SUMMARY 格式及模板.
Summary模板
Summary模板，以议论文题材为例As is dedicatedly stated in the essay above, the author of this article tries to review（or：discusses，describes，summarizes，examines）something as regard to the phenomena that we human being can not keep blind eyes to it. In general, 作者名字____points out fervently that the (主题)____, which（非限定定语从句说明主题的特点）, has prevented people from behaving and thinking in accordance with the traditional moral\cultural\lingual等（所谈领域）principles that are fundamental to the understanding ,recognition as well as the explication of the(文中所谈主题词)According to 作者名字, （相对主题词）instill in people a wrong belief that all norms of (主题词所属范围，如morality, culture, society )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 \cultural\social\lingual 等standards and induces misconceptions about what should be clearly right or wrong.In parallel with this inadequacy of the 主题词，some other arguments ,as showed in the context, are inevitably involved . firstly, the unexpected outcomes of ___做法_focusing on people’ 品质特点或目的will give rise to,_____due to ____. In the second place, the author maintain that —________, so that people could___________. In consequence, It is ______that warrants people’s good morality\culture\linguistics等from criticizing and disciplining their own behaviors.Basing the conclusion on his analysis of the fundamental flaws of the decision-making approach, 作者proposes a（n）which he believes 动词+ 主题词more effectively by emphasizing practice instead of discussion.。
summary的写法（范本）
summary的写法summar y的写法 1.读懂文章读文章的时候，要养成良好的阅读习惯，划划写写，英文阅读的时候，用铅笔轻轻划出重点词汇。
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。
拆分文章按照作者的思路，把文章分段，每个段落用几个词，几个短语概括。
尽量简短，精炼。
段落中心句，在段落的开头或末尾。
有时也会变态的在当中。
3.概括主旨写出文章的t hesis, 一句话概括文章的主旨。
（二）基本结构和技巧1.重新拟定标题给s ummar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。
阐述观点摘要应全部用自己的话完成。
不要引用原文的句子。
写概述的时候，如果能够明确是他人写作的文章，注意要把作者的名字放在第一句（或者是t he autho r…….）。
接着写出要阐述的ma in ideas（主要观点）和s upportin g points（对主要观点的支持）。
3.词汇运用注意概述的oher ene（连贯性），运用好tran sition o rds（过渡词）,like h oever, f urthermo re, none theless,besides, theref ore et.4.删除细节只保留主要观点。
5.选择一至两个有代表性的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。
把长句变成短句，把长段的描述变成短小、简单的句子。
“ H e as har d up for mone an d as bei ng press ed b his reditor.”可以概括为：“He as in f inanialdiffiult ies.”“H is ourag e in bat tle migh t ithout exagger ation bealled l ion-like.”可以概括为：”Heas ver b rave inbattle.”“He as h ard up f or moneand as b eing pre ssed b h is redit or.”可以概括为：“H e as infinanial diffiul ties.”6)你还可以使用词组代替整句或者从句。
summary的模板
竭诚为您提供优质文档/双击可除summary的模板篇一：summary写法一、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、常见句型常见的摘要句型有：1）thispaperdealswith...2）thisarticlefocusesonthetopicsof(that,having,etc)...3）thiseassypresentsknowledgethat...4）thisthesisdiscusses...5）thisthesisanalyzes...6）thispaperprovidesanoverviewof...7)thispaperelaborateson...8）thisarticlegivesanoverviewof...9）thisarticlecompares...andsummarizeskeyfindings.10）thispaperincludesdiscussionsconcerning...11)thispaperpresentsuptodateinformationon...12)thisarticlecoverstheroleofchemicalsin...13)thispaperaddressesimportanttopicsincluding...14)thispapertouchesupon...15)thispaperstronglyemphasizes...16)thiseassyrepresentsthepreceedingsof...17)thisarticlenotonlydescribes...butalsosuggests...18)thispaperconsiders...19)thispaperprovidesamethodof...20)thispaperintroducesanapplicableproceduretoanalyze..21)thispaperoffersthelatestinformationregarding...22)thispaperisdevotedtoexaminingtheroleof...23)thisarticleexplores...24)thispaperexpressesviewson...25)thispaperreflectsthestateoftheartin...26)thispaperexplainstheproceduresfor...27)thispaperdevelopsthetheoryof...28)this怎样写好英文summary第一步：阅读a．先要读懂、读透原作。
研究生英语summary万能模板
研究生英语summary万能模板第一段：介绍第一句：As is symbolically depicted by the cartoon,there is sb doing sth, doing sth, with sb doing sth.斜线区域可以替换为：with sb doing sth/with sth in front of/behind sp.第二句：This picture reveals a phenomenon that people in growing numbers are paying attention to the value of sth, ignoring the necessity of sth.斜线区域可以替换为：an undeniable truth that the virture/quality of being XXX perform an indispensable role in our life.第二段：内涵+原因角度段落不能公开了，确实大多数不是我自己写的，只是我考研的时候从各个地方整理的，分享出来只是希望能够希望为大家节省一下整理的时间。
但终究会涉及与其他付费的模版相同的情况，为了别人的付费利益（人家都找到我了····），以及为了尊重版权，所以已经将相同的部分删除。
祝大家考研顺利！Part1第一句套话：It can be inferred that the author of the picture is drawing our attention to the value/necessity/harm of sth.Part2从以下角度中选择2个来谈一下，加入on the one/other hand或in the first/second place来隔开构成分层（前8个的为最通用最基础角度）：个人-->个人品质：XXX很重要：影响一生+获得竞争优势XXX很重要：保持积极向上的心态个人-->社会公德：XXX很重要：帮你成为一个真正的人例：As the world becomes materially rich, wealth accumulation and pursuit of comfort have become a fashion trend. Many young adults influenced have become spendthrift/dependent on sth, they intentionally or unintentionally deny the detrimental effect of pollution on environment.XXX很重要：随着物质丰富，人们忽视可XXX的影响第二段补充：如果发现第二段感觉字数不够，可以用以下“套话”嵌入增加字数。
