Writing a Good Summary

Introduction
Summary writing is the process of reading a text, identifying the main
ideas and then writing the important ideas in many fewer words. A
summary should be brief and include only important ideas or
information from the text. Summaries should not include examples or
repetitions. Summarizing helps you understand and remember
information you read. Below are some basic guidelines to follow when
writing a good summary.
Guidelines for Writing a Summary
Use these strategies when summarizing a text. For long texts apply the
steps for each section.
Find the most important information that tells what the paragraph
or group of paragraphs is about.
Use this information to write a topic sentence.
Find 2 - 3 main ideas and important details that support your topic
sentence and show how they are related.
Keep the ideas and facts in a logical order that expands on your
topic sentence.
Combine several main ideas into a single sentence.
Substitute a general term for lists of items or events.
Do not include unimportant or minor details.

 Do not repeat information.

Write the summary in your own words -- do not copy information
directly from the text.
Prentice Hall SummaryScorer, Copyright 2009 Pearson Education,
Inc. or its affiliates. All Rights Reserved.
How to Write a Summary
Writing a good summary demonstrates that you clearly understand a
text...and that you can communicate that understanding to your readers.
A summary can be tricky to write at first because its tempting to include
too much or too little information. But by following our easy 8-step
method, you will be able to summarize texts quickly and successfully for
any class or subject.
1) Divideand conquer. First off, skim the text you are going to
summarize and divide it into sections. Focus on any headings and
subheadings. Also look at any bold-faced terms and make sure you
understand them before you read.
2) Read. Now that youve prepared, go ahead and read the selection.
Read straight through. At this point, you dont need to stop to look up
anything that gives you troublejust get a feel for the authors tone,
style, and main idea.
3) Reread. Rereading should be active reading. Underline topic
sentences and key facts. Label areas that you want to refer to as you
write your summary. Also label areas that should be avoided because the
detailsthough they may be interestingare too specific. Identify areas
that you do not understand and try to clarify those points.

4) One sentence at a time. You should now have a firm grasp on the
text you will be summarizing. In steps 13, you divided the piece into
sections and located the authors main ideas and points. Now write down
the main idea of each section in one well-developed sentence. Make sure
that what you include in your sentences are key points, not minor
details.
5) Write a thesis statement. This is the key to any well-written
summary. Review the sentences you wrote in step 4. From them, you
should be able to create a thesis statement that clearly communicates
what the entire text was trying to achieve. If you find that you are not
able to do this step, then you should go back and make sure your
sentences actually addressed key points.
6) Ready to write. At this point, your first draft is virtually done. You
can use the thesis statement as the introductory sentence of your
summary, and your other sentences can make up the body. Make sure
that they are in order. Add some transition words (then, however, also,
moreover) that help with the overall structure and flow of the summary.
And once you are actually putting pen to paper (or fingers to keys!),
remember these tips:
Write in the present tense.
Make sure to include the author and title of the work.
Be concise: a summary should not be equal in length to the original
text.
If you must use the words of the author, cite them.
Don't put your own opinions, ideas, or interpretations into the
summary. The purpose of writing a summary is to accurately
represent what the author wanted to say, not to provide a critique.

7) Check for accuracy. Reread your summary and make certain that
you have accurately represented the authors ideas and key points. Make
sure that you have correctly cited anything directly quoted from the text.
Also check to make sure that your text does not contain your own
commentary on the piece.
8) Revise. Once you are certain that your summary is accurate, you
should (as with any piece of writing) revise it for style, grammar, and
punctuation. If you have time, give your summary to someone else to
read. This person should be able to understand the main text based on
your summary alone. If he or she does not, you may have focused too
much on one area of the piece and not enough on the authors main idea.
Bonus Info! What are book summaries? A summary by definition is
something that is comprehensive yet brief. A book summary, therefore,
consists of the most important elements of a work. It retells (in
condensed wording) a books beginning, rising action, climax, falling
action, and ending. Good book summaries also capture essential
elements about the central characters and the setting or settings in which
the action unfolds.
When you have read a well-written summary, you ought to be able to
say in your own words what the book is generally about, who the main
characters are, and where it takes place. Imagine going to a bookstore or
a library. You might have forgotten the name of the book, but you can
recall enough of the pertinent information to help the clerk or librarian
find the book for you.
What are chapter summaries? A chapter summary is a condensed version
of the major action in a book. A chapter summary will provide key
points of action in the narrative, identify primary (and sometimes
secondary) characters, and convey where the action takes place. Later
chapter summaries may also briefly revisit events that transpired in
earlier chapters.

Chapter summaries are useful because they can help you recall a key
event or character that you need to include in an essay or a book report.
Summary Writing Tips
When it comes to summary writing tips, there are lots you can choose.
You can use all of them or only use some that will help you. If you have
good summary, many people will understand it. They no longer need to
spend time in reading and understanding your writing.
Guidelines on Summary Writing Tips
Read the paper so that you get the general idea. Do not worry with the
unfamiliar words because it is not important. Sometimes, its not
important to understand the text but what essential is to get the main
idea.
Read the paper again because it helps you to get
more details and increase your understanding.
Avoid giving much information because you are
making a summary. Do not copy the original text of
word; you can paraphrase so that you dont have a
hard time.
Only give one answers.
Make sure you perfectly identify the information
Gather all the ideas and combined them.
Always remember that summary writing is not about
writing skills. It is about reading so spend time in
reading the paper.

The task of summary writing tips is easy. It does not take you hours to
come up with a final outcome. If you completely understand the
guidelines about summary writing tips, then you should not worry
because you can make a good summary that is appealing.
When you write summary tips, make sure you have ten points. This is
enough for contents that are long. Dont worry too much instead focus
only on getting the main points and not on the language. When it comes
to summary writing, you need summarizing tips.
You need to have good choice of the ideas
You need to reduce the ideas in a short but important
idea.
Omit all the unnecessary details
Executive Summary Tips: Pitfalls to Avoid
Dont include detail not included on the text
Dont include nay opinions
Dont spend too much time in paraphrasing
Dot repeat ideas
Dont include ideas from other text
When you follow this summary tips, you are assured to have god
summary. Even though you do not ask help from other, you can still
make good paper by yourself. Lastly, always take time in knowing some
summarize tips because this helps you.

