presentation for eh 646 on tuesday
DESCRIPTION
These slides are to be delivered to UAB undergrads in EH 101 this term as part of my EH 646 course.TRANSCRIPT
Writing to Summarize Writing to
Summarize Presentation by Wayne Bartlett
UAB EH 101 Tuesday, June 7, 2011
Questions? Comments? Email Mr. Bartlett at [email protected]
Content adapted from The Wisconsin Technical College, “Summary Writing.” Wisc-Online, N.p. Web. June 2,
2011. http://www.wisc-online.com/objects/ViewObject.aspx?ID=TRG2603.
Writing to Summarize Here’s the Plan for Today
20-minute presentation on Writing to Summarize, including a guided practice session
You’ll do a 15-minute practice in pairs We’ll take a 10-minute break We’ll look at your WtS products You’ll do a 15-minute practice WtS by yourself We’ll look at your WtS products from that practice You’ll do a second 15-minute practice
by yourself for turn in to me That will be it for today
Presentation by Mr. Bartlett Questions or comments to [email protected]
Writing to Summarize Read the Material
Re-Read the Material
Write Short Summaries of Each Stage of Thought
This is the Process
WfS is a process—approach it on a step-by-step basis
Combine the Summaries Maintain tone of original Aim for about 20% length Check style, usage, etc.
Presentation by Mr. Bartlett Questions or comments to [email protected]
You can do each step; thus,
you can do the whole thing
There are other ways to WfS
Modify for your own use after you try it this way first
Mark Up the Material:
ID Stages of Thought
Trace the Argument
Look for Key Terms
Find the Main Point
Writing to Summarize Read the Material
Re-Read the Material
Write Short Summaries of Each Stage of Thought
Read the Material
There’s no way around this!
Eliminate distractions to improve effectiveness
Read for understanding first (this might involve looking up words, etc.)
Combine the Summaries Maintain tone of original Aim for about 20% length Check style, usage, etc.
Presentation by Mr. Bartlett Questions or comments to [email protected]
Mark Up the Material:
ID Stages of Thought
Trace the Argument
Look for Key Terms
Find the Main Point
Writing to Summarize Read the Material
Re-Read the Material
Write Short Summaries of Each Stage of Thought
Re-Read the Material
You might have to re-read it a couple of times, but…
Positive understanding of the material makes the rest easier
Read for structure and organization Combine the Summaries
Maintain tone of original Aim for about 20% length Check style, usage, etc.
Presentation by Mr. Bartlett Questions or comments to [email protected]
Mark Up the Material:
ID Stages of Thought
Trace the Argument
Look for Key Terms
Find the Main Point
Writing to Summarize Read the Material
Re-Read the Material
Write Short Summaries of Each Stage of Thought
Mark Up the Material
Actually mark on the paper with pen, highlighter, whatever
Identify stages of thought
Trace the author’s argument
Goal: Find the main point (or theme, or whatever you call it)
Combine the Summaries Maintain tone of original Aim for about 20% length Check style, usage, etc.
Presentation by Mr. Bartlett Questions or comments to [email protected]
Mark Up the Material:
ID Stages of Thought
Trace the Argument
Look for Key Terms
Find the Main Point
Writing to Summarize Read the Material
Re-Read the Material
Write Short Summaries of Each Stage of Thought
Write Short Summaries
of each Stage of Thought
This may not be strictly necessary for short pieces
But imagine yourself doing it
For today’s purposes, we will write short summaries at each stage of thought.
Combine the Summaries Maintain tone of original Aim for about 20% length Check style, usage, etc.
Presentation by Mr. Bartlett Questions or comments to [email protected]
Mark Up the Material:
ID Stages of Thought
Trace the Argument
Look for Key Terms
Find the Main Point
Writing to Summarize Read the Material
Re-Read the Material
Write Short Summaries of Each Stage of Thought
Combine the Summaries
This creates your final product
Try to maintain the tone of the original
Length? About 20% of original
Check your grammar, spelling, style, usage, all that stuff
Combine the Summaries Maintain tone of original Aim for about 20% length Check style, usage, etc.
Presentation by Mr. Bartlett Questions or comments to [email protected]
Mark Up the Material:
ID Stages of Thought
Trace the Argument
Look for Key Terms
Find the Main Point
Writing to Summarize Read the Material
Re-Read the Material
Write Short Summaries of Each Stage of Thought
Summaries must not include your opinion!
Combine the Summaries Maintain tone of original Aim for about 20% length Check style, usage, etc.
Presentation by Mr. Bartlett Questions or comments to [email protected]
Aim for distance
and transparency
Do not give any hint about what you—as a person—think
The reader can decide what to think about the material
Mark Up the Material:
ID Stages of Thought
Trace the Argument
Look for Key Terms
Find the Main Point
Writing to Summarize Read the Material
Re-Read the Material
Write Short Summaries of Each Stage of Thought
Give Credit where Credit is Due
Combine the Summaries Maintain tone of original Aim for about 20% length Check style, usage, etc.
Presentation by Mr. Bartlett Questions or comments to [email protected]
Credit the author of the work
which you summarize
Do it in MLA format (MLA is Modern Language Association)
Make friends with MLA; you’ll
use it a whole lot in college
Mark Up the Material:
ID Stages of Thought
Trace the Argument
Look for Key Terms
Find the Main Point
Writing to Summarize Read the Material
Re-Read the Material
Write Short Summaries of Each Stage of Thought
Let’s try one together.
Combine the Summaries Maintain tone of original Aim for about 20% length Check style, usage, etc.
