LESSON 4

VARIOUS TECHNIQUES IN
SUMMARIZING A VARIETY OF
ACADEMIC TEXTS

WHAT I NEED TO KNOW

Competency 3: Uses various techniques in summarizing a variety of academic

texts.
Learning Objectives: At the end of the lesson, the learners shall be able to:
1. define summarizing and summary from various writers;
2. identify the various techniques in summarizing; and
3. summarize various academic texts.

WHAT I KNOW

PRACTICE TEST

Directions. Identify which of the following supports the principle of summarizing. In

your notebook, write the letter of your choice.
1. We use summarizing to:
A. Retell a story
B. Reduce information to essential ideas
C.Get through an article more quickly
D.Understand easily
2. When summarizing, we want to unimportant information.
A. Summarize
B. Highlight
C.Disregard
D.Include
3. The main idea is
A. All the information provided
B. The most important information
C.Nothing to worry about
D.Unimportant information
4. Basic Signal words are Who, What, When, Where, Why, How
A. True
B. False
5. The gives the reader an idea about what the paragraph is going to be about.
A. Concluding sentence
B. Summary
C.Topic sentence
D.Body

WHAT IS IT

PRE-WRITING ACTIVITY

Try to recall one of the novels or short stories you discussed in one of your
previous classes in English; choose one selection out of the several you tackled
throughout your school life. Then, on a separate sheet of paper, try to rewrite the
story using your own words.

Did you find the retelling of the story difficult? Why or why not?

What strategies did you employ in order to retell the story? Did you find these
strategies helpful? Why or why not?
 WHAT'S NEW

What is Summarizing?

According to Buckley (2004), in her popular writing text Fit to Print,

summarizing is reducing text to one-third or one-quarter its original size, clearly
articulating the author’s meaning, and retaining main ideas.
According to Diane Hacker (2008), in A Canadian Writer’s Reference,
explains that summarizing involves stating a work’s thesis and main ideas “simply,
briefly, and accurately”.
From dictionaries, it is defined as taking a lot of information and creating a
condensed version that covers the main points; and to express the most important
facts or ideas about something or someone in a short and clear form.
From the definitions, take a look on the pool of words and phrases

reducing text “simply, briefly, and accurately”.

clearly articulating condensed version

most important facts or ideas
thesis
main ideas short and clear form.

Various techniques in summarizing a variety of academic texts

1. Read the work first to understand the author’s intent. This is a crucial step
because an incomplete reading could lead to an inaccurate summary. Note:
an inaccurate summary is plagiarism!

2. One of the summarization techniques you can do is to present information

through facts, skills and concept in visual formats. You can provide the cause
and effects charts, time lines, and Venn diagrams, templates for outlines, use
flow charts or infographics.

3. To avoid difficulty, you need first to know the main points and the supporting
details. You can exclude any illustrations, examples or explanations.

4. You need to analyze the text to save time in thinking what you will do.
 5. Think what information you will put in your summary. Be sure to cover the
main points and arguments of the document.

6. One of the best things to do in auto summarizing is restating the words into
different one. You should avoid using the original words of the author instead;
use your own vocabulary but be sure to retain the information.

7. You will fully understand what the document is when you organize all ideas.

8. One of the things you can do is to write down all information in a coherent and
precise form. Keep in mind that a summary is a condensed version of the
original paper, so avoid making it long.

9. You can also decide to represent information through using dimensional

constructions in representing concepts, skills or facts.

10. Paraphrasing is one of the skills you can do in writing a summary. With it, do
not use the same words with the author.

With the tips above, you will no longer worry whenever you need to
summarize because it is your one stop solution to having a fantastic summary that
offer nice details to readers. Follow the tips and you will not make mistakes.

Here’s how you start writing your summary.

Example 1:

Japanese Rail Tunnel

Due to an increase in traffic between the various island which make up Japan,
and predictions of a continuing growth in train travel, a rail tunnel was built to connect
the islands of Honshu and Hokkaido. The Seikan Tunnel in Japan is today the
longest tunnel in the world, with a length of almost 54km. When the tunnel was
opened in 1988, all existing trains went through it. However, newer Japanese bullet
trains have never used the tunnel because of the cost of extending the high speed
line through it. Consequently, the train journey from Tokyo to Sapporo still takes
about ten hours. In contrast, the journey by air takes only three and a half hours. This
has combined with the fall in the cost of flying, has meant that more people travel by
plane than train and the tunnel is not used as much as forecasters had predicted.