Learn to write a Summary.

December 31, 2012 by admin 3 Comments
Summary Writing
Examination tips
1. To begin with, read the question before you embark on reading the
text. This will help you to identify which paragraphs are selected
for note taking and summary writing. For instance read
paragraphs 2 to 9. Even if the identification of paragraphs is not
given in the question. Instead of aimlessly reading the text, the
reading of the question would guide you about what exactly is
asked.
2. Read the text at least 3 times. The number of readings depend on
the skill of the student. While some may take a little longer others
may understand the text in 2 readings . However, a slow and a
close reading of the text is recommended. During the examination,
it is advisable to sub-vocalize and hear yourself reading. Experts
consider this technique a two-way process of reading and listening
which helps the reader understand the text in a better manner.
3. In section 1 paper 2, students are supposed to write 15 content
points on two aspects e.g advantages and disadvantages, cause and
effect etc. So, in this regard it would be best if two different
colours are used to mark the content points of two different aspects
(see my post about the example of summary writing). At times
students are not allowed to take along different colour markers, in
that case, to avoid inconvenience it would be better to use a blue
pen and a black pointer. You will see the difference!
4. To fasten your reading pace one best tip is to go through the first 2
lines of a paragraph. The initial lines usually contain the Topic
Sentence of a paragraph. These lines are the guiding lines as they

anticipate the topics discussed later in the paragraph. Thus, instead

of toiling through the entire paragraph, a close reading of the topic
sentence could save time.
5. Once you have marked all the points on the text, the next step is to
jot them down under their respective topics. It has to be done in the
form of phrases, which means every point should not be more than
5 to 6 words. You just have to pick the key words. This is called
Note Taking. There is no need to lift the entire line from the
original text (that is just a waste of time).
6. Summary writing means that the candidate has to select
appropriate information from the text. Eliminate irrelevant
information and be careful of the points repeated in the text but
expressed in a different style.
7. Now cancel out any irrelevant point or check if you have written 2
points which mean the same. Avoid repetition because the
examiner will not mark those points which are repeated. Secondly,
it would also give an impression to the examiner that the candidate
has deliberately written them to complete the required number (15)
of points.
8. After the points are written it is time to replace them with their
appropriate synonyms which should fall close to the meaning used
in the text. A vague replacement will be useless. Be sure to select
synonyms which would express the same meaning as the original
word.
9. Now weave these points in a sentence of your own words. The
sentences are expected to be simple, short and pithy.
10.
Use transition words like (next, moreover, thus, hence e.t.c)
to create coherence in your sentences. Avoid repetition of but and
and.

11.
It is not necessary to write your summary in paragraphs. The
examiner wants to see how coherent and clear the information is to
the reader.
12.
Similarly, it is not important to follow the same sequence of
the content points in your summary. There should be continuity of
thought and can be added in any way.
13.
There are times when more than 15 points could be extracted
from the text. In that case it is not necessary to cover all those in
your summary. The examiner will tick () on the points while
going through your summary. Once the required number is
complete the extra ones will be cancelled out.
14.
Eliminate all quotes and examples from the original text. In a
summary those are not required. Focus on the key points.
15.
Your summary should be written in a formal register, with a
use of correct grammar and precise vocabulary.
16.
Proof read your summary to avoid any silly spelling
mistakes.
17.

Summary is often written in present tense.

18.

No I pronoun should be used in it.

19.

Avoid all colloquial words or abbreviations.

20.
Note: there is already a sentence of 10 words provided to
begin with. Beware to write a summary of 150 words. Students
often forget the beginning 10 words and exceed the word limit.
21.
Summary should not be very short and should not be too
long. A general notion is that a summarised passage is one fourth
or one third of the original passage.

22.
To have a better understanding of the format also see my
post on theExample for Summary Writing and Fresh resource
for summary writing
How To Write An Effective Summary
Posted on February 16, 2008 by loren
Writing is not one task with a specific, unchanging set of rules.
Consequently, its often counterproductive to classify writing as Good
or Bad because doing so assumes an oversimplified view of what
writing is. Instead of aspiring to the title of Good Writer, I propose
that each of us should strive to become a more effective writer.
Effective writers know that there are many different types of writing,
from proposals to poems, from diary entries to legal defenses. They
realize that different types of writing have different requirements: the
elements that make a good poem are not the same ones that make a good
encyclopedia entry. Moreover, effective writers know how to adapt their
writing to suit their particular audience, genre, topic, context, and
purpose.
The ability to adapt your writing for maximum effectiveness is an
immensely useful skill. And learning how is easier than you might
think. Youll need to focus on two things: 1) increasing your
consciousness concerning what different types of writing require and 2)
gaining the tools to respond to a given writing situation.
Lets practice these two components of effective writing using summary,
an essential building block in many modes of writing.

Component 1: Increase consciousness concerning what a summary

requires. A summary provides given information in a shorter form. A
good summary has three basic characteristics: conciseness, accuracy, and
objectivity.

 Conciseness: unlike paraphrase, summary condenses information.

The degree of density can vary: while you can summarize a twohundred page book in fifty words, you can also summarize a
twenty-five-page article in five hundred words. Both are
summaries because both condense the material, although one
condenses its material much more than the other does.
If the writing task is being assigned to you in a work or school setting,
perhaps youll likely have the summarys length defined for you. If
not, there are a couple of factors to consider when deciding how long the
summary should be. What is the goal of your communication? If the
goal is to present a summary, then you can use more space.
If, however, the summary is only a piece of the puzzle, you will want to
be careful not to overdo the length. For example, if you are writing a
book review, only part of the review summarizes the book. The other,
and arguably more important, part of the review is the evaluation. Your
judgment about the book, what you thought of it and why, is what
readers are primarily looking for when they read your review.
Accuracy: summaries should provide a clear and precise picture of
the material, shorter length notwithstanding. In order to do this,
you as the summary writer must understand the material
thoroughly, and you must convey your understanding so that the
reader gets an accurate picture as well.
The previous paragraphs point may seem obvious, but it can be a lot
harder than it sounds. Over the past forty-five posts, we have discussed
many ways for you as the writer to put yourself in the readers shoes. If
the writing is less than clear, the reader may misunderstand. But when
you summarize a written piece, youre a reader first. As a reader, you
may misunderstand the writers point if the writer hasnt made it clear.
Objectivity: summaries should only contain the original authors
viewpoint, not your own. You are reporting, not editorializing.

