前面的文章《Summary怎么写?》我们给大家介绍了summary的写作方法，但是还是有很多小伙伴们不会写，为了帮助大家学会如何写summary，本文为大家分享三篇summary范文及常用句型，希望对大家有用。
summary范文1Sample1:
BillyJones(bjones@cs.washington.edu),CSE403,Winter2048(Instructor:Smith)
ReadingSummary#1
In”RulesaboutCopyingandSharingJavaCode,”authorJoshSmithbelievesthatcodecopiedfromothersshouldbecitedassuch,otherwiseitisplagiarism.AnotherimportantideathatSmithdiscussesisthatmostdiscussionsofplagiarismarewithrespectto”worksinwrittenandspokenlanguage”,andhencehewantstodiscusshowtocitetheworkofotherswithincomputerprograms.Hesupportsthislatterideabyspecifyingthat”duecredit”isgiventoothersbyspecifyingtheoriginalauthor,thesourcewherethecodewasobtained,andanyalterationsthatthecurrentauthorismakingtotheoriginalcode.Theauthorprovidesexamplescitationswhosesourceisfromatextbook,aninstructor,theInternet,frommultiplesources,andfromcodethatis”commonknowledge”inordertoshowhowonecanalwaysclearlyidentifytheauthorofeachcodeunitinavarietyofsituations.AnotherimportantpointmadebySmithisthatcodeshouldneverbetransferredbetweenstudentselectronically,becausethiswouldimplyunsuitablesharingofworkandplagiarism.Smith’stargetaudienceiscomputersciencestudents,asitislikelythateithertheyareunawareofplagiarismingeneral,ortheyareawareofplagiarisminotherfieldsbuthavenotconsideredhowitappliesspecificallywhenwritingcode.Thismaterialrelatestothecurrentcoursematerialbecauseitcomesafterthedesignprocessandduringtheimplementationprocess,whenthemostcodeisbeingwrittenandwouldbemostavailableforpotentialcopying.Smith’sguidelinesforcopyingandreusingcodeareaccurateanduseful;however,heforgetsthatsometimesagreatdealcanbelearnedbyexaminingcodewrittenbyothers.Itwouldhavebeenniceifhehadleftsomeprovisionwhereitwasokaytodothisundertherightcircumstances.
summary范文2Sample2:
Winterer,Caroline.TheCultureofClassicism:AncientGreeceandRomeinAmericanIntellectualLife,1780-1910.Baltimore:JohnsHopkinsUniversityPress,2002.
ThisbooklooksatthehistoryofclassicisminAmericaduringtheperiodmostlytheformalstudyoftheclassics,butalsothewiderculturalusesofclassicallanguagesandtropes.
DuringtheperiodinquestionWinterertracesashiftfromaprivilegingofRometoapreferenceforGreece,andfromclassicaleducationasaprerequisiteforapublicorpoliticalcareertoclassicaleducationasameansofprivateself-improvementandamarkerofelitestatus.Classicalstudiesbecameincreasinglymarginalizedintheuniversity,butclassicistsfoundawaytopreservetheviabilityoftheirdisciplineasthebeginningofabroaderstudyofcivilizationsandasacornerstoneofthehumanities,setoveragainstmodernistscientism.
Inherintroduction,Wintererlaysoutthebooksmainargument,andthenproceedstodescribethebooksnarrativearc.Thispuzzledmeatfirstthatthebooksargumentdoesntconsistofacentralclaimwithsupportingpoints,butanunfoldingchronology.Howcanstorybeanargument?However,thisseemstometobeanillustrationofMinksdistinctionbetweenthedetachableconclusionsofscienceandtheingredientconclusionsofhistory:Thesignificantconclusions,onemightsay,areingredientintheargumentitself,notmerelyinthesensethattheyarescatteredthroughthetextbutinthesensethattheyarerepresentedbythenarrativeorderitself.Asingredientconclusionstheyareexhibitedratherthandemonstrated(Mink39).
Inthecourseofhernarrative,WintererexhibitstheimportanceandthentherelativeobsolescenceoftheclassicsinAmericanlife.TheywerecentraltoformaleducationbecausetheaimofthefirstAmericanuniversitieswastotrainlearnedministers.Further,thestudyoftheclassicallanguagesthemselvesgrammarandpronunciationwasviewedasanimportantpartofcharacterformation,andasourceofvirtue.Theshiftfromwordstoworlds,fromphilologytoliterature,beganinearnestduringtheJacksonianera,whentheusefulnessofarcanelanguageswascalledintoquestion.Astheuniversitybecameamoreopenandinclusiveinstitutionmoremiddleandworking-classstudents,morewomen,moreblacksclassicalstudiesbecameamarkeroftheintellectualelite.Womengainedaccesstotheclassicallanguageinsignificantnumbersjustasclassicismwaswaningasawayofthinkingaboutsociety.
summary范文3Sample3:
Winterer,Caroline.TheMirrorofAntiquity:AmericanWomenandtheClassicalTradition,1750-1900.Ithaca:CornellUniversityPress,2007.
