關(guān)于總結(jié)，我們在接觸到英文之后，這個寫作也接踵而來。下面是我給大家整理的英語寫作summary，供大家參閱!

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 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 (浪費時間重新發(fā)明早已存在的道德標準); 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 (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 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 (無指導(dǎo)性的), non-judgmental (無是非觀的), as-long-as-you-feel-comfortable-with-your-choices mentality (思想) that has pervaded (滲透) 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 (胡亂擺弄) 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 (風(fēng)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 “,” fervently that the 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.

subjective constructs with only relative truth in them and therefore can be interpreted flexibly and even about what 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.

emphasizing practice instead of discussion.

摘要是對一篇文章的主題思想的簡單陳述。它用最簡潔的語言概括了原文的主題。寫摘要主要包括三個步驟：(1)閱讀;(2)寫作;(3)修改成文。 第一步：閱讀

A.認真閱讀給定的原文材料。如果一遍不能理解，就多讀兩遍。閱讀次數(shù)越多，你對原文的理解就越深刻。

B.給摘要起一個標題。用那些能概括文章主題思想的單詞、短語或短句子作為標題。也可以采用文中的主題句作為標題。主題句往往出現(xiàn)在文章的開頭或結(jié)尾。一個好標題有助于確定文章的中心思想。

C.現(xiàn)在，就該決定原文中哪些部分重要，哪些部分次重要了。對重要部分的主要觀點進行概括。

D.簡要地記下主要觀點——主題、標題、細節(jié)等你認為對概括摘要重要的東西。 第二步：動手寫作

A. 摘要應(yīng)該只有原文的三分之一或四分之一長。因此首先數(shù)一下原文的字數(shù)，然后除以三，得到一個數(shù)字。摘要的字數(shù)可以少于這個數(shù)字，但是千萬不能超過這個數(shù)字。

B. 摘要應(yīng)全部用自己的話完成。不要引用原文的句子。

C. 應(yīng)該遵循原文的邏輯順序。這樣你就不必重新組織觀點、事實。

D. 摘要必須全面、清晰地表明原文所載的信息，以便你的讀者不需翻閱原文就可以完全掌握材料的原意。

E. 寫摘要時可以采用下列幾種小技巧：

1) 刪除細節(jié)。只保留主要觀點。

2) 選擇一至兩個例子。原文中可能包括5個或更多的例子，你只需從中篩選一至二個例子。

3) 把長段的描述變成短小、簡單的句子。如果材料中描述某人或某事用了十個句子，那么你只要把它們變成一兩句即可。

4) 避免重復(fù)。在原文中，為了強調(diào)某個主題，可能會重復(fù)論證說明。但是這在摘要中是不能使用的。應(yīng)該刪除那些突出強調(diào)的重述句。

5) 壓縮長的句子。如下列兩例：

“His courage in battle might without exaggeration be called lion-like.”

可以概括為：”He was very brave in battle.”

“He was hard up for money and was being pressed by his creditor.” 可以概括為：“He was in financial difficulties.”

6) 你還可以使用詞組代替整句或者從句。請看下面的例子：

“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 them within reach of many who never thought of visiting them ten years ago.”

可以概括為：”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) 使用概括性的名詞代替具體的詞，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 vocation.”

可以概括為：”She brought home a lot of books to read during the vocation.”

8) 使用最短的連接詞。比如，可以使用but, then, thus, yet, though，不能使用at the same time, in the first place, because of these, on the other hand等較長的連接詞。通常，使用分號就能夠達成使用連接詞的效果。

9) 文章中的第一人稱說的話通常在摘要中轉(zhuǎn)換成第三人稱，從而把大段的對白簡化，比如：

Kate looked at Paul disapprovingly: You use much too much salt on your food, Paul — it’s not good for you!” Paul put down his knife and frowned:”Why on earth not! If you didn’t 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 didn’t want to quarrel with Paul. She wanted to persuade him. She said firmly:”But too much salt is bad for you. It cause 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.”

