rose什么意思英文Summary写作方法范例常用句式

2021年1月19日发(作者：strict)
请同学们注意，
概要
和
摘要
的写作内容及写作方法是完全不同的。< br>有的人把概要也称为摘要，
切记一定要区分开！概要的英语是：
summary,
摘要的英语是：
abstract
。


概要是对一篇文 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：

“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.”

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 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 reasons wh
y 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 failed approach, called
“decision
-
making,” was introduce
d 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.
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.
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 his 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 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 this 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.

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 ……


二、常见句型



1
）
This paper deals with..
2
）
This article focuses on the topics of (that,having,etc).

3
）
This essay presents knowledge that...



4
）
This thesis discusses...
5
）
This thesis analyzes...
6
）
This paper provides an overview of...



7)This paper elaborates on ..
8
）
This article gives an overview of...



9
）
This article compares...and summarizes key findings.