Even a seemingly innocuous statement like Smith helpfully points

out that is subjective. You are not just presenting Smiths point;
you are also expressing your opinion that Smiths point is helpful.
Becoming aware of distinctions like these will add power and purpose to
your summary.
Component 2: gaining the tools needed to summarize. You must apply
your critical reading and thinking faculties in order to construct an
effective summary. The following paragraphs take you through the
reading, thinking, and writing processes one at a time.
The first thing you must be able to do is get to know the material you are
preparing to summarize; take time and care to become comfortable with
it. Read and review it repeatedly, breaking down the material into
sections. It is often helpful to summarize smaller sections as you go.
These mini-summaries will aid your understanding as well as make
the summary process less painful later on.
Second, you must prioritize the information and/or arguments contained
in the piece. Think about the pieces structure, and decide what the
pieces main point is, which statements are supporting points, and which
are details.
Not all pieces are organized in the same way. For example, some pieces
state their main points up front, while others bury them in the middle of
the essay. As a summary writer, you are always working backwards:
looking at the finished essay and trying to discern the arguments basic
outlines. After all, outlines are all you have room for.
After you have prioritized the information, you will decide what to
include, and how much of it, based on how much space you have to
construct the summary. Youll always choose to include the main point.
If you have space, you can present a sketch of the supporting points. If
you have even more space, you may refer to a few salient details to
exemplify the pieces approach.

When you prepare to write the summary, get the original out of your
sight. Instead, use the notes and mini-summaries that you constructed
during the reading step. This will make it easier to put the points into
your own words and sentence structures, which is important when
summarizing.
After you have finished drafting, check your summary against the
original for accuracy. On a separate review, check each sentence for
hints of subjectivity or judgment, and remove them where you find
them.
The summary is a mainstay of informative and persuasive writing.
Conquer it, and youll be well on your way to effective writing.
If you liked this article, I hope youll consider subscribing to Writing
Powers RSS feed.
- See more at: http://blog.writingpower.net/2008/02/16/how-to-write-aneffective-summary/#sthash.S8PJQxqm.dpuf

Summary and Prcis Writing

A graphic representation of the differences between summaries,
paraphrases, and interpretations
A summary is an abridgement expressing the main ideas of a text
passage through reported speech. A
successful summary is not an exposition of the writer's own opinions,
but a distillation of the essential points in
an
original
text.
Three points should be kept in mind:
(1) summaries are shorter than original texts,
(2) they contain the main ideas of a text, and
(3) They are in reported speech.

A paraphrase attempts to express the same ideas of an original text in

different words. Different wordings
naturally result in slightly different shades of meaning. However,
successful paraphrases achieve nearly the
same meaning as an original text. No attempt at brevity is made in
paraphrasing. Indeed, if extensive
circumlocution is used, a paraphrase may be longer than its original text.
An interpretative critique evaluates some (or all) of the issues raised in
a text. Successful interpretative
critiques offer new critical perspectives regarding some (or all) of the
ideas stated in an original passage by
introducing information outside of the original text passage.
Reported Speech?
Length?
Genre
Information
outside or original
text?
1. Summary
No
Yes
Shorter than original
text
2. Paraphrasing
Yes
No (unless in original Yes and No (both
text)
possible)
3.Interpretative
Yes
No
Any length possible
critique
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Figure 2 - A cloze diagram contrasting three writing genres
For Example:
Original Text
I am a Taiwanese man, but I have lived in Canada for several years now.
I am surprised at how Canadian
society respects the rights of women, both at work and home. Personally
I believe women in Canada are better
off than women in Taiwan. However, some of my female friends in
Canada miss the good old days when
women were treated in a different ways. You see, in the past, gentlemen
followed different rules of behavior.
They would open the doors for ladies, pull out chairs for ladies to sit
down, stand up when a lady left the table,
and offer to pay the bill at restaurants. Now, however, most Canadian
believes that men and women should be
considered equal. For example, women now generally have to pay for
their own meals.
[133 words From Ming Chuan University PE5 Examination, autumn
2000 Day Version]
Summary
This text describes the experience of a Taiwanese man who has lived in
Canada for several years. He considers
Canadian women better off than Taiwanese. However, he notes some
Canadian women feel nostalgic about the
days when they received special courtesies. For example, formerly men
opened doors for women or paid for
their meals. At this time, most Canadians endeavor to treat men and
women equally. Women today therefore
are expected to cover the cost of their own meals.
[78 words]
Paraphrase
I'm Taiwanese and have lived in Canada for several years. The way
Canadians respect women's rights, both at

work and home, is surprising. My opinion is that Canadian women are

better off than Taiwanese. Some women
in Canada whom I know miss the days when they were treated
differently. Behavior standards differed in the
past. At one time, men opened doors for women, pulled out chairs for
them, and offered to pay their bills
when dining out. Now, however, most Canadians believe men and
women should be regarded as equals. As a
result, women now must generally pay for their own meals. [103 words]
Interpretative Critique
I think that men and women should be treated equally. In Taiwan this is
rarely the case, so in many ways
Canadian women are luckier than Taiwanese. Though men often pay for
women's meals in Taiwan, they also
earn more than women, which is unfair. Most women appreciate
courtesies such as having doors opened for
them. However, a more pressing need is gender equality - especially in
the workplace. Men and women doing
the same work should get the same pay. In the future, I hope Taiwanese
women will have the same rights as
Canadian women. [95 words]
CHARACTERISTICS OF GOOD SUMMARY:
Source: http://www.sdc.uwo.ca/writing/handouts/Summary
%20Writing.pdf
A good summary has the following characteristics:
Proper Citation: The summary begins by citing the title, author, source,
and, in the case of a magazine or
journal article, the date of publication and the text.
Thesis Statement: The overall thesis of the text selection is the author's
central theme. There are several
aspects to an effective thesis statement:
- It comprises two parts:
a) The topic or general subject matter of the text, and
b) The author's major assertion, comment, or position on the topic.