可以用第三人稱概括為：

Kate suggested to Paul that he should eat less salt. She thought that eating too much salt would do hard to Paul’s 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

草稿擬好以后，對它進行修改。首先，與原文比較看是否把所有重要的觀點都概括了，摘要中的觀點是否與原文中的完全一致。其次，如果摘要中出現(xiàn)了不必要的詞匯、短語或長句子，刪除它們。第三，檢查拼寫、語法和標點符號的錯誤。最后，保持語言簡單明了。

經(jīng)過上述步驟和方法，一篇摘要就可以完成了。

附：

摘要寫作(summary writing)是一種控制性的作文形式，它能使學(xué)生通過閱讀原文，吸收原文的文章結(jié)構(gòu)與語言方面的長處，寫出內(nèi)容一致、結(jié)構(gòu)近似、語言簡潔的短文。另外，對培養(yǎng)學(xué)生善于抓住文章重點的能力也有很大幫助，有利于他們在實際寫作中避免面面俱到，事無巨細，一一羅列的不良傾向。這種寫作既要準確理解原文，又要能綜合概括;既能培養(yǎng)欣賞能力，又能訓(xùn)練書面表達能力。因此，用英文寫摘要，對學(xué)習(xí)英語寫作的學(xué)生來說，不失為一種切合實際的方法。下面談?wù)勗趺磳懞糜⑽恼?/p>

1)細讀原文。首先要仔細閱讀全篇作品，然后對作品進行整體分析，掌握原文總的意思和結(jié)構(gòu)，明確全文的主題(the maintheme)和各段的段落大意(the main idea)。

2)弄清要求。搞清楚是寫全文概要，還是寫某一部分的概要，或者就某些問題寫出要點。

3)列出原文要點。分析原文的內(nèi)容和結(jié)構(gòu)，將內(nèi)容分項扼要表述并注意在結(jié)構(gòu)上的順序。在此基礎(chǔ)上選出與文章主題密切相關(guān)的部分。

4)草擬寫作提綱并寫出初稿。將挑選出的要點作為框架草擬詳細的提綱，以所列的提綱為依據(jù)寫出摘要的初稿。在寫作時要特別注意下面幾點：

(1)摘要應(yīng)包括原文中的主要事實(main facts);略去不必要的細節(jié)(unnecessary details)。

(2)安排好篇幅的比例。摘要應(yīng)同原文保持協(xié)調(diào)，即用較多的文字寫重要內(nèi)容，用較少的文字寫次要內(nèi)容。

(3)注意段落的連貫和句子的銜接。要用適當?shù)霓D(zhuǎn)折詞語貫通全文，切忌只簡單地寫出一些互不相干的句子。

(4)盡可能用自己的話來寫，但不排斥用原文的某些詞句。

(5)計算詞數(shù)，看是否符合規(guī)定的詞數(shù)要求。

怎么寫SUMMARY摘要(summary)是一種對原始文獻(或文章)的基本內(nèi)容進行濃縮的語義連貫的短文.它以迅速掌握原文內(nèi)容梗概為目的,不加主觀評論和解釋,但必須簡明、確切地表述原文的重要內(nèi)容.摘要寫作(summary writing)是一種控制性的作文形式,它能使學(xué)生通過閱讀原文,吸收原文的文章結(jié)構(gòu)與語言方面的長處,寫出內(nèi)容一致、結(jié)構(gòu)近似、語言簡潔的短文.另外,對培養(yǎng)學(xué)生善于抓住文章重點的能力也有很大幫助,有利于他們在實際寫作中避免面面俱到,事無巨細,一一羅列的不良傾向.這種寫作既要準確理解原文,又要能綜合概括;既能培養(yǎng)欣賞能力,又能訓(xùn)練書面表達能力.因此,用英文寫摘要,對學(xué)習(xí)英語寫作的學(xué)生來說,不失為一種切合實際的方法.

下面談?wù)勗趺磳懞糜⑽恼?

1)細讀原文.首先要仔細閱讀全篇作品,然后對作品進行整體分析,掌握原文總的意思和結(jié)構(gòu),明確全文的主題(the maintheme)和各段的段落大意(the main idea).

2)弄清要求.搞清楚是寫全文概要,還是寫某一部分的概要,或者就某些問題寫出要點.3)列出原文要點.分析原文的內(nèi)容和結(jié)構(gòu),將內(nèi)容分項扼要表述并注意在結(jié)構(gòu)上的順序.在此基礎(chǔ)上選出與文章主題密切相關(guān)的部分.

4)草擬寫作提綱并寫出初稿.將挑選出的要點作為框架草擬詳細的提綱,以所列的提綱為依據(jù)寫出摘要的初稿.在寫作時要特別注意下面幾點：

(1)摘要應(yīng)包括原文中的主要事實(main facts);略去不必要的細節(jié)(unnecessary details).(2)安排好篇幅的比例.摘要應(yīng)同原文保持協(xié)調(diào),即用較多的文字寫重要內(nèi)容,用較少的文字寫次要內(nèi)容.(3)注意段落的連貫和句子的銜接.要用適當?shù)霓D(zhuǎn)折詞語貫通全文,切忌只簡單地寫出一些互不相干的句子.

