1 / 19

SUMMARY TECHNIQUES

SUMMARY TECHNIQUES. SUGGESTIONS FOR SUMMARIZING TEXTS WITH EASE. Technique 1: WRITE A HEADLINE FOR A CHUNK OF TEXT. How To: First, read the chunk of text (ie. A paragraph) and then above it, write a headline that summarizes the content. Technique 1: Examples. Headline:

dusan
Télécharger la présentation

SUMMARY TECHNIQUES

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. SUMMARY TECHNIQUES SUGGESTIONS FOR SUMMARIZING TEXTS WITH EASE

  2. Technique 1: WRITE A HEADLINE FOR A CHUNK OF TEXT • How To: • First, read the chunk of text (ie. A paragraph) and then above it, write a headline that summarizes the content.

  3. Technique 1: Examples Headline: • Comment on Writing by Huckleberry Finn (per Mark Twain, 1884) • And so there ain’t nothing more to write about, and I am rotten glad of it, because if I’d ‘a’ knowed what a trouble it was to make a book, I wouldn’t ‘a’ tackled it, and ain’t a-going to no more. Headline: • Comment on Exclamation Points by Lewis Thomas (1979) • Exclamation points are the most irritating of all. Look! they say, look at what I just said! How amazing is my thought! It is like being forced to watch someone else’s small child jumping up and down crazily in the center of the living room shouting to attract attention.

  4. Technique 2:ACTIVE LISTENING (READING) How To: After reading or listening to a text, complete one of the prompts below: • So what it’s saying is... • So what I read is... • The bottom line, then, seems to be... • Let me make sure I have this right. What this text is saying that... • So, what the author is saying is... • In other words... • The gist of it is...

  5. Technique 2:Example • Middle school students usually begin gang involvement by forming “wannabee” gangs. These are groups of friends who hear about or even witness older adolescent gang activities, then experiment with the less-dangerous aspects of gang life. Middle school students are also recruited directly into the older gangs by older siblings or friends. One of my students told me he was a gang member because the 19-year-old gang leader had a car and hung out with them. When I compared that relationship to a 13-year-old student hanging out with 1st graders, he didn’t see anything amiss. “He’s got a car, man,” he said. “What’s the big deal?”

  6. Technique 3:KEY WORDS How To: • Identify FIVE key words that capture the meaning of the text. • In two minutes, explain the passage either to a partner or by quickly jotting. • Incorporate the five words in your explanation.

  7. Technique 3:Example • (what five words would you pick?) Letter from Abraham Lincoln to Mrs. Bixby (1864) Executive Mansion, Washington November 21, 1864 Mrs. Bixby, Boston, Massachusetts Dear Madam: I have been shown in the files of the War Department a statement of the Adjutant-General of Massachusetts that you are the mother of five sons who have died gloriously on the field of battle. I feel how weak and fruitless must be any word of mine which should attempt to beguile you from the grief of a loss so overwhelming. But I cannot refrain from tendering to you the consolation that may be found in the thanks of the Republic they died to save. I pray that our Heavenly Father may assuage the anguish of your bereavement, and leave you only the cherished memory of the loved and lost, and the solemn pride that must be yours to have laid so costly a sacrifice upon the altar of freedom. Yours very sincerely and peacefully, Abraham Lincoln

  8. Technique 4:SOMEBODY WANTED BUT SO How To: • Read the text and summarize according to the following headings, completing each word: • Somebody... (identify people involved) • Wanted... (state what they want) • But... (state the obstacle) • So... (state the result)

  9. Technique 4: Examples 19 August 2010 DRUG ADDICT BENEFIT WITHDRAWAL CONSIDERED People dependent on drugs and alcohol who refuse treatment could have their welfare benefits withdrawn under plans being considered by the Home Office. The idea is in a consultation paper on the government's drug strategy for England, Wales and Scotland. The proposals also suggest that addicts on benefits should not be required to seek work while receiving treatment. Some experts have suggested that withdrawing benefits could lead addicts into crime and prostitution. The Labour government intended to carry out pilot schemes this year to get drug users into work. Under the plans, addicts who failed to attend a treatment awareness programme would lose welfare benefits. However, in May the Social Security Advisory Committee - an independent statutory body - said withdrawing benefits from drug users would lead them into crime and prostitution. The coalition government scrapped the pilot programme - but the Home Office has now revived the idea. It asks for views on whether there should be some form of "financial benefit sanction" for claimants who do not take action to address their drug or alcohol dependency. The Home Office has also confirmed plans to give ministers the power to ban new substance for a year until they have been properly assessed in a bid to combat so-called "legal highs". Minister for Crime Prevention James Brokenshire said: "The drugs market is changing and we need to adapt current laws to allow us to act more quickly. "The temporary ban allows us to act straight away to stop new substances gaining a foothold in the market and help us tackle unscrupulous drug dealers trying to get round the law by peddling dangerous chemicals to young people.”

