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main idea和supporting details。

main idea说明文章的主旨，作者主要诉说的故事是关于什么？supporting details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）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 gives 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)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 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 ..
28）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 tries 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）42)The purpose of this article is to review...
43）43)The objective of this paper is to explore...
破题用语，一般有：
①The author of this article reviews (or: discusses,describes,summarizes,examines)something……
②This article reviews (or:reports,tells of,is about,concerns)something…….
③This article has been prepared (or:designed,written)…….
④The purpose of this article is to determine something…….
⑤The problem of something is discussed …….
结论和建议，一般有以下几种写法：
①The author suggests (recommends,concludes)that…….
②This article shows that…….
③It is suggested that…….
④The author's suggestion (or:conclusion )is that ……
⑤The author finds it necessary to …….
summary范文模板
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 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 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 “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.。