Inthisfollow-uptoherearlierstudy,WintererfocusesontheplaceofclassicisminthelivesofAmericanwomen.Theunityorcontiguityofthisnarrativedepends,Ithink,onfamiliaritywiththeearlierwork.WithouthavingreadWinterersfirstbook,Imighthavefoundthisvolumearbitraryandinsular.
Wintererbeginsbydescribingtheplaceofclassicisminthelivesofwell-educated(fortheirtime)upper-classwomenofthepre-Revolutionaryera.Classicalmotifsandasmatteringofclassicalknowledgenotoforiginallanguagesbutofhistoryandliteraturewereawaytoornamentonesconversationoroneshome,awaytoparticipateatasuperficiallevelinasocialdiscoursewithmen.
DuringtheRevolutionaryera,womenappealedtotheidealoftheRomanmatrontocharacterizethemselvesasguardiansofrepublicanvirtuewhoplayedakeyroleinshapingthecharacterofAmericasyouthspecifically,Americassonsandthusthefutureofthecountry.
InherchapterontheearlyRepublic,Winterertracesthewaywomenappropriatedorunderstoodthreekeymotifsormyths:thewomenofSparta,Romancharity/theGreciandaughter,andthecontrastbetweenMinervaandVenus.IhadneverheardofRomancharity;nowIamscarredforlife.However,themyth,anditsreadyadoptionbywomen(orbymentalkingaboutwomen?)saysalotaboutwhatwomenwereexpectedtodoandtobe:completelyself-abnegatingintheserviceofpatriarchy.
WintererschapteronGrecianluxurydiscussestheimportationofclassical,andspecificallyGrecian/orientalmotifsintofashionanddecorating.Greciandresses(white,flowingfabric,nocorset,empirewaist)weremeanttomakewomenlookcolumnar;klismoschairsandsofasweremeanttoaccentuatewomenslifeofleisureandrepose.Thewholesectiononthesofaasasymbolofstatusanddecadenceisamazing,simplyforhistoricizingwhatissurelybynowaubiquitousandcompletelyunremarkableobject.
Atthesametimethatclassicalknowledgewasbeingcriticizedasbeingirrelevantandelite,classicismwasgoingmainstreamforwomen(andthedemocracyingeneral)withtheriseofmuseumsandculturalvenuesthatputaccesstotheclassicalpastwithinthereachofmorepeople.Infemaleacademies,womensseminaries,andcolleges,moreandmorewomenbegantolearnclassicallanguages.Wintererdoesnotsayifthisincreasedaccessofwomentotheclassicscausedtheirdeclineinprestigeorwasaconsequenceofit.*ButshedoespointoutrepeatedlythroughoutthebooktheironythatwomengainedfullparticipationinthetraditionofclassicallearningwhenclassicallearningwasnolongercentraltoAmericanpublicandpoliticallife.InherchapterontheGreekslave,Wintererdiscusseshowclassicisminformedpolemicsabouttheplaceofwomeninsociety,andthenobility(orlackthereof)offemaleslavesseekingfreedom.Inthelastchapter,onAntigone,Winterertalksabouthowtheplayofferedavehicletoportrayfemaleheroism,butaheroismthatwaslinkedtogenderessentialisminthe19thcentury.
上面就是三篇summary范文内容，供大家参考学习，下面为大家分享关于summary写作常用句型。
1）Thispaperdealswith…
2）Thisarticlefocusesonthetopicsof(that,having,etc)…
3）Thiseassypresentsknowledgethat…
4）Thisthesisdiscusses…
5）Thisthesisanalyzes…
6）Thispaperprovidesanoverviewof…
7)Thispaperelaborateson…
8）Thisarticlegivesanoverviewof…
9）Thisarticlecompares…andsummarizeskeyfindings.
10）Thispaperincludesdiscussionsconcerning…
11)Thispaperpresentsuptodateinformationon…
12)Thisarticlecoverstheroleofchemicalsin…
13)Thispaperaddressesimportanttopicsincluding…
14)Thispapertouchesupon…
15)Thispaperstronglyemphasizes…
16)Thiseassyrepresentsthepreceedingsof…
17)Thisarticlenotonlydescribes…butalsosuggests…
18)Thispaperconsiders…
19)Thispaperprovidesamethodof…
20)Thispaperintroducesanapplicableproceduretoanalyze..
21)Thispaperoffersthelatestinformationregarding…
22)Thispaperisdevotedtoexaminingtheroleof…
23)Thisarticleexplores…
24)Thispaperexpressesviewson…
25)Thispaperreflectsthestateoftheartin…
26)Thispaperexplainstheproceduresfor…
27)Thispaperdevelopsthetheoryof…