Presentation by Mr. Bartlett Questions or comments to [email protected]
You’ll do a couple more
later on your own.
Remember: A timed summarization is coming!
Now’s the time to practice the skills.
Mark Up the Material:
ID Stages of Thought
Trace the Argument
Look for Key Terms
Find the Main Point
For nearly 1,400 years, Islam, though diverse
in sectarian practice and ethnic tradition, has
provided a unifying faith for peoples
stretching from the Atlantic to the Indian
Ocean and beyond. Starting in the 1500s,
Western ascendency, which culminated in
colonization, eroded once glorious Muslim
empires and reduced the influence of Islam.
After the breakup of the Ottoman Empire
following World War I and the decline of
European colonial empires following World
War II, Muslim nations adopted Western
ideologies—communism, secularism,
nationalism, and capitalism. Yet most
Muslims remained poor and powerless. Their
governments, secular regimes often backed by
the West, were corrupt and repressive (Belt,
78).
Read the Material
Read for understanding Look up some words? Maybe. How long is this? 103 words. How long might the summary be?
Re-Read the Material
Read for structure
and organization Read to positively understand Re-read several times, if need be
Belt, Don. “The World of Islam.” National Geographic Jan. 2002:
76-85. Print.
Mark Up the Material:
ID Stages of Thought
Trace the Argument
Look for Key Terms
Find the Main Point
For nearly 1,400 years, Islam, though diverse
in sectarian practice and ethnic tradition, has
provided a unifying faith for peoples
stretching from the Atlantic to the Indian
Ocean and beyond. Starting in the 1500s,
Western ascendency, which culminated in
colonization, eroded once glorious Muslim
empires and reduced the influence of Islam.
After the breakup of the Ottoman Empire
following World War I and the decline of
European colonial empires following World
War II, Muslim nations adopted Western
ideologies—communism, secularism,
nationalism, and capitalism. Yet most
Muslims remained poor and powerless. Their
governments, secular regimes often backed by
the West, were corrupt and repressive (Belt,
78).
Belt, Don. “The World of Islam.” National Geographic Jan. 2002:
76-85. Print.
Here’s how I would mark this up:
Mark Up the Material:
ID Stages of Thought
Trace the Argument
Look for Key Terms
Find the Main Point
For nearly 1,400 years, Islam, though diverse
in sectarian practice and ethnic tradition, has
provided a unifying faith for peoples
stretching from the Atlantic to the Indian
Ocean and beyond. Starting in the 1500s,
Western ascendency, which culminated in
colonization, eroded once glorious Muslim
empires and reduced the influence of Islam.
After the breakup of the Ottoman Empire
following World War I and the decline of
European colonial empires following World
War II, Muslim nations adopted Western
ideologies—communism, secularism,
nationalism, and capitalism. Yet most
Muslims remained poor and powerless. Their
governments, secular regimes often backed by
the West, were corrupt and repressive (Belt,
78).
Belt, Don. “The World of Islam.” National Geographic Jan. 2002:
76-85. Print.
For nearly 1,400 years, Islam, though diverse
in sectarian practice and ethnic tradition, has
provided a unifying faith for peoples
stretching from the Atlantic to the Indian
Ocean and beyond. Starting in the 1500s,
Western ascendency, which culminated in
colonization, eroded once glorious Muslim
empires and reduced the influence of Islam.
After the breakup of the Ottoman Empire
following World War I and the decline of
European colonial empires following World
War II, Muslim nations adopted Western
ideologies—communism, secularism,
nationalism, and capitalism. Yet most
Muslims remained poor and powerless. Their
governments, secular regimes often backed by
the West, were corrupt and repressive (Belt,
78).
Here’s how I would mark this up:
Mark Up the Material:
ID Stages of Thought
Trace the Argument
Look for Key Terms
Find the Main Point
Belt, Don. “The World of Islam.” National Geographic Jan. 2002:
76-85. Print.
For nearly 1,400 years, Islam, though diverse
in sectarian practice and ethnic tradition, has
provided a unifying faith for peoples
stretching from the Atlantic to the Indian
Ocean and beyond. Starting in the 1500s,
Western ascendency, which culminated in
colonization, eroded once glorious Muslim
empires and reduced the influence of Islam.
After the breakup of the Ottoman Empire
following World War I and the decline of
European colonial empires following World
War II, Muslim nations adopted Western
ideologies—communism, secularism,
nationalism, and capitalism. Yet most
Muslims remained poor and powerless. Their
governments, secular regimes often backed by
the West, were corrupt and repressive (Belt,
78).
Here’s how I would mark this up:
This part makes an assertion: “For a long time, Islam unified people.”
Mark Up the Material:
ID Stages of Thought
Trace the Argument
Look for Key Terms
Find the Main Point
Belt, Don. “The World of Islam.” National Geographic Jan. 2002:
76-85. Print.
For nearly 1,400 years, Islam, though diverse
in sectarian practice and ethnic tradition, has
provided a unifying faith for peoples
stretching from the Atlantic to the Indian
Ocean and beyond. Starting in the 1500s,
Western ascendency, which culminated in
colonization, eroded once glorious Muslim
empires and reduced the influence of Islam.
After the breakup of the Ottoman Empire
following World War I and the decline of
European colonial empires following World
War II, Muslim nations adopted Western
ideologies—communism, secularism,
nationalism, and capitalism. Yet most
Muslims remained poor and powerless. Their
governments, secular regimes often backed by
the West, were corrupt and repressive (Belt,
78).
Here’s how I would mark this up:
This part makes an assertion: “For a long time, Islam unified people.”
