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Welcome to the English for Academic and Professional Purposes for Grade
12 Alternative Delivery Mode (ADM) Module on Summarizing Academic
Texts!
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore,
this also aims to help learners acquire the needed 21st century skills while
taking into consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the
body of the module:
As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the
module.
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For the learner:
Welcome to the English for Academic and Professional Purposes for Grade
12 Alternative Delivery Mode (ADM) Module on Summarizing Academic
Texts!
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and
time. You will be enabled to process the contents of the learning resource
while being an active learner.
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This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.
In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of
the lesson learned.
1. Use the module with care. Do not put unnecessary mark/s on any
part of the module. Use a separate sheet of paper in answering the
exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module, do
not hesitate to consult your teacher or facilitator. Always bear in mind
that you are not alone.
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TABLE OF CONTENTS
CONTENT PAGES
WHAT’S IN ------------------------------------------------ 2
WHAT IS IT ------------------------------------------------ 4
ASSESSMENT ------------------------------------------------ 10
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WHAT I NEED TO KNOW
INTRODUCTION
This module will discuss the purposes of summarizing and the different
strategies that will help you choose the correct details from the text and write
about them clearly and concisely.
Please take note that all answers shall be written in your activity
notebook, and there should never be any markings placed in this module.
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WHAT I KNOW
Task 1
Directions: Read the sentences carefully. Write S if the statement describes
good summarizing and N if not.
1. Sean copied everything from the book.
2. Tomas extracted the key ideas in the text.
3. Fred concentrated on the important details.
4. Anita looked for key words and phrases.
5. Sean simplified ideas.
6. Kai revised the main idea.
7. To add more information, Alexa added her analysis and comments to the
ideas of the author.
8. Mary wrote down the general and specific ideas of the text.
9. Sean added some of his related research to the information presented in
the text.
10. Lanie extended the message of the text and included some of her
interpretations.
WHAT’S IN
Task 2
Directions: Read the passages below. Read and evaluate these two texts and
answer the following questions after reading them.
In your opinion, which of the passages contains the author’s most important
ideas? Why?
A)
Unfortunately, many people don’t take notes effectively. Some try to write
down everything a speaker says. They view note taking as a race, pitting their
handwriting agility against the speaker’s rate of speech. As the speaker starts
to talk, the note taker starts to write. But soon the speaker is winning the race.
In a desperate effort to keep up, the note taker slips into a scribbled writing
style with incomplete sentences and abbreviated words. Even this is not
enough. The speaker pulls so far ahead that the note taker can never catch up.
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Finally, the note taker concedes defeat and spends the rest of the speech
grumbling in frustration.
B)
Ineffective note taking becomes a problem during a speech. Often it leads
to confusion and writing verbatim what the speaker is stating. This may result
in a lack of sufficient information recorded on page.
WHAT’S NEW
Task 3
Directions: Identify what summarizing strategy is described in the statements.
Choose your answer from the pool of words inside the box. Write the
letter of the correct answer.
A. 5W’s, 1 H
B. First Then Finally
C. Somebody Wanted But So Then
D. Outlining
E. SAAC method
1. This technique relies on six crucial questions: Who, What, When, Where,
Why, How. These questions make it easy to identify the main character,
important details and main idea. Your summary may not necessarily
follow this order as long as it contains all of these information.
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WHAT IS IT
What is Summarizing?
Basic Rules:
1. Erase things that don’t matter. Delete trivial material that is unnecessary
to understanding.
2. Only write down important points. If it is not something that will help
you understand or remember, then don’t write it down. Think of it this
way . . . If you had to pay money for every word you write down, which
words would you choose to include in your notes?
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3. Erase things that repeat. Delete redundant material. In note taking, time
and space are precious. If a word or phrase says basically the same thing
you have already written down, then don’t write it again!
4. Trade, general terms for specific names. Substitute superordinate terms
for lists (e.g., flowers for daisies, tulips for roses). Focus on the big
picture. Long, technical lists are hard to remember. If one word will give
you the meaning, then less is more.
5. Use your own words to write the summary. Do not just copy the
sentences from the original text. However, do not inject your opinion in
your summary.
Sources:https://www.bath.k12.ky.us/docs/Summarizing%20Strategies.pdf:
https://www.thoughtco.com/summarizing-strategies-for-students-4582332
Summarizing Strategies
2. SAAC Method
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3. 5 W's, 1 H
The Five W's, One H strategy relies on six crucial questions: who, what,
when, where, why, and how. These questions make it easy to identify the main
character, important details, and main idea.
Then, use the answers to the Five W's and One H to write a summary of in
complete sentences.
• First: What happened first? Include the main character and main
event/action.
• Then: What key details took place during the event/action?
• Finally: What were the results of the event/action?
When someone asks for "the gist" of a story, they want to know what the
story is about. In other words, they want a summary—not a retelling of every
detail.
