abstract summary executive summary
abstract: a statement summarizing the important points of a text.（摘要）
指面向专业读者的摘要，如学位文(dissertation)、学术刊物论文（journal paper）的摘要、学术会议论文（conference paper）的摘要及展示论文（poster）的摘要。
summary（概要, 综述）
一般指面向专业水平低一些的普通读者的摘要，读后能理解其大意、主要论点及新发现和见解等。但有时abstract、summary也可互换。如果正文前无abstract或executive
summary，正文开始的第一段通常就是summary；如果前面有abstract，在短的论文中summary经常位于文章最后，功能相当于conclusion。
executive summary（概要）
通常指面向专业水平可能更低的公司、基金会决策人员的摘要，篇幅比abstract、summary长得多。在正式项目报告中可以既有abstract，又有executive summary。executive
在此指“执行官”“管理人员”“经理”等。
Summary Writing
1. Accurate, clearly organized and clearly written
2. A brief restatement, in your own words, of the content of the passage
3. Indicate all the main points
4. State their order and their emphasis
5. For longer passages, important illustrations and examples should be included.
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高中英语写作课Summary Writing
教学设计
授课班级: 高三
教材分析：
“读写任务”是高考的重要题型，它要求学生通过阅读材料，获取信息并概括要点，在此基础上，写出自己的内容。这就要求学生具备较强的概括能力。虽然学生已经非常熟悉这种题型，但不少同学在概括文章要点时还存在一定的困难。
学情分析:
高三的学生在英语语言知识和英语写作技能方面已经有了一定的基础，他们对如
何写摘要都有一定的认识。
1．根据教育心里学的观点, 不同年龄阶段的学生具有自身特有的心理活动, 教学要根据学生的年龄特征以获取更好的效果. 高三的学生大多18、19岁,其个体思维的发展正处于初步成熟期，他们在学习行为上表现更主动。在学习策略上， 他们：
1) 会积极探索适合自己的英语学习方法
2) 会通过不同信息渠道获取所需信息
3）遇到实际困难时，会有效地寻求帮助
2．高三（3）班是一个理科班，学生有重理轻文的倾向，在用英语进行交际时还存在一定的困难，部分学生可能在完成任务的过程中会遇到一些困难。
教学目标：
1．［语言知识目标］
写摘要的三个步骤：（1）阅读；（2）写作；（3）修改成文。
2．［技能和策略目标］
阅读时找主题句和四个写摘要的微技能
3．［能力、情感、态度目标］
培养学生的书面表达能力；培养学生合作精神和竞争的意识。
设计理念：
1．以探究式教学理论为依据， 采取“任务型”教学模式（task—based model），让学生在教师的指导下，通过感知、体验、实践、参与、合作和竞争等方式, 实现任务目标，感受成功.
2．渗透主体性合作式学习理念，发挥学生的主体性和教师的指导性作用，让学生在一个轻松、愉快、民主的氛围中获取英语知识和培养英语运用能力。
教学媒体：
本节课采取了传统和现代相结合的教学手段，既运用了黑板和粉笔，又运用了电脑制作了多媒体课件。
高考英语summary写作【终极版】
1 / 6 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 vocation.”
可以概括为：“She brought home a lot of books to read during the vocation.”
5) 把文章的对话或直接引语(的要点)改成间接引语叙述。
6) 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.”
1
Fundamentals of English Writing
Argumentative Essay Example (W13)
Wei-Yan Miguel Li
Academic Writing Education Center
National Taiwan University This file is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported license.
2 Separating the Sexes, Just for the Tough Years. The middle school years (grades 7 and 8) are known to be the “tough years”. These are the years when the uneven pace of girls’ and boys’ physical, emotional, and cognitive development is most noticeable. Girls are ahead of boys on all counts, and both suffer. Educators debate whether separating boys and girls during these years might improve students’ academic performance. Separate classes are now prohibited in public schools that receive federal funds, but a change in the federal law that prohibits them is under consideration. Although some parents and educators oppose same-sex classes, there is some evidence that separating boys and girls in middle school yields positive results. Opponents of single-sex education claim that test scores of students in all-girl or all-boy classes are no higher than those of students in mixed classes. However, the research is inconclusive. Despite the fact that some research shows no improvement in test scores, other research shows exactly opposite results (Blum, 2002). More important, many psychologists believe that test scores are the wrong measuring sticks. They believe that self-confidence and self-esteem issues are more important than test scores. In same-sex classes, girls report increased confidence and improved attitudes towards math and science, for example. These are results that cannot be calculated by a test but that will help adolescents become successful adults long after the difficult years of middle school are past. New York University professor Carol Gilligan is certain that girls are more likely to be “creative thinkers and risk-takers as adults if educated apart from boys in middle school” (Gross, 2004). Boys, too, gain confidence when they do not have to compete with girls. Boys at this age become angry and fight back in middle school because they feel inferior when compared to girls, who literally “out-think” them. With no girls in the classroom, they are more at ease with themselves and more receptive to learning (Gross, 2004). Opponents also maintain that separate classes (or separate schools) send the message that males and females cannot work together. They say that when students go into the work force, they will have to work side-by-side with the opposite sex, and attending all-girl or all-boy schools denies them the opportunity to learn how to do so. However, such an argument completely ignores the fact that children constantly interact with members of the opposite sex outside school. From playing and squabbling with siblings to negotiating allowances, chores, and privileges with their opposite-sex parent, children learn and practice on a daily basis the skills they will need in their future workplaces. The final argument advanced by opponents of same-sex education is that it is discriminatory and, therefore, unconstitutional. However, research supports exactly the opposite conclusion: that discrimination is widespread in mixed classes. Several studies have shown that boys dominate discussions and receive more attention than girls and that teachers call on boys more often than they call on girls, even when girls raise their hands. Clearly, this is discriminatory. It should be evident that the arguments against same-sex classes are not valid. On the contrary, many people involved in middle-school education say that same-sex classes provide a better learning environment. Boys and girls pat less attention to each other and more attention to their schoolwork (Marquez, 2004). As one teacher noted, “Girls are more relaxed and ask more questions; boys are less disruptive and more