- This central theme is summarized clearly and accurately in a one

sentence thesis statement
- The thesis statement does not contain specific details discussed in the
text
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- The thesis statement is stated at the beginning of the summary.
Supporting Ideas: The author supports his/her thesis with supporting
ideas. Use the following basic
guidelines when summarising supporting ideas:
- Cover all of the author's major supporting ideas.
- Show the relationships among these ideas.
- Omit specifics, such as illustrations, descriptions, and detailed
explanations.
- Indicate the author's purpose in writing: to inform, to persuade, or to
entertain. If the passage is a persuasive
piece, report the author's bias or position on the issue.
- Omit all personal opinions, ideas, and inferences. Let the reader know
that you are reporting the author's
ideas.
Grammar and the Mechanics of Writing: Grammar and related
concerns ensure that, as a writer, you
communicate clearly to your reader. The following are particularly
important:
- Restate the ideas in your own words as much as possible. Avoid direct
quotations.
- Use transitional words for a smooth and logical flow of ideas.
- Edit and re-write your work.
- Check your grammar, punctuation, and spelling
Length: The length of a summary depends on how long the original
document is.
STEPS IN WRITING A SUMMARY:
Initially, summary writing can seem like a challenging task. It requires
careful reading and reflective thinking

about the article. Most of us, however, tend to skim read without focused
reflection, but with time and effort,
the steps listed here can help you become an effective summary writer.
Read the article
Reread the Article.
- Divide the article into segments or sections of ideas. Each segment
deals with one aspect of the central
theme. A segment can comprise one or more paragraphs. Note: news
magazine articles tend to begin with an
anecdote. This is the writer's lead into the article, but does not contain
the thesis or supporting ideas.
Typically, a feature lead does not constitute a segment of thought.
- Label each segment. Use a general phrase that captures the subject
matter of the segment. Write the label in
the margin next to the segment.
- Highlight or underline the main points and key phrases.
Write One-Sentence summaries.
- Write a one-sentence summary for each segment of thought on a
separate sheet of paper.
Formulate the Thesis Statement.
- Formulate a central theme that weaves the one-sentence segment
summaries together. This is your thesis
statement.
- In many articles, the author will state this directly. You may wish to
take his direct statement of the thesis and
restate it in your own words. Note: In news magazine articles, the thesis
is often suggested through the
article's title and sub-title.
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- In other articles, you may have to write your own one-sentence thesis
statement that summarizes this central
theme.
Write Your First Draft.

- Begin with a proper citation of the title, author, source, and date of
publication of the article summarised.
- Combine the thesis statement and your one-sentence segment
summaries into a one-to-two-paragraph
summary.
- Eliminate all unnecessary words and repetitions.
- Eliminate all personal ideas and inferences.
- Use transitions for a smooth and logical flow of ideas.
- Conclude with a "summing up" sentence by stating what can be learned
from reading the article.
Edit Your Draft. Check your summary by asking the following
questions:
- Have I answered who, what, when, why, and how questions?
- Is my grammar, punctuation, and spelling correct?
- Have I left out my personal views and ideas?
- Does my summary "hang together"? Does it flow when I read it aloud?
- Have someone else read it. Does the summary give them the central
ideas of the article?
Write Your Final Draft.
Example:
Original Passage I:
Height connotes status in many parts of the world. Executive offices are
usually on the top floors; the
underlings work below. Even being tall can help a person succeed.
Studies have shown that employers are
more willing to hire men over 6 feet tall than shorter men with the same
credentials. Studies of real-world
executives and graduates have shown that taller men make more money.
In one study, every extra inch of
height brought in an extra $1,300 a year. But being too big can be a
disadvantage. A tall, brawny football player
complained that people found him intimidating off the field and assumed
he "had the brains of a Twinkie." (p.
301)

---Locker, K. O. (2003). Business and administrative communication

(6th Ed) St. Louis, MO: Irwin/McGraw-Hill.
Let's first identify the main points in the original passage.
Topic sentence: "Height connotes status in many parts of the world."
Main point: "Even being tall can help a person succeed."
Main point: "Executive offices are usually on the top"
Main point: "being too big can be a disadvantage"
For this example, we'll look at multiple summaries. As you read the
sample summaries below determine if the
main points were included and if the unimportant points were discarded.
Also check to see if both wording and sentence structure do not follow
those of the original.
Summary A:
Throughout the world, being tall will lead to professional success. In
fact, research shows that employers are
more likely to hire taller men and to pay them more, as compared to
shorter men with the same qualifications
(Locker, 2003).
##
Guidelines for writing a SUMMARY with IN-TEXT CITATIONS
Christine Bauer-Ramazani
The purpose of a summary is to give the reader, in a about 1/3 of the
original length of an article/lecture, a clear, objective picture of the
original lecture or text. Most importantly, the summary restates only
the main points of a text or a lecture without giving examples or
details, such as dates, numbers or statistics.
Skills practiced: note-taking, paraphrasing (using your own words and
sentence structure), condensing
Examples of acceptable paraphrases and unacceptable paraphrases
(= plagiarism): Plagiarism: What It is and How to Recognize and Avoid
It

Before writing the summary:

1. For a text, read, mark, and annotate the original. (For a lecture,
work with the notes you took.)
o highlight the topic sentence
o highlight key points/key words/phrases
o highlight the concluding sentence
o outline each paragraph in the margin
2. Take notes on the following:
o the source (author--first/last name, title, date of publication,
volume number, place of publication, publisher, URL, etc.)
o the main idea of the original (paraphrased)
o the major supporting points (in outline form)
o major supporting explanations (e.g. reasons/causes or effects)
Writing your summary--Steps:
1. Organize your notes into an outline which includes main ideas
and supporting points but no examples or details (dates,
numbers, statistics).
2. Write an introductory paragraph that begins with a frame,
including an in-text citation of the source and the author as
well as a reporting verb to introduce the main idea.
ARTICLE:
In his/her article (or lecture)
"________________________, _____________________

