USE VARIOUS TECHNIQUES IN

SUMMARIZING A
VARIETY OF ACADEMIC TEXTS
ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
VOCABULARY LIST

1. SUMMARY— a shortened or simplified version of an

original text using your own words
2. ABSTRACT— a summary of the contents of a study
or academic text.
3. PRĚCIS— a summary or abstract of a text.
4. REPORTING VERB— a word used to discuss another
person’s writings or assertions
What is a summary?
SUMMARY

A.k.a: abstract or prěcis (pray-see)

is a form of writing that is a product of careful digesting and relating to a
shorter form of any long composition
It is also a form of note-taking that consists of stating briefly, sometimes in a
sentence, sometimes in a paragraph of your own words, the essential ideas
together with some details of the subject that was discussed at greater
length in the original form.
Summaries aim to precisely condense a larger work to present only the key
ideas. It conveys the gist of what has been read, listened to, or viewed.
to sum up a text is to simplify, condense, or shorten it
into its most important ideas using your own words
Why is summarizing a significant critical
reading skill?
Barrot and Sipacio (2017) argues that summarizing
is an important skill because it helps you

deepen your understanding of the text;

learn to identify relevant information or key ideas;
combine details or examples that support the main idea and key
words presented in the text; and,
capture the key ideas in the text and put them together clearly
and concisely.
What is NOT Summarizing?

You are NOT summarizing when you

write down everything;
write down ideas from the text word-for-word;
write down incoherent and irrelevant ideas;
write down ideas that are not stated in the text; or
write down a summary that has the same length or is longer than
the original text.
Strategies/ Techniques in Summarizing

1. Finding the Main Idea

2. Separating General Ideas from Details/ Examples
3. Identifying Key Words
Finding the Main Idea

There is not a single way to find the main idea because every text is
different. Instead, you need to look at the whole thing.
Here are some things you should look at:
A. Is there a title or headings? These often highlight important points.
B. What is the first sentence about? Often, the first sentence of a text or a
paragraph will summarize the main ideas. But main ideas can also be
located in the middle or at the last sentence of the text.
C. What does most of the text talk about? Look at each sentence and
paragraph. Is there a single topic that connects them?
Separating General Ideas
from Details/ Examples

A. First, skim the text, reading fast and trying to understand the
overall idea in a simple way. In order to distinguish general ideas
from details, you need some context. Until you’ve read the
whole thing, you will not get the text’s context or background.
B. Second, look for linking phrases like ‘for example’. ‘for
instance’, ‘specifically’, or in ‘particular’. Linking phrases like
these show you that what follows is an explanation of a more
general idea that was mentioned before.
C. Third, remember that one sentence can contain both general
ideas and details mixed together.
Identifying Key Words

First, look for proper nouns, which start with a capital letter.
Sometimes you might think that you do not understand a word, but
you do not realize that it is actually a proper noun like a person’s
name or a place name. Can you look for proper nouns in the sentence
below?
Guugu Yimithirr is an indigenous Australian language, spoken
in northern Queensland; the majority of speakers live in the
town of Hopevale.
Generally, if a proper noun is important or not widely understood, it will be explained. For example, ‘Guugu Yimithirr’ is obviously
important, and it is explained in the first part of the sentence. If a proper noun is not explained, you can usually ignore it, or try to
work out the meaning from the context. For example, even if you have never heard of Queensland or Hopevale, you can work out
that they’re place names because of the use of the preposition ‘in’.
Identifying Key Words ……………..2

Next, look for words that tell you that an idea is important. You
could look for words like ‘important’, ‘notable’, ‘significant’ or
‘essential’.

Another strategy in finding key words is looking for repeated words.

if words are often repeated in a text, that means that word is
significant in giving meaning to a text.
 General Guidelines in Summarizing
as suggested by Barrot and Sipacio (2017)

