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1、英语summary writing 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
2、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
3、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：“H
4、e 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
5、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 b
6、rought 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 tim
7、e, 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 much too much salt on your food, Paul its not good for you!” Paul put down his knife and frowned:”Why on earth not! If you di
8、dnt 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 didnt want to quarrel with Paul. She wanted to persuade him. She said firmly:”But too much salt is bad for you. It cau
9、se 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
10、 much salt would do hard to Pauls 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
11、篇摘要就可以完成了。附：摘要写作（summary writing）是一种控制性的作文形式，它能使学生通过阅读原文，吸收原文的文章结构与语言方面的长处，写出内容一致、结构近似、语言简洁的短文。另外，对培养学生善于抓住文章重点的能力也有很大帮助，有利于他们在实际写作中避免面面俱到，事无巨细，一一罗列的不良倾向。这种写作既要准确理解原文，又要能综合概括；既能培养欣赏能力，又能训练书面表达能力。因此，用英文写摘要，对学习英语写作的学生来说，不失为一种切合实际的方法。下面谈谈怎么写好英文摘要。1）细读原文。首先要仔细阅读全篇作品，然后对作品进行整体分析，掌握原文总的意思和结构，明确全文的主题（the m
12、aintheme）和各段的段落大意（the main idea）。2）弄清要求。搞清楚是写全文概要，还是写某一部分的概要，或者就某些问题写出要点。3）列出原文要点。分析原文的内容和结构，将内容分项扼要表述并注意在结构上的顺序。在此基础上选出与文章主题密切相关的部分。4）草拟写作提纲并写出初稿。将挑选出的要点作为框架草拟详细的提纲，以所列的提纲为依据写出摘要的初稿。在写作时要特别注意下面几点：（1）摘要应包括原文中的主要事实（main facts）；略去不必要的细节（unnecessary details）。（2）安排好篇幅的比例。摘要应同原文保持协调，即用较多的文字写重要内容，用较少的文字写次
13、要内容。（3）注意段落的连贯和句子的衔接。要用适当的转折词语贯通全文，切忌只简单地写出一些互不相干的句子。（4）尽可能用自己的话来写，但不排斥用原文的某些词句。（5）计算词数，看是否符合规定的词数要求。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) 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。3) 删除具体例子。不过，阅读材料本身是由几个具体例子构成的，如阅读材料是谈西方种种节日的，如删除具体例子，则概括很难达到30个词，那就选择一至两个例子（即一两个主要节日）。注：原文中可能包括5个或更多的例子，你
14、只需从中筛选一至二个例子。4) 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 vacation.”可以概括为：“She brought home a lot of books to read during the vacation.”5) 把文章的对话或直接引语(的要点)改成间接引语叙述。6
15、) 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。7) 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.”8) 你还可以使用词组代替整句或
16、者从句。.Task2: find out how to summarize the whole passage 段意合并法 (说明文、应用文)第一步, 通读全文, 领略大意;第二步,小结每一段的大意;第三步, 根据每一段的大意以及作者的侧重点, 综合归纳全文的大意.对于说明性或描述性短文，可以用概括性文字说明某一现象。比如，可以概括如下 “This article points out the common phenomenon” 要素串联法（记叙文）记叙文主要是记叙所发生的事情和经历。常见的形式有：故事、日记、新闻报道、游记等。记叙文通常要交待清楚五要素的内容，即where, when,wh
17、at, who, how, 给读者一个内容完整、细节清晰的故事。事情的叙述通常按时间的顺序叙述，让读者易于把握所叙述内容之间的内在关联，我们必须抓住记叙文的写作特点或思路，从而更好地理解文章主题，概括出比较中肯的短文中心大意。 主题概括法（议论文）第一、找出关键词和全文或段落的主题句。任何一篇文章都是围绕某个主题展开的，因此，许多文章中最明显的特点之一是有一个反复出现的中心词，即高频词，也叫做主题词。抓住了它，便容易抓住文章的中心。一般地说，主题词通常是名词、动词或形容词。第二、根据原文的词句(一般指关键词和全文或段落的主题句),进行改写: 或用相应的同义词，或进行句型转换(如主动句改为被动句
18、等等). 千万不要原封不动地抄写原文的词句.第三、用连词连接各部分，使它连贯；第四、整合中心要点，使用形容词、介词短语、非谓语动词短语合并、简化句子，使之符合概括短文内容要点的词数(30个词左右)。议论文通常用来讲明道理、议论是非、提出观点和看法。作者先正面或反面提出论点，然后用事实论证论点，最后以重申论点或提出建议的方式得出结论。议论文的主题句通常在首段或尾段，或者在各段的首句或尾句。尽可能客观简要地转述阅读材料的观点。可以采用如下方法概括：The writer of this article thinks that 或者你认为本材料的观点代表了一些人的思想，就可以说Some people
19、think 还可以从中立的角度或用“无人称”的方式来说The article gives the view that.积累模板Some SummaryModels for You要注意归纳和积累summary中常用的句式或模板。A.如议论文的概要通常可以如此开头：The essay/passage/author highlights the importance of encouragement for students.The essay/passage/author argues in support of , stating that The essay/passage/author a
20、rgues that we must not only value those who come firstor are the best in any field but the others whose effort push them tosuccess.The essay/passage/author discusses the impact of email.The passage/author compares friendship with the comfort of home.The passage/author outlines the harmful effects of