 Increase in traffic
 connect Islands (Honshu & Hokkaido )
 Predictions and continuing growth
 The longest rail tunnel
 opened 1988
 54km
 Opened in 1988
  Bullet trains
 Never used tunnel
 Fall in the cost of flying
 Not used as much as forecasters predicted

Summary
The longest railway tunnel in the world links the islands of Honshu & Hokkaido. This 54km
tunnel was inaugurated in 1988 to deal with the predicted increase in rail traffic. However,
the fall in the cost of flying and the fact that high speed trains cannot use the tunnel have
resulted in the tunnel being less widely used than expected.

Example 2
The Sydney Opera House

The Sydney Opera House is one of the most famous architectural wonders of
the modern world. Instantly recognisable both for its roof shells and its impressive
location in Sydney harbour, it has become one of the best known images of
Australia.Situated close to Sydney Harbour Bridge, this large performing arts centre
was started in 1959 and completed in 1973. After a competition to choose the
design, the Danish architect Jorn Utzon was chosen. The Opera House includes five
theatres, five rehearsal studios, two main halls, four restaurants, six bars, and
several shops.The construction of the Opera House was fairly controversial as the
final cost of the building was much higher than predicted. It was expected to cost $7
milllion, but in fact, the final cost was $102 million. This was due to difficult weather
conditions, problems with structural design, and changes to contract. The remarkable
roof shells were also difficult to construct. Furthermore, the construction too longer
than planned. Completion of the building was initially expected in four years, in 1963.
Unfortunately, because of the many problems and changes which were necessary in
the design, the building was not completed until ten years later, in 1973.It was
inaugurated by Queen Elizabeth 2 on 20th October 1973, and millions of people
attended the ceremony. The event was televised, and included a fireworks display
and classical music performance.
 Most famous architectural wonders of the modern world
 Recognisable both for its roof shells
 Location in Sydney harbour
 Performing arts centre
 Started in 1959 and completed in 1973
  Competition: the Danish architect Jorn Utzon
 Five theatres, five rehearsal studios, two main halls, four restaurants,
six bars, and several shops.
 Controversial: expected $7 milllion / the final cost $102
 Difficult weather conditions, problems with structural design, and
changes to contract.
 Inaugurated by Queen Elizabeth 2 on 20th October 1973

Summary
The Sydney Opera house, has been described as ‘one of the wonders of the modern world’,
is located in Sydney Harbour, Australia. Designed by Danish Architect, Jorn Utzo, this large
performing art centre with numerous theatres, restaurants and other facilities, took
fourteen years to build at a cost of over
$100 million. The construction was seen as controversial as it was estimated to only cost $7
million but adverse weather, design difficulties and contractual problems made expenses
spiral out of control. It was inaugurated by Queen Elizabeth II in 1973 at a ceremony
televised to the world.
Adapted from Philpot, S & Curnick, L. 2011. Headway Academic Skills, Level 3. OUP

Another 5 Easy Techniques in Summarizing Various Academic Texts

Technique 1: Somebody Wanted But So Then

“Somebody Wanted But So Then” is an excellent summarizing strategy for

stories. Each word represents a key question related to the story's essential elements:

 Somebody: Who is the story about?

 Wanted: What does the main charter want?
 But: Identify a problem that the main character encountered.
 So: How does the main character solve the problem?
 Then: Tell how the story ends.

Here is an example of this strategy in action:

 Somebody: Little Red Riding Hood
 Wanted: She wanted to take cookies to her sick grandmother.
 But: She encountered a wolf pretending to be her grandmother.
 So: She ran away, crying for help.
 Then: A woodsman heard her and saved her from the wolf.
After answering the questions, combine the answers to form a summary:

Little Red Riding Hood wanted to take cookies to her sick grandmother, but
she encountered a wolf. He got to her grandmother’s house first and pretended to be
the old woman. He was going to eat Little Red Riding Hood, but she realized what he
was doing and ran away, crying for help. A woodsman heard the girl’s cries and
saved her from the wolf.

Technique 2: SAAC Method

The SAAC method is another useful technique for summarizing any kind of
text (story, article, speech, etc). SAAC is an acronym for "State, Assign, Action,
Complete." Each word in the acronym refers to a specific element that should be
included in the summary.

