Professional Documents
Culture Documents
-Grade 11- 12
Quarter 1/3 – Module 3: Use Various Techniques in Summarizing a Variety of Academic
Texts
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This instructional material was developed based from the Most Essential
Learning Competencies (MELC) in English for Academic and Professional
Purposes in response to the new normal scheme in learning delivery of the
Department of Education. This module was collaboratively reviewed by educators
and program specialists in the Regional Office V. We encourage teachers and
other educational stakeholders to email their feedback, comments, and
recommendations to the Department of Education at ____________________.
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I. INTRODUCTION TO THE LESSON
Did you tell the story as it is from the opening scene to the end credits or did you
simply talk about the essential parts of the novel or movie? Probably, you did the
latter because obviously, it is the more practical choice, and you did the right thing!
More often than not, the gist or the most important part is what is given out to
provide a background, not only in talking about movie plots but also in writing
academic and professional papers.
Welcome to the third module of the first quarter! Here, you will be learning
strategies on how you can simplify longer texts into its most essential parts.
II. OBJECTIVE
IV. PRETEST
__________ 5. Revising the main idea of the text is not part of summarizing.
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V. LEARNING CONCEPTS
What is a summary?
As you encounter longer articles and even researches, the need for you to digest and
focus on essential ideas increases. Summarizing now in your level is often used to
determine essential ideas in a book article, book chapter, an article or parts of an article.
These essential ideas include the gist or main idea, useful information, or key words or
phrases that help you meet your reading purpose. For example, instead of reading an
entire research paper to get the important points, you can just view the abstract of the
paper which is also its summary. It lessens time and effort.
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.
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What is NOT Summarizing?
Every coherent text has one central idea, which connects the different parts of
the text. You need to find this main idea for you to understand and summarize the
text. However, 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.
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c. Third, remember that one sentence can contain both general ideas and
details mixed together.
One of the problems you may often encounter when reading English texts is that
there are words which you do not understand. You might have several words which
you do not know and that makes things more difficult but there are strategies you
can use.
1. 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 inside the box below?
Guugu Yimithirr is an indigenous Australian language, spoken in northern
Queensland; the majority of speakers live in the town of Hopevale.
2. Next, look for words that tell you that an idea is important. You could
look for words like ‘important’, ‘notable’, ‘significant’ or ‘essential’.
*If you wish to see more about this concept you can watch
this educational video “How to Summarize: Finding
Keywords” of Ana Mascara in this link:
https://www.youtube.com/watch?v=q97YcIFS1zQ
So basically, the key to making a good summary is to first have a grasp of the
essential ideas presented in the text. You cannot translate into your own words and
shorten something that you do not understand.
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General Guidelines in Summarizing
Now that you have already learned some techniques on how to better
understand what you are reading, here are some general guidelines in
summarizing as suggested by Barrot and Sipacio (2017):
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)
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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%)
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Sample Non-Research Academic Text
Original Text
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The last model under the classroom-oriented models is the Morrison, Ross,
and Kemp model (2001) which focuses on curriculum planning. It is a learner-
centered 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.
Formats in Summarizing
The three formats that you may use in writing summaries are the following:
Example:
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Benchmarking is a useful strategy that has the potential to help public
officials improve the performance of local services (Folz, 2004;
Ammons, 2001). Once the practice of a particular city is benchmarked, it
can bbe a guidepost and the basis for the other counterparts to improve its
own.
Example:
The considerable number of users of FB has led educators to utilize FB for
communicating with their students (Grant, 2008; as cited in Donmus,
2010). The study of Kabilan, Ahmad and Abidin (2010) shows that the
students perceived FB as an online environment to expedite language
learning specifically English. Donmus (2010) asserts that educational
games on FB fecundate learning process and make students’ learning
environment more engaging. As regards literacy, this notion reveals that
FB could be used as a tool to aid individuals execute a range of social acts
through social literacy implementation (ibid). Blackstone and Hardwood
(2012) suggest the facilitative strength of FB as it elicits greater
engagement on collaboration among students.
Example:
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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. Hyland (1999) lists a frequency of
reporting verbs according to discipline.
Reporting verbs from left to right,
Discipline
most common to least common
Biology Describe Find Report Show Suggest Observe
I hope you have fully understood what you have just read. Let us
check your understanding. Write your answers in a separate sheet of
paper or on your notebook.
Complete the graphic organizer by supplying missing information. Write only key words/
phrases on a separate sheet of paper.