1. Clarify your purpose before you read.

2. Read the text at least twice until you fully understand its content. Locate the gist or main idea of the
text, which can usually be found either at the beginning, in the middle, or in the end.
3. Highlight key ideas and phrases; another strategy is to annotate the text.
4. Write all the key ideas and phrases you identified on the margins or on your notebook in a bullet or
outline form.
5. Without looking at the text, identify the connections of these key ideas and phrases using a concept
map.
6. List your ideas in sentence form in a concept map.
7. Combine the sentences into a paragraph. Use appropriate transitional devices to improve cohesion.
8. Never copy in verbatim a single sentence from the original text.
9. Refrain from adding comments about the text. Stick to the ideas it presents.
10.Edit the draft of your summary by eliminating redundant ideas.
11.Compare your output with the original text to ensure accuracy.
12.Record the details of the original source (author’s name/s, date of publication, title, publisher, place of
publishing, and URL, (if online). It is not necessary to indicate the page number/s of the original text in
citing sources in summaries.
13.Format your summary properly. When you combine your summaries in a paragraph, use different formats
to show variety in writing.
Writing a summary also depends on certain disciplines and each discipline would require specific
guidelines. Academic writing would require you to adhere to these guidelines and structures retrieved
from University of New South Wales (htttp://student.unsw.edu.au/paraphrasing-summarizing-and-
quoting) as cited in Barrot & Sipacio. (2017)

• Publishing companies, libraries, or movie catalogue—do not give

away the actual content of the material in writing the summaries—
it simply piques the interest of the target audience. (Descriptive
Abstracts)
• Research papers—readily present the key ideas and major findings
of the study. (Summative Abstracts)

General Rule in Writing Precis, Abstract or Summary:

------------condense information into around 15% of the original length of the text
A 6000-word research article for an academic journal requires only 200 to 250 words for its
abstract.
Structure of an Abstract, a Precis, or
Summary
Research Abstract

Usually contains 150 to 300 words;

It does not use any citation;
It does not include specific result statistics;
Last to be written.
Research Abstract Structure:

 Rationale (around 20%)

 Research problems (around 10%)
 Methodology (around 20%)
 Major findings (around 40%)
 Conclusion and implications (around 10%)
Sample of
Research Abstract
Summary of Expository Texts

Condenses information into 15 to 30% of the original

text;
It is achieved by getting the thesis statement of the text
and the main idea or topic sentence of each paragraph;
Main ideas are combined into a paragraph using
cohesive devices;
Name of the author and the title of the article are
indicated in the first sentence.
Several instructional design models were proposed. The model of highest interest among teachers and practitioners are the classroom-oriented models
because they are directly related to teaching or instruction. As defined, classroom-oriented models relate themselves to how teaching or instruction should
be undertaken. There are four models under this type.
The first classroom-oriented model was proposed by Gerlach and Ely (1980). Generally, the model exhibits linear but somewhat recursive and simultaneous
activities. It includes the following components in chronological order: objective specification, content specification, assessment of entry behaviors, five
simultaneously-performed activities (determining strategy, organizing groups, allocating time, allocating space, and selecting resources), performance
evaluation which is directly related to objectives, and analysis of feedback which involves the evaluation of objectives and strategies used in the model.
Several instructional design models were proposed. The model of highest interest among teachers and practitioners are the classroom-oriented models
because they are directly related to teaching or instruction. As defined, classroom oriented models relate themselves to how teaching or instruction should
be undertaken. There are four models under this type.
The first classroom-oriented model was proposed by Gerlach and Ely (1980). Generally, the model exhibits linear but somewhat recursive and simultaneous
activities. It includes the following components in chronological order: objective specification, content specification, assessment of entry behaviors, five
simultaneously-performed activities (determining strategy, organizing groups, allocating time, allocating space, and selecting resources), performance
evaluation which is directly related to objectives, and analysis of feedback which involves the evaluation of objectives and strategies used in the model.
Several instructional design models were proposed. The model of highest interest among teachers and practitioners are the classroom-oriented models
because they are directly related to teaching or instruction. As defined, classroom oriented models relate themselves to how teaching or instruction should
be undertaken. There are four models under this type.
The first classroom-oriented model was proposed by Gerlach and Ely (1980). Generally, the model exhibits linear but somewhat recursive and simultaneous
activities. It includes the following components in chronological order: objective specification, content specification, assessment of entry behaviors, five
simultaneously-performed activities (determining strategy, organizing groups, allocating time, allocating space, and selecting resources), performance
evaluation which is directly related to objectives, and analysis of feedback which involves the evaluation of objectives and strategies used in the model.
The last model under the classroom-oriented models is the Morrison, Ross, and Kemp model (2001) which focuses on curriculum planning. It is a
learnercentered model that incorporates nine essential elements to instructional development plan. These elements are listed as follows (p.6): (1)
identification of instructional problems and specification of goals for designing instructional programs; (2) examination of learners’ characteristics needed
when making instructional decisions; (3) identification of content and analysis of task components against the stated goals and objectives; (4) specification
of instructional objectives; (5) logical sequencing of content; (6) designing of instructional strategies to accomplish objectives; (7) planning and developing
the instruction; (8) development of evaluation tools to assess objectives; and (9) selection of resources to support instruction and learning activities. All of
the presented models are highly encompassing as they are applicable to multiple courses and subjects not specifically for language teaching.
Source: Gustafson, K., & Branch, R. (2002). Survey of instructional development models (4th ed.). Sycracuse, New York: ERIC Clearing house on Information and Technology.