(year)
(title, first letter capitalized)
(author/lecturer's last name)
argues/claims/reports/contends/maintains/states that
____________________________.
(main
idea/argument; S + V + C)
Example: In his article "Michael Dell turns the PC world
inside out," Andrew E. Serwer (1997) describes how Michael
Dell founded Dell Computers and claims that Dells low-cost,
direct-sales strategy and high quality standards account for
Dells enormous success.
BOOK:
In his book The Pearl, John Steinbeck (1945) illustrates the
fight between good and evil in humankind.
INTERVIEW:
In my interview with him/her (date),
__________________(first name, last name) stated
that ....
Reporting Verbs:
STRONG ARGUMENT NEUTRAL
COUNTERARGUMENT SUGGESTION
argue
claim

refute
criticiz
suggest
the claim
e
argue
report
recommend
against
state

CRITICISM

contend explain
maintain discuss
insist illustrate
posit
observe
Other examples of frames:
According to ___________________ (year),
________________________________________.
(author's last name)
(main idea; S +
V + C)
___________'s article on ______________ (year) discusses
the ____________________.
(author's last name)
(topic)
(main idea; Noun Phrase)
___________ (year), in his/her article, "________________"
argues that ________________.
author's last name)
(title of
article)
(main idea; S + V + C)
3. The main idea or argument needs to be included in this first
sentence. Then mention the major aspects/factors/reasons that
are discussed in the article/lecture. Give a full reference for
this citation at the end of the summary (see #6. below).
a. For a one-paragraph summary, discuss each
supporting point in a separate sentence. Give 1-2
explanations for each supporting point, summarizing the
information from the original.
b. For a multi-paragraph summary, discuss each
supporting point in a separate paragraph. Introduce it in
the first sentence (topic sentence).

Example: The first major area in which women have

become a powerful force is politics.
4. Support your topic sentence with the necessary reasons or
arguments raised by the author/lecturer but omit all references
to details, such as dates or statistics.
5. Use discourse markers that reflect the organization and
controlling idea of the original, for example cause-effect,
comparison-contrast, classification, process, chronological
order, persuasive argument, etc.
6. In a longer summary, remind your reader that you are
paraphrasing by using "reminder phrases," such as
o The author goes on to say that ...
o The article (author) further states that ...
o (Author's last name) also states/maintains/argues that ...
o (Author's last name) also believes that ...
o (Author's last name) concludes that
7. Restate the articles/lecturers conclusion in one sentence.
8. Give a full reference for the citation (see the example below
for the in-text citations in #2). For citing electronic sources,
please see Citation of Electronic Resources.
References
Serwer, A. (1997, Sept. 8). Michael Dell turns the PC world
inside out. Fortune, 76-86.
Steinbeck, J. (1945). The pearl. New York: Penguin Books.

 2006 Christine Bauer-Ramazani, Saint Michael's College. Last

updated: August 8, 2013
Quoting, Paraphrasing, and Summarizing
Summary:
This handout is intended to help you become more comfortable with the
uses of and distinctions among quotations, paraphrases, and summaries.
This handout compares and contrasts the three terms, gives some
pointers, and includes a short excerpt that you can use to practice these
skills.
Contributors:Dana Lynn Driscoll, Allen Brizee
Last Edited: 2013-02-15 09:44:45
This handout is intended to help you become more comfortable with the
uses of and distinctions among quotations, paraphrases, and summaries.
This handout compares and contrasts the three terms, gives some
pointers, and includes a short excerpt that you can use to practice these
skills.
What are the differences among quoting,
paraphrasing, and summarizing?
These three ways of incorporating other writers' work into your own
writing differ according to the closeness of your writing to the source
writing.
Quotations must be identical to the original, using a narrow segment of
the source. They must match the source document word for word and
must be attributed to the original author.

Paraphrasing involves putting a passage from source material into your

own words. A paraphrase must also be attributed to the original source.
Paraphrased material is usually shorter than the original passage, taking
a somewhat broader segment of the source and condensing it slightly.
Summarizing involves putting the main idea(s) into your own words,
including only the main point(s). Once again, it is necessary to attribute
summarized ideas to the original source. Summaries are significantly
shorter than the original and take a broad overview of the source
material.
Why use quotations, paraphrases, and summaries?
Quotations, paraphrases, and summaries serve many purposes. You
might use them to:
Provide support for claims or add credibility to your
writing
Refer to work that leads up to the work you are now
doing
Give examples of several points of view on a subject
Call attention to a position that you wish to agree or
disagree with
Highlight a particularly striking phrase, sentence, or
passage by quoting the original
Distance yourself from the original by quoting it in
order to cue readers that the words are not your own
Expand the breadth or depth of your writing

Writers frequently intertwine summaries, paraphrases, and quotations.

As part of a summary of an article, a chapter, or a book, a writer might
include paraphrases of various key points blended with quotations of
striking or suggestive phrases as in the following example:
In his famous and influential work The Interpretation of Dreams,
Sigmund Freud argues that dreams are the "royal road to the
unconscious" (page #), expressing in coded imagery the dreamer's
unfulfilled wishes through a process known as the "dream-work" (page
#). According to Freud, actual but unacceptable desires are censored
internally and subjected to coding through layers of condensation and
displacement before emerging in a kind of rebus puzzle in the dream
itself (page #).
How to use quotations, paraphrases, and
summaries
Practice summarizing the essay found here, using paraphrases and
quotations as you go. It might be helpful to follow these steps:
Read the entire text, noting the key points and main
ideas.
Summarize in your own words what the single main
idea of the essay is.
Paraphrase important supporting points that come up
in the essay.
Consider any words, phrases, or brief passages that
you believe should be quoted directly.
There are several ways to integrate quotations into your text. Often, a
short quotation works well when integrated into a sentence. Longer

quotations can stand alone. Remember that quoting should be done only
sparingly; be sure that you have a good reason to include a direct
quotation when you decide to do so. You'll find guidelines for citing
sources and punctuating citations at our documentation guide pages.

