English For Academic and Professional Purposes: Quarter 1 - Module 3 Techniques in Summarizing Variety of Academic Text
English For Academic and Professional Purposes: Quarter 1 - Module 3 Techniques in Summarizing Variety of Academic Text
English For Academic and Professional Purposes: Quarter 1 - Module 3 Techniques in Summarizing Variety of Academic Text
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SENIOR HIGH SCHOOL
Techniques in Summarizing
Variety of Academic Text
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Guide in Using PIVOT Learners Material Module
5. Let the learners answer the activities on What’s More. Check if they have
understood the topics. Deepen their understanding by completing the guided
questions on what I have learned section.
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I What I need to know?
This module was designed and written with you in mind. It is here to help you
master the techniques in summarizing variety of academic text. The scope of this module
permits it to be used in many different learning situations. The language used recognizes
the diverse vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.
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D What I know?
Let us first check your knowledge and understanding of techniques in
summarizing. Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper. Take note of the items that you were not able to answer correctly and find
the right answer as you go through this module.
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6. Which of the following is NOT a technique in summarizing a short text?
a. Outline the text.
c. Write a paragraph (or more): begin with the overall summary sentence and
follow it with the paragraph summary sentences.
d. Rearrange and rewrite the paragraph to make it clear and concise, to
eliminate repetition and relatively minor points, and to provide transitions.
b. Journalist Questions
9. This strategy helps writers generalize, recognize cause and effect relationships,
and find main ideas.
a. Magnet Summary
b. Journalist Questions
c. Somebody Wanted But So
d. GIST Summary
10. A summarizing strategy requires writers to pare down information into a 20-
word summary.
a. GIST Summary
c. Journalist Questions
d. Magnet Summary
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Lesson
Basics of Summarizing
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D What is in?
In the previous module, you learned the lesson structure of academic text and
how will you identify an academic text. Now, in this module you will know about
summarizing. Whereas paraphrase writing leads you to examine all the details and
nuances of a text, summary writing gives you an overview of the text’s whole meaning.
As you go along on this lesson, you will be skilled to write good summary. Are you
ready to be a skilled summary writer? Let us Begin!
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D What is new?
Tick the column that determines how often you practice what the statements say. Do
this as objectively as possible. Bear in mind that there are no wrong answers. Use
separate sheet.
Usually 3 points
Sometimes 2 points
Seldom 1 point
Never 0
as a summary writer.
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D What is it?
SUMMARIZING DEFINED
When you underline and annotate a text, when you ask yourself questions about
its contents, when you work out an outline of its structure, you are establishing your
understanding of what you are reading. When you write a summary, you are
demonstrating your understanding of the text and communicating it to your reader.
WHEN TO SUMMARIZE
There are many instances in which you will have to write a summary. You may be
assigned to write a one- or two-pages summary of an article or reading, or you may be
asked to include a summary of a text as part of a response paper or critique. Also, you
may write summaries of articles as part of the notetaking and planning process for a
research paper, and you may want to include these summaries, or at least parts of them,
in your paper. The writer of a research paper is especially dependent upon summary as
a means of referring to source materials. Using summary in a research paper, you can
condense a broad range of information, and you can present and explain the relevance of
several sources all dealing with the same subject.
You may also summarize your own paper in an introduction in order to present a
brief overview of the ideas you will discuss throughout the rest of the paper.
Depending on the length and complexity of the original text as well as your purpose
in using summary, a summary can be relatively brief—a short paragraph or even a single
sentence—or quite lengthy—several paragraphs or even an entire paper.
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D What is it?
USES OF SUMMARIZING
• Writing an abstract
QUALITIES OF A SUMMARY
A good summary should be comprehensive, concise, coherent, and independent.
These qualities are explained below:
1. A summary must be comprehensive: You should isolate all the important
points in the original passage and note them down in a list. Review all the ideas
on your list and include in your summary all the ones that are indispensable to
the author's development of her/his thesis or main idea.
2. A summary must be concise: Eliminate repetitions in your list, even if the
author restates the same points. Your summary should be considerably shorter
than the source. You are hoping to create an overview; therefore, you need not
include every repetition of a point or every supporting detail.
3. A summary must be coherent: It should make sense as a piece of writing in
its own right; it should not merely be taken directly from your list of notes or
sound like a disjointed collection of points.
4. A summary must be independent: You are not being asked to imitate the
author of the text you are writing about. On the contrary, you are expected to
maintain your own voice throughout the summary. Do not simply quote the
author; instead use your own words to express your understanding of what you
have read. After all, your summary is based on your interpretation of the writer's
points or ideas. However, you should be careful not to create any
misrepresentation or distortion by introducing comments or criticisms of your
own.