Mark Up the Material:
ID Stages of Thought
Trace the Argument
Look for Key Terms
Find the Main Point
Belt, Don. “The World of Islam.” National Geographic Jan. 2002:
76-85. Print.
For nearly 1,400 years, Islam, though diverse
in sectarian practice and ethnic tradition, has
provided a unifying faith for peoples
stretching from the Atlantic to the Indian
Ocean and beyond. Starting in the 1500s,
Western ascendency, which culminated in
colonization, eroded once glorious Muslim
empires and reduced the influence of Islam.
After the breakup of the Ottoman Empire
following World War I and the decline of
European colonial empires following World
War II, Muslim nations adopted Western
ideologies—communism, secularism,
nationalism, and capitalism. Yet most
Muslims remained poor and powerless. Their
governments, secular regimes often backed by
the West, were corrupt and repressive (Belt,
78).
Here’s how I would mark this up:
This part makes an assertion: “For a long time, Islam unified people.”
This part says “Then that changed.”
Mark Up the Material:
ID Stages of Thought
Trace the Argument
Look for Key Terms
Find the Main Point
Belt, Don. “The World of Islam.” National Geographic Jan. 2002:
76-85. Print.
For nearly 1,400 years, Islam, though diverse
in sectarian practice and ethnic tradition, has
provided a unifying faith for peoples
stretching from the Atlantic to the Indian
Ocean and beyond. Starting in the 1500s,
Western ascendency, which culminated in
colonization, eroded once glorious Muslim
empires and reduced the influence of Islam.
After the breakup of the Ottoman Empire
following World War I and the decline of
European colonial empires following World
War II, Muslim nations adopted Western
ideologies—communism, secularism,
nationalism, and capitalism. Yet most
Muslims remained poor and powerless. Their
governments, secular regimes often backed by
the West, were corrupt and repressive (Belt,
78).
Here’s how I would mark this up:
This part makes an assertion: “For a long time, Islam unified people.”
This part says “Then that changed.”
This part also says what caused the change: “Western ascendency.”
Mark Up the Material:
ID Stages of Thought
Trace the Argument
Look for Key Terms
Find the Main Point
Belt, Don. “The World of Islam.” National Geographic Jan. 2002:
76-85. Print.
For nearly 1,400 years, Islam, though diverse
in sectarian practice and ethnic tradition, has
provided a unifying faith for peoples
stretching from the Atlantic to the Indian
Ocean and beyond. Starting in the 1500s,
Western ascendency, which culminated in
colonization, eroded once glorious Muslim
empires and reduced the influence of Islam.
After the breakup of the Ottoman Empire
following World War I and the decline of
European colonial empires following World
War II, Muslim nations adopted Western
ideologies—communism, secularism,
nationalism, and capitalism. Yet most
Muslims remained poor and powerless. Their
governments, secular regimes often backed by
the West, were corrupt and repressive (Belt,
78).
Here’s how I would mark this up:
This part makes an assertion: “For a long time, Islam unified people.”
This part says “Then that changed.”
This part also says what caused the change: “Western ascendency.”
Mark Up the Material:
ID Stages of Thought
Trace the Argument
Look for Key Terms
Find the Main Point
Belt, Don. “The World of Islam.” National Geographic Jan. 2002:
76-85. Print.
For nearly 1,400 years, Islam, though diverse
in sectarian practice and ethnic tradition, has
provided a unifying faith for peoples
stretching from the Atlantic to the Indian
Ocean and beyond. Starting in the 1500s,
Western ascendency, which culminated in
colonization, eroded once glorious Muslim
empires and reduced the influence of Islam.
After the breakup of the Ottoman Empire
following World War I and the decline of
European colonial empires following World
War II, Muslim nations adopted Western
ideologies—communism, secularism,
nationalism, and capitalism. Yet most
Muslims remained poor and powerless. Their
governments, secular regimes often backed by
the West, were corrupt and repressive (Belt,
78).
Here’s how I would mark this up:
This part makes an assertion: “For a long time, Islam unified people.”
This part says “Then that changed.”
This part also says what caused the change: “Western ascendency.”
This part tells an effect of the change: “Muslim nations adopted Western ideologies.”
Mark Up the Material:
ID Stages of Thought
Trace the Argument
Look for Key Terms
Find the Main Point
Belt, Don. “The World of Islam.” National Geographic Jan. 2002:
76-85. Print.
For nearly 1,400 years, Islam, though diverse
in sectarian practice and ethnic tradition, has
provided a unifying faith for peoples
stretching from the Atlantic to the Indian
Ocean and beyond. Starting in the 1500s,
Western ascendency, which culminated in
colonization, eroded once glorious Muslim
empires and reduced the influence of Islam.
After the breakup of the Ottoman Empire
following World War I and the decline of
European colonial empires following World
War II, Muslim nations adopted Western
ideologies—communism, secularism,
nationalism, and capitalism. Yet most
Muslims remained poor and powerless. Their
governments, secular regimes often backed by
the West, were corrupt and repressive (Belt,
78).
Here’s how I would mark this up:
This part makes an assertion: “For a long time, Islam unified people.”
This part says “Then that changed.”
This part also says what caused the change: “Western ascendency.”
This part tells an effect of the change: “Muslim nations adopted Western ideologies.”
Mark Up the Material:
ID Stages of Thought
Trace the Argument
Look for Key Terms
Find the Main Point
Belt, Don. “The World of Islam.” National Geographic Jan. 2002:
76-85. Print.
