MA Education:

Understanding Research

‘Summary Task’

Lesley Price November 28

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Session Overview
• Paraphrasing vs Summarising
• Summary making & examples
• Explaining and defining key ideas
• Argumentation
• Addressing task expectations (& following any restrictions)
• Reflecting on Feedback: Providing an opportunity for peer review of
writing

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 Selecting a text…
Compare with a partner which texts have you selected for the
assignment (if you have only identified one so far that is ok).

How easy/ difficult was it to select the text(s) , and why? How long did
it take you to find a topic/ area that you were interested in?

What factors influenced your decision?

e.g. length of article currency of topic familiar topic

known author known journal linked to module reading

text accessibility Any other

factors?
 Paraphrasing
What is a paraphrase? Why paraphrase?
• Your own explanation of • It helps you control the
essential (for your purposes) temptation to quote too
information and ideas much.
expressed by someone else, • The mental process
presented in a new form. required for successful
paraphrasing helps you to
• One legitimate way (when make sense of the original.
properly acknowledged) to
borrow from a source. • Your paraphrase
demonstrates (to your
• A more detailed restatement readers) your
than a summary, which focuses understanding of what the
concisely on a main idea/aspect original means and how it
of an idea relates to your topic
/argument

(Adapted from Purdue Online Writing Lab 2017)

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Summarising
A summary should:
• Be focused on the aspects of the source text or texts
that are relevant for your purpose
• Represent the source material in an accurate fashion
but also in accordance with your purposes
• Condense the source material and be presented in
your own words

(adapted from Swales and Feak 2012: 189)

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Practice Paraphrasing/ Summarising
Below are a number of techniques for paraphrasing / summarising
that you may be familiar with. Use techniques a)-c) separately to
paraphrase the sentence below.

“Bullying among school-aged children and adolescents is

recognised as an important social problem, and the adverse
consequences for victims are well established.”
(Chatzitheochari, Parsons and Platt, 2016, p.695)

a) Using synonyms
b) Changing the grammar
c) Changing word order
 Possible answers…
“Bullying among school-aged children and adolescents is recognised as an
important social problem, and the adverse consequences for victims are well
established”

a) Bullying among school-aged children and teenagers is acknowledged as

a significant social issue, and the negative effects for victims are well
known(Chatzitheochari, Parsons and Platt, 2016).
b) Researchers recognise that bullying among children of school age and
those in adolescence is an important problem in society, and it has
been well established that there are adverse consequences for victims
(Chatzitheochari, Parsons and Platt, 2016).
c) The adverse consequences for victims of bullying are well established
and bullying has been recognised as an important social problem among
school-aged children and adolescents(Chatzitheochari, Parsons and Platt,
2016).
d) It has been well established that children in school and adolescents are
negatively affected by bullying, which has been identified as a
significant social issue(Chatzitheochari, Parsons and Platt, 2016).
Summary Making
The first step in making a summary is to read the text thoroughly and make
notes being careful not to repeat too much of the original text.

Research indicates that it is important to interpret information accurately when

reading. Cottrell suggests incorrect interpretation when reading can occur
because reading is either over-focused on small details or pays insufficient
attention to details. Some common mistakes are: Do you
1.Over-focused reading 2.Insufficient focus agree?

3.Insufficient attention to exact wording 4.Failing to draw out the correct implications

Can you identify any other challenges when making notes?

(adapted from Cottrell 2017, p134).

