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summary一般是英文作业中的总结或者摘要。它以迅速掌握原文内容梗概为目的，不加主观评论和解释，但必须简明、确切地表述原文的重要内容。summary考核了学生对于资料的总结和表达的能力。下面是我从meeloun教育网摘抄的summary写作方法，你可以看看，或许对你有用
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summary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summary重要的东西。
第二步：动手写作
A. summary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。summary的字数可以少于这个数字，但是千万不能超过这个数字。
B. summary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. summary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summary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summary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：“He was in financial difficulties.”
6) 你还可以使用词组代替整句或者从句。
7) 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.”
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 time, 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summary中转换成第三人称，从而把大段的对白简化
摘要是一个简短、语义连贯的文本，浓缩了原始文档的基本内容。其目的是在不作主观评价和解释的情况下，迅速把握原文的主旨。摘要写作是一种受控的写作形式，它使学生利用原文的结构和语言的力量，写出内容相同、结构相似、语言简洁的短文。此外，它有助于培养学生掌握文章要点的能力，有助于他们在应用文写作中避免全面、详细、逐条列举的不良倾向。这种写作不仅要准确理解原文，而且要综合原文。因此，用英语写摘要是学生学习英语写作的一种实用方法。
下面是关于学术论文英文摘要模板，希望对你们有帮助。
Abstract
Since Dewey developed the concept of “critical thinking”, many scholars abroadhave carried out a series of studies about improving students' critical thinking skills ineducation field. In the 1980s,critical thinking became the target of higher educationprograms in such foreign countries as the US and Canada. It has gained its widespreadattention in China only in recent years. But there are only few studies about it ineducation field. Our traditional English teaching method pays much attention to thetraining of students' linguistic knowledge and language skills but ignores thecultivation of students' critical thinking abilities. In the process of skill practice,teachers often stress the importance of memorizing vocabulary and imitating skillsrigidly,but neglect the students' abilities in analyzing problems and putting forwardinnovative solutions. Therefore, English writing teaching is affected by this andmerely attaches emphasis to train students' reading and writing skills. There are fewstudies which aim at systematically cultivating students' analysis, synthesis, summary,comparison and reasoning skills while they are writing. Therefore,this study aims atdesigning some writings tasks and teaching strategies which can be used to fostercollege students' critical thinking awareness and promote students' all-rounddevelopment.
According to six critical thinking skills,this study was carried out by requiringstudents to hand in an argumentation. All participants in this study are non-Englishmajor college freshmen from a 211 key university. The revised version of Rubric forQualitative Critical Thinking Skills Instrument was used in this study. Withquantitative and qualitative analysis,writing experiment is conducted within a wholesemester to collect data concerning students' learning behavior. Reading-to-write isused in experimental class while traditional method is adopted in control class. Thewriting scores by the experimental and control class were statistically processed bysoftware SPSS . And also the interview was launched in some of students inexperimental class to assess students' critical thinking abilities reflected in theirwritings-The final analysis indicated that EGAP writing model exerted a significantlypositive influence in improving students' critical thinking skills, especially in arousingstudents' writing enthusiasm and critical thinking awareness. Compared with controlclass, students in experimental class made big progress in writing competence. Inaddition, this study put forward some reform proposals to the teaching of Englishwriting. The study is of great value to instruct students to employ critical thinkingskills in their writing.
Abstract
A large body of research has been conducted on the effects of technology-enhancedEnglish vocabulary learning since the 1960s (Marty, 1981)。 However, no consensus hasbeen reached yet (Choo, Lin, & Pandian,2012; Mohsen & Balakumarohsen, 2011)。
Despite the fact that some narrative reviews have evaluated and explored thesecontradictory results, this study aims at quantifying the overall effectiveness oftechnology-enhanced English vocabulary learning with a different approach to review:meta-analysis and performing in-depth moderator analyses of learning method and testtype further.
Totally, twenty effect sizes from thirteen pieces of primary research are obtainedafter collecting related literature published or unpublished in recent ten years via fourchannels and selecting through three filters. Later, all the primary research is coded anddata are computed in random-effects model with software ComprehensiveMeta-Analysis.
Results show that: (1) Technology has a positively large effect on Englishvocabulary learning according to Cohen's standards as proposed in 1992 (g = 95% confidential interval of [, ])。 (2) Learning methods (intentional learning,incidental learning, and integrated learning) have impacts on the overall effectiveness.
Heterogeneity exists in the three learning methods (g = = 0,01 < )，Effectiveness of intentional learning, incidental learning and integrated learning is ^ =, g 二 , g = respectively. Incidental learning under technology-enhancedenvironment yields the largest effectiveness on English vocabulary learning. (3) Testtypes (recognition tests, recall tests,recognition + recall tests) also have impacts on theoverall effectiveness. The three test types are heterogeneous as well {Q = , p = < )。 Recognition tests, recall tests, and recognition + recall tests have effectsizes of and respectively. Technology-enhanced English vocabularylearning achieves the largest effectiveness in recognition tests.
Abstract
The present study, which is based on the Competing Values Framework (. CVF:a framework to identify the organizational effectiveness and to define organizationalculture)， aims to investigate English teachers, teaching motivation at universities, theirperception of the organizational culture in the target university,their professionalaspiration and how they affect each other. The research questions to be addressed are asfollows: (1) How do the English teachers perceive the organizational culture at theirworkplace? (2) How much effort will the teachers pay for their professionalengagement and aspiration? (3) What kinds of motivation do the English teachers in thetarget university appear to have? (4) How will the organizational culture and theprevious experience affect teachers' motivation?
This study employed four different questionnaires as the research instruments,including one demographic questionnaire and three research questionnaires, . thedemographic questionnaire, the Organizational Culture Assessment Instrument (. theOCAI) (Cameron & Quinn, 1999)，the Professional Engagement and CareerDevelopment Aspiration-scale (. the PECDA-scale) (Watt & Richardson, 2008b)，andthe Work Tasks Motivation Scale for Teachers Teaching (. the WTMST) (Fernet et al.,2008)，to investigate the above mentioned research questions. The whole investigationtook roughly 12 weeks and involved three stages: the preparation stage,the pilot study,and the main study.
