headliner-反冲运动
第二节
概要写作
概要写作属于限制性写作,它是阅读理解和写作的有机结合。
所给短文的文体以说明文、议
论文为主。概要写作旨在考查考生的阅读理解能力和概括运
用英语语言知识的能力。该题型
主要考查考生对大段阅读文字的概括能力,如考查考生对
文章主旨大意的概括和准确获取关
键词的能力。同时,考查考生用简洁的语言概括文章重
要信息的能力以及对文章整体结构的
把握能力。进行概要写作时,考生要把文章的具体信
息用一些具有概括功能的词或句表述出
来,而不是抄袭文章的原句,更不是把细节性信息
作为中心。考生要通过对文章中的单词、
词组和句子进行合理转换,对文章的具体信息进
行概括,再用合适的语言表达出来。
(
一
)
写作步骤
1
.细读原文。
首先要仔细阅读所给短文,掌握文章主旨和结构,明确各段的大意。
2
.弄清要求。
概要写作是写全文的概要,不是写某一部分的概要,也不是单独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。
(
< br>二
)
写作方法
1
.速读语言材料,弄清文章寓意。
快速阅读所给文章,弄清文章体裁、明确文章主旨大意,采集分层信息点。
2
.整合分层信息,确定写作要点。
运用构词法、上下文措辞技巧对文章信息整合再造,分层概括表述。采用适当的词法、句
法
等语言知识确定写作任务的点睛句,把握写作任务要点。
3
.牢记词数要求,使用地道表达。
明确写作词数的上下限,采用高级或精简句式浓缩多个信息点于一句中,高度概括所给文
章
内容。弄清写作任务中的人称和时态,准确、地道地表达,充分展示语言的表现力。<
/p>
(
三
)
注意事项
1
.概要
应包括原文中的主要事实,略去不必要的细节。
2
.
安排好篇幅的比例,
概要应同原文保持协调,<
/p>
即用较多的文字写重要内容,
用较少的文字
写次要内容。
3
.
注意要点之间的衔接,
要用适当的关联词语贯通全文,
切忌只简单地罗列一些互不相干的
句子,但也不要每两句之间都加关联词语,以免显得生
硬。
4
.尽量使用短句,慎用长难句
。多使用概括性词语,少用具体描述性词语。不排斥用原文的
某些词句,但不要照搬原文
的句子,如果不能完全用自己的话语表达,至少对原文句子作一
些同义词替换,如果结构
上也能有一些转换会更好。
5
.
p>
计
算
词
数
,
看
是
否
符
合
规
定
< br>的
词
数
要
求
。
以
40
-
80
词
为
宜
。
1
p>
阅读下面短文,根据其内容写一篇
60
词左
右的内容概要。
Inmanysocieties
kinmaybeseenasamarkofbeauty
,
,
eliefscanleadtosocialpressureeve
nwithinthesameracialorethnicgroup
,
ifsomemembersaredarkerskinnedthanothers.
Theresultisthatskinlighteninghasbecomeacom
monactivityacrossAfrica
,
dmor
epeoplewithdarkskinareusingskin-
lighten
ingproducts
,
eveniftheymayfac
ehealthrisks.
oplethinktheywillhaveabet
terchance
wanttolooklikewhattheirsociety
generallyconsiders
beautiful.
Soocessisalsocalledblea
ching(
漂
白
)
.
hechemicalshasbeenlinkedtokidney(
肾
)
causeslowbirthweightinbabieswhe
nmothersuseitduringpregnan
cy.
Atfirst
,
erlong-
neve
micalsintheproductsblockandbreakdow
nthenaturalprocessthatgivesco
eskincanbe
comethickanddisc
ythepersonwillusemoreof
theproductinanefforttocorrecttheproblem
butthisonlymakesitworse.
DoctorLy
,
whoworksinahospital
,
p>
,
seshaveresultedinblackened
fingernails
,
ssaysome
peoplewhochange
elthatinsteadofriskingth
eirh
ealth
,
theysho
uldhavelearnedtoloveandaccepttheirskincolorasitwas
.
2
阅读下面短文,根据其内容写一篇
60
词左右的内容概要。
Areyoushy
?
Ifyouare
,
,
ay
s
,
,
vesomeinterestingideasaboutwhypeopleareshy.
Isitpossibletobebornshy
?
< br>abiesarealittlequieterand
ult
< br>scientiststhinkthatsomeshynessisgenetic.
ult
,
ametime<
/p>
,
gupalone
enotablet
olearnthesamesocialskillsaschildrenfrombigfamilies
.
ientistsstudiedshynessindifferentcoun
tries
,
n
,
srael
,
?
,
,
,
,
,
plainsthedifference
Onescn
w
henpeopledonotsucceed
el
isoft
enblamefailureonoutsidereasons
,
< br>suchasfamily
,
teachers
,
friends
,
e
l
ndarelessshy.
Forshypeople<
/p>
,
itcanbedifficulttomakefriend
s
,
speakinclass
,
p>
,
ybewhyIsraelisworrylessaboutf
ailurea
ggesttryingnewthingsandpr
’
tforget
—
ifyouareshy
,
youarenot
theonlyone.
3
p>
阅读下面短文,根据其内容写一篇
60
词左
右的内容概要。
arsthatpeoplehavegot
usedtobeing
r
itisbetterforpeo
pletotaketheirtimeandlivetheirlifeataslowerpacetha
ntohurrytogetthingsdone.