Sample Non-Research Academic Text

Sample Summary of Expository Text

In the book of Gustafson and Branch (2002) titled “Survey of Instructional Development
Models,” they presented four models that are classified as classroom-oriented models.
These models include Gerlach and Ely model (1980), Heinich, Molenda, Russell and
Smaldino model (1999), Newby, Stepich, Lehman, and Russell model (2000), and Morrison,
Ross, and Kemp modeel (2001). Gerlach and Ely (1980) follows a linear but recursive
pattern in its activities. Heinich, Molenda, Russell, and Smaldino model (1999), on the
other hand, follows the ASSURE sequence which stands for analysis of learners, statement
of objectives, selection and utilization of media and materials, requirement for
participation among learners, and evaluation. Unlike the first two models, Newbym
Stepich, Lehman, and Russell model (2000) is more learner-centered model that follows
the planning-implementation-evaluation sequence. Finally, there is the Morrison, Ross, and
Kemp model (2001) that incorporates nine essential elements in its instructional design.
Source: Barrot & Sipacio. (2017). Communicate Today ENGLISH for Academic & Professional Purposes
for SHS. Quezon City: C&E Publishing, Inc.
Formats in Summarizing

1. Idea Heading Format

2. Author Heading Format
3. Date Heading Format
Idea Heading Format

• In this format, the

summarized idea comes
before the citation.

EXAMPLE:
Author Heading Format

• In this format, the summarized idea

comes after the citation. The author’s
name/s is/are connected by an
appropriate reporting verb.

Example:
Date Heading Format

• In this format, the summarized

idea comes after the date when
the material was published.

Example:
Using Reporting Verbs when Summarizing
REPORTING VERB

is a word used to discuss another person’s writings or

assertions.
are generally used to incorporate the source to the
discussion in the text
To illustrate, see the sample text below.
Reporting verbs are italicized.
To make your summary more interesting and to show importance to each of
your sources, you should vary the verbs you use. You can use the past or the
present tense of the verb depending on your meaning.
Use the past tense if you think the idea is outdated and you want to
negate it.
The use of the present tense, on the other hand, indicates that you view
the idea to be relevant or agreeable.
Reporting verbs are used according to discipline.
Frequency of reporting verbs according to
discipline (as listed by Hyland (1999))
 What is a SUMMARY? Write other terms for summary.

Complete the graphic organizer by supplying missing information. Write only key words/
phrases on a separate sheet of paper.
PRACTICE TASK 1
Directions:

Skim read each text and identify its most

appropriate summary. Write only the letter/s
of your choice on a separate sheet of paper.
 1.
Which do you think is the best summary
of the text?
A. The text describes the Glastonbury
Festival as two very different events
– one with big name rock stars and
the other with musicians who are not
famous, but just as good.
B. The text describes the history of the
Glastonbury Festival, how many
people go to it and some of the big
names who have played there.
C. The text describes who you can see
at the Glastonbury Festival, including
the world's most famous music stars
and lesser-known bands or
nonmusicians who are even more
memorable.
 2.
Which do you think is the best summary
of the text?
A. This text is about Guugu Yimithirr,
and it gives some information about
the history of the language and how
it has changed over time.
B. The text is about indigenous
Australian languages which are
spoken in northern Australia, and
which are often different from
European languages in interesting
ways.
C. The text is about Guugu Yimithirr, an
Australian language which is unusual
because it does not have words for
‘left’, ‘right’, ‘forwards’ or
‘backwards’.
 3.
Which is the best summary of the text?
A. The text is about the alternative
expressions, called euphemisms,
which English people can use to avoid
mentioning uncomfortable topics,
such as death.
B. The text is about why English people
prefer to use alternative expressions
rather than talking about death,
romance, money and going to the
toilet.
C. The text is about metaphorical
expressions which we say in order to
avoid using words that sound
unpleasant or uncomfortable.
PRACTICE TASK 2
Directions:

Read carefully the following texts.