The findings of the present study show that most of the teachers are intrinsicallymotivated and with identified regulation influenced by the performance culture and theclan culture which are the dominant culture types of the target research site. Results alsoindicate that the overseas experience and length of teaching experience affect teachers'perception of tixe organizational culture and motivation. The participants who haveoverseas experience tend to be more with the sense of professionalism, moreintrinsically motivated and be more confident with their competence in the academicarea; and the ones who have longer years of teaching experience are with moreidentified regulation and introjected motivation and are more committed and moreassured of staying in the education field. The participants in the target universitybasically belong to the highly engaged persisters,and the male teachers expect to be theleadership.
Abstract
Owing to the economic, social and academic needs as well as the advantages of EGAP(General Academic Purpose in Chinese College English) itself, there exist 这 great deal ofnecessity and feasibility for applying English for EGAP class. It is our understanding thatwriting plays an extremely important role in the course of EGAP and genre is a quiteinfluential factor in improving students5 writing competency. However,the investigation ofstudents' current writing situation shows that being deeply influenced by traditional writingteaching methods which emphasize grammar and vocabulary; the students have littleknowledge about genre approach theoretically or systematically and lack the awareness ofgenre. Because of this,it becomes necessary to put forward an English writing teachingapproach which is effective as well as applicable to the situation in China so as to enhancetheir writing competence.
This paper firstly gives a brief introduction to the developing trend of EGAP bydiscussing its necessity and applicability in China and the main views of two schools of genretheory, the tiieoretical foundation and genre-based approaches of three main schools of genrestudy and practice. And also,their characteristics are compared and the adaptability inChinese College EGAP class is analyzed, based on which it puts forward a modifiedGenre-based approach in EGAP writing class in order to enhance students' genre awarenessand improve their writing skills.
To achieve this, two non-English major classes of freshmen in East China University ofScience and Technology (ECUST) have been selected as the experimental class andcontrolled class, and the research lasts one semester. The Genre-based approach is applied inthe experimental class following a modified Genre-based approach. And a comparison hasbeen made on the same subject at the beginning and the end of the semester and thecomparison and contrast between the experimental class and controlled class have also beenmade. Owing to various factors,such as learning motivation, different students show variedextent of acceptance to certain teaching approaches. Therefore, emphasis has not only beenput on the overall changes,but also on the individual differences.
There are three hypotheses:
1. Can Genre-based approach enhance students' genre awareness? 2. Can “genreawareness” really improve students' writing ability in EGAP? If the students can get overallimprovement, is there any difference in gender and the students with diverse learningaptitudes because of the individual difference? If some students fail to improve, what's thepossible reason behind it? 3. Will Chinese students accept and adapt to Genre-basedApproach?
Three sets of data from six writing assignments, writing in final-term examination andquestionnaires are collected and analyzed with the help of the software SPSS . And thestudy indicates that: (1) Genre-based approach has a significant effect in sensitizing students'genre awareness, improving holistic writing competence; (2) during the whole experimentalprocess, girls have a stable superiority over boys, however, boys' improvement fluctuation iscomparatively obvious; (3) students of medium efficiency have the greatest potential to makebig improvement; (4) Unavoidably, in this research there are some students who fail to gainimprovement in terms of writing ability or get changed in terms of writing notions, andthrough analysis it has been found that the main objective reasons are: the difficulty ofwriting itself,the differences of culture and ways of thinking between east and west,thelimited teaching period, etc.; and subjective reasons mainly come from: the limitedcompetence of students themselves, the lack of interest in English writing, etc(5) aoverwhelming majority of students are liable to accept this approach and able to adapt to itpretty well, yet acceptation is not absolutely accompanied by adaptation; (6) feedback is adispensable part in English writing teaching, and more specific feedback will bring strongermotivation in students' self-correcting and developing;In the end,the author presents some limitations in her research and hopes that this cangive some hints and tips to further research in EFL writing classes.
Abstract
In college English listening & speaking classrooms, language and other semioticsystems cooperate together to help students construct meaning. It can be reflected inthe design of textbooks and the use of audios, videos and images, etc. Thus, in thisthesis, the theoretical foundation is the theory of multimodal discourse analysis (MDA)derived from Systemic Functional Linguistics and Social Semiotics. The essence ofMDA is that other semiotic resources such as: images, audios, etc. are as important aslanguage in the meaning-making system. Visual Grammar, Acoustical Grammar andthe integrated frameworks of MDA are the main analysis approaches in this thesis.
Meanwhile, the results of the teaching investigation and the MDA for textbooksare the practical foundation for the multimodal teaching design, providing feasibleand effective suggestions in this thesis. According to the results, it can be concludedthat students have more or less realized multimodality in this course and argue thatmultimodality should be used in moderation; multimodal classroom activities, socialcontent, etc. should be brought into the class; teachers should remind students to payattention to images, fonts change and other multimodal factors in textbooks.
Therefore, when conducting the multimodal teaching design, attention should bepaid to: (1) Modalities influence each other with clear priorities in this course. (2)Words modality and acoustical modality are the primary modalities, while othermodalities are just used as tools to provide supplementary information and to improveteaching efficiency. (3) The chosen modalities should provide supplementaryinformation to make the learning material more easily understood and help studentsconcentrate. Then, on the basis of the above principles and the writer's teachingexperience, a sample teaching design has been worked out, then its' feasibility andeffectiveness have been verified by an empirical study with the method of interview.
Abstract
Degree adverbs play a crucial role in daily language communication. However,owing to their wide varieties and similar meanings, it is hard for language learners toreally master their meanings and usages.
