SUMMARY 格式及模板

1、SUMMARY的最常見格式是總分總.開頭籠統(tǒng)的介紹以下,給讀者一個大概的概念,然后分段總結(jié)這個你好總結(jié)的東東的各個方面.關(guān)鍵看你要寫多少字,概括的是什么,再決定中間這部分是分小段還是一大段內(nèi),分開概括.最后就是總結(jié)了.有的時候你會感覺總結(jié)和開篇介紹很相似,確實是這樣,但是總結(jié)只是更近一步的對這個事物進(jìn)行了概括.這個時候,讀者就應(yīng)該對你所總結(jié)的事物有一種整體上的認(rèn)識了. 一段好的摘要必須包括main idea和supporting details。main idea說明文章的主旨，作者主要訴說的故事是關(guān)于什么？supporting details則幫助發(fā)展或說明主題。 如何寫英文摘要 英文摘要如

2、何寫 如何寫摘要 一、 概述 文章摘要是對所寫文章主要內(nèi)容的精煉概括。美國人稱摘要為“Abstract”,而英國人則喜歡稱其為“Summary”。 通常國際刊物要求所要刊登的文章字?jǐn)?shù)，包括摘要部分不超過1萬字。而對文章摘要部分的字?jǐn)?shù)要求則更少。因此，寫摘要時，應(yīng)用最為簡練的語言來表達(dá)論文之精華。論文摘要的重點應(yīng)放在所研究的成果和結(jié)論上。 國際會議要求的論文摘要的字?jǐn)?shù)不等，一般為200字-500字。而國際刊物要求所刊登的論文摘要的字?jǐn)?shù)通常是100字-200字。摘要的位置一般放在一篇文章的最前面，內(nèi)容上涵蓋全文，并直接點明全旨。語言上要求盡量簡煉。摘要通常多采用第三人稱撰寫。 科學(xué)書籍、論文和學(xué)術(shù)

3、報告一般都附有內(nèi)容摘要，這樣可以節(jié)省讀者的時間，使他們不必讀完整個文章就能夠了解它的主要內(nèi)容。書籍摘要，一般放在封二或封三；論文和學(xué)術(shù)報告的摘要，一般放在正文前面。摘要應(yīng)做到簡明扼要，切題，能獨立成文，使讀者能準(zhǔn)確地了解書籍的要義。寫摘要時，最好用第三人稱的完整的陳述句，文長一般不超過200個詞。 摘要分陳述性的（Deive）和資料性的（Informational）兩類。陳述性摘要只陳述書籍或文章的主題，不介紹內(nèi)容。資料性的摘要除了介紹主題外，還應(yīng)介紹文章的要點和各個要點的主要內(nèi)容。 它可以包括三個組成部分 點明主題，解析文章或書籍的目的或意圖； 介紹主要內(nèi)容，使讀者迅速了解文章或書籍的概貌；

4、 提出結(jié)論或建議，以供讀者參考。 二、常見句型 1）This paper 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 give

5、s an overview of. 9） 9）This article compares.and summarizes key findings. 10） This paper includes discussions concerning. 11） 11)This paper presents up 12） 12)This article covers the role of chemicals in. 13） 13)This paper addresses important topics including. 14） 14)This paper touches upon. 15） 15)

6、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 paper offers

7、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 . 2

8、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 trie

9、s to describe. 36） 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） 4

10、2)The purpose of this article is to review. 43） 43)The objective of this paper is to explore. 破題用語，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:

11、designed,written). The purpose of this article is to determine something. The problem of something is discussed . 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 necessa

12、ry to .summary范文模板 Article：Children Must be Taught to Tell Right from Wrong William Kilpatrick Many of todays young people have a difficult time seeing any moral dimension (道德層面) to their actions. There are a number of reasons why thats true, but none more prominent than a failed system of education

13、 that eschews (回避) teaching children the traditional moral values that bind Americans together as a society and a culture. That failed approach, called “decision-making,” was introduced in schools 25 years ago. It tells children to decide for themselves what is right and what is wrong. It replaced “

14、character education. (品格教育)” Character education didnt ask children to reinvent the moral wheel (浪費時間重新發(fā)明早已存在的道德標(biāo)準(zhǔn)); 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 chewi

15、ng gum; today they worry 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 virtue

16、s theyve never acquired 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

17、1,700 sixth- to ninth-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 than courses in self-esteem

18、(自尊). These programs are based on the questionable assumption that a child who feels good about himself or herself wont 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 cant do any

19、thing bad. Such 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 todays drug education, sex educa

20、tion and 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) outdated “feel-good” approaches, New York, Washington, and Los Angeles are burnin

21、g. Youngsters 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 moneyif it feels rightyou go with that feeling. Clearly, murder is not taught in our schools, but such a conclusionj

22、ust 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 “decision-making” and “non-judgmentalism” to the ash heap of failed policies, and return to a proved method. Character education provides a much more realistic approach

23、to moral formation. It is built on an understanding that we learn morality not by debating it but by practicing it. Sample Summary of “Children Must be Taught to Tell Right from Wrong” In his essay “Children Must be Taught to Tell Right from Wrong,” William Kilpatrick argues fervently that the “deci

24、sion-making” approach to the moral education of American youth, which replaced “character education” 25 years ago, has prevented juveniles from behaving and thinking in accordance with the traditional moral principles that are fundamental to American society. According to Kilpatrick, decision-making methods instill in students a wrong belief that all norms of morality are subjective constructs with only relative truth in them and therefore can be interpreted flexibly a