Unit 2 (B) Summarizing, Educational Platform

TOPIC:
Summarizing
Prepared & Delivered by:
Fasial Habib Afridi
Class: BSN-3rd Semester (INS-KMU)
Objectives
 Definition?
 Guidelines for Summaries
 Summarizing short and Long Pieces
 Why use summarizing?
 How to use summarizing
 Difference between summarizing and
paraphrasing.
 Example of Summarizing &
Paraphrasing
What is Summarizing?

 Summarizing means cutting it down to its
bare essentials. Summarizing teaches
students how to discern the most
important ideas in a text, how to ignore
irrelevant information, and how to
integrate the central ideas in a meaningful
way. Teaching students to summarize
improves their memory for what is read.
Summarization strategies can be used in
almost every content area.
 A summary is a significantly shortened
version of a passage or even of a whole
chapter or work that captures main ideas in
your own words. Unlike a paraphrase, a
summary uses just enough information to
record the main points you wish to
emphasize. Your goal is to keep the summary
as brief as possible, capturing only the main
idea of the original and not distorting the
author’s meaning.
When to use Summarizing
Before reading During reading

When to use: After reading
x x
With small Whole class

How to use: Individually
groups setting
Guidelines for Summaries
 Include just enough information to recount the main points you wish to
cite. A summary is usually far shorter than the original.
 Use your own words. If you include any language from the original,
enclose it in quotation marks.
 Record the author’s name, the shortened title, and the page number(s)
on which the original material appears. For sources without page
numbers, record the paragraph, screen, or other section number(s), if any.
 Make sure you have a corresponding working-bibliography entry with
complete source information.
 Label the note with a subject heading, and identify it as a summary.
Summarizing short and Long
Pieces
 To summarize a short passage, read it carefully and, without
looking at the text, write a one- or two-sentence summary.
 To summarize a long passage or an entire chapter, skim the
headings and topic sentences, and make notes of each; then
write your summary in a paragraph or two. For a whole book,
you may want to refer to the preface and introduction as well as
chapter titles, headings, and topic sentences—and your
summary may take a page or more. In general, try to identify
the thesis or claim being made, and then look for the subtopics
or supports for that claim.
Why use summarizing?
 It helps students learn to determine essential ideas

and consolidate important details that support them.
 It enables students to focus on key words and phrases of an
assigned text that are worth noting and remembering.
 It teaches students how to take a large selection of text and
reduce it to the main points for more concise understanding.
How to use summarizing
 Begin by reading OR have students listen to the
text selection.
 Ask students the following framework questions:
 What are the main ideas?
 What are the crucial details necessary for supporting
the ideas?
 What information is irrelevant or unnecessary?
 Have them use key words or phrases to identify the main
points from the text.
 A summary has aims: (1) reproduce the
overarching two ideas in a identifying
the general concepts that run throughto the entire piece,
and (2) to express these overarching text, ideas
using precise, specific language. When you summarize,
you cannot rely on the language the author has used to
develop his or her points, and you must find a way to
give an overview of these points without your own
sentences becoming too general. You must also make
decisions about which concepts to leave in and which to
omit, taking into consideration your purposes in
summarizing and also your view of what is important in
this text. Here are some methods for summarizing:
First, prior to skimming, use some of
 Include the title and identify the author in
your first sentence.
 The first sentence or two of your summary
should contain the author’s thesis, or central
concept, stated in your own words. This is the
idea that runs through the entire text–the one
you’d mention if someone asked you: “What is
this piece/article about?” Unlike student essays,
the main idea in a primary document or an
academic article may not be stated in one
location at the beginning. Instead, it may be
gradually developed throughout the piece or it
may become fully apparent only at the end.
 When summarizing a longer article, try to see how the
various stages in the explanation or argument are built up
in groups of related paragraphs. Divide the article into sections if
it isn’t done in the published form. Then, write a sentence or
two to cover the key ideas in each section.
 Omit ideas that are not really central to the text. Don’t feel that
you must reproduce the author’s exact progression of thought.
(On the other hand, be careful not to misrepresent ideas by
omitting important aspects of the author’s discussion).
 In general, omit minor details and specific examples. (In some
texts, an extended example may be a key part of the argument, so
you would want to mention it).
 Avoid writing opinions or personal responses
in your summaries (save these for active
reading responses or tutorial discussions).
 Be careful not to plagiarize the author’s words.
If you do use even a few of the author’s
words, they must appear in quotation marks.
To avoid plagiarism, try writing the first draft
of your summary without looking back at the
original text.
Difference between summarizing and
paraphrasing.
 Paraphrasing The word "parapharse" (from the Greek,

literally "equivalentmeaning
sentence") is defined as "'restatement of the sense of
a passage in other words." It is "the reproduction in one's own natural
idiom or style of the full sense of a passage written in another idiom or
style." 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. People often summarize when the original material is long, or
to emphasize key facts or points. Summaries leave out detail or
examples that may distract the reader from the most important
information, and they simplify complex arguments, grammar and
vocabulary.
Example of Summarizing
Original Passage:
One great defect of our civilization is that it does not know what to do with its
knowledge. Science, as we have seen, .has given us powers fit for the gods,
yet we use them like small children.
For example, we do not know how to manage our machines. Machines were
made to be man's servants; yet he has grown so dependent on them that they
are in a fair way to become his masters. Already most men spend most of their
lives looking after and waiting upon machines. And the machines are very stern
masters. They must be fed with coal, and given petrol to drink, and oil to wash
with, and must be kept at the right temperature. And if they do not get their
meals when they expect them, they grow sulky and refuse to work, or burst
with rage, and blow up, and spread ruin and destruction all round them, So we
have to wait upon them very attentively and do all that we can to keep them
In a good temper. Already we find it difficult either to work or play without
the machines, and a time may come when they will rule us altogether, just as
we rule the animals.
Summary:
We do not know what to do with our knowledge. Science has given us

superhuman powers, which we do not use properly. For example, we are
unable to manage our machines. Machines should be fed promptly and
waited upon attentively; otherwise they refuse to work or cause
destruction. We already find it difficult to do without machines. In the
course of time they may rule over us altogether.
Example of Paraphrasing
 Original passage:
 In The Sopranos, the mob is besieged as much by inner infidelity as it is
by the federal government. Early in the series, the greatest threat to
Tony's Family is his own biological family. One of his closest
associates turns witness for the FBI, his mother colludes with his uncle
to contract a hit on Tony, and his kids click through Web sites that track
the federal crackdown in Tony's gangland.
 Paraphrased passage:
 In the first season of The Sopranos, Tony Soprano’s mobster activities
are more threatened by members of his biological family than by agents
of the federal government. This familial betrayal is multi-pronged.
Tony’s closest friend and associate is an FBI informant, his mother and
uncle are conspiring to have him killed, and his children are surfing the
Web for information about his activities.
 Sentence Example:
 Original: Symptoms of influenza include

fever and nasal congestion.
Paraphrase: A stuffy nose and

elevated temperature are signs you may
have the flu.
Thank
You!

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TOPIC:

Before reading During reading

With small Whole class

 It helps students learn to determine essential ideas

 Paraphrasing The word "parapharse" (from the Greek,

We do not know what to do with our knowledge. Science has given us

 Original: Symptoms of influenza include

Paraphrase: A stuffy nose and

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