 State: name of the article, book, or story

 Assign: the name of the author
 Action: what the author is doing (example: tells, explains)
 Complete: complete the sentence or summary with keywords and important
details

This method is particularly helpful for students who are learning the format of
a summary and need reminders to include the title and author's name. However,
SAAC does not include clear guidance about which details to include, which some
students might find tricky. If you use SAAC with your students, remind them of the
types of details that belong in a summary before instructing them to work
independently.

Here is an example of SAAC in action:

 State: The Boy Who Cried Wolf

 Assign: Aesop (a Greek storyteller)
 Action: tells
 Complete: what happens when a shepherd boy repeatedly lies to the
villagers about seeing a wolf

Use the four SAAC cues to write out a summary of "The Boy Who Cried Wolf"
in complete sentences:

The Boy Who Cried Wolf, by Aesop (a Greek storyteller), tells what happens
when a shepherd boy repeatedly lies to the villagers about seeing a wolf. After a
while, they ignore his false cries. Then, when a wolf really does attack, they don’t
come to help him.

Technique 3: 5 W's, 1 H

The 5 W's, 1 H strategy relies on six crucial questions: who, what, when,
where, why, and how. These questions make it easy to identify the main character,
the important details, and the main idea.
  Who is the story about?
 What did they do?
 When did the action take place?
 Where did the story happen?
 Why did the main character do what he/she did?
 How did the main character do what he/she did?

Try this technique with a familiar fable such as "The Tortoise and the Hare."

 Who? The tortoise

 What? He raced a quick, boastful hare and won.
 When? When isn’t specified in this story, so it’s not important in this case.
 Where? An old country road
 Why? The tortoise was tired of hearing the hare boast about his speed.
 How? The tortoise kept up his slow but steady pace.

Then, use the answers to the 5 W's and 1 H to write a summary of in

complete sentences.

Tortoise got tired of listening to Hare boast about how fast he was, so he
challenged Hare to a race. Even though he was slower than Hare, Tortoise won by
keeping up his slow and steady pace when Hare stopped to take a nap.

Technique 4: First, Then, Finally

The "First Then Finally" technique helps students summarize events in

chronological order. The three words represent the beginning, main action, and
conclusion of a story, respectively:

 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?

Here is an example using "Goldilocks and the Three Bears."

First, Goldilocks entered the bears' home while they were gone. Then, she ate their
food, sat in their chairs, and slept in their beds. Finally, she woke up to find the
bears watching her, so she jumped up and ran away.

Technique 5: Give Me the Gist

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. To
introduce the gist method, explain that summarizing is just like giving a friend the gist
of a story, and have your students tell each other about their favorite books or
movies in 15 seconds or less. You can use the gist method as a fun, quick way to
practice summarizing on a regular basis.
When summarizing is useful?

Summarizing is useful in many types of writing and at different points in the

writing process. Summarizing is used to support an argument, provide context for a
paper’s thesis, write literature reviews, and annotate a bibliography. The benefit of
summarizing lies in showing the "big picture," which allows the reader to
contextualize what you are saying. In addition to the advantages of summarizing for
the reader, as a writer you gain a better sense of where you are going with your
writing, which parts need elaboration, and whether you have comprehended the
information you have collected.
www.umanitoba.ca/student/academiclearning

References
Buckley, J. (2004). Fit to Print: The Canadian Student’s Guide to Essay Writing. (6th
ed.) Toronto: Nelson. Hacker, D. (2008). A Canadian Writer’s Reference. (4th ed.)
Boston: Bedford/St. Martin’s.

WHAT'S MORE

ACTIVITY 1

Directions: Following the techniques above, summarize the texts by completing the
sample graphic organizer below. Write your summary in your notebook.

Essay 1: Importance of Education

Education is a process that involves the transfer of knowledge, habits and

skills from one generation to another through teaching, research and training. It can
be in a formal or informal setting. Formal education involves institutionalized learning
based on a curriculum. In today’s society, education and learning play an
indispensable role in shaping the lives of individuals and the society at large. The
most effective way of boosting economic growth, reducing poverty and improving
people’s health is by investing in education.