For nearly 1,400 years, Islam, though diverse
in sectarian practice and ethnic tradition, has
provided a unifying faith for peoples
stretching from the Atlantic to the Indian
Ocean and beyond. Starting in the 1500s,
Western ascendency, which culminated in
colonization, eroded once glorious Muslim
empires and reduced the influence of Islam.
After the breakup of the Ottoman Empire
following World War I and the decline of
European colonial empires following World
War II, Muslim nations adopted Western
ideologies—communism, secularism,
nationalism, and capitalism. Yet most
Muslims remained poor and powerless. Their
governments, secular regimes often backed by
the West, were corrupt and repressive (Belt,
78).
Here’s how I would mark this up:
This part makes an assertion: “For a long time, Islam unified people.”
This part says “Then that changed.”
This part also says what caused the change: “Western ascendency.”
This part tells an effect of the change: “Muslim nations adopted Western ideologies.”
This part says that something surprising occurred: “Most Muslims remained poor and powerless.”
Mark Up the Material:
ID Stages of Thought
Trace the Argument
Look for Key Terms
Find the Main Point
Belt, Don. “The World of Islam.” National Geographic Jan. 2002:
76-85. Print.
For nearly 1,400 years, Islam, though diverse
in sectarian practice and ethnic tradition, has
provided a unifying faith for peoples
stretching from the Atlantic to the Indian
Ocean and beyond. Starting in the 1500s,
Western ascendency, which culminated in
colonization, eroded once glorious Muslim
empires and reduced the influence of Islam.
After the breakup of the Ottoman Empire
following World War I and the decline of
European colonial empires following World
War II, Muslim nations adopted Western
ideologies—communism, secularism,
nationalism, and capitalism. Yet most
Muslims remained poor and powerless. Their
governments, secular regimes often backed by
the West, were corrupt and repressive (Belt,
78).
Here’s how I would mark this up:
This part makes an assertion: “For a long time, Islam unified people.”
This part says “Then that changed.”
This part also says what caused the change: “Western ascendency.”
This part tells an effect of the change: “Muslim nations adopted Western ideologies.”
This part says that something surprising occurred: “Most Muslims remained poor and powerless.”
Mark Up the Material:
ID Stages of Thought
Trace the Argument
Look for Key Terms
Find the Main Point
Belt, Don. “The World of Islam.” National Geographic Jan. 2002:
76-85. Print.
For nearly 1,400 years, Islam, though diverse
in sectarian practice and ethnic tradition, has
provided a unifying faith for peoples
stretching from the Atlantic to the Indian
Ocean and beyond. Starting in the 1500s,
Western ascendency, which culminated in
colonization, eroded once glorious Muslim
empires and reduced the influence of Islam.
After the breakup of the Ottoman Empire
following World War I and the decline of
European colonial empires following World
War II, Muslim nations adopted Western
ideologies—communism, secularism,
nationalism, and capitalism. Yet most
Muslims remained poor and powerless. Their
governments, secular regimes often backed by
the West, were corrupt and repressive (Belt,
78).
Here’s how I would mark this up:
This part makes an assertion: “For a long time, Islam unified people.”
This part says “Then that changed.”
This part also says what caused the change: “Western ascendency.”
This part tells an effect of the change: “Muslim nations adopted Western ideologies.”
This part says that something surprising occurred: “Most Muslims remained poor and powerless.”
This part tells why the surprising thing occurred “Corrupt and repressive governments.”
Mark Up the Material:
ID Stages of Thought
Trace the Argument
Look for Key Terms
Find the Main Point
Belt, Don. “The World of Islam.” National Geographic Jan. 2002:
76-85. Print.
For nearly 1,400 years, Islam, though diverse
in sectarian practice and ethnic tradition, has
provided a unifying faith for peoples
stretching from the Atlantic to the Indian
Ocean and beyond. Starting in the 1500s,
Western ascendency, which culminated in
colonization, eroded once glorious Muslim
empires and reduced the influence of Islam.
After the breakup of the Ottoman Empire
following World War I and the decline of
European colonial empires following World
War II, Muslim nations adopted Western
ideologies—communism, secularism,
nationalism, and capitalism. Yet most
Muslims remained poor and powerless. Their
governments, secular regimes often backed by
the West, were corrupt and repressive (Belt,
78).
Here’s how I would mark this up:
Mark Up the Material:
ID Stages of Thought
Trace the Argument
Look for Key Terms
Find the Main Point
This part makes an assertion:
“For a long time, Islam unified people.”
This part says “Then that changed.”
This part also says what caused the change: “Western ascendency.”
This part tells an effect of the change: “Muslim nations adopted Western ideologies.”
This part says that something surprising occurred: “Most Muslims remained poor and powerless.”
This part tells why the surprising thing occurred “Corrupt and repressive governments.”
Belt, Don. “The World of Islam.” National Geographic Jan. 2002:
76-85. Print.
For nearly 1,400 years, Islam, though diverse
in sectarian practice and ethnic tradition, has
provided a unifying faith for peoples
stretching from the Atlantic to the Indian
Ocean and beyond. Starting in the 1500s,
Western ascendency, which culminated in
colonization, eroded once glorious Muslim
empires and reduced the influence of Islam.
After the breakup of the Ottoman Empire
following World War I and the decline of
European colonial empires following World
War II, Muslim nations adopted Western
ideologies—communism, secularism,
nationalism, and capitalism. Yet most
Muslims remained poor and powerless. Their
governments, secular regimes often backed by
the West, were corrupt and repressive (Belt,
78).
