Class 4 Reading Strategies - Summary

Class 4
Reading strategies
Summary
Today we will discuss
• Conversational Model and Graff
reading strategies
• Annotation/Close Reading Strategies
• Rhetorical Situation / Critical Reading
Homework due today
Reading Strategies
Reading Strategies
• Skimming for an overview
• Mark and annotate: key passages, comments, questions, reactions,
link to other things you’ve read, forecasting if info could be used
• Pay attention: identify key information, ideas, and arguments
• Recognize the type of document/genre—is it an opinion column? A
case study? A peer-reviewed journal article? A news report?
• Identify the Main Point/thesis/argument/claim: this is what the writer
wants readers to accept, believe, or do as a result of reading the
document
• Find key points/reasons AND evidence that support the main point:
• Consider Illustrations—especially the charts/infographics
• For every text you read, in order to really LISTEN to the conversation,
you’ll need to apply these close reading skills.
• help you think more critically about a text AND become familiar
with a text.
Reading Strategies
• Basic SUMMARY, which is what we call Close
Reading/Listening.
• At home you read and summarized "An Argument Worth
Having" by Graff, now pull out your summary.
“An Argument Worth Having”
• “Summarize what others are saying”
– Read CLOSELY and to “LISTEN” to the conversation.
• “As you summarize, look not only for the thesis of an argument, but for who or
what provoked it — the points of controversy”
– This is what we do when we read CRITICALLY, to identify the rhetorical
situation in which the text exists. - second “step” in the conversation model
graphic.
– “points of controversy” - how identifying these will help to better understand
how to become part of the conversation.
• “Use summaries to motivate what you say and indicate why it needs saying”
– “contributing to the conversation.” — you WILL be asked to join in ongoing
conversations: you need to know WHAT is being said, WHO is saying it,
HOW it is being said, WHY it is being said, and get to contribute WHAT
ELSE needs to be said to an audience who is already invested in the
conversation.
What strategies did you employ?
● Skimming for an overview?
● Mark and annotate: key passages, comments, questions, reactions, link to
other things you’ve read?
● Pay attention: identify key information, ideas, and arguments?
● Recognize the type of document/genre—is it an opinion column? A case
study? A peer-reviewed journal article? A news report?
● Identify the Main Point/thesis/argument/claim: this is what the writer wants
readers to accept, believe, or do as a result of reading the document?
● Find key points/reasons AND evidence that support the main point?
● Consider Illustrations—especially the charts/infographics?
Conversational Model
Conversational Model and Graff
• How writing is like a conversation?
• Listen closely to Conversation (know and understand WHAT is
being said)
• Expand the Conversation (by applying critical thinking skills,
questioning, understanding who is saying these things and why
they are saying them, searching for points of controversy,
disagreement, uncertainty, concern, or curiosity that would
allow us a way “in”)
• Join the Conversation (offer a new contribution to the
conversation that builds upon what has already been shared).
Conversational Model and Graff
• 'Writing as a Conversation' isn’t unique to our

classroom—it’s actually a wide-spread idea.
• Read Gerald Graff’s “An Argument Worth Having”
• This article not only offers some tangible ways for
students to succeed in academia, it also mimics
concepts about Writing as a Conversation that our
course embraces.
Summary Writing as a means of Close
Reading / Listening
– Think back to Graff (“use the summaries to motivate what you
say and to indicate why it needs saying”. So eventually we’ll
be contributing to these conversations, but for now our main
priority is to summarize them accurately, especially if they go
against our own point of view.
• How to summarize effectively? Watch a video clip:
Summary Writing - (Addicted to Phones)
• Academic Summary:
• Purpose → To offer a condensed and objective account of the
main ideas and features of a text; to demonstrate your accurate
comprehension of a text.
• Audience → your instructor.
Summary strategies
• What are some components of a “good” summary?