21、 smoking.B.而记叙文的概要则可以从以下模板中选择：The passage is about a misunderstanding between a student and a teacher.The author tells us a story about a _.The passage is a story about _.According to the passage, the hero in the story _.C.通用型模板：According to the passage, we knowThis article is mainly aboutThe writer
22、 states thatAs can be learn this passage, - - -The passage says thatIn this passage, the writer mainly tells us his experience of另外，更具体一点：(1)记叙文概要模板a.点明写作目的类：The writer tells us（主题）by showing us an example of, who/which（故事情节）.b.作者经历类：In the passage, the writer mainly tells us his experience of doing
23、 sth,whichc. 他人经历类：This passage is mainly about sbs experience of doing sth.(2)议论文概要模板The article gives the view thatshould/ shouldnt（主题）.（补充论据）.The passage highlights(强调) the importance of sth.The author argues that(3)说明文概要模板a. 现象揭示类：This article points out the common phenomenon -（主题), which.（补充解释）
24、.b. 利弊对比类：The article compares the disadvantages/ benefits of A and B. Awhile BThe passage discusses the impact(影响)of sth. On the positive side, but it may also.c. 研究显示类：The study reveals(揭露) thatThe purpose of the report is to show thatArticleChildren Must be Taught to Tell Right from WrongWilliam
25、KilpatrickMany of todays young people have a difficult time seeing any moral dimension (道德层面) to their actions. There are a number of reasons why thats true, but none more prominent than a failed system of education that eschews (回避) teaching children the traditional moral values that bind Americans
26、 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 didnt ask children to reinvent the m
27、oral 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 thorn
28、y (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 theyve never acquired in the first place or upon which they have only a tenuous (薄弱的)
29、 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 acc
30、eptable 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
31、 about himself or herself wont 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 cant do anything bad.Such naive self-acceptance results in large part from the non-directive (无指导性的)
32、, 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 todays drug education, sex education and values-education courses are based on the same 1960s philosophy that helped fuel
33、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 merel
34、y subjective. If you pass a stranger on the street and decide to murder him because you need moneyif it feels rightyou go with that feeling. Clearly, murder is not taught in our schools, but such a conclusionjust about any conclusioncan be reached and justified using the decision-making method.It is
35、 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 i
36、t but by practicing it.SampleSummary of “Children Must be Taught to Tell Right from Wrong”In his essay “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 pr
37、inciples that are fundamental to American society.subjective constructs with only relative truth in them and therefore can be interpreted flexibly and even questioned. should be clearly right or wrong.are the unexpected outcomes of that subscribe to the “non-judgmental” mindset dominating that feeling good warrants morality excuses students from criticizing and disciplining their own behaviors.an immediate shift back to character education which he believes teaches morality more effectively by emphasizing practice instead of discussion.