Examples and Observations:

"Summarizing condenses in your own words the
main points in a passage. . . .
1. Reread the passage, jotting down a few
keywords.
2. State the main point in your own words. . . . Be
objective: Don't mix your reactions with the
summary.
3. Check your summary against the original,
making sure that you use quotation marks
around any exact phrases that you borrow."
(Randall VanderMey, et al., The College Writer,
Houghton, 2007)

A Summary of the Short Story "Miss Brill" by

Katherine Mansfield
"'Miss Brill is the story of an old woman told brilliantly
and realistically, balancing thoughts and emotions
that sustain her late solitary life amidst all the bustle
of modern life. Miss Brill is a regular visitor on
Sundays to the Jardins Publiques (the Public Gardens)

of a small French suburb where she sits and watches

all sorts of people come and go. She listens to the
band playing, loves to watch people and guess what
keeps them going and enjoys contemplating the
world as a great stage upon which actors perform.
She finds herself to be another actor among the so
many she sees, or at least herself as 'part of the
performance after all.'
"One Sunday Miss Brill puts on her fur and goes to
the Public Gardens as usual. The evening ends with
her sudden realization that she is old and lonely, a
realization brought to her by a conversation she
overhears between a boy and a girl presumably
lovers, who comment on her unwelcome presence in
their vicinity. Miss Brill is sad and depressed as she
returns home, not stopping by as usual to buy her
Sunday delicacy, a slice of honey-cake. She retires to
her dark room, puts the fur back into the box and
imagines that she has heard something cry."
(K. Narayana Chandran, Texts and Their Worlds II.
Foundation Books, 2005)

A Summary of Shakespeare's Hamlet

"One way of discovering the overall pattern of a
piece of writing is to summarize it in your own
words. The act of summarizing is much like stating
the plot of a play. For instance, if you were asked to
summarize the story of Shakespeare's Hamlet, you
might say:
It's the story of a young prince of Denmark who
discovers that his uncle and his mother have killed

his father, the former king. He plots to get revenge,

but in his obsession with revenge he drives his
sweetheart to madness and suicide, kills her
innocent father, and in the final scene poisons and is
poisoned by her brother in a duel, causes his
mother's death, and kills the guilty king, his uncle.
This summary contains a number of dramatic
elements: a cast of characters (the prince; his uncle,
mother, and father; his sweetheart; her father, and
so on), a scene (Elsinore Castle in Denmark),
instruments (poisons, swords), and actions
(discovery, dueling, killing)."
(Richard E. Young, Alton L. Becker, and Kenneth L.
Pike, Rhetoric: Discovery and Change. Harcourt,
1970)

Steps in Composing a Summary

"Here . . . is a general procedure you can use [for
composing a summary]:
Step 1: Read the text for its main points.
Step 2: Reread carefully and make a descriptive
outline.
Step 3: Write out the text's thesis or main point. . . .
Step 4: Identify the text's major divisions or chunks.
Each division develops one of the stages needed to
make the whole main point. . . .
Step 5: Try summarizing each part in one or two
sentences.

Step 6: Now combine your summaries of the parts

into a coherent whole, creating a condensed version
of the text's main ideas in your own words."
(John C. Bean, Virginia Chappell, and Alice M. Gillam,
Reading Rhetorically. Pearson Education, 2004)

Characteristics of a Summary
"The purpose of a summary is to give a reader a
condensed and objective account of the main ideas
and features of a text. Usually, a summary has
between one and three paragraphs or one hundred
to three hundred words, depending on the length and
complexity of the original essay and the intended
audience and purpose. Typically, a summary will do
the following:
o Cite the author and title of the text. In some
cases, the place of publication or the context for
the essay may also be included.
o Indicate the main ideas of the text.
Accurately representing the main ideas (while
omitting the less important details) is the major
goal of the summary.
o Use direct quotations of key words,
phrases, or sentences. Quote the text directly
for a few key ideas; paraphrase the other
important ideas (that is, express the ideas in
your own words.)

o Include author tags. ("According to

Ehrenreich" or "as Ehrenreich explains") to
remind the reader that you are summarizing the
author and the text, not giving your own
ideas. . . .
o Avoid summarizing specific examples or
data unless they help illustrate the thesis or
main idea of the text.
o Report the main ideas as objectively as
possible. . . . Do not include your reactions;
save them for your response.
(Stephen Reid, The Prentice Hall Guide for Writers,
2003)

2 A Checklist for Evaluating Summaries

"Good summaries must be fair, balanced, accurate,
and complete. This checklist of questions will help
you evaluate drafts of a summary.
- Is the summary economical and precise?
- Is the summary neutral in its representation of the
original author's ideas, omitting the writer's own
opinions?
- Does the summary reflect the proportionate
coverage given various points in the original text?
- Are the original author's ideas expressed in the
summary writer's own words?
- Does the summary use attributive tags (such as
'Weston argues') to remind readers whose ideas are

being presented?
- Does the summary quote sparingly (usually only
key ideas or phrases that cannot be said precisely
except in the original author's own words)?
- Will the summary stand alone as a unified and
coherent piece of writing?
- Is the original source cited so that readers can
locate it?"
(John C. Bean, Virginia Chappell, and Alice M. Gillam,
Reading Rhetorically. Pearson Education, 2004)

3 The Summary App: Summly

"Upon hearing, in March of [2013], reports that a 17year-old schoolboy had sold a piece of software to
Yahoo! for $30 million, you might well have
entertained a few preconceived notions about what
sort of child this must be. . . .
"The app [that then 15-year-old Nick] D'Aloisio
designed, Summly, compresses long pieces of text
into a few representative sentences. When he
released an early iteration, tech observers realized
that an app that could deliver brief, accurate
summaries would be hugely valuable in a world
where we read everything--from news stories to
corporate reports--on our phones, on the go. . . .
"'There are two ways of doing natural language
processing: statistical or semantic,' D'Aloisio
explains. A semantic system attempts to figure out

the actual meaning of a text and translate it

succinctly. A statistical system--the type D'Aloisio
used for Summly--doesn't bother with that; it keeps
phrases and sentences intact and figures out how to
pick a few that best encapsulate the entire work. 'It
ranks and classifies each sentence, or phrase, as a
candidate for inclusion in the summary. It's very
mathematical. It looks at frequencies and
distributions, but not at what the words mean."
(Seth Stevenson, "How Teen Nick D'Aloisio Has
Changed the Way We Read." Wall Street Journal
Magazine, November 6, 2013)

