讀寫任務(wù)中概要寫法分類例說

謝倚揚(yáng)

在讀寫任務(wù)中,summary的寫作一直是學(xué)生頭痛之處。學(xué)生普遍存在概括不全、照抄原文等現(xiàn)象。其中,概括不全是個(gè)大問題,因這會(huì)影響到下文——表述自己的觀點(diǎn)。為了保證學(xué)生在寫作的過程當(dāng)中不漏掉要點(diǎn),筆者在教學(xué)實(shí)踐中總結(jié)出五種類型閱的讀材料,根據(jù)各類材料的特點(diǎn)指導(dǎo)學(xué)生如何寫summary。

一、現(xiàn)象分析型

文章特點(diǎn):或分析一種現(xiàn)象,或解釋一個(gè)觀點(diǎn)。

文章結(jié)構(gòu):一般為“總分總”的結(jié)構(gòu),開頭擺出“主題”,接著進(jìn)行“解釋”“說明”(一般包括各種各樣相關(guān)的例子或者不同的觀點(diǎn)和看法),最后“綜述”(提出“展望”或者升華主題)。

Summary要點(diǎn):現(xiàn)象中心內(nèi)容(注意中心詞,即關(guān)鍵詞或高頻詞)+優(yōu)缺點(diǎn)或者正反面評(píng)論(這一部分如果敘寫篇幅多時(shí)要概述出來;篇幅少時(shí)只說文中提到了不同觀點(diǎn)就行)+現(xiàn)象中與眾不同的地方+“展望”或者“升華”。

Example:

Professor Barry Wellman of the University of Toronto in Canada has invented a term to describe the way many North Americans interact (互動(dòng)) these days. The term is “networked individualism(網(wǎng)絡(luò)個(gè)體主義)”. This concept is not easy to understand because the words seem to have opposite meanings. How can we be individuals (個(gè)體) and be networked at the same time? You need other people for networks. (提出中心詞“networked individualism”)

Here is what Professor Wellman means. Before the invention of the Internet and email, our social networks included live interactions with relatives, neighbors, and friends. Some of the interaction was by phone, but it was still voice to voice, person to person, in real time.

A recent research studied by the Pew Internet and American Life Project showed that for a lot of people, electronic interaction through the computer has replaced this person-to-person interaction. However, a lot of people interviewed for the Pew study say thats a good thing. Why?

In the past, many people were worried that the Internet isolated (孤立) us and caused us to spend too much time in the imaginary world of the computer. But the Pew study discovered that the opposite is true. The Internet connects us with more real people than expected —— helpful people who can give advice on careers, medical problems, raising children, and choosing a school or college. About 60 million Americans told Pew that the Internet plays an important role in helping them make major life decisions. (第2-3段解釋說明中心詞,擺出新舊不同觀點(diǎn))

Thanks to the computer, we are able to be alone and together with other people at the same time. (綜述)

▲Summary:Professor Wellman created the term “networked individualism”(主題) which breaks peoples old belief that the Internet isolated us. They find that we can also communicate with more real people.(不同觀點(diǎn))

二、事例道理型

文章特點(diǎn):敘述一段經(jīng)歷或者一個(gè)事件,表達(dá)作者從中所受教育,或者說明一定的道理。

文章結(jié)構(gòu):有先擺道理再舉例子或者先說例子再總結(jié)道理兩種形式。

Summary模式:The author said / told a story that ... And he thought that ...;The author thought that ... and he gave an example...

Summary要點(diǎn):概述例子的主要內(nèi)容(一般包括時(shí)、地、人、事,其中人和事是主要部分,時(shí)間和地點(diǎn)一般可以忽略),注意例子的特殊之處,即與眾不同之處,還要包括作者要說明的道理,或作者的態(tài)度。

Example:

Last year my beliefs changed.(中心)

Until last summer, I had a very comfortable life. My parents spent a lot of money on a private school, so they could get me into a competitive middle school. We never had to worry about today.

Before last summer, I never thought much about the people in the world whose lives are controlled by poverty and hunger. Then I took part in a two-week program. We lived in a “Tribal Village” in a hot, dry and open grassland in Arkansas. I knew it was only a simulation (模擬), and I could go back to my regular life two weeks later, but the experience gave birth to a belief in helping others.

Today. I am a tribal member in Mozambique. Every meal I make the fire for my family,and I blow to keep the fuel alive. I cook mush (糊狀物) with vegetables. This is all my family is ever given.

Growing up comfortably in the U.S.,Ive never had to worry about my dinner. Now I believe in doing whatever I can to help find practical ways to defeat hunger. Today.

If I ever feel tired,I remember laboring in the hot sun and think of the millions who still do. Now,I try to live for today and stop worrying so much about the future. When I eat or feel full,I am grateful for this fortunate life and want to extend the same feeling to others.

I believe in offering help to those who need it. Right now.

▲Summary: The author told us his experience as a tribal member (主要內(nèi)容),working in the hot sun and eating simple food (特殊之處),from which he got a belief to help those in need (道理).

三、敘述型

文章特點(diǎn):一段經(jīng)歷或者一個(gè)故事。

文章結(jié)構(gòu):按照事情發(fā)展順序,特殊事件的時(shí)間和結(jié)果。

Summary要點(diǎn):時(shí)、地、人、事+注意特殊之處或者與眾不同的情節(jié)+結(jié)果或者升華。同時(shí)要注意此類文章所特有的“客觀性”。

Example:

There once was a happy monkey wandering the jungle,eating delicious fruit when hungry,and resting when tired. One day he came upon a house,where he saw a bowl of the most beautiful apples. He took one in each hand and ran back into the forest.