With the aid of AntConc and based on the corpora of FROWN (TheFreiburg-Brown Corpus of American English)，FLOB (The Freiburg-LOB Corpus ofBritish English) and CLEC (Chinese Learner English Corpus)， the study aims tocompare the actual use of common English degree adverbs in terms of semanticprosody between Chinese EFL learners and native English speakers. The researchprocedures consist of two steps. First, AntConc is launched to extractconcordance lines of the target node words in each corpus and the semantic featuresof the node words' collocates are analyzed; then, the semantic prosodies of these nodewords are summarized and comparisons are made between the two corpora.
The results indicate that there are differences as well as similarities betweennative English speakers and Chinese learners in their use of semantic prosody.
Chinese EFL learners tend to underuse the negative semantic prosodies of fairly,highly, and totally?,overuse the negative semantic prosodies of extremely; and misusethe semantic prosody of terribly. The results also show that some problems exist inChinese learners' use of semantic prosodies of degree adverbs, and the reasons mayinclude their first language transfer, intralingual transfer, and the lack of informationabout the semantic prosody in dictionaries and textbooks.
怎么写SUMMARY摘要（summary）是一种对原始文献（或文章）的基本内容进行浓缩的语义连贯的短文.它以迅速掌握原文内容梗概为目的,不加主观评论和解释,但必须简明、确切地表述原文的重要内容.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 maintheme）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. 如何写一篇文章的摘要?– 下文是对《英语写作手册》相关章节的翻译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：“He 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 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 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.” 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 time, 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 — 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.” 可以用第三人称概括为： 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：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,一篇摘要就可以完成了.
summary英 ['sʌm(ə)rɪ] 美 ['sʌməri] adj. 简易的；扼要的n. 概要，摘要，总结Summary executions of African men in groups of 60 to 70 have been documented. Auerbach has written an accessible summary of the literature on the incidence of the tax. If someone in business returns from a conference, you are likely to see a video summary. In summary, there is strong evidence that investors ignore selection biases in fund performance advertisements. Thank you Media Matters, for an efficient summary of the terms of the energy debate. For more on the topic, New Scientist offers this clever summary in video. It is impossible to give a brief summary of what has happened in the eastern Congo? The summary of responses to the consultation has been published on the department's I provide some quotes from her appearance, along with a summary of the law. Summary Opinion 2012-100, (October 16, 2012), sometimes all the Service needs is the smell test. As Nagasaki shows, the Japanese have learned to exact summary justice at the ballot-box. The SCMP's wire summary said the proposed law is a watered-down version of the original. Download the full report, the Executive Summary or browse the report by chapter. Tonight we will be sending you a summary that you may share with your clients. The rougher and more summary his work, the greater its appeal to the cultivated. Click here for copies of a six-page summary of this important Center Roundtable Discussion. It's compiled by the online magazine, Slate, and here is Mark Jordan Legan with SummaryJudgment. In summary, we have a gap up this morning after a sharp 7 day decline. The NHS is working towards compiling an Emergency Care Summary for every person in Scotland. If you lose your summary plan description, you may have a difficult time getting another copy.
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.如下例： “His courage in battle might without exaggeration be called lion-like.” 可以概括为：”He was very brave in battle.” 6) 你还可以使用词组代替整句或者从句.7) 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.”
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 time, in the first place, because of these, on the other hand等较长的连接词.
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。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,一篇摘要就可以完成了.
拓展资料：
summary / 'sʌməri / 既可以做名词，也可以做形容词。
adj.做形容词时的含义有
1.总结性的，概括的，概述的
2.简明的，扼要的
3.即时的，即刻的
n.做名词时的含义有
1.总结，概略，摘要，一览
2.[废语]结局；顶点
参考资料：summary百度百科
Summary翻译成中文就是提要或者摘要，这一部分主要是对全文的一个提炼、概括。提要的部分对于字数的要求比较灵活，可以是纯文字也可以是图文并茂的。一般写Summary是要写完整篇论文后再去完成。 1.分段 大致浏览一些文章，并进行分段，包括标题、副标题、字体等。 2.阅读 从头到尾读一遍，好好感受作者的语气、风格以及中心思想，当在阅读中发现问题的时候，不要中断阅读立刻去查找，等到全部读完，在去查找也不迟。 3.重读 再次阅读的时候，需要将主题句、关键句以及对自己写summary有用的部分标记出来，有些不需要写在提要但是比较精彩的部分，要做好区别。 4.一次只写一句 到目前为止，你对将要进行摘要写作的文章有了深刻的理解。在前三步中，你做了分段，也明确了作者的写作意图。现在你要把每个分段的中心思想都用一句整话写出来。要记住，句子里只要关键点，而非细节描述。 5.写主旨 对于任何一篇高质量的摘要来说，写好主旨句是关键。可以从中得出整篇文章要表达的主旨。如果你无法得出文章主旨，那就需要翻回头再好好读一下你的句子，看看你写的内容是不是针对文章要点而写的。 6.开始写作 可以把主旨句作为摘要的引导句引出文章，其他句子当作摘要的内容。记得这些句子要按顺序写作，句与句之间加些过渡词(例如然后，然而，并且，而且等)。过渡词对摘要的总体结构有一定的帮助作用，也让文章读起来更通顺流畅。动笔之前(或打字之前哈)，牢记以下几点：用现在时写作;摘要里要写原作者和作品名称;力求简洁：summary的字数比原文少;如果必须用到原文，需要引用表述;摘要忌有自己的观点、想法、解释。摘要写作的目的是准确表达作者的观点，而非评论。 7.检查准确性 重读写完的summary，确定你已将作者的思想、关键点准确表述出来了。所借鉴的引用都正确列入摘要里了，且文章里没有出现你自己的评论。 8.修改润色 当你觉得摘要写好了，还要从格式、语法、标点上再进行一次检查。时间允许的话，还可以把你写的摘要拿给其他人读下。别人应该可以单凭你的摘要就理解原文的意思。如果没有理解到位，说明你的摘要中个别部分或许着墨过多，从而忽视了作者的主要观点。以上内容参考自：
摘要是一个简短、语义连贯的文本，浓缩了原始文档的基本内容。其目的是在不作主观评价和解释的情况下，迅速把握原文的主旨。摘要写作是一种受控的写作形式，它使学生利用原文的结构和语言的力量，写出内容相同、结构相似、语言简洁的短文。此外，它有助于培养学生掌握文章要点的能力，有助于他们在应用文写作中避免全面、详细、逐条列举的不良倾向。这种写作不仅要准确理解原文，而且要综合原文。因此，用英语写摘要是学生学习英语写作的一种实用方法。
怎么写SUMMARY摘要（summary）是一种对原始文献（或文章）的基本内容进行浓缩的语义连贯的短文.它以迅速掌握原文内容梗概为目的,不加主观评论和解释,但必须简明、确切地表述原文的重要内容.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 maintheme）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. 如何写一篇文章的摘要?– 下文是对《英语写作手册》相关章节的翻译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：“He 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 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 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.” 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 time, 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 — 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.” 可以用第三人称概括为： 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：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,一篇摘要就可以完成了.