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D What is it?
TIPS FOR SUMMARIZING
• Highlight or underline the thesis, topic sentences, and key supporting details as you
read.
• Construct an outline or concept map to help you identify the main ideas
• Be brief and succinct so that your summary is accurate, but significantly shorter than
the original text by covering only the most important ideas in fewer words.
• Consider your purpose and audience: How detailed do you need to be? Do you need
to define terms? Are you writing for yourself or for others? If you are writing for
yourself, don’t worry about sentence structure.
• If the author has a point of view, explain what it is in your summary leave your opinion
out of the summary unless you are required to include it.
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D What is it?
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Lesson
Techniques and Strategies in
2 Summarizing Academic Text
In the previous lesson, we discussed about the basics of summarizing. You learned
that summarizing involves putting the main idea into your own words, including only the
main points. In addition, you learned when to summarize, the use of summarizing,
qualities of a good summary and some tips in writing a summary. Let us have a short
review!
D What is in?
Directions. Write S if the statement describes good summarizing and N if not. Write your
answers on a separate sheet of paper.
_________8. Mary wrote down the general and specific ideas of the text.
_________9. Stephen added some of his related research to the information presented in
the text.
_________10. Moira extended the message of the text and included some of her
interpretations.
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D What is new?
Read the paragraph and fill in the table. Once accomplished, try to write your
summary of the paragraph out of your answer in the table.
Legend:
Somebody/Someone = main character or a group of people
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D What is it?
TECHNIQUES IN SUMMARIZING
• Write a paragraph (or more): begin with the overall summary sentence and
follow it with the paragraph summary sentences.
• Rearrange and rewrite the paragraph to make it clear and concise, to eliminate
repetition and relatively minor points, and to provide transitions. The final
version should be a complete, unified, and coherent.
• Outline the text. Break it down into its major sections—groups of paragraphs
focused on a common topic—and list the main supporting points for each section.
• Formulate a single sentence to summarize the whole text, looking at the author's
thesis or topic sentences as a guide.
• Write a paragraph (or more): begin with the overall summary sentence and
Rewrite and rearrange your paragraph(s) as needed to make your writing clear
and concise, to eliminate relatively minor or repetitious points, and to provide
transitions. Make sure your summary includes all the major supporting points
of each idea. The final version should be a complete, unified, and coherent.
STRATEGIES IN SUMMARIZING
1. Magnet Summaries
Magnet Summaries help writers expand on key terms or concepts from a reading.
These “magnet” words help students organize information that becomes the basis for
student created summaries (Buehl, 2001).
2. Journalists’ Questions
One tried-and-true method to help writers isolate important information is the
strategy journalists have traditionally used to organize their writing. Called the
Journalists’ Questions or the 5 Ws and an H, these simple questions help writers identify
important information about a topic. Only after the questions have been answered, can
writers organize their news stories— or their summaries.
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Who are the primary or most important characters? Who are the
Who?
secondary characters? Who participated? Who is affected?
Where did the event occur? Where is the setting? Where is the
Where?
source of the problem?
When did the event occur? When did the problem begin? When is
When?
it most important?
Why did the event, issue, or problem occur? Why did it develop
Why?
the way it did?
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FORMATS in SUMMARIZING
There are three (3) formats that you may use in writing summaries are idea heading,
author heading, and date heading.
1. Idea Heading Format
In this format, the summarized idea comes before the citation.
Example:
Benchmarking is a useful strategy that has the potential to help
public officials improve the performance of local services (Folz,2004;
Ammons,2001). Once the practice of a city is benchmarked, it can be a
guidepost and the basis for the other counterparts to improve its own.
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E What is more?
Activity 1
Directions. Read the text below and answer the following questions. Write your answers
on a separate paper.
1. What does the author want you to know?
2. What is the main idea?
3. Pretend this was an article in a newspaper. Write a suitable headline that
summarizes the main idea of the text in 5 words or fewer.
4. Write your evidence in the text that led you to the headline you chose.
The Australian Kelpie is a very special breed of dog. Kelpies have strong limbs and
a trim build. Well-developed muscle combined with their athletic build means the Kelpie
can move at very high speeds. Kelpies also move with great agility and balance. They
skillfully jump on top of herds of sheep. This is known as ‘sheep backing’ and is useful
for quickly getting from one side of the herd to the other and for moving around in tightly
packed pens. Kelpies are hard workers and will work until they drop. They love to be given
jobs to do. Kelpies are very alert, eager to please and very loyal. Kelpies are also famed for
their high intelligence. They are easy to train which is important because herding sheep
is very complex. There are many commands a herding dog needs to remember such as:
hold, gather and keep distance. The Kelpie is an extraordinary breed of dog.