4 The Lighter Side of Summaries: A Summary of

the Major Problem With Governing People
"To summarize: it is a well-known fact that those
people who must want to rule people are, ipso facto,
those least suited to do it. To summarize the
summary: anyone who is capable of getting
themselves made President should on no account be
allowed to do the job. To summarize the summary of
the summary: people are a problem."
(Douglas Adams, The Restaurant at the End of the
Universe. Pan Books, 1980)
Argumentative Essays
Summary:
The Modes of DiscourseExposition, Description, Narration,
Argumentation (EDNA)are common paper assignments you may
encounter in your writing classes. Although these genres have been

criticized by some composition scholars, the Purdue OWL recognizes

the wide spread use of these approaches and students need to
understand and produce them.
Contributors:Jack Baker, Allen Brizee, Elizabeth Angeli
Last Edited: 2013-03-10 11:46:44
What is an argumentative essay?
The argumentative essay is a genre of writing that requires the student to
investigate a topic; collect, generate, and evaluate evidence; and
establish a position on the topic in a concise manner.
Please note: Some confusion may occur between the argumentative
essay and the expository essay. These two genres are similar, but the
argumentative essay differs from the expository essay in the amount of
pre-writing (invention) and research involved. The argumentative essay
is commonly assigned as a capstone or final project in first year writing
or advanced composition courses and involves lengthy, detailed
research. Expository essays involve less research and are shorter in
length. Expository essays are often used for in-class writing exercises or
tests, such as the GED or GRE.
Argumentative essay assignments generally call for extensive research
of literature or previously published material. Argumentative
assignments may also require empirical research where the student
collects data through interviews, surveys, observations, or experiments.
Detailed research allows the student to learn about the topic and to
understand different points of view regarding the topic so that she/he
may choose a position and support it with the evidence collected during
research. Regardless of the amount or type of research involved,
argumentative essays must establish a clear thesis and follow sound
reasoning.

The structure of the argumentative essay is held together by the

following.
A clear, concise, and defined thesis statement
that occurs in the first paragraph of the essay.
In the first paragraph of an argument essay, students should set the
context by reviewing the topic in a general way. Next the author should
explain why the topic is important (exigence) or why readers should care
about the issue. Lastly, students should present the thesis statement. It is
essential that this thesis statement be appropriately narrowed to follow
the guidelines set forth in the assignment. If the student does not master
this portion of the essay, it will be quite difficult to compose an effective
or persuasive essay.
Clear and logical transitions between the
introduction, body, and conclusion.
Transitions are the mortar that holds the foundation of the essay together.
Without logical progression of thought, the reader is unable to follow the
essays argument, and the structure will collapse. Transitions should
wrap up the idea from the previous section and introduce the idea that is
to follow in the next section.
Body paragraphs that include evidential
support.
Each paragraph should be limited to the discussion of one general idea.
This will allow for clarity and direction throughout the essay. In
addition, such conciseness creates an ease of readability for ones
audience. It is important to note that each paragraph in the body of the
essay must have some logical connection to the thesis statement in the
opening paragraph. Some paragraphs will directly support the thesis

statement with evidence collected during research. It is also important to

explain how and why the evidence supports the thesis (warrant).
However, argumentative essays should also consider and explain
differing points of view regarding the topic. Depending on the length of
the assignment, students should dedicate one or two paragraphs of an
argumentative essay to discussing conflicting opinions on the topic.
Rather than explaining how these differing opinions are wrong outright,
students should note how opinions that do not align with their thesis
might not be well informed or how they might be out of date.
Evidential support (whether factual, logical,
statistical, or anecdotal).
The argumentative essay requires well-researched, accurate, detailed,
and current information to support the thesis statement and consider
other points of view. Some factual, logical, statistical, or anecdotal
evidence should support the thesis. However, students must consider
multiple points of view when collecting evidence. As noted in the
paragraph above, a successful and well-rounded argumentative essay
will also discuss opinions not aligning with the thesis. It is unethical to
exclude evidence that may not support the thesis. It is not the students
job to point out how other positions are wrong outright, but rather to
explain how other positions may not be well informed or up to date on
the topic.
A conclusion that does not simply restate the
thesis, but readdresses it in light of the
evidence provided.
It is at this point of the essay that students may begin to struggle. This is
the portion of the essay that will leave the most immediate impression

on the mind of the reader. Therefore, it must be effective and logical. Do

not introduce any new information into the conclusion; rather, synthesize
the information presented in the body of the essay. Restate why the topic
is important, review the main points, and review your thesis. You may
also want to include a short discussion of more research that should be
completed in light of your work.
A complete argument
Perhaps it is helpful to think of an essay in terms of a conversation or
debate with a classmate. If I were to discuss the cause of World War II
and its current effect on those who lived through the tumultuous time,
there would be a beginning, middle, and end to the conversation. In fact,
if I were to end the argument in the middle of my second point,
questions would arise concerning the current effects on those who lived
through the conflict. Therefore, the argumentative essay must be
complete, and logically so, leaving no doubt as to its intent or argument.
The five-paragraph essay
A common method for writing an argumentative essay is the fiveparagraph approach. This is, however, by no means the only formula for
writing such essays. If it sounds straightforward, that is because it is; in
fact, the method consists of (a) an introductory paragraph (b) three
evidentiary body paragraphs that may include discussion of opposing
views and (c) a conclusion.
Longer argumentative essays
Complex issues and detailed research call for complex and detailed
essays. Argumentative essays discussing a number of research sources or
empirical research will most certainly be longer than five paragraphs.
Authors may have to discuss the context surrounding the topic, sources
of information and their credibility, as well as a number of different

opinions on the issue before concluding the essay. Many of these factors
will be determined by the assignment.
Writing assignment series
Persuasive or argumentative essays
In persuasive or argumentative writing, we try to
convince others
to agree with our facts, share our values,
accept our argument and conclusions,
and adopt our way of thinking.
Elements toward building a good persuasive essay include
establishing facts
to support an argument
clarifying relevant values
for your audience (perspective)
prioritizing, editing, and/or sequencing
the facts and values in importance to build the
argument
forming and stating conclusions
"persuading" your audience that your conclusions
are based upon the agreed-upon facts and shared
values
having the confidence
to communicate your "persuasion" in writing