摘要（summary）是一种对原始文献（或文章）的基本内容进行浓缩的语义连贯的短文。它以迅速掌握原文内容梗概为目的，不加主观评论和解释，但必须简明、确切地表述原文的重要内容。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。下面谈谈如何写好英文摘要。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 maintheme）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MY TEACHERMy former teacher, who had taught me English for six years, is a woman in her sixties. I describe her as a "woman" at her age because in my mind's eye, she never loses her attraction in fashions, light cosmetics, and particularly, her skills scarves whether it is in summer or winter. I still remember the first day when I met her in junior high school, she showed me around the new campus and my nervousness melted gradually in her unassuming manner, something resembling my grandma's, and something more beyond the average older person' was born in Hong Kong and after her Westernized education, she became a journalist. Owing to this special profession, she could come to China freely, there in Beijing, she met a young engineer who later on won her heart and married her. Then she stayed, serving as a faculty member in Beijing Foreign language Institution. Maybe she was destined to enjoy mo tranquility, for everything changed almost in a day's time. Because of the unprecedented culture revolution, she and her husband, they two intellectuals were sent to a small town - though it becomes my hometown - and it was they who, dedicated themselves to the so-called city construction. She swept the streets, plants trees, and did all kinds of labor but return to school. As to that period of time, she just sighed a simple reply "the past has passed, I have not, and will still not regret my decision to stay." But more and less, her wrinkled serious face revealed her untold stories and endurance. Teacher that she is, she's well-known for drawing cartoon pictures. Dull texts were changed into impressive clues and knowledge that most interested us. Often it was up to us to stand on the rostrum, expressing whatever we had to say in English. She would rather be an audience sitting among us, and of course, a stern critic as set up her own image to teach us knowledge, and also, a sense of responsibility. During one winter vacation, she volunteered to assist us in preparing the provincial English contest. I clearly remember a day just before the New Year's Eve, when she appeared a little bit late like a snowman in the classroom, the whole noisy class fell into silence. It was snowing hard outside, yet the inside warmth encouraged us to work even year groups of students said good-bye to her on their way to college. Luckily I was one of her last students as now she has got retired. It seemed to be arranged that we went to see her during every vacation. How I wish to listen to her again, sharing her fresh ideas about the national affairs, about the campus, about each of her Christmas Days in Hong Kong. She's still young and talkative, as IN the days in her teaching news came that her husband died of cancer this summer before I went back. How could she endure such misfortune? How could she kill her loneliness? I wondered on the upstairs to visit her when I heard that piece of familiar piano music. The tone sounded so elegant that it reminded me of the player at once - it must be my dear teacher!Now she's living alone as her two daughters live abroad. "You see the walls of original novels? I bought them at your age but not until now could I have enough time to red. And my favorite piano, the birthday present sent by my husband, will keep me company." With these words about her leisure, she sat down by the piano was deeply engrossed in her playing, through which I knew her further, a devoted teacher WHO seeks neither fame nor gain, and a splendid character who has undergone a lifetime of ups and . House, it’s very important for us, because we must study, live ,and sleep in it . My dream house is very different from the usual house. I would like to introduce it to you if you are interested in it. The shape of my dream house like a strawberry; the roof if green, and walls are red. Let’s enter my dream house and look around: it consists of a living-room, a study-room, a bedroom, and a bathroom. The wall of the bedroom is covered with mink, so that I can sleep with a sweet dream and feel more comfortable. There are a lot of things in my house ----such as computers,televisions, telephones, tables, beds, and so on. Of course, the cost of my dream house is very big, too. How can make my dream come true? We will realize it only by our hard working. 2. My favorite aimals are dogs. I thank they are very cute and friendly. I have a big dog. his name is BoBi. He is 2 years old. He sleeps during the day. but at night he gets up and eats meat. He is very beautiful and a little shy. He likes to play with his friends. Isn`t he cute? 3. I have a lovely dog. It name's 's a young dog. It's only one years old. When I do my homework in my bedroom,it usually plays on my likes playing with go to the park every I am ling on the grass , it will sit near can help me do many things . It can make me smile . All my friends are love my dog very much!What a lovely dog! I love my dog! It loves me too! 4. My Happy Family There're five members in my fmaily —— my parents , my grandparents , my sister and me . My mother is a teaches Chinese in our likes fater is a teacher, teaches art in the GuangMing pirmary likes grandmother is a likes reading grandfather is a likes play chess. I am 'm in Shi Yan pirmary 'm in Class 2 Gread like singing and dancing. My sister is likes singing and dancing,too. Look!I have a happy big 't it? 5. Man’s life is a process of growing up, actually I’m standing here is a growth. If a person’s life must constituted by various choices, then I grow up along with these choices. Once I hope I can study in a college in future, however that’s passed, as you know I come here, now I wonder what the future holds for me. When I come to this school, I told to myself: this my near future, all starts here. Following I will learn to become a man, a integrated man, who has a fine body, can take on important task, has independent thought, an open mind, intensive thought, has the ability to judge right and wrong, has a perfect job. Once my teacher said :” you are not sewing, you are stylist; never forget which you should lay out to people is your thought, not craft.” I will put my personality with my interest and ability into my study, during these process I will combine learning with doing. If I can achieve this “future”, I think that I really grow up. And I deeply believe kindred, good-fellowship and love will perfection and happy in the future. How to say future? Maybe it’s a nice wish. Lets make up our minds, stick to it and surely well enjoy our life.