“For a long time, Islam unified people.” “Then that changed.” “Western ascendency.”
“Muslim nations adopted
Western ideologies.” “Most Muslims remained
poor and powerless.”
“Corrupt and repressive governments.”
Write Short Summaries of Each Stage of Thought
Belt, Don. “The World of Islam.” National Geographic Jan. 2002:
76-85. Print.
For nearly 1,400 years, Islam, though diverse
in sectarian practice and ethnic tradition, has
provided a unifying faith for peoples
stretching from the Atlantic to the Indian
Ocean and beyond. Starting in the 1500s,
Western ascendency, which culminated in
colonization, eroded once glorious Muslim
empires and reduced the influence of Islam.
After the breakup of the Ottoman Empire
following World War I and the decline of
European colonial empires following World
War II, Muslim nations adopted Western
ideologies—communism, secularism,
nationalism, and capitalism. Yet most
Muslims remained poor and powerless. Their
governments, secular regimes often backed by
the West, were corrupt and repressive (Belt,
78).
Combine the Summaries Maintain Tone of Original Aim for about 20% Length Check Style, Usage, etc.
“For a long time, Islam unified people.” “Then that changed.” “Western ascendency.”
“Muslim nations adopted
Western ideologies.” “Most Muslims remained
poor and powerless.”
“Corrupt and repressive governments.”
“For centuries, Islam unified people. But the rise of the West changed that as Muslim nations adopted Western ideologies. Because of corrupt govern- ments, most Muslims remained poor and powerless.” Belt, Don. “The World of Islam.” National Geographic January 2002: 76-85.
Belt, Don. “The World of Islam.” National Geographic Jan. 2002:
76-85. Print.
For nearly 1,400 years, Islam, though diverse
in sectarian practice and ethnic tradition, has
provided a unifying faith for peoples
stretching from the Atlantic to the Indian
Ocean and beyond. Starting in the 1500s,
Western ascendency, which culminated in
colonization, eroded once glorious Muslim
empires and reduced the influence of Islam.
After the breakup of the Ottoman Empire
following World War I and the decline of
European colonial empires following World
War II, Muslim nations adopted Western
ideologies—communism, secularism,
nationalism, and capitalism. Yet most
Muslims remained poor and powerless. Their
governments, secular regimes often backed by
the West, were corrupt and repressive (Belt,
78).
“For centuries, Islam unified people. But the rise of the West changed that as Muslim nations adopted Western ideologies. Because of corrupt govern- ments, most Muslims remained poor and powerless.” Belt, Don. “The World of Islam.” National Geographic January 2002: 76-85.
Despite Western-style governments, Muslim countries are mired in deep poverty and radical governments. This despite the fact that the religion has existed for several centuries. European colonization ruined the Islamic religion for a long time. You would find it hard to imagine how many Muslims there really are out there. Belt, Don. “The World of Islam.” National Geographic January 2002: 76-85.
Doesn’t follow path of original It’s a little long for this article It shifts to second-person POV
There’s traces of feeling here.
Belt, Don. “The World of Islam.” National Geographic Jan. 2002:
76-85. Print.
Now you try one. Find a partner. Work in pairs. Show your work Be ready to
share your summary
Presentation by Mr. Bartlett Questions or comments to [email protected]
As governor, Calvin Coolidge became
nationally famous during the Boston police
strike of 1919. In defiance of police depart-
ment rules, a group of Boston policemen had
obtained a union charter from the American
Federation of Labor. Police Commissioner
Edwin U. Curtis suspended 10 of the union’s
leaders, and the next day almost three-fourths
of Boston’s more than 1,500 police officers
went on strike. Bands of hoodlums roamed
Boston for two nights, smashing windows and
looting stores. Coolidge mobilized the state
guard and order was restored. When Curtis
fired the 19 suspended policemen, the
president of the labor union protested to
Coolidge. In reply, Coolidge made his
famous declaration: “There is no right to
strike against the public safety by anybody,
anywhere, any time” (Mayer, 814).
Read the Material
Re-Read the Material
Write Short Summaries of Each Stage of Thought
Combine the Summaries Maintain tone of original Aim for about 20% length Check style, usage, etc.
15 minutes.
Mark Up the Material:
ID Stages of Thought
Trace the Argument
Look for Key Terms
Find the Main Point
Mayer, George H. “Calvin Coolidge.” The World Book
Encyclopedia. 1979 Edition. 1979.
As governor, Calvin Coolidge became
nationally famous during the Boston police
strike of 1919. In defiance of police depart-
ment rules, a group of Boston policemen had
obtained a union charter from the American
Federation of Labor. Police Commissioner
Edwin U. Curtis suspended 10 of the union’s
leaders, and the next day almost three-fourths
of Boston’s more than 1,500 police officers
went on strike. Bands of hoodlums roamed
Boston for two nights, smashing windows and
looting stores. Coolidge mobilized the state
guard and order was restored. When Curtis
fired the 19 suspended policemen, the
president of the labor union protested to
Coolidge. In reply, Coolidge made his
famous declaration: “There is no right to
strike against the public safety by anybody,
anywhere, any time” (Mayer, 814).
Read the Material
Re-Read the Material
Write Short Summaries of Each Stage of Thought
Combine the Summaries Maintain tone of original Aim for about 20% length Check style, usage, etc.
14 minutes.
Mark Up the Material:
ID Stages of Thought
Trace the Argument
Look for Key Terms
Find the Main Point
Mayer, George H. “Calvin Coolidge.” The World Book
Encyclopedia. 1979 Edition. 1979.
