Unit 5: Writing Summaries

212:190Fall 2011

A good summary has…

• Focused on relevant aspect(s) of the text(s).• Presented the source material(s) in an

accurate fashion• Condensed the source material IN THE

AUTHOR’S OWN WORDS

Preliminary steps

• Skim the text-find headings, topics, thesis, conclusion• Consider why you have been assigned the text.• Read, highlighting important info and taking notes.• In your own words, write the main points of each

section. Try to write a one sentence summary of each section.

• Write key support points, but include minor details only if necessary.

• Review, Revise

You should remember to…

• Always try to use your own words, except for technical terms.

• Include enough support and detail so that the presentation is clear.

• Focus on the content of the original.• Make sure it reads smoothly/has flow.

Identifying the Source

• According to Smith (2011), main idea.• Smith’s 2011 paper on topic discusses main idea.• Smith (2011)states that main idea

– Claims, argues, maintains– [that] clauses tend to be weaker. Remember [that] can often

be dropped-unit 3.• Smith (2011) suggests that main idea

– Asserts, hypothesizes, states, concludes• In Smith’s article “Blahing the Blah Blah Blah,” main idea.• Pg. 163 reporting verbs

Summary Reminder Phrases

• The author goes on to say…• The article further states that…• Smith also states/maintains/argues that…• Smith also believes that…• Smith concludes that…• In the second half of the paper, Smith

presents…

Comparative Summaries• Rare• Uses two sources• Uses comparative language to show similarity

– Likewise…– Similarly…– In the same fashion…– As in Smith, in Baker…– Like Smith, Baker…– The same…– Be similar to– To resemble– Be comparable to– Correspond to

• Use comparative language to show contrast– In contrast…– Unlike Smith, Baker…– In contrast to…– On the other hand…– ;however, …– , but…– Whereas…/, whereas…– While…/, while…– Differ from– In contrast with– To be different from