An outline is a map of your essay. It shows what information each
section or paragraph will contain and in what order.
I. Main Idea
A. Supporting Details
B. Supporting Details
II. Main Idea
A. Supporting Details
B. Supporting Details
Source: https://www.thoughtco.com/summarizing-strategies-for-students-4582332
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Example:
Government health officials and doctors don’t like to talk about it. The
major reason meth (methamphetamine) hooks people is that it increases their
sex drive and performance—for a short while, anyway. It is even more powerful
than cocaine in this respect. Dr. Mary Holley of Alabama interviewed meth
addicts. Both men and women said the effect on sex was the number one
reason they used the illegal drug.
After about six months, meth addicts can’t have sex unless they’re high,
and after a while longer, they’re unable to have sex at all. At first, meth fires up
the dopamine system in the brain. After a while, it burns it out. Once that
happens, the person no longer functions sexually.
Besides causing brain damage, meth has other nasty effects. Paranoia is
common. Some meth addicts hallucinate. Others become violent. Users who
inject meth risk contracting HIV and hepatitis C, a life-threatening liver
disease. Those who share needles are also at risk for other sexually transmitted
diseases. Meth users’ hair and teeth eventually fall out. The nation’s prisons
are filled with former meth users whose teeth are crumbling. The prisons
cannot afford the dental treatment for them. Meth use has reached epidemic
proportions and affects every part of the country.
Meth use is rampant in big cities and small towns, and even in rural
areas. A 2002 survey by the National Institute on Drug Abuse revealed that
about 5 percent of Americans at least 12 years old have tried meth at least
once. This shocking statistic translates into more than 12 million people. Here
is the summary: The Seductive, Destructive Power of Meth The main reason
people get hooked on meth (methamphetamine) is that it boosts their sex drive
and performance, but only temporarily. After about half a year, meth users can
only have sex when they’re high, and later on, they can’t have sex at all. In
addition, meth causes brain damage and has other terrible effects. Meth use
has become a nationwide epidemic.
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Here’s an explanation:
Paragraph 1: Second sentence is the stated main idea. Other sentences contain
the less important details.
Paragraph 2: First sentence is the stated main idea. The other sentences are
details that explain the reason for meth’s effects over time.
Paragraph 3: First sentence is the stated main idea. The rest of the sentences
are details that tell some of the specific “nasty effects” of meth use.
Paragraph 4: First sentence is the stated main idea. The second sentence
repeats the information in the first sentence. The rest of the sentences are
details that give specific information about how widespread meth use is.
Source: http://docenti.unimc.it/antonella.pascali/teaching/2018/19360/files/summarizing
WHAT'S MORE
Task 4
Directions: Read the following texts. Write a summary of the following text
using the assigned technique/strategy.
A.
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Give Me the Gist/ Outlining
B.
SAAC Method
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WHAT I HAVE LEARNED
Task 5
Directions: Write your reflection in your notebook by completing the
unfinished statements below.
WHAT I CAN DO
Task 6
Directions: Summarize your personal experience in Modular Distance
Learning into a one-paragraph only. You may use the technique
that you think best fits the nature of your summary.
ASSESSMENT
Task 7
Directions: Read each statement carefully and identify whether each statement
is true or false. Write T if the statement is true and F if it is false.
_______ 1. When you write a summary, you can add your own opinions and
other information that you know.
_______ 2. When you write a summary, you can present the author’s ideas in
any order you like.
_______3. Summaries should be only percent as long as the original selection.
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_______4. Writing a summary means copying the sentences from the original
text.
_______5. Vagueness is acceptable in a summary.
A. Read the text below. Write a summary of the given text using the technique
stated below.
Tom and Bill were walking to school. They passed over a bridge, as they did
every day. But on this day, the river was full, the water was clear, and the sun
was shining in a cloudless sky.
Tom said, “Let’s go fishing!”
Bill wasn’t so sure. “We have a test today. Shouldn’t we go to class?”
“None sense, “said Tom. “ You only live once. A day like this won’t come along
again.”
Bill wasn’t sure this was a good idea, but suddenly a fish jumped from the
sparkling water. He decided Tom was right; they should definitely skip class on
such a nice day!
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Task 1
1. N 6.N
2. S 7.N
3. S 8.S
4. S 9.S
5. S 10.N
Task 2 – Answers may vary
Task 3
1. A
2. D
3. E
4. B
5. C
Task 4- Answers may vary
Task 5- Answers may vary
Task 6- Answers may vary
Task 7
A.
1. F
2. F
3. T
4. F
5. F
B.
Answer may vary ( main idea should be present)
Answer Key
REFERENCES
(n.d.). In J. Elder, Enterways into College Reading and Learning. The McGraw- Hill Companies Inc.
The Canadian Student's Guide to Essay Writing (6th edition). (2004). In J. Buckley, Fit to Print: The
Canadian Student's Guide to Essay Writing (6th edition). Toronto: Nelson.
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