‘Promises and Problems of Teaching With Popular Culture’
Establishing
A brief reference to popular culture led to momentary the context
disruption of the norms, roles, and discourse customary in Ms. Leigh’s
(all teacher and student names are pseudonyms) Year 5 classroom.
This event took place in a January literacy lesson, in the
middle of a unit on writing short stories about a storm….
Ms. Leigh then announced, “We’re going to be your judges now. So
we’re going to have X Factor. We’re going to decide marks out of 10 Rationale
for how much Harry has improved in the second version of for study
his story.”…
In recent years enthusiasm for the pedagogical and social potential of
the mixing of popular culture with school-based discourse genres has
grown. We use this X Factor episode as an opportunity to explore the
alleged advantages and complexities of such discourse
This article problematizes a broad consensus in favor of importing
popular culture into classrooms as a means of engaging
students, transforming interactional norms, and facilitating student
understanding… (Description of methodology)
Although the incorporation of X Factor led to heightened student
involvement and significant changes in classroom interactional Results
patterns, its overall effect on opportunities for student learning was 9
mixed. (adapted from Lefstien and Snell 2011)
 Definition
Sample 1: Introduction
Social research is an attempt to understand the world by interpreting the things happening in societies
(Ragin and Amoroso, 2011:8). There is no ready-to-use set of research approach in social research and
researchers use various methods to study the world (Ragin and Amoroso, 2011:18). Thus it might be important to
think about different ways to look into the same topic in order to arrive at a detailed description of the world. When
we read research papers, we cannot accept every finding, instead we should evaluate whether the knowledge
acquired in the research actually reflects what is happening in the world. Topic
comparison
In this essay, I will analyze two research papers to assess their credibility and will discuss the likely factors that
affect the quality of the findings. Both of the research papers I have chosen consider grammar teaching and
investigate how grammar is taught in different contexts: One is about L2 grammar instruction for the U.S.
college students and the other is about L1 grammar instruction forTurkish primary school students. In order to
carry out the researches, they use different perspectives and approaches. One research paper analyzes L2
Spanish textbooks to find out how current textbooks construct grammar activities and whether they follow
previous findings about grammar instruction. The other paper also researches grammar teaching, but this time
the researcher focuses on L1 Turkish grammar teaching, what kinds of techniques teachers use and what they
think about the grammar teaching materials. Grammar instruction dose not consist of only textbooks or teachers,
therefore we should consider both factors to fully understand what is happening in current grammar
education
Greater detail on
‘grammar’ teaching 10
Sample 2:The generalisations and transferability of findings from
class size reduction research
Introduction
Of the many issues being debated by educational researchers, teachers,
parents and politicians, class size reduction and its impact on student
achievement is one of the most contentious ( Blatchford et al, 2011). The
idea of class size reduction (CSR) has naturally led some to make the
assumption that smaller classes will lead to greater student achievement,
however the plethora of research in this area is not so conclusive (Hattie,
2005). The two papers chosen to be critiqued examine the impact of CSR
but through different methodological perspectives. Graue et al. (2009) have
used a mixed method approach to explore the effects of CSR and
classroom quality on learning, whereas Folmer-Annevelink et al. (2010)
have used a quantitative approach to identify the frequency and types of
teacher-student interactions that occur in smaller classes.
These two papers will be compared in terms of the generalisations that can
be drawn and how these contribute to the wider debate that surrounds CSR.
Three specific aspects related to sampling will be discussed and how they
affect the way research findings can be generalised. The first is the issue of
school sampling, and how schools were selected to participate in both
research papers. The second aspect is how well the student sample aids
the investigation of the research questions and finally, whether the role of
the teacher is considered when investigating the effects of CSR. Before this
discussion, the Positioning section of this paper will clarify why the issue of
generalisation is the focus here and what this term means from a 11
quantitative and qualitative perspective.
 Examples of Summarising
Read the summary of the original text below. What is your opinion of
Summary attempt 1?

Original Text (Peters, 2006) Summary attempt 1

Having implemented the ‘teach them how to Peters (2006) applied the ‘teach them how to
reference’ and ‘punish them for plagiarising’ reference approach’ without seeing less
approach for several years without seeing any
incidence of plagiarism. Peters and his
decrease in the incidence of ‘plagiarism’,
colleagues and I decided that some of the colleagues thought that they needed to
responsibility lay with us, the lecturers, and change their teaching methods. They began
our teaching methods. We started interviewing students who had plagiarism in
interviewing students who were deemed to their first assessment and afterwards they
have plagiarised on their first piece of
had tutorials for their draft work.
assessed coursework, following this up with
tutorials on drafts for subsequent work.

