thewriterofthispaperdiscusses...
40)Thewriterofthisessaytriestoexplore...
41)Theaimofthispaperistodetermine..
42)Thepurposeofthisarticleistoreview...
43)Theobjectiveofthispaperistoexplore...
破题用语,一般有:
①Theauthorofthisarticlereviews(or:
discusses,describes,summarizes,examines)something……
②Thisarticlereviews(or:
reports,tellsof,isabout,concerns)something…….
③Thisarticlehasbeenprepared(or:
designed,written)…….
④Thepurposeofthisarticleistodeterminesomething…….
⑤Theproblemofsomethingisdiscussed…….
结论和建议,一般有以下几种写法:
①Theauthorsuggests(recommends,concludes)that…….
②Thisarticleshowsthat…….
③Itissuggestedthat…….
④Theauthor'
ssuggestion(or:
conclusion)isthat……
⑤Theauthorfindsitnecessaryto