Summary是一种对初始参考文献（或文章内容）的基础內容开展精炼的词义连贯性的小短文，它以快速把握全文内容概述为目地,不用主观性评价和表述，但务必简要、准确地描述全文的关键內容。可是许多留学人员不清楚summary要怎么写及其要怎么写好summary，文中paperdaixie.com我为大伙儿相赠写作技巧。
Summary创作（summary writing）是一种分区规划的优秀作文方式,它能使学员根据阅读,消化吸收全文的文章内容与語言层面的优点,写成內容一致、构造类似、語言简约的小短文.此外,对塑造学员擅于把握住文章内容关键的工作能力也是有非常大协助,有益于她们在具体创作中防止考虑周全,事无大小,一一列举的不良倾向.这类创作既要精确了解全文,又要能综合性归纳；既能塑造赏析工作能力,又能训炼书面表达工作能力.
下边谈一谈英语summary要怎么写.
1）研读全文.最先要认真阅读全文著作,随后对著作开展总体剖析,把握全文总的含意和构造,确立全篇的主题风格（the maintheme）和每段的文章段落疏忽（the main idea）.
2）搞清规定.弄清楚是写全篇概述,還是写某一部分的概述,或是就一些难题写成关键点.3）列举全文关键点.剖析全文的內容和构造,将內容分项目简练描述并留意结构类型的次序.在这个基础上挑选出与文章内容息息相关的一部分.
4）拟订提纲怎么写并写成原稿.将筛出的关键点做为架构拟订详尽的大纲,以列出的大纲为根据写成summary的原稿.在创作时要需注意下边几个方面：
a.summary应包含文中的关键客观事实（main facts）；省去多余的关键点（unnecessary details）.
b.分配好篇数的占比.summary应同全文维持融洽,既用较多的文本写关键內容,用偏少的文本写主次內容.
c.留意文章段落的连贯性和语句的对接.得用适度的转折点词句全线贯通全篇,切勿只简易地写成一些互无关紧要的语句.
d.尽量用自身得话来写,但不抵触用全文的一些句子.
e.测算词量,看是不是符合要求的词量规定.
要怎么写一篇文章的summary?
Summary是对一篇文章的中心思想的简易阐述.它用最简约的語言归纳了全文的主题风格.写summary关键包含三个流程：（1）阅读文章；
（2）创作；
（3）改动成小短文;
第一步：阅读文章
A．用心阅读文章给出的全文原材料.假如一遍不可以了解,就多读二遍.阅读文章频次越多,你对全文的了解就越刻骨铭心.
B．给summary起一个题目.用这些能归纳文章内容观念的英语单词、语句或句子做为题目.还可以选用原文中的主题风格句做为题目.主题风格句通常出現在文章内容的开始或末尾.一个好标题有利于明确文章内容的主题思想.
C．如今,就该决策文中什么一部分关键,什么一部分次关键了.对关键一部分的关键见解开展归纳.
D．简短地记录下来关键见解——主题风格、题目、关键点等着你觉得对归纳summary关键的物品.
第二步：动手能力创作
A. summary应当仅有全文的三分之一或四分之一长.因而最先数一下全文的篇幅,随后除于三,获得一个数据.summary的篇幅能够低于这一数据,可是干万不可以超出这一数据.
B. summary应所有用自身得话进行.不必引入全文的语句.
C. 应当遵照全文的并列结构.那样你也就无须再次机构见解、客观事实.
D. summary务必全方位、清楚地说明全文所述的信息内容,便于你的阅读者不需阅览全文就可以彻底把握原材料的本意.
E. 写summary时能够选用下述几类小窍门：
1) 删掉关键点.只保存关键见解.
2) 挑选一至2个事例.文中很有可能包含五个或大量的事例,你只需从这当中挑选一至二个事例.
3) 把长段的叙述变为简短、简单的句子.假如原材料中叙述别人或某件事用了十个语句,那麼你只需把他们变为一两句就可以.