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Activity 2
Directions.
Read each passage. Take note of the necessary information, then write your summary on
a separate sheet of paper.
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Activity 3
Directions. Read the sample summaries below. Identify the format used in the
summaries. Write your answers on a separate sheet of paper.
1. In "My Favorite Shoe," Treyvon Jones explains that Nike shoes are the best
brand of running shoe for serious track athletes. Jones supports this view by
pointing out that Nike shoes are more comfortable, last longer, and provide more
cushioning for the feet. He notes that the statistics from sales and scientific
evidence of how Nike shoes are better for the feet support his claim. In addition,
Jones points out that most professional runners use Nike and he tells his own
story of how he won.
__________________________________________
2. Universities are continually looking at ways to better support international
student populations, and therefore student support has become a focus for
many researchers. Song and Petracchi (2015) studied international students in
higher education, specifically focusing on how to best support international
students in social work programs. They claimed that international students
often have difficulties due to a lack of financial, emotional, and social support.
Additionally, social work students have better outcomes when they are paired
in a mentor–mentee relationship with a retired social worker. The survey results
from 31 participants showed that the international social work students were
overwhelmingly interested in participating in a mentor–mentee relationship, and
thus such a program is recommended.
____________________________________________
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A What I have learned?
4. Key points are arguments or information that is used to support the main idea.
6. Your summary should only include main ideas and key points, not supporting
details.
10. An outline or concept map can help you identify the main ideas
Magnet
Journalist’s Questions
GIST summaries
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A What can I achieve?
Directions. Read the statements carefully. Choose the letter of the best answer. Write the
chosen letter on a separate sheet of paper.
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7. Annie tries to get the summary of the text she is reading. She pares down the
information she gets into a 20-word summary. What strategy did she use in
writing a summary?
a. GIST Summary
d. Magnet Summary
Longitudinal studies have also confirmed the role of beliefs in teacher practice. The
impact of previously held beliefs was found to be enduring when four schoolteachers were
observed over a two year period implementing a new and specific method of teaching
reading (Stephens et al., 2000). Despite the teachers receiving special training, new
practice was not comprehensively sustained, with one teacher reverting to practice based
on prior held beliefs at the end of the training period. Similar reliance on earlier beliefs
has been observed in studies of preservice teachers. In a two year study on development
of professional belief systems about reading instruction the teachers appeared to create
fictive images of themselves as teachers consistent with their prior knowledge of teachers
and reading, and the experiences they had on teaching practicum (Stoube, 2009). These
factors seemed more important in forming these teachers’ notions about teaching reading,
than formal reading courses undertaken as part of teacher training. In a similar fashion,
research with preservice teachers at two American universities found that previous,
personal experience and beliefs continued to influence content and instructional choices
of these participants (Barnyak & Paquette, 2010).
McHardy, J. & Chapman, E. (2016). Adult reading teachers’ beliefs about how less-skilled adult readers can
be taught to read, Literacy and Numeracy Studies, 24(2), 24-42. doi:10.5130/lns.v24i2.4809
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10. Which of the following best summarizes the original paragraph?
b. McHardy and Chapman (2016) prove that teachers find it impossible to change
their approach to teaching reading to adults despite being trained in alternative
methods. They always return to the practices they believe are best. Their views
are supported by at least three other studies.
What were your misconceptions about What new or additional learning have
the topic prior to taking up this you had after taking up this lesson in
lesson? terms of skills, content, and attitude?
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Answers
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References
Bath County School. (2020). Meade Pass Training Retrieved from
https://www.bath.k12.ky.us/docs/Summarizing%20Strategies.pdf
Excelsior Online Reading Lab. (2020). Summarizing Retrieved from
https://owl.excelsior.edu/orc/what-to-do-after reading/summarizing/
Kearny, V. (2020). How to Write a Good Summary Retrieved from
https://owlcation.com/academia/How-to-Write-a-Summary
Monash University. (2020).Paraphrasing, Summarising and Quoting Retrieved from
https://www.monash.edu/rlo/research-writing
assignments/writing/paraphrasing-summarising-and-quoting
Walden University. (2020). Summarizing Retrieved from
https://academicguides.waldenu.edu/writingcenter/evidence/citations/summ
aries
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