WRITING A
SUMMARY
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VI. PRACTICE TASKS
PRACTICE TASK 1
It’s not just about music. To give it its full name, the Glastonbury Festival
of Contemporary Performing Arts promises a diverse program, including circus
acts, experimental theatre and new-age dance, but also yoga sessions, palm
readers, demonstrations of vegan cooking, and the usual crowd of money-makers
found at any large public gathering. The thousands surely come for the headline
bands, but many veterans claim it’s the bits away from the main stage that really
create the memories. After all, when Paul McCartney plays, you’ll be standing half
a mile away; it’s the closer encounters with pioneers of reggae like Toots and the
Maytals—as you munch on your veggie burger—that make Glastonbury the
glorious experience it is.
Source: https://www.oxfordonlineenglish.com/how-to-summarise-text
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Guugu Yimithirr—an unusual Australian language
PRACTICE TASK 2
It seems like you already know how to digest the essential parts of the
text to arrive at a possible summary. Did the previous discussion help you?
Great! This time, you will be the one to find the key ideas and phrases in
the following texts.
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.
Imagine you only have Php30.00 for each text and that each
word you use is worth one peso. Let’s see how much money you will
save at the end of this task!
4 3 2 1
Length Number of Number of Number of Number of
words is less words is more words is the words
than half of than half of same as that exceeded that
the original the original of the original of the original
text text text text
Accuracy All statements Most Some Most
are accurate statements are statements statements
and verified by accurate and cite outside cite outside
the text. verified by the information or information or
text. opinions. opinions.
Paraphrasing No more than One sentence Two sentences 3+ sentences
4 words in a contains more contain more contain more
row taken than 4 words than 4 words than 4 words
directly from in a row taken in a row taken in a row taken
the text directly from directly from directly from
the text the text the text
Focus Summary Summary Summary Main idea of
consists of consists of consists of the text is not
main idea and main idea and main idea and discussed.
important some minor lots of minor
details only. details. details.
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Conventions No more than 2-3 4-5 6+
one punctuation, punctuation, punctuation,
punctuation, grammar, and grammar, and grammar, and
grammar, or spelling errors spelling errors spelling errors
spelling error
Text 1
When one hears the term “reality” applied to a television show, one might
expect that the events occurred naturally or, at the least, were not scripted, but
this is not always the case. Many reality shows occur in unreal environments,
like rented mansions occupied by film crews. These living environments do not
reflect what most people understand to be “reality.” Worse, there have been
accusations that events not captured on film were later restaged by producers.
Worse still, some involved in the production of “reality” television claim that the
participants were urged to act out story lines premeditated by producers. With
such accusations floating around, it’s no wonder many people take reality TV to
be about as real as the sitcom.
Summary:
_______________________________________________________________________________________
_______________________________________________________________________________________
Source: https://www.ereadingworksheets.com/free-reading-worksheets/reading-comprehension-
worksheets/summarizing-worksheets-and-activities
Text 2
There are many types of lethal venom in the animal kingdom, but perhaps
no stranger carrier than the platypus. The platypus is one of few venomous
mammals. Males carry a venom cocktail in their ankle spurs that paralyzes victims
with excruciating pain. Stranger still, the platypus is the only mammal that uses
electroreception. What this means is that the platypus uses its bill to sense the
electricity produced by the muscular movements of its prey. The platypus neither
sees, hears, nor smells its prey while hunting but, rather, pursues it through
electroreception. Perhaps most odd, the platypus is the only mammal that lays
eggs rather than giving birth to live young. The platypus is an odd creature indeed.
Summary:____________________________________________________________________________
______________________________________________________________________________________
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Text 3
Women entrepreneurs in the developing world often face challenges that
limit their chances for success and growth. They often have less access to
education than men and have difficulty getting financing on their own. But with
an understanding of the essential aspects of doing business – such as planning,
financing, networking and marketing – they can overcome those obstacles. That's
where the 10,000 Women Initiative comes in. As Faiza Elmasry tells us, it's an
investment in education with dividends that benefit the businesswomen, their
local communities and their national economies.
Summary:
_______________________________________________________________________________________
_______________________________________________________________________________________
PRACTICE TASK 3
Nice! You are showing good progress by being able to summarize a paragraph in your
own words. I hope you’ll do well again in your next task.
Aside from getting the gist or main ideas of the text in order for you to write only the
essential points and details, you also have to cite the source of the text (if the source is
given), employ summarizing format, and use appropriate reporting verbs.
