英文Summary写作方法范例及常用句式.docx

英文Summary写作方法范例及常用句式.docx

《英文Summary写作方法范例及常用句式.docx》由会员分享，可在线阅读，更多相关《英文Summary写作方法范例及常用句式.docx（11页珍藏版）》请在冰豆网上搜索。

英文Summary写作方法范例及常用句式

摘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。

D．简要地记下主要观点——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：

“Hiscourageinbattlemightwithoutexaggerationbecalledlion-like.”

可以概括为：

”Hewasverybraveinbattle.”

“Hewashardupformoneyandwasbeingpressedbyhiscreditor.”

可以概括为：

“Hewasinfinancialdifficulties.”

6）你还可以使用词组代替整句或者从句。

请看下面的例子：

“BeautifulmountainslikeMountTai,LushanMountain,andMountHuang,werevisitedbyonlyafewpeopleinthepast.Today,betterwages,holidayswithpay,newhotelsonthesemountains,andbettertrainandbusservices,havebroughtthemwithinreachofmanywhoneverthoughtofvisitingthemtenyearsago.”

可以概括为：

”BeautifulmountainslikeMountTai,oncevisitedbyonlyafewpeople,aretodayaccessibletomany,thankstobetterwages,paidholidays,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）Thispapergive