(4)盡可能用自己的話來寫,但不排斥用原文的某些詞句.

(5)計算詞數(shù),看是否符合規(guī)定的詞數(shù)要求.

如何寫一篇文章的摘要?– 下文是對《英語寫作手冊》相關(guān)章節(jié)的翻譯

摘要是對一篇文章的主題思想的簡單陳述.它用最簡潔的語言概括了原文的主題.寫摘要主要包括三個步驟：(1)閱讀;(2)寫作;(3)修改成文.

第一步：閱讀

A.認真閱讀給定的原文材料.如果一遍不能理解,就多讀兩遍.閱讀次數(shù)越多,你對原文的理解就越深刻.

B.給摘要起一個標題.用那些能概括文章主題思想的單詞、短語或短句子作為標題.也可以采用文中的主題句作為標題.主題句往往出現(xiàn)在文章的開頭或結(jié)尾.一個好標題有助于確定文章的中心思想.

C.現(xiàn)在,就該決定原文中哪些部分重要,哪些部分次重要了.對重要部分的主要觀點進行概括.

D.簡要地記下主要觀點——主題、標題、細節(jié)等你認為對概括摘要重要的東西.

第二步：動手寫作

A. 摘要應(yīng)該只有原文的三分之一或四分之一長.因此首先數(shù)一下原文的字數(shù),然后除以三,得到一個數(shù)字.摘要的字數(shù)可以少于這個數(shù)字,但是千萬不能超過這個數(shù)字.

B. 摘要應(yīng)全部用自己的話完成.不要引用原文的句子.

C. 應(yīng)該遵循原文的邏輯順序.這樣你就不必重新組織觀點、事實.

D. 摘要必須全面、清晰地表明原文所載的信息,以便你的讀者不需翻閱原文就可以完全掌握材料的原意.

E. 寫摘要時可以采用下列幾種小技巧：

1) 刪除細節(jié).只保留主要觀點.

2) 選擇一至兩個例子.原文中可能包括5個或更多的例子,你只需從中篩選一至二個例子.

3) 把長段的描述變成短小、簡單的句子.如果材料中描述某人或某事用了十個句子,那么你只要把它們變成一兩句即可.

4) 避免重復(fù).在原文中,為了強調(diào)某個主題,可能會重復(fù)論證說明.但是這在摘要中是不能使用的.應(yīng)該刪除那些突出強調(diào)的重述句.

5) 壓縮長的句子.如下列兩例：

“His courage in battle might without exaggeration be called lion-like.”

可以概括為：”He was very brave in battle.”

“He was hard up for money and was being pressed by his creditor.”

可以概括為：“He was in financial difficulties.”

6) 你還可以使用詞組代替整句或者從句.請看下面的例子：

“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 them within reach of many who never thought of visiting them ten years ago.”

可以概括為：”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) 使用概括性的名詞代替具體的詞,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 vocation.”

可以概括為：”She brought home a lot of books to read during the vocation.”

8) 使用最短的連接詞.比如,可以使用but, then, thus, yet, though,不能使用at the same time, in the first place, because of these, on the other hand等較長的連接詞.通常,使用分號就能夠達成使用連接詞的效果.

9) 文章中的第一人稱說的話通常在摘要中轉(zhuǎn)換成第三人稱,從而把大段的對白簡化,比如：

Kate looked at Paul disapprovingly: You use much too much salt on your food, Paul — it’s not good for you!” Paul put down his knife and frowned:”Why on earth not! If you didn’t 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 didn’t want to quarrel with Paul. She wanted to persuade him. She said firmly:”But too much salt is bad for you. It cause 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.”

可以用第三人稱概括為：

Kate suggested to Paul that he should eat less salt. She thought that eating too much salt would do hard to Paul’s 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

草稿擬好以后,對它進行修改.首先,與原文比較看是否把所有重要的觀點都概括了,摘要中的觀點是否與原文中的完全一致.其次,如果摘要中出現(xiàn)了不必要的詞匯、短語或長句子,刪除它們.第三,檢查拼寫、語法和標點符號的錯誤.最后,保持語言簡單明了.

經(jīng)過上述步驟和方法,一篇摘要就可以完成了.