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1、Summary Writing,Take out a piece of paper for notes!,Todays lesson is one of the following: Useful tips for writing summaries How to stay fit and keep thin. Whichever one it is, take notes!,What is a Summary?,Writing a summary involves putting the main ideas into your own words and including only th
2、e main point(s).,What is a Summary?,Summaries are much shorter than the original source.,What is a Summary?,Summaries do not include the summary writers opinion or interpretation.,What is a Summary?,A good summary will probably include the main idea of each paragraph and the main evidence supporting
3、 those ideas. Selected evidence and details will be omitted.,What is a Summary?,Rearranging words or substituting words is not enough. You must express the meaning of the writing in your own words. (But not use your own opinions/interpretations),How to write a summary.,Skim the text look for a thesi
4、s, topic sentences and key words.,How to write a summary.,Read the text one time through, even if you dont understand everything. Then go back and read it again for full understanding (checking words ect.). Make sure you understand the text completely,How to write a summary.,Write the main idea of e
5、ach section. Looking at your notes, decide what the main idea of the main piece is and write the thesis.,How to write a summary.,Notes: the source (author-first/last name, title, date of publication, volume number, place of publication, publisher, URL, etc.) the main idea of the original (paraphrase
6、d) the major supporting points (in outline form) major supporting explanations (e.g. reasons/causes or effects),How to write a summary.,In his/her article (or lecture) ”_ (title, first letter capitalized) ,” year. (author/lecturers last name) argues/claims/reports/contends/maintains/states that _. (
7、main idea/argument),How to write a summary.,According to _ (year), _. _s article on _ discusses the _.,How to write a summary.,How to write a summary.,For longer summaries: The author goes on to say that . The article (author) further states that . (Authors last name) also states/maintains/argues th
8、at . (Authors last name) also believes that . (Authors last name) concludes that,Examples,The following two examples are summaries of articles you can go back and read on your own. For additional examples of summaries check page 349 in your textbook.,In “Dont Touch That Dial“ (Boston Globe, 28.07.91
9、), Madeline Drexler introduces the findings of Daniel Anderson, a psychologist and academic who thinks we should focus on the role of television in families and society as a whole rather than on its effect on childrens mental development. In fact, he denies that watching television lowers IQ scores.
10、 Children watch television actively, learning to analyze the images that they see.,Moreover, the time that they spend watching television is not time that would otherwise have been spent reading. The real debate should be about the possible effect of the content of television on childrens ways of th
11、inking, not about television-watching itself. Schools should use television as a way of teaching critical thinking.,Parents should watch television with their children and talk about it, rather than using it as a baby-sitter. They should pay attention to the quality of what their children watch; if
12、a child seems to watch too much, they need to ask what else the child has to do, and whether s/he is trying to escape real life for some reason.,In “Students Shall Not Download. Yeah, Sure.“(New York Times, 20.09.03), Kate Zernike describes the attitudes of students at Pennsylvania State University
13、to illegal downloading of Internet material. She points out that while they are aware of the illegality, they think that is all right to ignore the law on this issue, just as they ignore the age limit on the consumption of alcohol.,This attitude is encouraged by various factors: the ease by which th
14、ey are able to download, their assumption that the Internet belongs to everyone, and the availability of Internet services on campus and their importance to university life. Warnings against illegal downloading from the university authorities have little effect because students do not agree that suc
15、h downloading causes any harm.,In fact, they argue that they spend money on bands that they would not know about had it not been for illegal downloads. Unlike older people, they see no point in paying money to buy a recording of a song. Threats of punishment make students more cautious, but in no wa
16、y lead them to stop downloading.,Break Time,Writing Survey: Summaries,1.) Why do we write summaries? 2.) What is your understanding of the summery writing process? What does Matt recommend?,Writing Survey: Summaries,3.) In your opinion, what is the most challenging part of the summary-writing process? 4.) Did