He smelled the apples but smelled nothing. He tried to eat them,but hurt his teeth. They were made of wood,but they were beautiful,and when the other monkeys saw them,he held on to them even tighter.

He admired his new possessions proudly as he wandered the jungle. They glistered (閃耀) red in the sun,and seemed perfect to him. He became so attached to them that he didnt even notice his hunger at first.

A fruit tree reminded him of his empty stomach,but he felt the apples in his hands. He couldnt bear to put them down to reach for the fruit. In fact,he couldnt relax,either,if he was to defend his apples. A proud,but less happy monkey continued to walk along the forest paths.

The apples became heavier,and the poor little monkey thought about leaving them behind. He was tired,hungry,and he couldnt climb trees or collect fruit with his hands full. What if he just let go?

▲Summary: A monkey got some beautiful wooden apples (時(shí)地人事) and became so attached to them that he forgot to eat food (特殊之處). Then he became hungry and weak,yet he still didnt want to throw them away. (結(jié)果)

四、論說觀點(diǎn)型

文章特點(diǎn):議論文或者論說文。

文章結(jié)構(gòu):一般為“總分”或者“分總”的結(jié)構(gòu)。如果分段敘述,注意每段的中心句(一般為第一句);如果沒有分段,注意過渡詞(however,otherwise,therefore,thus,on one hand,on the other hand, the opposite...)。注意最后是否有提出解決辦法或者作者態(tài)度。

相關(guān)話題:成功與失敗、樂觀與悲觀、競爭與壓力、誠信……

Summary要點(diǎn):論題+不同觀點(diǎn)+解決辦法或作者態(tài)度。

注意:如果文章用一些例子進(jìn)行證明,例子不用概述進(jìn)去。

Example:

In our modern society marked by competition, people have to be faced with various kinds of pressure, the pressure from work, from family, from study and even from your heart. And a lot of people are afraid of the pressure. They keep complaining about every thing and appear very anxious.However, a certain measure of pressure is not necessarily bad. Just suppose without pressure how a high school student can pass the entrance to the university? And the fear of losing ones job keeps a worker working hard.Therefore, it is no exaggeration to say that pressure runs the world around. Of course too much pressure is harmful to our life. He who cannot handle the pressure might collapse someday if it is too much to endure. Weve already heard too many examples of this.Thusthe question is that we must learn how to relieve ourselves of the burden of work and study at the same time, let the stimulus continue to rive us to efforts.

▲Summary: Living in a competitive world, people suffer from pressures from different aspects (論題). Some people dont like pressure while others believe that proper pressure is necessary (不同觀點(diǎn)). Faced with pressure, we must learn how to relax (解決辦法或作者態(tài)度).

五、概述針對(duì)型

文章特點(diǎn):文章類型多樣,但是題目只要求針對(duì)其中某些方面進(jìn)行概述,例如2007年高考題。

寫概要時(shí)應(yīng)注意審題,根據(jù)試題要求有針對(duì)性地進(jìn)行概述。

Example:

An Internet war of words is violent between Chinas younger generations - the 1980s and the 1990s - commonly known as the “Strawberries” and the “Jellies”. Its about values and identity, whos patriotic and responsible, whos spoiled.

The Strawberries see the Jellies as “self-centered and irresponsible, materialistic, spoiled kids”, while the Jellies see the Strawberries as “out-of-date”.

Retired English teacher Paul Wang has taught both the 1980s and 1990s students andworries more about kids the latter.“I worry more about the 1990s because kids from the 1980s, although naughty and rebellious, would still listen to teachers, if not fear teachers. They have different opinions and would argue with me, but there was still respect.” Kids today are different, says Wang. “They know your salary, they know that you wont criticize them andmany of them dont respect us anymore.”

Since the earthquake on May 12th, media have shown a greater appreciation of the 1980s generation. “We used to feel disappointed about the 1980s, but they showed unbelievable courage and energy after the earthquake and proved they are patriotic and responsible enough to support this nation. However, the 1990s generation is listless. They dont know what they want because they have everything.They dont care about anything else except themselves.”

▲Summary 要求:概述文中對(duì)90后的觀點(diǎn)。

▲Summary: The 1990s generation is generally thought to care only about themselves, show no respect for teachers and lack responsibility. Meanwhile they focus too much on materials and are spoiled too. (集中全力找出關(guān)鍵詞及其相關(guān)描述,即注意文中劃線部分即可)

如果抓住以上材料的五種類型,就可以加快閱讀速度,寫概要時(shí)也不至于漏掉要點(diǎn)。同學(xué)們應(yīng)該在此基礎(chǔ)上多加練習(xí),善于把學(xué)習(xí)中閱讀到的文章進(jìn)行歸類,才能更有效地利用五種類型,完成質(zhì)量更優(yōu)的summary。

另一方面,教師可以在平時(shí)的教學(xué)當(dāng)中,注意篇章結(jié)構(gòu)的訓(xùn)練,使學(xué)生對(duì)文章結(jié)構(gòu)更為熟悉,那么學(xué)生的概述能力將得到更好的培養(yǎng)。

責(zé)任編校蔣小青