Themainreasont
hatconvincesustoopposedoingworkinahurryisthepossib
ilityofdoingwrongsinarush.
Whenpeopledot
heirjobsortakeactioninahurry
ayinggoes
p>
,
,
,
“
Hastemakeswaste.
”
Wesh
ouldthinkcarefullybeforemakingadecisionanddoourwor
klessquickly.W
eshouldnotmakemistakesbyd
oingworkhurriedly.
mple
tr
ts
,
,
,
ontrary
beinginahurrywillmakeuslo
sechancesofenjoyingourlife.
Finally
,
owntoall
,
,
,
thinkiftheyarenotinhurry
p>
nahurrycanhurtpeoplebothphysicallyandment
ally.A
ccordingtosomestudies
,
peoplewhohaveaslowerpacesufferfewerdise
ases
,
,
tendtobehap
pierandlivemuchlongerthanthosewhoselifeistense
eveniftheformerfinishjobsmoreslowlythanthel
atter.
Inshort
workingquicklr
muchstresscan
’
tbr
ingenjoyment
,
friendsandhealt
h
,
,
,
,<
/p>
ore
takeyourtimeandliveyourlif
eataslowerpace.
4
阅读下
面短文,根据其内容写一篇
60
词左右的内容概要。
Cyberspace(
网
络
空
间
)
,
hasgivenrisetoanewsocialchangewherepe
oplemakefriendsfromacrosstheworld
butkno
wlittleabouttheirnext-
rriescritics(
家
)
.
批
评
,
,
kshisneig
hbordoesn
’
tknowanythingabout
gardening
s
Gr33nThumdoesn
’
eoplelikeBobhavelongbeencritici
zed
sthinkpeoplealmostforgethowtonatural
lycommunicatewitht
heirneighbors
< br>,
creatingasocialnetworkofstrangers.
However
,
areporten
titled
“
TheStrengthofInternet
Ties
”
eststhattheInternethe
p>
lpsdevelopsocialnetworksandmakeuseofthemw
henitmattersmost.
,
ourfriends
’
ts
,<
/p>
icativetoolshavemadepeoplelosetouchwithe
achotherasar
esultoflaziness
,
notdistance.
“
Thel
argerandthemorediverse(
多
样
的
)
aperson
’
snetwork
,
themor
eimportante-
mailis
,
”
arguesJeffreyBoase
,
whoco-
authoredthereport.
“
Youcan
’
tmakepho
necallsorpersonalvisitstoallyourfriendsveryoften
p>
,
rnsouttobeveryimportant.
”
Inadditiontoexpandin
gandstrengtheningthesocialtiespeoplekeepintheoffli
neworld
,
Internetande-
mailprovideasocialandinformationalsupportgroup
thathelpspeoplemakedifficultdecisio
nsan
dfacechallenges.
“
Internetuse
providesonlineuserswithapathtoresources
,
suchasaccesstopeoplewhomayhavetheright
informationtohelpdealwithfamilyhealthproblemsorfin
dan
ewjob
,
”
saysJohnHorrigan
,
authoro
fthereport.
“
thanrelyingonasi
nglecommu
nityforsocialsupport
,
peopleoftenmustactivelyseekoutavariet
yofappropriatepeopleandresourcesfordifferentsituat
ions
,”
saysco-
auth
orBarryWellman.
5
阅读下
面短文,根据其内容写一篇
60
词左右的内容概要。
Formostofus
,
socialmedia
,
likeTwitterand
Facebook
,
isapartofoureveryda
ylives
—
atwork
,
especiallytrueinhighschoo
l
,
wheremanyteachersareunsureofhowi
tfitsintheclassroom.
DanKrutka
,
ahighschoolteacher
,
isanadvocateforusingsocialmediaintheclassroom
,
saysit
’
sagreatwaytocommunicatewithhisstudentsd
uringnon-
classhours.
“
Youcancontinuetolearntogetheroutsidetheclass room
,
”
saysKrutka.
“
Sow
henstudentsar
epostingonTwitter
—
saytheypos
tsomethinginaccuratelyortheymakeareallygoodpoint
p>
—
Icangoaheadandrespondtothembe
foreclass.
”
Krutk
asaystweetingwithhisstudentsisn
’
tjustaboutconvenience
,
it
’
studentsneedtolearnhowtouse
socialmediaproperly.
“
Peopleu
sesocialmediairres
ponsiblyandschoolshou
ldbeaplacewherewe
’
retalkinga
boutthatandhowtouseitresponsibly
,”
hesa
ys.
“
Asa
teacher
Ithinkpartofmyjobistohelpstudent
sunderstandhowtomakebestuseofitasthoughtfullearner
s.
”
hools
< br>includingthoseinWesternMassachusetts
,
,
,
arestillstrugg
lachersbe
vanagh
aninthgradewo
rldhistoryteacher
,
triedusing
Twitterinclass
,
,
b
utwasdistractedbyallofthenon-
classrelat
ed
“
noise
”.
Besides
,
itse
emsthatsomestudentsdon
’
nisin
Kavanagh
’
shistoryclass.
“
I
’
dr
atherkeepmyschoolandmypersonalsocialmedialife
alittlemoreseparate
,”
shesays
.
“
I
’
dr
athernoth
avemyteacheronmyTwitterorFaceb
ook.
”