As governor, Calvin Coolidge became
nationally famous during the Boston police
strike of 1919. In defiance of police depart-
ment rules, a group of Boston policemen had
obtained a union charter from the American
Federation of Labor. Police Commissioner
Edwin U. Curtis suspended 10 of the union’s
leaders, and the next day almost three-fourths
of Boston’s more than 1,500 police officers
went on strike. Bands of hoodlums roamed
Boston for two nights, smashing windows and
looting stores. Coolidge mobilized the state
guard and order was restored. When Curtis
fired the 19 suspended policemen, the
president of the labor union protested to
Coolidge. In reply, Coolidge made his
famous declaration: “There is no right to
strike against the public safety by anybody,
anywhere, any time” (Mayer, 814).
Read the Material
Re-Read the Material
Write Short Summaries of Each Stage of Thought
Combine the Summaries Maintain tone of original Aim for about 20% length Check style, usage, etc.
13 minutes.
Mark Up the Material:
ID Stages of Thought
Trace the Argument
Look for Key Terms
Find the Main Point
Mayer, George H. “Calvin Coolidge.” The World Book
Encyclopedia. 1979 Edition. 1979.
As governor, Calvin Coolidge became
nationally famous during the Boston police
strike of 1919. In defiance of police depart-
ment rules, a group of Boston policemen had
obtained a union charter from the American
Federation of Labor. Police Commissioner
Edwin U. Curtis suspended 10 of the union’s
leaders, and the next day almost three-fourths
of Boston’s more than 1,500 police officers
went on strike. Bands of hoodlums roamed
Boston for two nights, smashing windows and
looting stores. Coolidge mobilized the state
guard and order was restored. When Curtis
fired the 19 suspended policemen, the
president of the labor union protested to
Coolidge. In reply, Coolidge made his
famous declaration: “There is no right to
strike against the public safety by anybody,
anywhere, any time” (Mayer, 814).
Read the Material
Re-Read the Material
Write Short Summaries of Each Stage of Thought
Combine the Summaries Maintain tone of original Aim for about 20% length Check style, usage, etc.
12 minutes.
Mark Up the Material:
ID Stages of Thought
Trace the Argument
Look for Key Terms
Find the Main Point
Mayer, George H. “Calvin Coolidge.” The World Book
Encyclopedia. 1979 Edition. 1979.
As governor, Calvin Coolidge became
nationally famous during the Boston police
strike of 1919. In defiance of police depart-
ment rules, a group of Boston policemen had
obtained a union charter from the American
Federation of Labor. Police Commissioner
Edwin U. Curtis suspended 10 of the union’s
leaders, and the next day almost three-fourths
of Boston’s more than 1,500 police officers
went on strike. Bands of hoodlums roamed
Boston for two nights, smashing windows and
looting stores. Coolidge mobilized the state
guard and order was restored. When Curtis
fired the 19 suspended policemen, the
president of the labor union protested to
Coolidge. In reply, Coolidge made his
famous declaration: “There is no right to
strike against the public safety by anybody,
anywhere, any time” (Mayer, 814).
Read the Material
Re-Read the Material
Write Short Summaries of Each Stage of Thought
Combine the Summaries Maintain tone of original Aim for about 20% length Check style, usage, etc.
11 minutes.
Mark Up the Material:
ID Stages of Thought
Trace the Argument
Look for Key Terms
Find the Main Point
Mayer, George H. “Calvin Coolidge.” The World Book
Encyclopedia. 1979 Edition. 1979.
As governor, Calvin Coolidge became
nationally famous during the Boston police
strike of 1919. In defiance of police depart-
ment rules, a group of Boston policemen had
obtained a union charter from the American
Federation of Labor. Police Commissioner
Edwin U. Curtis suspended 10 of the union’s
leaders, and the next day almost three-fourths
of Boston’s more than 1,500 police officers
went on strike. Bands of hoodlums roamed
Boston for two nights, smashing windows and
looting stores. Coolidge mobilized the state
guard and order was restored. When Curtis
fired the 19 suspended policemen, the
president of the labor union protested to
Coolidge. In reply, Coolidge made his
famous declaration: “There is no right to
strike against the public safety by anybody,
anywhere, any time” (Mayer, 814).
Read the Material
Re-Read the Material
Write Short Summaries of Each Stage of Thought
Combine the Summaries Maintain tone of original Aim for about 20% length Check style, usage, etc.
10 minutes.
Mark Up the Material:
ID Stages of Thought
Trace the Argument
Look for Key Terms
Find the Main Point
Mayer, George H. “Calvin Coolidge.” The World Book
Encyclopedia. 1979 Edition. 1979.
As governor, Calvin Coolidge became
nationally famous during the Boston police
strike of 1919. In defiance of police depart-
ment rules, a group of Boston policemen had
obtained a union charter from the American
Federation of Labor. Police Commissioner
Edwin U. Curtis suspended 10 of the union’s
leaders, and the next day almost three-fourths
of Boston’s more than 1,500 police officers
went on strike. Bands of hoodlums roamed
Boston for two nights, smashing windows and
looting stores. Coolidge mobilized the state
guard and order was restored. When Curtis
fired the 19 suspended policemen, the
president of the labor union protested to
Coolidge. In reply, Coolidge made his
famous declaration: “There is no right to
strike against the public safety by anybody,
anywhere, any time” (Mayer, 814).
Read the Material
Re-Read the Material
Write Short Summaries of Each Stage of Thought
Combine the Summaries Maintain tone of original Aim for about 20% length Check style, usage, etc.
9 minutes.