Underline/ highlight the key ideas and
phrases in the text. Write a summary of one
to two sentences of the selection using as
many of the main idea words as possible.
Write your summary in another sheet of
paper.
Text
1
Text
2
Text
3
PRACTICE TASK 3
Directions:

Read and understand the content of

the essay. Using the techniques and
guidelines you learned, summarize
the text in your own words.
So That Nobody Has to Go to School If They Don't Want To
by Roger Sipher
A decline in standardized test scores is but the most recent indicator that American education is in
trouble.
One reason for the crisis is that present mandatory-attendance laws force many to attend school who
have no wish to be there. Such children have little desire to learn and are so antagonistic to school
that neither they nor more highly motivated students receive the quality education that is the
birthright of every American.
The solution to this problem is simple: Abolish compulsory-attendance laws and allow only those who
are committed to getting an education to attend.
This will not end public education. Contrary to conventional belief, legislators enacted compulsory-
attendance laws to legalize what already existed. William Landes and Lewis Solomon, economists,
found little evidence that mandatory-attendance laws increased the number of children in school.
They found, too, that school systems have never effectively enforced such laws, usually because of the
expense involved.
There is no contradiction between the assertion that compulsory attendance has had little effect on
the number of children attending school and the argument that repeal would be a positive step toward
improving education. Most parents want a high school education for their children. Unfortunately,
compulsory attendance hampers the ability of public school officials to enforce legitimate educational
and disciplinary policies and thereby make the education a good one.
Private schools have no such problem. They can fail or dismiss students, knowing such students can
attend public school. Without compulsory attendance, public schools would be freer to oust students
whose academic or personal behavior undermines the educational mission of the institution.
P.1
Has not the noble experiment of a formal education for everyone failed? While we pay
homage to the homily, "You can lead a horse to water but you can't make him drink," we
have pretended it is not true in education.
Ask high school teachers if recalcitrant students learn anything of value. Ask teachers if
these students do any homework. Quite the contrary, these students know they will be
passed from grade to grade until they are old enough to quit or until, as is more likely, they
receive a high school diploma. At the point when students could legally quit, most choose to
remain since they know they are likely to be allowed to graduate whether they do
acceptable work or not.
Abolition of archaic attendance laws would produce enormous dividends.
First, it would alert everyone that school is a serious place where one goes to learn. Schools
are neither day-care centers nor indoor street corners. Young people who resist learning
should stay away; indeed, an end to compulsory schooling would require them to stay away.
Second, students opposed to learning would not be able to pollute the educational
atmosphere for those who want to learn. Teachers could stop policing recalcitrant students
and start educating.
Third, grades would show what they are supposed to: how well a student is learning.
Parents could again read report cards and know if their children were making progress.
P.2
Fourth, public esteem for schools would increase. People would stop regarding them as
way stations for adolescents and start thinking of them as institutions for educating
America's youth.
Fifth, elementary schools would change because students would find out early they had
better learn something or risk flunking out later. Elementary teachers would no longer
have to pass their failures on to junior high and high school.
Sixth, the cost of enforcing compulsory education would be eliminated. Despite
enforcement efforts, nearly 15 percent of the school-age children in our largest cities are
almost permanently absent from school.
Communities could use these savings to support institutions to deal with young people not
in school. If, in the long run, these institutions prove more costly, at least we would not
confuse their mission with that of schools.
Schools should be for education. At present, they are only tangentially so. They have
attempted to serve an all-encompassing social function, trying to be all things to all
people. In the process they have failed miserably at what they were originally formed to
accomplish.

Source:
Sipher, Roger. “So That Nobody Has to Go to School If They Don't Want To.” The New York Times, 19 Dec. 1977, p. 31.
P.3