– Includes thesis and key points that support that thesis.
– Key points should be broad so that you don’t get
weighed down in detail
– 100% objective (no opinions or reactions)
– Some quotes/snippets for unique phrases
– Good paraphrases
– Publication information
– Attribution
Summary Outline
• Publication Info
– Author:
– Article Title:
– Publication:
– Date of pub:
• Main Point/Thesis/Argument/Claim
• Key Points
– 1st Key Point (KP1)
– Evidence for KP1
– 2nd Key Point (KP2)

– Evidence 1 for KP2
Summary Outline
• The overall argument the author is trying to get across.
• This is a statement, not a question, and it can be either
explicit or implicit.
• Key Points
– How the author supports his thesis.
– Sometimes seen as "because" statements since they are reasons
for the thesis.
– Usually followed by supporting evidence. Some evidence may be
included in a summary if it is particularly striking, but don't use too
much.
Types of summaries
An additional strategy for reading-like-a-writer
is summary writing
• Main Point Summary
– 1-3 sentences
– Expresses only the overall claim and the source.
Types of summaries
• Key Point Summary
– Short paragraph
– Provides publication infor (author, article, when
and where published)
– Provides overall claim/thesis
– Includes key points/reasons
– Includes a bit of evidence to further explore the
key points
– Objective
– Uses attribution in every sentence
Types of summaries
• Outline Summary
– Short paragraph
– Provides publication infor (author, article, when
and where published)
– Provides overall claim/thesis
– Includes key points/reasons in the order made in
the article, using sequential transitions
– Includes a bit of evidence to further explore the
key points
– Objective
– Uses attribution in every sentence
An Argument Worth Having
– Author: Gerald Graff
– Article Title: “An Argument Worth Having”
– Publication: The New York Times
– Date of pub: 5 September 2009
– In order to become a successful intellectual in college,
students must effectively learn to summarize and enter
into conversations.
Key Points
–1st Key Point (KP1)
• Most students get through college giving instructors and courses the answers
expected of them, but being a yes-man doesn’t make for a successful intellectual.
– Evidence for KP1
➢“Students understandably cope with this cognitive dissonance by giving each of their teachers in turn
whatever he or she seems to want” (para 2)
➢“[…]the trouble is that […] jumping through a series of hoops doesn’t add up to a real socialization
into the ways of intellectual culture” (para 2)
–2nd Key Point (KP2)
• There are several tips that will help students be “successful academics”
– Evidence 1 for KP2: It’s not about what you know, it’s about how you argue it.
– Evidence 2 for KP2: Summarize conversations, especially those you disagree with
– Evidence 3 for KP2: Go beyond summary to the purpose and context of an argument
– Evidence 4 for KP2: “Use summaries to motivate what you say and to indicate why it needs
saying”
“Don’t disagree with anything without carefully summarizing it first”
• Key Point Summary of Gerald Graff’s “An Argument Worth Having”
In Gerald Graff’s 2009 New York Times article “An Argument Worth Having,”
Graff explains how students can become successful academics. He first
emphasizes the need to turn what is learned into an argument. To support this
observation, Graff says, “Recognize that knowing a lot of stuff won’t do much
good unless you can do something with what you know.” Graff then turns his
attention to the importance of first summarizing conversations before making
an argument. He urges students to summarize viewpoints, “especially […] the
views most against your own,” paying attention to the purpose and context
surrounding the argument as well as what the argument says. Having a firm
foundation about what is said, explains Graff, will help “motivate what you say”
and help solidify why you are saying it. Graff argues that summarizing and
responding to a conversation will help toward academic success.
• Outline Summary of Gerald Graff’s “An Argument Worth Having”
In Gerald Graff’s 2009 New York Times article “An Argument Worth Having,” Graff explains
that in order to become a successful intellectual in college, students must learn to effectively
summarize and appropriately enter into conversations. Graph empathizes that students are
often challenged due to contradictions in their educational experiences, offering students
several guidelines to help them “[…] cut through the clutter of jargons, methods, and
ideological differences” and become successful academics. Graff begins by explaining that it
isn’t what is learned, it is what students do with the information that matters. He says,
“[…]knowing a lot of stuff won’t do much good unless […] you turn[…] it into an argument”
(para 4). Next, Graff offers advice, telling students to summarize conversations, “[…]
especially the views that go most against your own” (para 5). Graff additionally suggests
students look beyond only the summary, exploring the purpose and context of the argument
expressed. Finally, Graff tells students to incorporate the knowledge gained from the
summaries into their own expressed arguments, cautioning not to “disagree with anything
without carefully summarizing it first” (para 8).
Emily Driscoll
Fox Business
January 2013
“Higher Education Trends to Watch for in 2013”
• Expresses a potential problem for “traditional” four-year schools: a decrease

in enrollment while online courses/programs are experiencing an increase.
• Relates what “experts predict to have a significant role in shaping higher
education in 2013”
• Trend #1: More Online Programs will be offered. This increase is partly due
to needs of students and partly due to the emergence of MOOCs (making it
necessary for colleges to keep up with the Joneses)
• Trend #2: Emphasis on ‘Self-Directed’ learning:
– Flipping the classroom (since more and more students are adult learners —
over 25)
– Effect yet to be seen: good for “personal enrichment” perhaps less so for
“employability and demonstrated competencies”
• Trend #3: Shift in Faculty Hiring Processes:
– Need for cheap labor, but good teachers: bring on the adjunct!
Emily Driscoll
Fox Business
January 2013
“Higher Education Trends to Watch for in 2013”
• Key point summary