Here are some strategies to complete a persuasive writing

assignment:
Write out the questions in your own words.
Think of the questions posed in the assignment
while you are reading and researching. Determine
facts
any sources that will help you determine their
reliability
(as well as for further reference)
what prejudices lie in the argument
or values that color the facts or the issue
what you think of the author's argument
List out facts; consider their importance:
prioritize, edit, sequence, discard, etc.
Ask yourself "What's missing?"
What are the "hot buttons" of the issue?
List possible emotions/emotional reactions and recognize them for later
use
Start writing a draft! (refer to: Writing essays, the basics)
Start as close as possible to your reading/research
Do not concern yourself with grammar or spelling
Write your first paragraph
o Introduce the topic

o Inform the reader of your point of view!

o Entice the reader to continue with the rest of the
paper!
o Focus on three main points to develop
Establish flow from paragraph to paragraph
o Keep your voice active
o Quote sources
to establish authority
o Stay focused
on your point of view throughout the essay
o Focus on logical arguments
o Don't lapse into summary
in the development--wait for the conclusion
Conclusion
Summarize, then conclude, your argument
Refer to the first paragraph/opening statement as
well as the main points
o does the conclusion restate the main ideas?
o reflect the succession and importance of the
arguments
o logically conclude their development?
Edit/rewrite the first paragraph
to better telegraph your development and
conclusion.

 Take a day or two off!

Re-read your paper
with a fresh mind and a sharp pencil
o Ask yourself:
Does this make sense? Am I convinced?
Will this convince a reader?
Will they understand my values, and agree with
my facts?
o Edit, correct, and re-write as necessary
o Check spelling and grammar!
o Have a friend read it and respond to your
argument.
Were they convinced?
o Revise if necessary
o Turn in the paper
o Celebrate a job well done,
with the confidence that you have done your
best.
How to respond to criticism:
Consider criticism as a test of developing your powers of persuasion.
Try not to take it personally.
If your facts are criticized,
double check them, and then cite your sources.
If your values are criticized,
sometimes we need agree "to disagree". Remember: your success in

persuading others assumes that the other person is open to being

persuaded!
Fear: If you are not used to communicating,
especially in writing, you may need to overcome fear on several levels.
Writing, unlike unrecorded speech, is a permanent record for all to see,
and the "context" is not as important as in speech where context "colors"
the words. For example: your readers do not see you, only your words.
They do not know what you look like, where you live, who you are.
Hopefully in school, and class, we have a safe place
to practice both the art of writing and of persuasion. Then later, when we
are in our communities, whether work, church, neighborhoods, and even
families, we can benefit from this practice.
Persuasion also has another dimension:
it is built with facts, which illustrate conclusions. Of course, this means
you need to know what you are talking about, and cannot be lazy with
your facts, or you will not succeed in convincing anyone. This shows
another level of fear: Fear of making a mistake that will make your
argument or persuasion meaningless. Since you are writing, and the
words are on paper for all to see (or on a web site!), you need to work to
make sure your facts are in order.

Writing assignments
Writing for the "Web" | The five-paragraph essay |
Essays for a literature class |
Expository essays | Persuasive essays | Position
papers | Open book exams |
Essay Exams | White papers | Lab reports/scientific
papers |
Research proposals | Elements of a Research Paper
Seven stages of writing assignments | "Lessons
learned" | Deadlines
Writing conclusions to argumentative essays
Conclusions are just as important as introductions.
The conclusion closes the essay and tries to close
the issue. The aim is to convince the reader that
your essay has covered all the most important
arguments about the issue and that your main
premise is the best position on the issue. You
should not present any new arguments in your
conclusion.
Many students find it difficult to write a conclusion. By this
time they may have done so much work on the body of the
essay that they just want to finish the essay off as quickly as
possible and so they write a rushed and badly written
conclusion. But the conclusion is the last part of the essay that
your reader will see. Spend some time on carefully writing the
conclsuion so that you give your reader a good final impression

of your essay.

Lets look again at the conclusion from the model essay on Marine Parks:
In conclusion, these parks should be closed,
or at the very least, no new animals should be
captured for marine parks in the future. Our
society is no longer prepared to tolerate
unnecessary cruelty to animals for science
and entertainment. If we continue with our
past crimes against these creatures we will be
remembered as cruel and inhuman by the
generations of the future.

Task 1: The three parts of a conclusion

A simple introduction to an argumentative assignment has three parts.
Read the following description of the parts. Then circle the sentences in
the conclusion above which cover each part and write the number for
each part in the margin next to it, e.g. for the first part draw a circle
around the sentence(s) that restate(s) the main premise and write "1" in
the margin next to it.
The three parts to a conclusion:
1 Restates the main premise
.
2 Presents one or two general sentences

. which accurately summarise your

arguments which support the main premise
3 Provides a general warning of the
. consequences of not following the premise
that you put forward and/or a general
statement of how the community will
benefit from following that premise
Task 2: Ordering sentences in a conclusion
Now put the following sentences into the correct order. They make up
the conclusion to another argumentative essay. The main premise of this
essay is that the government should spend more money on childcare
places for the children of parents who study or work.
a If we fail to meet our obligations in this area, we
. will be sacrificing our present and future wellbeing merely in order to appease out-dated
notions of family life and to achieve short-term
financial savings.
b In conclusion, it is essential that we support the
. nation's parents and children by funding more
childcare places.
c. Only in this way can we provide the valuable
learning environments that young Australians
need while, at the same time, utilising the skills of
all productive members of our society.
d The entire national community will then be
. enriched economically, socially and culturally.

Task 3: The three parts of a conclusion (again)

Print out the answer to task 2. Then circle the sentences which cover
each of the three parts of argumentative essay conclusions and write the
number for each part in the margin next to it, just as you did for the
conclusion to the marine parks essay in Task 1.