英语中的SUMMARY撰写的具体格式步骤如下：
1、写之前，需要认真仔细地读几遍原文材料，让理解更深刻。
2、遵循原文的逻辑顺序，对重要部分的主题、标题、细节进行概括，全面清晰地表明原文信息。
3、给摘要起一个好标题，比如：可以采用文中的主题句。
4、尽量使用自己的话完成，不要引用原文的句子，篇幅控制在原文的三分之一或四分之一长。
5、写摘要时可以采用下列几种小技巧：
（1）筛选1-2个例子。
（2）避免重复，删除细节，只保留主要观点。
（3）把长段描述压缩变成短小精悍的句子。如下例： “His courage in battle might without exaggeration be called lion-like.” 可以概括为：”He was very brave in battle.”
（5）你还可以使用词组代替整句或者从句。
（6）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.”
（7） 使用最短的连接词。比如，可以使用可以使用but, then, thus, yet, though,不能使用at the same time, in the first place, because of these, on the other hand等较长的连接词。
（8）把文章中的第一人称转换成第三人称，把对白简化。
扩展资料
summary / 'sʌməri / 既可以做名词，也可以做形容词。
adj.做形容词时的含义有
1.总结性的，概括的，概述的
2.简明的，扼要的
3.即时的，即刻的
n.做名词时的含义有
1.总结，概略，摘要，一览
2.[废语]结局；顶点
资料来源：百度百科：summary
英语summary的写法：首先记下关键词，要点或论点和主题句；第二步，形成一段简短的大纲，遵循原始组织；第三步，用我们自己的语言；第四步，在摘要中使用关键字，并相应地为摘要提供标题；第五步，避免例子，引言，技术用语 使用简单UND易懂的英语；第六步，必须客观并且以第三人称。
在科技文献和教科书中，Summary强调对研究课题内容的概括，比如实验内容、目的、研究的展望等方面的简述。提要对字数的要求比较灵活，可长可短。既可以图文并茂，也可以广征博引。既可放在文前，也可以置于文后。Summary一般在完成完成后再写作，主要目的是帮助了解文章。
扩展资料
写好SUMMARY还要注意4要4不要：
4要是：要包括主要意思，要包括主要论点，要筛选减少内容，要用自己的词语，一定要用自己的话，一定要用自己的话，一定要用自己的话，重要的事情说三遍。
4不要是：不要含有你自己的观点，不要有非原材料的观点，不要用你自己认为作者说的是什么，不要整段从原文拷贝。
可以帮你做一份.
我觉得吧，大概可以按照这么个步骤来写：第一步：文献阅读A．针对论文选题和研究方向进行文献检索，针对整理后的有效资料进行认真阅读，尤其是和论文内容相关的部分，要重复理解。阅读次数直接关系到你对文献的理解程度。B．必要时可以在正式写作summary前制定一个标题，有利于尽快确认文章的中心思想或整体写作思路。标题可以是简短的句子或者词组，对论文主题进行概括，或者直接引用文章中的主题句。C．确认题目后就可以对参考资料进行筛选整理，按照相关性对资料进行主次区分，对于文献中的重要部分进行提取概括。D．文献检索过程中需要对有效资料进行简单记录汇总，尤其是参考文献的主要观点对summary能起到概括作用的重要内容。第二步：着手写作A. 一般而言summary的字数占全文的20%-30%，所以在确认具体字数以前要了解论文的字数要求。要留意summary的实际字数绝对不能超过这个比例。B. summary的内容应该是作者在进行文献阅读后再通过自己的话进行写作，而不是直接引用参考资料中的句子。C. 在summary写作逻辑上应该符合论文的逻辑顺序，内容需要围绕论文整体的研究问题，不能出现论文研究问题以外的新问题的提出。D. 要体现summary在文章中的作用，就是全面清晰地体现论文所呈现出来的相关信息，以便读者在开始论文全文或者相关参考文献的阅读之前就能完全理解作者想表达的观点。E. 在正式写作summary时可以参考以下相关技巧：1) 摒弃细节问题。只保留论文主要观点。2) 涉及到实证或案例相关内容需要进行精简，只保留一至两个具有代表的性问题进行陈述。3) 尽量使用简短的具体进行描述，对于参考资料中的相关解释过于复杂和冗长的可以进行精炼。控制在两句话之内说明即可。4) 避免重复句出现，这种情况在论文或参考资料中会经常出现，主要是为了强调某个观点或主题，但是在summary中是不可以使用的。第三步：整理修改和调整论文完成初稿候要对它进行修改和调整。首先要确保summary内容中提到的观点是否与全文相一致，并且对参考资料中所提及的相关重要内容都概括了。其次，summary中如出现了过多无意义的内容，包括词语短语等，要删除或者用其他更精炼的内容进行替换。保证语言简短，第三，也就是最基本的要求，要对summary文字内容的拼写和语法，包括标点符号的进行检查。通过以上步骤和方法，一篇summary也就此完成了。 summary写作是在英国留学生论文中是很常见的形式，主要是通过阅读参考文献，吸收相关资料在写作结构与语言方面的特征，结合作者论文的相关研究问题和观点，形成的一篇内容和结构相一致，并且语言简洁的短文。另外，英国大学教育除了专业知识的传授外，还会对学生的综合学历能力进行培养，这其中就包括阅读和整理参考文献，对研究问题的重点掌握的能力。学生根据某研究问题，通过大量的参考资料进行阅读和总结概括有利于提高学生的学习研究能力的。
英语summary的写法：首先记下关键词，要点或论点和主题句；第二步，形成一段简短的大纲，遵循原始组织；第三步，用我们自己的语言；第四步，在摘要中使用关键字，并相应地为摘要提供标题；第五步，避免例子，引言，技术用语 使用简单UND易懂的英语；第六步，必须客观并且以第三人称。
在科技文献和教科书中，Summary强调对研究课题内容的概括，比如实验内容、目的、研究的展望等方面的简述。提要对字数的要求比较灵活，可长可短。既可以图文并茂，也可以广征博引。既可放在文前，也可以置于文后。Summary一般在完成完成后再写作，主要目的是帮助了解文章。
英语中的SUMMARY撰写的具体格式步骤如下：
1、写之前，需要认真仔细地读几遍原文材料，让理解更深刻。
2、遵循原文的逻辑顺序，对重要部分的主题、标题、细节进行概括，全面清晰地表明原文信息。
3、给摘要起一个好标题，比如：可以采用文中的主题句。
4、尽量使用自己的话完成，不要引用原文的句子，篇幅控制在原文的三分之一或四分之一长。
市区：594分 靖江：661分 泰兴：646分 姜堰：651分 兴化：530分
英语论文格式模板2017
英语论文格式模板是怎样的呢?撰写一篇优秀的毕业论文，除了细心严谨之外，还要了解论文格式。下面是我分享的英语论文格式模板，欢迎阅读!