Human labor is essential for economic growth. A highly educated labor force
further stimulates economic growth. Additionally, a highly educated labor force can
easily adapt to new working environments and conditions. In view of that, it is evident
that education serves as the driving force for innovation of new products and
services. Educated workers exchange ideas in the work place and come up with new
ideas that help in the growth of the economy.
Education reduces poverty in a number of ways. One way is by creating
employment opportunities for educated people. Through employment, one is able to
afford a decent living. Education helps to increase economic security, create income
opportunities and improve livelihoods of the economically disadvantaged by
providing
sustainable environmental management mechanisms. Education further alleviates
poverty through skills acquired in the learning process. Skills such as carpentry,
plumbing and masonry are relevant in non-formal economies. One can acquire these
skills through technical and vocational training.

Educated people are health conscious and live longer than their counterparts
because they engage in healthy habits such as eating a balanced diet, exercising
regularly and going for medical check ups. By investing in education, one will also be
investing in their health. Education serves to create room for technological
advancements in the field of medicine and agriculture. Advanced technology used
for conducting surgery has replaced traditional methods. This has seen an
improvement in people’s general health and an increased life expectancy. Most
developing countries have a low life expectancy compared to developed countries.
This can be attributed to high illiteracy levels present in developing countries. This
translates to poor health and poor eating habits.

In conclusion, education is the only means of alleviating poverty, improving

people’s health and increasing economic growth. Improving literacy levels in
marginalized societies will go a long way in improving human living standards.

Paragraph 1
main idea:
details:

paragraph 2
main idea:
details:

paragraph 3
main idea:
details:

paragraph 4
main idea:
details:

paragraph 5
main idea:
details:
Essay 2: Why is Education Important in Our Society?

Introduction
Education is more than just learning from books, and it is a shame that a lot of
schools do not see that it is more than just a curriculum and school score. A good
education can teach a child how to learn so that the child may take up independent
learning as an adult. Education may also teach a child how to reason so that a child
does not grow up to be ignorant.

Persuasive point 1:
The biggest selling point for education in our society is the fact that it helps
people learn “how” to learn. It is not about the knowledge they accumulate, it is the
way a child is taught how to “learn” things. A child may come away from school not
knowing a lot of the course, but if that child has been taught how to learn, then that
child may become an adult that learns everything he or she needs in life. Otherwise,
that child may grow up to be a person that cannot see the obvious because he or
she cannot reason and consciously learn new things.

Persuasive point 2
Education teaches people how to reason, and if they are taught how to reason
well, then they help subdue their own thoughts of ignorance. For example, there are
lots of posts and websites on the Internet about childhood vaccinations and how
dangerous they are. Ignorant people than never learned how to reason will look at
them, believe them and support them. If a person is taught how to reason then he or
she will know how to recognize empirical evidence.

Persuasive point 3
That person would look at all the people in the US that have had childhood
injections (most of them) and then look at all the people with autism. They would
reason that if childhood vaccinations caused autism then most of the people in the
US would have autism. If a person is taught how to reason then that person may see
how people that smoke seem more likely to develop emphysema than people that do
not smoke. They would then reason there is a link between smoking and
emphysema. This sort of reasoning can be taught in schools, and if children are not
taught it then they walk around risking their children’s lives by not vaccinating them,
and walk around smoking because their daddy smoked for years and it never hurt
him.

Persuasive point

4 Conclusion
If education is not seen as important, then one day it will just be all about school
scores and hitting the factors of a curriculum. There will be a day when children start
to hate learning because school put them off it for life (this already happens in some
cases). Plus, without education teaching people how to reason things out and
teaching
them how to separate what is fact from what is faulty evidence, then our society will
become more and more ignorant until a smarter country simply marches over and
takes our country from under out ignorant noses.

ACTIVITY 2

Directions. From the essay #2, complete this organizer with persuasive points for
each of the paragraphs following the thesis statement below. Write your answer in
your notebook following the format below.

Thesis statement: I will show you the two best reasons why education is important
in our society.

ACTIVITY 3

Directions: After identifying the persuasive points, in your notebook, write a

summary of the text.
NOTE TO THE TECHER:
You can use the rubric below to rate the summary of the student. Also, decide the scoring of
this activity Thank you.