Mark Up the Material:
ID Stages of Thought
Trace the Argument
Look for Key Terms
Find the Main Point
Mayer, George H. “Calvin Coolidge.” The World Book
Encyclopedia. 1979 Edition. 1979.
As governor, Calvin Coolidge became
nationally famous during the Boston police
strike of 1919. In defiance of police depart-
ment rules, a group of Boston policemen had
obtained a union charter from the American
Federation of Labor. Police Commissioner
Edwin U. Curtis suspended 10 of the union’s
leaders, and the next day almost three-fourths
of Boston’s more than 1,500 police officers
went on strike. Bands of hoodlums roamed
Boston for two nights, smashing windows and
looting stores. Coolidge mobilized the state
guard and order was restored. When Curtis
fired the 19 suspended policemen, the
president of the labor union protested to
Coolidge. In reply, Coolidge made his
famous declaration: “There is no right to
strike against the public safety by anybody,
anywhere, any time” (Mayer, 814).
Read the Material
Re-Read the Material
Write Short Summaries of Each Stage of Thought
Combine the Summaries Maintain tone of original Aim for about 20% length Check style, usage, etc.
8 minutes.
Mark Up the Material:
ID Stages of Thought
Trace the Argument
Look for Key Terms
Find the Main Point
Mayer, George H. “Calvin Coolidge.” The World Book
Encyclopedia. 1979 Edition. 1979.
As governor, Calvin Coolidge became
nationally famous during the Boston police
strike of 1919. In defiance of police depart-
ment rules, a group of Boston policemen had
obtained a union charter from the American
Federation of Labor. Police Commissioner
Edwin U. Curtis suspended 10 of the union’s
leaders, and the next day almost three-fourths
of Boston’s more than 1,500 police officers
went on strike. Bands of hoodlums roamed
Boston for two nights, smashing windows and
looting stores. Coolidge mobilized the state
guard and order was restored. When Curtis
fired the 19 suspended policemen, the
president of the labor union protested to
Coolidge. In reply, Coolidge made his
famous declaration: “There is no right to
strike against the public safety by anybody,
anywhere, any time” (Mayer, 814).
Read the Material
Re-Read the Material
Write Short Summaries of Each Stage of Thought
Combine the Summaries Maintain tone of original Aim for about 20% length Check style, usage, etc.
7 minutes.
Mark Up the Material:
ID Stages of Thought
Trace the Argument
Look for Key Terms
Find the Main Point
Mayer, George H. “Calvin Coolidge.” The World Book
Encyclopedia. 1979 Edition. 1979.
As governor, Calvin Coolidge became
nationally famous during the Boston police
strike of 1919. In defiance of police depart-
ment rules, a group of Boston policemen had
obtained a union charter from the American
Federation of Labor. Police Commissioner
Edwin U. Curtis suspended 10 of the union’s
leaders, and the next day almost three-fourths
of Boston’s more than 1,500 police officers
went on strike. Bands of hoodlums roamed
Boston for two nights, smashing windows and
looting stores. Coolidge mobilized the state
guard and order was restored. When Curtis
fired the 19 suspended policemen, the
president of the labor union protested to
Coolidge. In reply, Coolidge made his
famous declaration: “There is no right to
strike against the public safety by anybody,
anywhere, any time” (Mayer, 814).
Read the Material
Re-Read the Material
Write Short Summaries of Each Stage of Thought
Combine the Summaries Maintain tone of original Aim for about 20% length Check style, usage, etc.
6 minutes.
Mark Up the Material:
ID Stages of Thought
Trace the Argument
Look for Key Terms
Find the Main Point
Mayer, George H. “Calvin Coolidge.” The World Book
Encyclopedia. 1979 Edition. 1979.
As governor, Calvin Coolidge became
nationally famous during the Boston police
strike of 1919. In defiance of police depart-
ment rules, a group of Boston policemen had
obtained a union charter from the American
Federation of Labor. Police Commissioner
Edwin U. Curtis suspended 10 of the union’s
leaders, and the next day almost three-fourths
of Boston’s more than 1,500 police officers
went on strike. Bands of hoodlums roamed
Boston for two nights, smashing windows and
looting stores. Coolidge mobilized the state
guard and order was restored. When Curtis
fired the 19 suspended policemen, the
president of the labor union protested to
Coolidge. In reply, Coolidge made his
famous declaration: “There is no right to
strike against the public safety by anybody,
anywhere, any time” (Mayer, 814).
Read the Material
Re-Read the Material
Write Short Summaries of Each Stage of Thought
Combine the Summaries Maintain tone of original Aim for about 20% length Check style, usage, etc.
5 minutes.
Mark Up the Material:
ID Stages of Thought
Trace the Argument
Look for Key Terms
Find the Main Point
Mayer, George H. “Calvin Coolidge.” The World Book
Encyclopedia. 1979 Edition. 1979.
As governor, Calvin Coolidge became
nationally famous during the Boston police
strike of 1919. In defiance of police depart-
ment rules, a group of Boston policemen had
obtained a union charter from the American
Federation of Labor. Police Commissioner
Edwin U. Curtis suspended 10 of the union’s
leaders, and the next day almost three-fourths
of Boston’s more than 1,500 police officers
went on strike. Bands of hoodlums roamed
Boston for two nights, smashing windows and
looting stores. Coolidge mobilized the state
guard and order was restored. When Curtis
fired the 19 suspended policemen, the
president of the labor union protested to
Coolidge. In reply, Coolidge made his
famous declaration: “There is no right to
strike against the public safety by anybody,
anywhere, any time” (Mayer, 814).