英文论文格式均以美国土木工程师协会出版社发布的标准格式为准。
英语论文用激光打印机打印，打印稿为黑白稿，彩色打印件会影响出版效果。 版心：a4纸，上、下页边距 cm，左、右页边距均为 mm。论文内容宽不得超过， 长不得超过。
字体和字号：正文，标题，作者联络信息和图表中的文字均为times new roman 12号字。可以跟据需要使用同类字体中的粗体，斜体。
行距：单倍行距。
页码：论文正文和文后所附图例都需添加页码。页码为阿拉伯数字，位于页面下方居中。
文体：文章应语法正确，技术用词准确。标题应该以最简洁的语言概括文章内容。如果标题较长，请采用title: subtitle的形式。
数学公式：文中的数学公式不得手写，必须打印。公式如果在文中多次被引用，应该编号。公式之间，公式和正文之间都应该空一行。 单位： 文中所用的度量衡单位应为国际单位。可在括号内，单位对应表中列出其他单位。有关国际单位的使用(standard practice for use of the international system of units)可以通过电话1-向asce索取。其他相关使用参考文献，如anmc metric editorial guide， 5th ed，1992 可向美国国家公制协会 索取(american national metric council， 1735n. lynn street， suite 950， arlington， va 22209-2022)
图表：
标题说明和图例：插入的图表应该以出现顺序编号(figure 1，figure 2，table 1，table 2)。图的说明和标题，包括图的序号应该位于图的下方。表的说明和标题，包括表的序号应该位于表格上方。
位置：图可以插入到正文中，或者集中放在文章最后。如果在正文中插入图，尽量放在页面的顶部或尾部。不要选择文字环绕图形的对齐方式，可选择上下环绕方式。
底纹：插图中不要选择带阴影或底纹，否则会影响印刷效果。
照片：如果文中需要附上照片，在文中出现照片的地方贴上其黑白光面冲洗照片，标题说明位于照片下方。照片将和正文一起缩印，请不要提供彩色照片，以免影响印刷效果。
扫描图：印刷后的扫描图不如原件清晰。如果文中有扫描图，请提供灰色色标扫描图。
作者联络信息：请用横线和正文隔开。联络信息可以为一位作者或所有作者的，包括以下内容：作者全名;所属学会;学历或授予的荣誉;所在单位;通讯地址和电子邮箱;电话和传真。
参考文献：所有参考文献为单倍行距，放在文章最后，按照第一作者姓氏的字母顺序排列。如有同一作者的两篇以上文献，按出版年代先后排列。正文中引用参考文献时，作者和出版年代应该放入括号内。由于上标缩印后会变小，难于辨认，正文中不使用上标标注参考文献。所列出的参考文献应当在正文中都有所引用，如果正文中没有引用，请将文献列入文章最后的附加信息(additional information)部分，或者相关材料(related materials)部分。
论文一般由题名、作者、摘要、关键词、正文、参考文献和附录等部分组成，其中部分组成(例如附录)可有可无。论文各组成的'排序为：题名、作者、摘要、关键词、英文题名、英文摘要、英文关键词、正文、参考文献、附录和致谢。
1、毕业论文格式的写作顺序是：标题、作者班级、作者姓名、指导教师姓名、中文摘要及关键词、英文摘要及英文关键词、正文、参考文献。
2、毕业论文中附表的表头应写在表的上面，居中;论文附图的图题应写在图的下面，居中。按表、图、公式在论文中出现的先后顺序分别编号。
3、毕业论文中参考文献的书写格式严格按以下顺序：序号、作者姓名、书名(或文章名)、出版社(或期刊名)、出版或发表时间。
4、论文格式的字体：各类标题(包括参考文献标题)用粗宋体;作者姓名、指导教师姓名、摘要、关键词、图表名、参考文献内容用楷体;正文、图表、页眉、页脚中的文字用宋体;英文用TimesNewRoman字体。
5、论文格式的字号：论文题目用三号字体，居中;一级标题用四号字体;二级标题、三级标题用小四号字体;页眉、页脚用小五号字体;其它用五号字体;图、表名居中。
6、格式正文打印页码，下面居中。
7、论文打印纸张规格：A4210297毫米。
8、在文件选项下的页面设置选项中，字符数/行数选使用默认字符数;页边距设为上：3厘米;下：厘米;左：厘米;右：厘米;装订线：厘米;装订线位置：左侧;页眉：厘米;页脚厘米。
9、在格式选项下的段落设置选项中，缩进选0厘米，间距选0磅，行距选倍，特殊格式选(无)，调整右缩进选项为空，根据页面设置确定行高格线选项为空。
10、页眉用小五号字体打印XX大学XX学院20XX级XX专业学年论文字样，并左对齐。
11、使用软件：MicrosoftWord2000以上版本。
文献注释
注释不同于参考文献。参考文献是作者写作论著时所参考的文献书目，集中列于文末。而注释则是作者对正文中某一内容作进一步解释或补充说明的文字，不要列入文末的参考文献，而要作为注释放在页下，用①②标识序号。注释中提到的论著保持通常格式，如：
①与正文部分空出两行;②按照文中的索引编号分别或合并注释;③注释采用五号黑体，注释内容汉语采用小五号宋体，英语采用Times New Roman 9号。
