1、SUMMARY 的最常見格式是總分總開頭籠統的介紹以下，給讀者一個大概的概念，然后分段 總結這個你好總結的東東的各個方面 關鍵看你要寫多少字，概括的是什么，再決定中間這部 分是分小段還是一大段內，分開概括最后就是總結了 有的時候你會感覺總結和開篇介紹很 相似，確實是這樣，但是總結只是更近一步的對這個事物進行了概括 這個時候，讀者就應該對 你所總結的事物有一種整體上的認識了 一段好的摘要必須包括 ma in idea 和 supporti ng details。mai n idea 說明文章的主旨，作者主 要訴說的故事是關于什么？ supporting details 則幫助發展或說明主題。 如

2、何寫英文摘要 英文摘要如何寫 如何寫摘要 一、概述文章摘要是對所寫文章主要內容的精煉概括。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數，包括摘要部分 不超過1 萬字。而對文章摘要部分的字數要求則更少。因此， 寫摘要時，應用最為簡練的語 言來表達論文之精華。論文摘要的重點應放在所研究的成果和結論上。 國際會議要求的論文摘要的字數不等，一般為 200 字-500 字。而國際刊物要求所刊登的論 文摘要的字數通常是 100 字-200 字。摘要的位置一般放在一篇文章的最前面，內容上涵蓋 全文，并直接點明全旨。語言上要求盡量簡

3、煉。摘要通常多采用第三人稱撰寫。 科學書籍、論文和學術報告一般都附有內容摘要， 這樣可以節省讀者的時間，使他們不必 讀完整個文章就能夠了解它的主要內容。 書籍摘要，一般放在封二或封三； 論文和學術報告 的摘要，一般放在正文前面。摘要應做到簡明扼要，切題，能獨立成文，使讀者能準確地了 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(De script ive)和資料性的(Informational )兩類。陳述性摘要 只陳述書籍或文章的主題， 不介紹內容。資料性的摘要除了介紹主題外， 還應介紹文章的要 點和各個要點的主要內容。 它可以包括三個

4、組成部分 點明主題，解析文章或書籍的目的 或意圖；介紹主要內容，使讀者迅速了解文章或書籍的概貌； 提出結論或建議，以供 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)T

5、his paper elaborates on . 8) 8) This article gives an overview of. 9 ) 9 ) This article compares.a nd summarizes key findings. 10 ) This paper in cludes discussi ons concernin g. 11) 11)This paper prese nts up 12 ) 12)This article covers the role of chemicals in. 13 ) 13)This paper addresses importa

6、 nt topics in cludi ng. 14) 14)This paper touches upon 15) 15)This paper stron gly emphasizes. 16) 16)This eassy represe nts the preceedi ngs of . 17) 17)This article not only describes.but also suggests. 18) 18)This paper con siders. 19) 19)This paper provides a method of . 20) 20)This paper introd

7、uces an applicable procedure to analyze. 21) 21)This paper offers the latest i nformati on regard in g. 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 exp

8、lains the procedures for.? 27) 27)This paper develops the theory of . 28) 28)This article reviews the tech niq ues 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 g

9、ives 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 ea

10、ssy tries to explore. 41) 41)The aim of this paper is to determ in e. 42) 42)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,exam in es)someth ing This article reviews (or:rep

11、orts,tells of,is about,concerns)something . This article has been prepared (or:designed,written) . The purpose of this article is to determine something . The problem of something is discussed . 結論和建議，一般有以下幾種寫法： The author suggests (recommends,concludes)that. This article shows that . It is suggeste

12、d that . The authors suggestion (or:conclusion )is that . The 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 （ 道德層面 ）to their actions. There are a n

13、umber 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 America ns together as a society and a culture. That failed approach, called “decision-making, ” was introduced in schools 25 years ag

14、o. 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 （ 浪費時間重新發明早已存 在的道德標準）;in stead, it en couraged them to practice habits of courage, justice and self-c on trol.

15、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

16、 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 con clusi ons if only they are g

17、ive n the cha nee. But the actual result is moral con fusi on. For example, a recent n ati onal study of 1,700 sixth- to nin th-graders revealed that a majority of boys con sidered rape to be acceptable un der certa in con diti ons. Asto undin gly, many of the girls agreed. This kind of moral illite

18、racy is further encouraged by values-education （價值觀教育 ）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 reas on able to make

19、an opposite assumptio n: n amely, that a child who has uncritical self-regard will conclude that he or she can t do anything bad. Such naive self-acceptanee results in large part from the non-directive （ 無指導性的 ）,non-judgmental （ 無是 非觀的）,as-long-as-you-feel-comfortable-with-your-choices mentality （思想

20、）that has pervaded （滲透）public education for the last two and one-half decades. Many of today s drug education, sex educati on and values-educatio n courses are based on the same 1960s philosophy that helped fuel the explosi on in tee n drug use and sexual activity in the first place. Mean while, whi

21、le educators are still fiddli ng with （ 胡亂擺弄）outdated “ feel-good ” approaches, New York, Wash ington, and Los An geles are burning. Youn gsters are leavi ng school believi ng that matters of right and wrong are always merely subjective. If you pass a stra nger on the street and decide to murder him

22、 because you n eed money if it feels right you go with that feeli ng. Clearly, murder is not taught in our schools, but such a conclusion just about any conclusion can be reached and justified using the decisi on-mak ing method. It is time to con sig n （寄出）the fads （風尚）of “ decisi on-mak ing ” and “

23、 non-judgme ntalism ” to the ash heap of failed policies, and retur n to a proved method. Character educati on provides a much more realistic approach to moral formation. It is built on an understanding that we learn morality not by debati ng it but by practici ng it. Sample Summary of Children Must

24、 be Taught to Tell Right from Wrong ” In his essay “ Childre n 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 fr

25、om behaving and thinking in accorda nee with the traditi onal moral prin ciples that are fun dame ntal to America n society. Accord ing to Kilpatrick, decisi on-mak ing methods in still in stude nts a wrong belief that all norms of morality are subjective constructs with only relative truth in them and therefore can be in terpreted flexibly and even questio