(Original text from: Coles et al., 2012)

 Example of problematic
summarising
Original Text (Peters, 2006) Summary attempt – too similar to original!

Having implemented the ‘teach them how to Peters (2006) applied the ‘teach them how to
reference’ and ‘punish them for plagiarising’ reference approach’ for several years without
approach for several years without seeing any
seeing less incidence of ‘plagiarism’. Peters
decrease in the incidence of ‘plagiarism’,
colleagues and I decided that some of the and his colleagues decided that some of the
responsibility lay with us, the lecturers, and responsibility lay with them and that they
our teaching methods. We started needed to change their teaching methods.
interviewing students who were deemed to They began interviewing students who were
have plagiarised on their first piece of
thought to have plagiarised in their first
assessed coursework, following this up with
tutorials on drafts for subsequent work. assessment and followed this up with
tutorials for their draft work.

(Original text from: Coles et al., 2012)

 Example of more effective
summarising
Original Text (Peters, 2006) Summary attempt 2

Having implemented the ‘teach them how to Some scholars suggest that as prescriptive
reference’ and ‘punish them for plagiarising’ teaching approaches and the threat of failure
approach for several years without seeing any
have not had the desired result of reducing
decrease in the incidence of ‘plagiarism’,
colleagues and I decided that some of the plagiarism, individual guidance and feedback
responsibility lay with us, the lecturers, and may be more effective.
our teaching methods. We started
interviewing students who were deemed to
have plagiarised on their first piece of
assessed coursework, following this up with
tutorials on drafts for subsequent work.

(Adapted from: Coles et al., 2012)

 Example of more effective
summarising
Original Text (Peters, 2006) Summary attempt 2

Having implemented the ‘teach them Some scholars suggest that as

how to reference’ and ‘punish them for prescriptive teaching approaches and
plagiarising’ approach for several years
the threat of failure have not had the
without seeing any decrease in the
incidence of ‘plagiarism’, colleagues and desired result of reducing plagiarism,
I decided that some of the responsibility individual guidance and feedback may
lay with us, the lecturers, and our be more effective.
teaching methods. We started
interviewing students who were deemed
to have plagiarised on their first piece of
assessed coursework, following this up
with tutorials on drafts for subsequent
work.

(Adapted from: Coles et al., 2012)

 Definitions
Some common ways to define terms and ideas in academic writing:
Definitions are common in academic writing. Definitions may be short,
parenthetical additions to a sentence, or sometimes far more detailed
descriptions. The extent of the definition depends on the purpose of the written
text, the level of familiarity the audience has with the subject, and the extent to
which there is an agreed-upon definition of the concept.
Here are some common ways to define ideas:
1. Short definitions or “glosses” that give information about a term in a word or
phrase are placed within either parentheses or commas in a sentence; phrasal
definitions signalled by such devices as i.e. or phrases such as known as,
defined as and called.
2. Sentence definitions, which are brief and similar to a dictionary definition.
3. Extended definitions, which are longer and more detailed than definitions
found in dictionaries.
(adapted from Swales and Feak 2012, p.68)
 Definitions: example

The term culture is a highly complex and dynamic term

that is used by many different disciplines to mean
different things (for disciplinary differences see
Smith, 1999; Jones, 2001; Lopez-Flecha, 1998;
Merino, 1999). For the purpose of this essay, culture
is the cumulative deposit of knowledge, experience,
beliefs, values, and attitudes (Merino, 1999) held by a
community (Lave and Wenger, 1991) through individual
and group striving.
 Language of definitions
• X is defined as.....
• X can be defined as.....
• Y denotes ..... / is understood as.....
• For the purpose of this paper / In the present study Y is
used to denote / define / refer to / describe ...
• Smith (2008) defines X as ....
• X is defined in the literature as…
• There is a consensus in the literature that Y can be
defined as…
Have you used any definitions in your summary? Compare
with a partner.
What is an ‘argument’?
Writing an argument involves taking a position on a particular issue,
event or question, and justifying that position. An argument attempts
to persuade the reader of a particular point of view and to the
veracity and worth of that point of view. In its simplest form, an
argument consists of:

1. A statement of position (thesis)

2. A series of points arranged in a logical order, supported by
evidence and examples, linked together by connections that
emphasize their cumulative nature, and
3. A summary in which the thesis is reaffirmed and restated
(Kamler and Thomson, 2006, p. 83)
 What does an ‘argument’ include?
Most educational topics require an argument that recognises
complexities. Judgements that you make must be based on
evidence, not assertions that are based on personal experience
alone. In order to write a good argument, you need to be very
careful not to over-generalise. A good argument will arrive at
clear conclusions that are related to the questions and/or issues
that the writing seeks to address.

(Adapted from Wyse, 2012, p. 137)

 What is a critical reader looking for in an
‘argument’?
When you are instructed, to give your own view on an issue, this does
not mean presenting your instinct or opinion. Rather, it implies
assessing evidence in published material or elsewhere, to build up a
coherent and convincing position. That is, you construct an argument
using the available evidence as the warranting for conclusion…..
As a critical reader, you should be convinced only when authors’
conclusions are adequately backed by the warranting provided.
In becoming a more self-critical writer, you should apply the same
standards to your writing so that you can convince your target readers.

(Adapted from Wallace and Wray, 2012, p. 45)

Task Expectations: Clarity of information

Where and when were the papers published?

What were the researchers trying to find

out?

What data did they use? How did they

analyze the data? What did they find out?

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 Task Restrictions
• Research should be presented in your area of study o
• Present empirical research o
• From 2006 onwards o
• In English o
• Published in a peer reviewed academic journal that UCL
subscribes to o
• Not from Procedia/ Social and Behavioural Sciences o
• Texts should not have been discussed in the module
before o
Compare with a partner, have you followed all of the task
restrictions above?

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 Providing Peer Feedback
If you have brought a text summary share it with the person next to you:

• Ask them to comment on the areas they thought you did well? Did they
have any suggestions for further improvements?

• Which of the areas they raised do you think is the most important to
improve for next time? How might you do this?
 Summary
• Summarising a text- How might you further clarify
any information in your summary?
• Paraphrasing
• Using definitions –Are you using any definitions in
your text summaries?
• Addressing all aspects of the task- Use a Checklist
• Understanding Feedback – Make a plan to review
work based on peer feedback

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References
Chatzitheochari, S., Parsons, S., and Platt, L. (2016) Doubly Disadvantaged? Bullying Experiences
among Disabled Children and Young People in England, Sociology, 50(4), pp.695-713
Cottrell, S. (2017). Critical Thinking Skills. 3rd edn. Palgrave Study Skills Macmillan Education.
London
Kamler, B. and Thomson, P. (2006). Helping Doctoral Students Write: Pedagogies for Supervision.
London and NY: Routledge.
Lefstein,A . and Snell, J. (2011). Promises and Problems with Dealing with Popular Culture: A
Linguistic Ethnographic Analysis of Discourse Genre Mixing in a Literacy Lesson. Reading
Research Quarterly 46, 1, 40-69.

Purdue Online Writing Lab 2017. [Online]. https://owl.english.purdue.edu/owl/resource/563/02/.

Accessed: 21 Nov. 2018

Swales, J. M. and Feak, C. B. (2012). Academic Writing for Graduate Students (3rd ed.), Michigan:
The University of Michigan Press

UCL Institute of Education (2017). Writing Centre Online, Available at: http://www.ucl.ac.uk/ioe-
writing-centre (last accessed on 22 October 2017)

Wallace, M. and Wray, A. (2012). Critical Reading and Writing for Postgraduates (2nd ed). London:
Sage

Wyse, D. (2012). The Good Writing Guide for Education Students (3rd ed.). London: Sage