4) 防止反复.在文中,为了更好地注重某一主题风格,很有可能会反复论述表明.可是这在summary中是不可以应用的.应当删掉这些突显注重的重述句.
5) 缩小长的语句.如下述三例：
“His courage in battle might without exaggeration be called lion-like.”
能够归纳为：”He was very brave in battle.”
“He was hard up for money and was being pressed by his creditor.”
能够归纳为：“He was in financial difficulties.”
6) 你要能够应用短语替代全句或是从句.请看下面的事例：
“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.”
能够归纳为：”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) 应用抽象性的专有名词替代实际的词,例如：
“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.”
能够归纳为：”She brought home a lot of books to read during the vocation.”
8） 应用最少的连词.例如,能够应用but, then, thus, yet, though,不可以应用at the same time, in the first place, because of these, on the other hand等很长的连词.一般 ,应用分号就可以达到应用连词的实际效果.
9) 文章内容中的第一人称说的话一般 在summary中转化成第三人称,进而把一大段的经典对白简单化,例如：
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.”
可以用第三人称归纳为：
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：改动成小短文
文稿拟好之后,对它开展改动.最先,与全文较为看是不是把全部关键的见解都归纳了,summary中的见解是不是与文中的完全一致.次之,假如summary中出現了多余的语汇、语句或长句子,删掉他们.第三,查验拼读、英语的语法和标点的不正确.最终,维持語言简洁明了.
历经所述流程和方式,一篇summary就可以完成了，下边是一篇summary范例，供大伙儿参照：
Summary范例共享
Winterer, Caroline. The Mirror of Antiquity: American Women and the Classical Tradition, 1750-1900. Ithaca: Cornell University Press, 2007.
In this follow-up to her earlier study, Winterer focuses on the place of classicism in the lives of American women. The unity or contiguity of this narrative depends, I think, on familiarity with the earlier work. Without having read Winterer’s first book, I might have found this volume arbitrary and insular.
Winterer begins by describing the place of classicism in the lives of well-educated (for their time) upper-class women of the pre-Revolutionary era. Classical motifs and a smattering of classical knowledge — not of original languages but of history and literature — were a way to ornament one’s conversation or one’s home, a way to participate at a superficial level in a social discourse with men.
During the Revolutionary era, women appealed to the ideal of the Roman matron to characterize themselves as guardians of republican virtue who played a key role in shaping the character of America’s youth — specifically, America’s sons — and thus the future of the country.
In her chapter on the early Republic, Winterer traces the way women appropriated or understood three key motifs or myths: the women of Sparta, Roman charity/the Grecian daughter, and the contrast between Minerva and Venus. I had never heard of Roman charity; now I am scarred for life. However, the myth, and its ready adoption by women (or by men talking about women?) says a lot about what women were expected to do and to be: completely self-abnegating in the service of patriarchy.
Winterer’s chapter on Grecian luxury discusses the importation of “classical,” and specifically Grecian/”oriental” motifs into fashion and decorating. Grecian dresses (white, flowing fabric, no corset, empire waist) were meant to make women look columnar; klismos chairs and sofas were meant to accentuate women’s life of leisure and repose. The whole section on the sofa as a symbol of status and decadence is amazing, simply for historicizing what is surely by now a ubiquitous and completely unremarkable object.
At the same time that classical knowledge was being criticized as being irrelevant and elite, classicism was going mainstream for women (and the democracy in general) with the rise of museums and cultural venues that put access to the classical past within the reach of more people. In “female academies,” women’s seminaries, and colleges, more and more women began to learn classical languages. Winterer does not say if this increased access of women to the classics “caused” their decline in prestige or was a consequence of it.* But she does point out repeatedly throughout the book the irony that women gained full participation in the tradition of classical learning when classical learning was no longer central to American public and political life. In her chapter on the Greek slave, Winterer discusses how classicism informed polemics about the place of women in society, and the nobility (or lack thereof) of female slaves seeking freedom. In the last chapter, on Antigone, Winterer talks about how the play offered a vehicle to portray female heroism, but a heroism that was linked to gender essentialism in the 19th century.
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