卡劳-高等精灵的流放
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。
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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< br>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，< br>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 his creditor.”
可以概括为：
“He was in financial 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 services, have brought them within reach of many who never thought
of visiting them ten years ago.”
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19
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)
使用概括性的名词代替具体的词，比如：
“She brought home several Chinese and English novels, a few copies of
Time and Newsweek and some textbooks. She intended to read all of
them during the winter vocation.”
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, yet, 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
frowned:”Why on earth not! If you didn’t have salt on your food it would
taste awful… like eating cardboard or sand…
just imagine bread without
salt in it, or potatoes or pasta cooked without salt!” Kate was patient. She
didn’t want to quarrel with Paul. She wanted to persuade him. She said
3
/
19
firmly:”But too much salt is bad for you. It cause high blood pressure and
latter on, heart-attacks. It also disguises the taste of food, the real tastes
which are much more subtle than salt, and which we have lost the
sensitivity to appreciate any more.”
可以用第三人称概括为：
Kate suggested to Paul that he should eat less salt. She thought that eating
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，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
Children Must be Taught to Tell Right from Wrong
William Kilpatrick
Many 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
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reasons why that’s true, but none more prominent than a failed
system of education that eschews (
回避
) teaching children the
traditional moral values that bind Americans together as a society
and a culture. That fail
ed 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 “character
education. (
品格教育
)” Character education didn’t ask children to
reinvent the 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 chewing 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 virtues
they’ve 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.
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For example, a recent national study of 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 (
价值观教育
) programs that are little more than
courses in self-esteem (
自尊
). These programs are based on the
questionable assumption that a child who feels good about himself
or herself won’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.
Such naive self-acceptance 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 education for the last two and
one-
half decades. Many of today’s drug education, sex education
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.
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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 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 money
—
if it feels right
—
you go with that feeling. Clearly,
murder is not taught in our schools, but such a conclusion
—
just
about any conclusion
—
can be reached and justified 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 much
more realistic approach 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 hi
s essay “
Children Must be Taught to Tell Right from Wrong
,”
William Kilpatrick argues fervently that the
“decision
-
making”
approach to the moral education of American youth, which
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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 and even questioned. This belief deprives them of the
chance to secure solid moral standards and induces misconceptions
about what should be clearly right or wrong.
In parallel with th
is inadequacy of the “decision
-
making” approach
are the unexpected outcomes of those values-education programs
focusing on students’ self
-esteem that subscribe to the
“non
-
judgmental” mindset dominating “decision
-
making”
curriculums. Their mistaken assumption that feeling good warrants
morality excuses students from criticizing and disciplining their own
behaviors.
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Basing his conclusion on his analysis of the fundamental flaws of
the decision-making approach, Kilpatrick finally proposes an
immediate shift back to character education which he believes
teaches morality more effectively by emphasizing practice instead
of discussion.
Summary
常用句式
1.
This article/ passage mainly tells (a story) about
……
2.
This passage mainly deals with/discusses/explores/
……
3.
In this passage (about
……
), the author
……
4.
In this passage about
……
, the author
……
5.
The
author
began
the
essay/
passage
by
telling/
presenting
……
6.
First/Firstly/
In
the
beginning/In
the
first
part,
the
author
argues/ explains/ mentions/ states/ points out (that)
……
7.
Secondly/
Next/
Further
on/
Then/
In
the
next
part/
In
the
main part, the author goes on with
……
8.
Finally/
As
a
conclusion/,
the
author
concludes/
adds/
stresses that
……
9.
Finally, the author summarizes that
……
9
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卡劳-高等精灵的流放
卡劳-高等精灵的流放
卡劳-高等精灵的流放
卡劳-高等精灵的流放
卡劳-高等精灵的流放
卡劳-高等精灵的流放
卡劳-高等精灵的流放
卡劳-高等精灵的流放
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