Read the Material
Re-Read the Material
Write Short Summaries of Each Stage of Thought
Combine the Summaries Maintain tone of original Aim for about 20% length Check style, usage, etc.
4 minutes.
Mark Up the Material:
ID Stages of Thought
Trace the Argument
Look for Key Terms
Find the Main Point
Mayer, George H. “Calvin Coolidge.” The World Book
Encyclopedia. 1979 Edition. 1979.
As governor, Calvin Coolidge became
nationally famous during the Boston police
strike of 1919. In defiance of police depart-
ment rules, a group of Boston policemen had
obtained a union charter from the American
Federation of Labor. Police Commissioner
Edwin U. Curtis suspended 10 of the union’s
leaders, and the next day almost three-fourths
of Boston’s more than 1,500 police officers
went on strike. Bands of hoodlums roamed
Boston for two nights, smashing windows and
looting stores. Coolidge mobilized the state
guard and order was restored. When Curtis
fired the 19 suspended policemen, the
president of the labor union protested to
Coolidge. In reply, Coolidge made his
famous declaration: “There is no right to
strike against the public safety by anybody,
anywhere, any time” (Mayer, 814).
Read the Material
Re-Read the Material
Write Short Summaries of Each Stage of Thought
Combine the Summaries Maintain tone of original Aim for about 20% length Check style, usage, etc.
3 minutes.
Mark Up the Material:
ID Stages of Thought
Trace the Argument
Look for Key Terms
Find the Main Point
Mayer, George H. “Calvin Coolidge.” The World Book
Encyclopedia. 1979 Edition. 1979.
As governor, Calvin Coolidge became
nationally famous during the Boston police
strike of 1919. In defiance of police depart-
ment rules, a group of Boston policemen had
obtained a union charter from the American
Federation of Labor. Police Commissioner
Edwin U. Curtis suspended 10 of the union’s
leaders, and the next day almost three-fourths
of Boston’s more than 1,500 police officers
went on strike. Bands of hoodlums roamed
Boston for two nights, smashing windows and
looting stores. Coolidge mobilized the state
guard and order was restored. When Curtis
fired the 19 suspended policemen, the
president of the labor union protested to
Coolidge. In reply, Coolidge made his
famous declaration: “There is no right to
strike against the public safety by anybody,
anywhere, any time” (Mayer, 814).
Read the Material
Re-Read the Material
Write Short Summaries of Each Stage of Thought
Combine the Summaries Maintain tone of original Aim for about 20% length Check style, usage, etc.
2 minutes.
Mark Up the Material:
ID Stages of Thought
Trace the Argument
Look for Key Terms
Find the Main Point
Mayer, George H. “Calvin Coolidge.” The World Book
Encyclopedia. 1979 Edition. 1979.
As governor, Calvin Coolidge became
nationally famous during the Boston police
strike of 1919. In defiance of police depart-
ment rules, a group of Boston policemen had
obtained a union charter from the American
Federation of Labor. Police Commissioner
Edwin U. Curtis suspended 10 of the union’s
leaders, and the next day almost three-fourths
of Boston’s more than 1,500 police officers
went on strike. Bands of hoodlums roamed
Boston for two nights, smashing windows and
looting stores. Coolidge mobilized the state
guard and order was restored. When Curtis
fired the 19 suspended policemen, the
president of the labor union protested to
Coolidge. In reply, Coolidge made his
famous declaration: “There is no right to
strike against the public safety by anybody,
anywhere, any time” (Mayer, 814).
Read the Material
Re-Read the Material
Write Short Summaries of Each Stage of Thought
Combine the Summaries Maintain tone of original Aim for about 20% length Check style, usage, etc.
1 minute.
Mark Up the Material:
ID Stages of Thought
Trace the Argument
Look for Key Terms
Find the Main Point
Mayer, George H. “Calvin Coolidge.” The World Book
Encyclopedia. 1979 Edition. 1979.
Great Job! Let’s take a break.
Return in 10 minutes.
Writing to Summarize Read the Material
Re-Read the Material
Mark Up the Material:
ID Stages of Thought
Trace the Argument
Look for Key Terms
Find the Main Point
Write Short Summaries of Each Stage of Thought
Now you try one : Summarization Exercise A
Combine the Summaries Maintain tone of original Aim for about 20% length Check style, usage, etc.
Presentation by Mr. Bartlett Questions or comments to [email protected]
You’ve had a close look at this. We did one together. You did one in pairs.
Take 15 minutes Follow the steps just as before Work alone and show your work Be prepared to share & defend
Writing to Summarize Read the Material
Re-Read the Material
Mark Up the Material:
ID Stages of Thought
Trace the Argument
Look for Key Terms
Find the Main Point
Write Short Summaries of Each Stage of Thought
“Thank you, sir; may I have another?”
Summarization Exercise B
Combine the Summaries Maintain tone of original Aim for about 20% length Check style, usage, etc.
Presentation by Mr. Bartlett Questions or comments to [email protected]
It’s a little longer: take 20 min. Follow the steps just as before Work alone and show your work This one’s for turn-in to me for
grading and return to you on Thursday.
Writing to Summarize Writing to
Summarize Presentation by Wayne Bartlett
UAB EH 101 Tuesday, June 7, 2011
Questions? Comments? Email Mr. Bartlett at [email protected]
Content adapted from The Wisconsin Technical College, “Summary Writing.” Wisc-Online, N.p. Web. June 2,
2011. http://www.wisc-online.com/objects/ViewObject.aspx?ID=TRG2603.