数学建模论文模板论文通常要包括哪些内容？ 我去年就参加了全国大学生数学建模竞赛，这些资料是我去年暑假整理的论文模板，如果资料不足的话，再联系我……………… 全国大学生数学建模竞赛论文格式规范 \x09本科组参赛队从A、B题中任选一题，专科组参赛队从C、D题中任选一题. \x09论文用白色A4纸单面打印；上下左右各留出至少厘米的页边距；从左侧装订. \x09论文第一页为承诺书，具体内容和格式见本规范第二页. \x09论文第二页为编号专用页，用于赛区和全国评阅前后对论文进行编号，具体内容和格式见本规范第三页. \x09论文题目和摘要写在论文第三页上，从第四页开始是论文正文. \x09论文从第三页开始编写页码，页码必须位于每页页脚中部，用 *** 数字从“1”开始连续编号. \x09论文不能有页眉，论文中不能有任何可能显示答题人身份的标志. \x09论文题目用三号黑体字、一级标题用四号黑体字，并居中；二级、三级标题用小四号黑体字，左端对齐（不居中）.论文中其他汉字一律采用小四号宋体字，行距用单倍行距，打印时应尽量避免彩色打印. \x09提请大家注意：摘要应该是一份简明扼要的详细摘要（包括关键词），在整篇论文评阅中占有重要权重，请认真书写（注意篇幅不能超过一页，且无需译成英文）.全国评阅时将首先根据摘要和论文整体结构及概貌对论文优劣进行初步筛选. \x09引用别人的成果或其他公开的资料（包括网上查到的资料） 必须按照规定的参考文献的表述方式在正文引用处和参考文献中均明确列出.正文引用处用方括号标示参考文献的编号，如[1][3]等；引用书籍还必须指出页码.参考文献按正文中的引用次序列出，其中书籍的表述方式为： [编号] 作者，书名，出版地：出版社，出版年. 参考文献中期刊杂志论文的表述方式为： [编号] 作者，论文名，杂志名，卷期号：起止页码，出版年. 参考文献中网上资源的表述方式为： [编号] 作者，资源标题，网址，访问时间（年月日）. \x09在不违反本规范的前提下，各赛区可以对论文增加其他要求（如在本规范要求的第一页前增加其他页和其他信息，或在论文的最后增加空白页等）；从承诺书开始到论文正文结束前，各赛区不得有本规范外的其他要求（否则一律无效）. \x09本规范的解释权属于全国大学生数学建模竞赛组委会. [注] 赛区评阅前将论文第一页取下保存，同时在第一页和第二页建立“赛区评阅编号”（由各赛区规定编号方式），“赛区评阅纪录”表格可供赛区评阅时使用（各赛区自行决定是否在评阅时使用该表格）.评阅后，赛区对送全国评阅的论文在第二页建立“全国统一编号”（编号方式由全国组委会规定，与去年格式相同），然后送全国评阅.论文第二页（编号页）由全国组委会评阅前取下保存，同时在第二页建立“全国评阅编号”. 全国大学生数学建模竞赛组委会 2009年3月16日修订 数学建模论文一般结构 1摘要 （单独成页） 主要理解 、主要方法、 主要结果、 主要特点 （不要图、不要表） 作用：了解文件重要性，对文件有大致认识 最佳页副：页面2/3. 2、问题重述和分析 3、问题假设 假设是建模的基础，具有导向性，容易被忽视.常犯错误有缺少假设或假设不切实际.对一些关键性的或对结果有重大影响的条件或参数应该在假设中明确约定. 作假设的两个原则： ① 简化原则：抓住主要矛盾，舍弃次要因素，方便 数学处理. ② 贴近原则：贴近实际. 以上两个原则是相互制约的，要掌握好“度”.通常是先建模后假设. 4、符号说明 （可以合并） 5、模型建立与求解（重要程度 ：60%以上） 6、模型检验（误差一般指均方误差） 7、结果分析 （可以合并） 8、模型的进一步讨论 或 模型的推广 9、模型优缺点 10、参考文件 11、附件（结果千万不能放在附件中） 论文最佳页面数：15-21页 \x09论文结构一 题目 摘要 1.问题的重述 2.合理假设 3.符号约定 4.问题的分析 5.模型的建立与求解 6.模型的评价与推广 1、误差分析 2、模型的改进与推广 对XXXX切实可行的建议和意见： 1.…… 2.…… …… 7.参考文献 8.附录 \x09数学建模论文一般格式 \x09摘要 （主要理解、主要方法、主要结果、主要特点） 或（背景、目标、方法、结果、结论、建议） \x09问题重述与分析 \x09问题假设 \x09符号说明 \x09模型建立与求解 \x09模型检验 \x09结果分析 \x09模型的进一步讨论 \x09模型优缺点 优秀论文要点： 1.\x09语言精练、有逻辑性、书写有条理 2.\x09文字与图形相结合，使内容直观、清晰、明了、容易理解 3.\x09切忌只用文字进行说明，多运用图形或表格，并对图形或表格做精简的分析，毕竟文字性东西太过于枯燥、乏味，没人有耐性去看那么冗长的文章 4.\x09对论文中所引用或用到的知识、软件要清晰地予以说明. 5.\x09在附录中附上论文所必须要的一些数据（图形或表格），并将论文中所编写的程序附上去 各步骤解释 摘要：主要理解 、主要方法、 主要结果、 主要特点 （不要图、不要表） 作用：了解文件重要性，对文件有大致认识 最佳页副：页面2/3 问题重述与分析： 一向导、对题意的理解、 \x09建模的创造性 创造性是灵魂，文章要有闪光点. 好创意、好想法应当既在人。 论文格式模板 您好，论文格式 1、论文格式的论文题目：（下附署名）要求准确、简练、醒目、新颖。 2、论文格式的目录 目录是论文中主要段落的简表。（短篇论文不必列目录）3、论文格式的内容提要： 是文章主要内容的摘录，要求短、精、完整。 字数少可几十字，多不超过三百字为宜。