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 it’s 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) Divide…and 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 you’ve prepared, go ahead and read the selection. Read straight through. At
this point, you don’t need to stop to look up anything that gives you trouble—just get a feel for
the author’s 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 details—though they may be interesting—are 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 1–3, you divided the piece into sections and located the author’s 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 author’s 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 author’s 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 book’s 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, it’s 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 don’t 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. Don’t 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

 Don’t include detail not included on the text

 Don’t include nay opinions
 Don’t spend too much time in paraphrasing
 Dot repeat ideas
 Don’t 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 the”Example 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, it’s 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.  You’ll 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. 

Let’s 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 two-hundred 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 – you’ll likely
have the summary’s 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 paragraph’s 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 reader’s shoes.  If the writing is less than clear, the reader may misunderstand.  But when you
summarize a written piece, you’re a reader first.  As a reader, you may misunderstand the
writer’s point if the writer hasn’t made it clear. 

 Objectivity: summaries should only contain the original author’s 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 Smith’s
point; you are also expressing your opinion that Smith’s 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 piece’s structure, and decide what the piece’s 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 argument’s
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.  You’ll 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 piece’s 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 you’ll be
well on your way to effective writing. 

If you liked this article, I hope you’ll consider subscribing to Writing Power’s RSS feed. 

- See more at: http://blog.writingpower.net/2008/02/16/how-to-write-an-effective-

summary/#sthash.S8PJQxqm.dpuf

Summary and Précis 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
Dell’s low-cost, direct-sales strategy and high quality standards account for Dell’s
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      CRITICISM

 refute the criticiz

argue state suggest
claim e
claim report argue against recommend  
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 article’s/lecturer’s 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)

 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)

 The Summary App: Summly

"Upon hearing, in March of [2013], reports that a 17-year-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)

 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 Discourse—Exposition, 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 essay’s 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 one’s 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 student’s 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 five-paragraph 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
well-being 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.