英语作文summary万能模板
英语作文summary万能模板Title: A Universal Template for Writing Summaries in EnglishIntroduction:Writing a summary in English can be challenging for many students, especially when they are not sure about the structure or format to follow. In order to help students improve their summary writing skills, I have prepared a universal template that can be used for summarizing various types of texts, such as articles, essays, and speeches. By following this template, students can create well-organized and coherent summaries that effectively capture the main ideas and key points of the original text.Main Body:1. Introduction:- Start by introducing the title and author of the text you are summarizing.- Provide a brief overview of the main topic or theme of the text.2. Summary of Main Ideas:- Identify the main ideas and key points of the text.- Summarize each idea in a clear and concise manner.- Use your own words to rephrase the information from the original text.- Avoid including unnecessary details or examples.3. Analysis and Evaluation:- Evaluate the strengths and weaknesses of the text.- Comment on the author's arguments or opinions.- Discuss any biases or assumptions that may be present in the text.- Offer your own insights or opinions on the topic.4. Conclusion:- Summarize the main points of your summary.- Provide a final evaluation or analysis of the text.- Offer suggestions for further reading or research on the topic.Conclusion:By following this universal template for writing summaries in English, students can improve their summary writing skills andeffectively capture the main ideas of a text. Remember to focus on the main ideas, use your own words, and provide a clear and concise summary. With practice and guidance, students can become proficient in summarizing various types of texts and develop their analytical and critical thinking skills.。
Summary--记叙文
【写作内容】1. 约30词概括上文的主要内容。 2. 以约120词就“to help or not to help”为主题发表你 的看法，内容包括：
1. 谁做了什么？（who did what）
The author saw a man get injured in a car accident, but no one helped him.
[写作内容] 1. 以约30个词概括上文的主要内容。 2. 以约120个词讲述一次你（或你的朋友）想 家的经历，内容包括： ⑴ 时间、地点和起因； ⑵ 想家给学习和生活带来的影响； ⑶ 你（或你朋友）是如何应对的。 [写作要求] 略 [评分标准] 概括准确，语言规范，内容何时， 语句连贯。
(1) 谁做了什么？ Sam got to a boarding school and he felt homesick. (2) 结果如何？ He got sick. He was angry with his parents and felt lonely.
Summary 1： In the passage the writer uses the story of the award-winning farmer who shares his best corn seed with his neighbours to teach us that we all can benefit when we co-operate and share with each other. Summary 2： The writer teaches us that we all benefit more when we co-operate and share with each other by telling the story of the award-winning farmer who shares his corn seeds with his neighbors.
写一篇学术英文的summary
写一篇学术英文的summary由于不知道你需要对哪篇学术英文进行 summary，我将提供一个通用的 summary 模板，你可以根据具体的文章内容进行修改和调整。
[Article Title] Summary[Article Title] discusses [main topic] and its significance in [field of study]. The author(s) provide an in-depth analysis of [specific aspect or issue] and examine the relevant literature. Through [methodology or approach], the author(s) present their findings and conclusions.The article begins by outlining the background and motivation for the study, highlighting the importance of [main topic] in [context or application]. The author(s) then review the existing literature on the topic, identifying [gaps or limitations] and suggesting areas for further investigation.The core of the article lies in the [methodology or approach] employed. The author(s) describe in detail the [experimental design, data collection, or theoretical framework] used to investigate [main topic]. The results are presented and discussed, illustrating the [novel contributions or insights] offered by the study.Furthermore, the article explores the implications of the findings, discussing their potential impact on [related fields or practices]. The author(s) also address the limitations of the study and suggest future directions for research.In conclusion, [Article Title] provides a comprehensive and insightful examination of [main topic]. The author(s)’ [novel contributions or insights] shed light on the [specific aspect or issue] and offer valuable implications for further research and practice in the field.请注意，这只是一个示例 summary，你可以根据具体的文章内容和要求进行修改和完善。
(完整word版)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.。
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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 up12）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 KilpatrickMany 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 bereached 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.SampleSummary 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.。