4、论文格式的关键词或主题词 关键词是从论文的题名、提要和正文中选取出来的，是对表述论文的中心内容有实质意义的词汇。关键词是用作计算机系统标引论文内容特征的词语，便于信息系统汇集，以供读者检索。每篇论文一般选取3-8个词汇作为关键词，另起一行，排在“提要”的左下方。 主题词是经过规范化的词，在确定主题词时，要对论文进行主题分析，依照标引和组配规则转换成主题词表中的规范词语。（参见《汉语主题词表》和《世界汉语主题词表》）。 5、论文格式的论文正文： （1）引言：引言又称前言、序言和导言，用在论文的开头。引言一般要概括地写出作者意图，说明选题的目的和意义， 并指出论文写作的范围。 引言要短小精悍、紧扣主题。 〈2）论文正文：正文是论文的主体，正文应包括论点、论据、论证过程和结论。 主体部分包括以下内容：a.提出问题-论点；b.分析问题-论据和论证；c.解决问题-论证方法与步骤；d.结论。6、论文格式的参考文献 一篇论文的参考文献是将论文在研究和写作中可参考或引证的主要文献资料，列于论文的末尾。 参考文献应另起一页，标注方式按《GB7714-87文后参考文献著录规则》进行。 中文：标题--作者--出版物信息（版地、版者、版期） 英文：作者--标题--出版物信息 所列参考文献的要求是： （1）所列参考文献应是正式出版物，以便读者考证。 （2）所列举的参考文献要标明序号、著作或文章的标题、作者、出版物信息。按照上边的论文格式来写，可以使你的论文更加容易被读者了解，被编辑采纳。 论文格式模版 （天头留出25毫米空白） 分类号 密级 U C D___________ 编号1 0 4 8 6 （此处间隔20毫米） （以上四项用仿宋标4号） 武 汉 大 学 硕 士 学 位 论 文 （论文题目与上一行间隔为25毫米） （以上二行用宋体标2号字） 论 文 题 目 （题目用楷体标1号字） 研 究 生 姓 名： 指导教师姓名、职称： 学 科、专 业 名 称： 研究方向： （以上四项用宋体标4号字） （此处间隔为25毫米） 二00八年四月 （黑体标3号字） （地脚留出25毫米空白边缘） 分类号 密级 U C D 编号 1 0 4 8 6 武 汉 大 学 硕 士 学 位 论 文 大为•卡坦文化框架理论关涉下的 林语堂翻译研究 研 究 生 姓 名： 指导教师姓名、职称： 学 科、专 业 名 称：英语语言文学 研究方向：翻译理论与实践 二00八年四月 （地脚留出25 毫米空白边缘） A Study of Lin Yutang's Translations Under David Katan's Theory of Cultural Frames (Times New Roman 小二加粗) A Thesis Submitted in Partial Fulfillment of the Requirements For the Master's Degree of Arts in English Language and Literature (Times New Roman 四号) Candidate: Supervisor: Academie Title: Professor (Times New Roman 四号) April 2008 Graduate Program in English Language and Literature Wuhan University (Times New Roman 四号) 郑 重 声 明 （宋体四号） 本人的学位论文是在导师指导下独立撰写并完成的，学位论文没有剽窃、抄袭，造假等违反学术道德、学术规范和侵权行为，本人愿意承担由此产生的法律责任和法律后果，特此郑重声明。 （宋体小四号） 学位论文作者 （签名）： （宋体小四号）2008年4月30日 （宋体小四号） 摘要 （黑体标准小二号） Abstract (Times New Roman 黑体标准小二号) 说 明：外文内封按论文格式的规定要求打印，但各专业语种可根据本专业的实际而定。 分类号：英语H31、俄语 H35、法语 H32、德语 H33、日语 H36 希望能帮助到您。 数学建模论文,求样式 下面是论文的主体： 1.问题重述 主要是对需要解决的问题用自己的语言进行描述，这个就看你自己的文笔功底了. 2.模型假设 对你将要建立的模型进行理想假设，比如说将一些可能对结果影响不显著，但考虑起来需要很多时间的的问题理想化. 3.符号说明 将你要建立的模型中的一些参量用符号代替表示. 4.模型建立 这个是介绍你模型建立的原理和步骤，以及最终的模型结果，一般是一个评价函数，也可以是另外的形式，不过一定要给出一个能解决问题的大的方法 5.问题一、二、三（视具体的需要回答问题的个数而定，最好分条回答） 利用你上面建立的模型，对题目提出的问题进行求解，这个部分需要你通过程序来实现，最后给出这个问题的结果，如果是满不满意这样的问题，需要给出明确回答满意或不满意，如果是一个量的结果，就需要把通过你的模型以及代码得到的准确结果进行阐述. 6.模型改进 解决完上面题目提出的问题之后，可以对你的模型不足的地方再提出来，并提出改进的方案，以完善整个模型. 7.参考文献 最后将你的参考文献写上，包括你在网上查的的资料，以及别人的论文或者书籍等等. 如果最后需要你一并交上程序代码的话，还需要一个附录，里面包括程序代码，或者如果你上面的问题的结果太长的话（比如要给出几百个点的坐标这样的），可以将这些结果也放在这一块.。