  10. Technique 5:P-Q-R-S-T How To: • Follow the Acronym: • PREVIEW titles and text features (pictures, headlines, text boxes, etc.) • Develop QUESTIONS to which you could find answers in the text. • READ the material, twice if possible. • STATE the central idea or theme.

  11. Technique 5:Example Short Stories To Die For: The Art Of The 'Obituaries' by Tom Rachman August 19, 2010  The Daily Telegraph Fourth Book of Obituaries: Rogues Edited by Hugh Montgomery-Massingberd August 19, 2010 Many things embarrass me, but reading isn't one of them. I'm not ashamed of my slightly weird collection of prison memoirs. Nor the flaky meditation books. After all, I can pretend I never read those. My guilty pleasure is at the foot of the shelves, hidden in shadow. It's this: volume after volume of possibly ghoulish, probably macabre, thoroughly entertaining obituaries. The pleasure I get from reading obits is a little creepy — there must be something amiss since I can't imagine doing it at a cafe, which is perhaps a good test of a guilty pleasure. Of all the obit books, my favorite is The Daily Telegraph Fourth Book of Obituaries. Its subject is rogues, and it combines an English affection for eccentrics and an English fascination with the slightly perverse and the very drunk.

  12. Technique 5:Example continued There's an obit about a brothel-keeper from Marseille who ended her days "toothless save for one rotting fang"; an Australian politician who "gained nationwide notoriety for his keenness to enter beer-belly competitions, his habit of stirring his tea with his finger, and his regular nomination as one of Australia's worst-dressed men," plus a low-life writer whose penchant for booze was so pronounced that, when commissioned to write an autobiography, "he had to place an advertisement asking if anyone could tell him what he had been doing between 1960 and 1974." A common defence among obituary-fanciers such as myself is that the obit is not about death at all. It is about life. This is true since an article about the condition of deadness would make for turgid reading at best. Yes, an obituary is a record of a human being condensed and terribly reduced. But it's also a tale from start to finish: a complete life, whole in a way that, ironically, its subject can never see. The obit is as close as news gets in structure to the short story. After all, how many other news articles have a conclusion? An obit also shares with literature a talent for the revealing detail, as in The Times of London obit of Cyril Connolly, which delightfully describes the intellectual's "habit of marking his place in a book at the breakfast table with a strip of bacon."

  13. Technique 5:Example continued During my past career as a journalist, I relished writing obits and equally dreaded phoning relatives for the necessary facts. But to my surprise and great relief, they often wanted to talk — they wanted their recently deceased loved ones recorded in print. Those rogues in The Daily Telegraph Fourth Book of Obituaries had more to confess than I ever have. Still, when I close that book, a grin on my face, I'm the one who ends up looking guilty. My Guilty Pleasure is edited and produced by Ellen Silva. http://www.npr.org/templates/story/ story.php?storyId=127739417&sc=fb&cc=fp

  14. Technique 6:IMPORTANT SENTENCES How To: • Read the selection and choose three sentences that are important, most puzzling, most controversial, etc. to the content of the text. • Jot down a few points per sentence explaining why it’s so important. • Write a summary based on the notes you’ve taken.

  15. Technique 6:Example The Gettysburg Address Gettysburg, PennsylvaniaNovember 19, 1863 Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. But, in a larger sense, we can not dedicate -- we can not consecrate -- we can not hallow -- this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us -- that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion -- that we here highly resolve that these dead shall not have died in vain -- that this nation, under God, shall have a new birth of freedom -- and that government of the people, by the people, for the people, shall not perish from the earth.

  16. Technique 7:SUMMARY PYRAMIDS How To: • Construct a pyramid of lines similar to the one below. • Begin with about 8 lines. • For each line, select a prompt that has an answer of one-word or short answers for the top lines and progressively longer answers as the pyramid reaches its base.

  17. Technique 7: Examples One fact about thetopic: The larger category to which the topic belongs: Three moments in the history of the topic: Personal opinion on the topic: One question the topic sparks in you: What the topic will be like in 5 years: Reasons we study the topic:

  18. Technique 7: Examples Other Prompts: • A synonym for the topic • Relate the topic to something familiar • Three facts about the topic • A headline to capture the topic’s essence • One or two topics related to this topic • Causes of the topic • Effects of the topic • Arguments for the topic • Insight gained from studying the topic • Incorrect perceptions of the topic

  19. SUMMARY TECHNIQUES PUT INTO PRACTICE Task: • Select ONE of the above techniques that you find most useful. • Write the name of it at the top of a blank page. • Write out any prompts, pointers, or steps you’ll go through in order to satisfy the summary technique. • Read “The Not Especially Fascinating life So Far of J.K. Rowling” • Follow the “How To” of the summary technique you selected • Use the information in your summary technique practice to write a one-paragraph MAXIMUM summary of the article. • The content should follow the following template: • Title and author • Main idea • Supporting details • Conclude • After writing your original summary, please copy it out in good to polish up your scrawl, correct any errors, or add in/delete any information you see fit. • Submit your rough work, original summary, and good copy.

More Related