Below is no longer a paragraph but an essay for you to summarize.
Directions: Read and understand the content of the essay. Using the techniques and
guidelines you learned, summarize the text in your own words. Be guided by the rubric
below.
RUBRIC FOR EVALUATING A SUMMARY
VGE GE SE (LE) N
CRITERIA
(5) (4) (3) (2) (1)
The summary accurately reflects the
message of the original text.
The summary reworded the key ideas in the
original text without compromising the
accuracy or content.
The summary incorporates only the key
ideas.
The summary does not contain any
personal comments or opinions.
The summary cites sources properly.
The summary is shorter than the original
text.
The summary uses appropriate reporting
verbs.
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The summary uses different heading
formats.
The summary has smooth transitions.
The summary is free from grammatical
errors
TOTAL
SOURCE:
Barrot & Sipacio. (2017). Communicate Today ENGLISH for Academic &
Professional Purposes for SHS. Quezon City: C&E Publishing, Inc.
Legend: VGE- To a very great extent; GE- To a great extent; SE- To some extent;
LE- To a little extent; N- Not at all
Rating: VGE: 41-50; GE: 31-40; SE: 21-30; LE: 11-20; N:10
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.
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.
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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.
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.
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Write your summary on a separate sheet of paper.
SUMMARY:
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________
Congratulations! Getting this far means you can already use the
different strategies and techniques in summarizing academic texts. I
hope all those practice tasks helped you get through with it. Now, why
don’t we go check how much you learned in this module?
VII. POST-TEST
__________ 1. David copies in verbatim some of the sentences from the original
text.
__________ 2. Hazel highlights the key ideas in the original text while reading it.
__________ 3. Glenn adds his own explanation to some of the key ideas he
writes in his summary.
__________ 4. Monica uses appropriate reporting verbs in her summary.
__________ 5. Sarah reads the original text several times until she fully
understands it.
__________ 6. Anjo concentrates on the important details.
__________ 7. Irene writes a research abstract without any major findings in it.
__________ 8. Aimee reads her summary and compares it to the original text.
__________ 9. Marionne presents her summary in bullet form.
__________ 10. Pio writes in his summary how he feels after reading the text to be
summarized.
__________ 11. Vanessa looks for key words and phrases.
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VIII.ASSIGNMENT
PRETEST
1. TRUE
2. FALSE
3. FALSE
4. TRUE
5. FALSE
LEARNING CONCEPTS
SUMMARY— (Students may give different definitions of summary based on their
understanding, but teacher should see to it that it is still aligned to the concept.)
TECHNIQUES:
✔ Finding the main idea
✔ Separating general idea from details
✔ Finding key words
SIGNIFICANCE
✔ 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.
FORMATS
✔ Idea heading format
✔ Author heading format
✔ Date heading format
GUIDELINES
(Students may give any of the guidelines given in the discussion)
PRACTICE TASK 1
1. C
2. C
3. A
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PRACTICE TASK 2
Total number of words used, and amount saved by every student may vary.
PRACTICE TASK 3
EXAMPLE SUMMARY
Roger Sipher (1977) makes his case for getting rid of compulsory-
attendance laws in primary and secondary schools with six arguments. These fall
into three groups—first that education is for those who want to learn and by
including those that don't want to learn, everyone suffers. Second, that grades
would be reflective of effort and elementary school teachers wouldn't feel
compelled to pass failing students. Third, that schools would both save money
and save face with the elimination of compulsory-attendance laws.
POST TEST
1. N 9. N
2. E 10. N
3. N 11. E
4. E 12. E
5. E 13. N
6. E 14. N
7. N 15. N
8. E
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REFERENCES
Barrot & Sipacio. (2017). Communicate today ENGLISH for academic & professional
Gustafson, K., & Branch, R. (2002). Survey of instructional development models (4 th ed.).
Ibones, J. et al. (2014). Worktext for english I: Study and thinking skills. Mutya
https://www.oxfordonlineenglish.com/how-to-summarise-text
ACTIVITIES
https://www.ereadingworksheets.com/free-reading-worksheets/reading-
comprehension-worksheets/summarizing-worksheets-and-activities/
https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_paraphr
asing_and_summarizing/paraphrasing_sample_essay.html
https://owl.purdue.edu/owl_exercises/esl_exercises/paraphrase_and_summary_exerc
ises/basic_level_paraphrase_and_summary_writing.html
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