• In Emily Driscoll’s January 2013 FoxBusiness article “Higher Education Trends to
Watch for in 2013,” she explores three trends within Higher Education that will help
meet the needs of students. After expressing a potential problem of decreasing
enrollment for traditional four-year schools coupled with a rise in online enrollment,
Driscoll explains that traditional colleges and universities may be changing a few
things in order to meet the demands and expectations of the students. First,
shares Driscoll, is the increase in available online programs. Since the advent of
the MOOC, traditional colleges and universities must begin to “provide meaningful
credentials online” (53). In addition to increasing the number of online courses,
explains Driscoll, the way in which traditional classes are taught will also be
shifting toward more “self-directed learning” opportunities. This means, she
explains, that classrooms will be “flipped,” having students listen to lectures online
and coming to class to problem solve and work in groups. The final trend Driscoll
shares is the shift toward hiring part-time faculty rather than full-time, tenured
professors since, as Jon Lenrow explains to Driscoll, “[t]he direct cost to the
institution is much lower to hire part-time faculty […]”.
The Rhetorical Triangle
• Author : Writers view the subject through a frame of reference (incl.
their knowledge, experience, backgrounds, etc.) Writers have
motivation to write about the subject and they shape the text to
accomplish their purpose.
• Audience : Readers view the subject through a frame of reference
(incl. their knowledge, experience, backgrounds, etc.) An
effective text needs to consider the readers’ needs and interests.
• : The text is the point of contact between writers and readers.
Text
Writers choose language, voice, and genre to connect to readers.

• Context : The context is the social, historical, or cultural
circumstances that surround a text that shape the way the author
writes and the audience understands the text.
• By looking at these elements of a text, we
can begin to make decisions about how,
and by extension how well, a text was
crafted.
Homework
• ...
– You will apply close reading skills on two selected articles:
• “Starbucks: Delivering Customer Services” by Youngme Moon and John
Quelch
• “Will your job be exported?” by Alan S. Binder
Đăng ký dự hội thảo khoa học trực tuyến “Do your Research Work at Home” (8 buổi - 4 chủ đề).
Chủ đề 1: ĐỌC bài báo khoa học một cách hệ thống (READ the full text strucally)
• Lần 1: 9h00 – Ngày 15 tháng 4 năm 2020 (giờ Việt Nam)
Link đăng ký: https://zoom.us/webinar/register/WN_6VmAkoDsTYyi6ZV9ka1mrQ
Link đăng ký: https://zoom.us/webinar/register/WN_PPcB9_VTRRGxBk6_l-Xqgg
Chủ đề 2: TÓM TẮT công trình xuất bản mạch lạc & dễ hiểu (WRITE good plain language summary of your work)
Link đăng ký: https://zoom.us/webinar/register/WN_D0NjjOToRzm9AvwOL8_Vsg
Link đăng ký: https://zoom.us/webinar/register/WN_37vxQnbLQgCYea7CLtuxhw
Chủ đề 3: VẼ đồ hoạ trong công trình xuất bản (DRAW graphical abstract)
Link đăng ký: https://zoom.us/webinar/register/WN_sAkC4_05Spm9eyWNIPhEHQ
Link đăng ký: https://zoom.us/webinar/register/WN_Ra4cxhApSuOK_9Hg4fdkQQ
Chủ đề 4: QUẢNG BÁ công trình xuất bản trực tuyến (PROMOTE your work online)
Link đăng ký: https://zoom.us/webinar/register/WN_nAObnaQKRnqDQUvdm3iokQ
Link đăng ký: https://zoom.us/webinar/register/WN_K95KjTBQRrqH24dSPCSRlg

Class 4 Reading Strategies - Summary

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Class 4

• 'Writing as a Conversation' isn’t unique to our

• What are some components of a “good” summary?

– 2nd Key Point (KP2)

• Expresses a potential problem for “traditional” four-year schools: a decrease

• Key point summary

Writers choose language, voice, and genre to connect to readers.

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