SUMMARY-格式及模板

SUMMARY的最常见格式是总分总.开头笼统的介绍以下,给读者一个大概的概念,然后分段总结这个你好总结的东东的各个方面.关键看你要写多少字,概括的是什么,再决定中间这部分是分小段还是一大段内,分开概括.最后就是总结了.有的时候你会感觉总结和开篇介绍很相似,确实是这样,但是总结只是更近一步的对这个事物进行了概括.这个时候,读者就应该对你所总结的事物有一种整体上的认识了.一段好的摘要必须包括mainidea和supportingdetails。mainidea说明文章的主旨，作者主要诉说的故事是关于什么？supportingdetails则帮助发展或说明主题。如何写英文摘要英文摘要如何写如何写摘要一、概述文章摘要是对所写文章主要内容的精炼概括。美国人称摘要为“Abstract”,而英国人则喜欢称其为“Summary”。通常国际刊物要求所要刊登的文章字数，包括摘要部分不超过1万字。而对文章摘要部分的字数要求则更少。因此，写摘要时，应用最为简练的语言来表达论文之精华。论文摘要的重点应放在所研究的成果和结论上。国际会议要求的论文摘要的字数不等，一般为200字-500字。而国际刊物要求所刊登的论文摘要的字数通常是100字-200字。摘要的位置一般放在一篇文章的最前面，内容上涵盖全文，并直接点明全旨。语言上要求尽量简炼。摘要通常多采用第三人称撰写。科学书籍、论文和学术报告一般都附有内容摘要，这样可以节省读者的时间，使他们不必读完整个文章就能够了解它的主要内容。书籍摘要，一般放在封二或封三；论文和学术报告的摘要，一般放在正文前面。摘要应做到简明扼要，切题，能独立成文，使读者能准确地了解书籍的要义。写摘要时，最好用第三人称的完整的陈述句，文长一般不超过200个词。摘要分陈述性的（Deｓｃｒｉｐｔive）和资料性的（Informational）两类。陈述性摘要只陈述书籍或文章的主题，不介绍内容。资料性的摘要除了介绍主题外，还应介绍文章的要点和各个要点的主要内容。它可以包括三个组成部分①点明主题，解析文章或书籍的目的或意图；②介绍主要内容，使读者迅速了解文章或书籍的概貌；③提出结论或建议，以供读者参考。二、常见句型1）Thispaperdealswith..2）Thisarticlefocusesonthetopicsof(that,having,etc).3）3）Thiseassypresentsknowledgethat...4）4）Thisthesisdiscusses...5）5）Thisthesisanalyzes...6）6）Thispaperprovidesanoverviewof...7）7)Thispaperelaborateson..8）8）Thisarticlegivesanoverviewof...9）9）Thisarticlecompares...andsummarizeskeyfindings.10）Thispaperincludesdiscussionsconcerning...11）11)Thispaperpresentsup12）12)Thisarticlecoverstheroleofchemicalsin...13）13)Thispaperaddressesimportanttopicsincluding...14）14)Thispapertouchesupon...15）15)Thispaperstronglyemphasizes..16）16)Thiseassyrepresentsthepreceedingsof.17）17)Thisarticlenotonlydescribes...butalsosuggests...18）18)Thispaperconsiders...19）19)Thispaperprovidesamethodof...20）20)Thispaperintroducesanapplicableproceduretoanalyze...21）21)Thispaperoffersthelatestinformationregarding...22）22)Thispaperisdevotedtoexaminingtheroleof...23）23)Thisarticleexplores...24）24)Thispaperexpressesviewson...25）25)Thispaperreflectsthestateoftheartin...26）26)Thispaperexplainstheproceduresfor...¬27）27)Thispaperdevelopsthetheoryof..28）28)Thisarticlereviewsthetechniquesusedin...29）29)Thispaperinvestigatesthetechniquesandproceduresto...30）30)Thisarticleisabout...31）31)Thiseassyisrelatedto...32）32)Thispaperconcerns...33）33)Thispapergivesanaccountof...34）34)Thisarticletellsof...35）35)Thispapertriestodescribe...36）36)Thispaperprovidesananalysisof...37）37)Thispaperreportsthelatestinformationon..38）38)Theauthorofthisarticlereviews..39）39)Thewriterofthispaperdiscusses...40）40)Thewriterofthiseassytriestoexplore...41）41)Theaimofthispaperistodetermine..42）42)Thepurposeofthisarticleistoreview...43）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…….summary范文模板Article：ChildrenMustbeTaughttoTellRightfromWrongWilliamKilpatrickManyoftoday’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)publiced