: Summarizing

Nearing
Proficient Advanced
Proficiency
2 pts 3 pts
1 pts

Accuracy of Nearing Proficiency Proficient Advanced

information
Some information Almost all of the key All information is
was correct. There pieces of correct and represents
were places that it information are what the original
is evident the correct. contained.
student did not fully
understand what
they had read.
Content clarity Nearing Proficiency Proficient Advanced

It is difficult to The information is All information is clear

understand the clearly written and to understand. There
meaning of what is is understandable. is a connection
written. Many There is a flow to between all ideas
disjointed thoughts. most of the presented and the
Flow and continuity thoughts and ideas. flow of thought makes
is lacking. Some connections it very
between understandable.
ideas/sentences are
evident.
Original thought Nearing Proficiency Proficient Advanced

Some of the Most of the All of the sentences

sentences are in the sentences are in the are in the student's
student's words. student's words. words. Some original
Some are exactly thought is shown by
as written in the elaborating on topic.
original text.
Sentence Structure Nearing Proficiency Proficient Advanced

Only some Most sentences All sentences are

sentences show show correct grammatically
correct grammar grammar and correct, show good
and structure. structure. sentence structure
and correct spelling.

Rated by: Score:

Feedback
 POST ASSESSMENT

Directions: Simple recall: For numbers 1 and 2, write the letter of the correct answer
in your notebook.

1. Which of the following statements in SUMMARIZING is false?

A. The Summary is what the passage is mostly about.
B. The Summary is what all or most of the sentences or paragraphs are about.
C. The Summary is usually found in more than just one sentence of the passage.
D. The Summary is one isolated thought in a passage.

2. Which of the following statements in SUMMARIZING is true?

A. The Summary is a thought that is true but is not in the passage.
B. The Summary is what the passage is mostly about.
C. The Summary is specific, detailed information contained in the passage.
D. The Summary is always found in the first sentence of the passage.

Choose the letter that presents the best summary in each of the following
paragraphs:

3. When some people think about Texas, they think of cowboys on the open range-
herding cattle up a dusty trail. However, Texas has much more than open prairie with
large herds of cows. There are the mountains of West Texas, the piney hills of east
Texas, and the emerald waters off the coast of Padre Island. Texas also has large
coastal harbors with numerous sailboats, powerboats, inland lakes, rivers, swamps
of southeast Texas with alligators and other exotic wildlife.
A. There are a lot of cows in Texas.
B. There are many different, varied parts of Texas.
C. Texas is one of the biggest states in the United States.
D. There are alligators in the swampland of southeast Texas.

4. Tomorrow is Jill's birthday. She is excited because she gets to pick where she will
eat dinner. Will it be Mexican food at the Big Enchilada House? Or will it be fried
chicken at the Chicken Shack, or a big cheeseburger at Al's Hamburger Palace. She
just couldn't decide. Then there was always the Pizza Shop with that great pepperoni
pizza. How would she ever decide? Maybe she would just flip a coin.
A. Jill has many restaurants to choose from for her birthday.
B. Jill loves Mexican food.
C. The Pizza Shop has the best pizza in town.
D. Jill will choose a place by flipping a coin.
5. It started when they got to the bears. Peter felt tired and his stomach hurt. He
dragged himself over to see the elephants, which were eating from a stack of hay.
Normally, the elephants were his favorite. Without much interest, Peter followed his
classmates to the camels, which were busy swatting flies with their tails. Peter knew
he should be having fun at the zoo, but he just felt terrible and all he wanted to do
was lie down and rest. Even the lions and tigers did not interest him now.
A. Peter's favorite animals were the elephants.
B. The camels were swatting flies with their tails.
C. It was really hot at the zoo.
D. Peter didn't enjoy the zoo because he felt really bad.

6. For the walls, Jenny thought she would use a bright yellow paint. She would pick a
border that had mostly bright red and green colors, and maybe a little bit of blue. She
already had found some curtains that were sky blue with streaks of red, blue and
yellow that she thought would go great with the walls. And finally, she had picked a
carpet that was mostly blue with specks of red and yellow. Jenny couldn't wait till she
was done decorating her room. It was really going to look awesome.
A. Jenny likes bright colors.
B. Jenny was going to paint her room.
C. Jenny was picking out colors and materials to decorate her room.
D. Yellow is a good color to paint your walls.

7. Right now, Jason was playing right field. He really wanted to play third base.
Earlier this year, coach had put him in left field and second base in a game, but
never at third base. Once in practice, coach let him play third base, but he kept
missing ground balls. When he did stop one, he made a bad throw to first base.
Maybe if he kept practicing, Jason would be good enough to play third base. That
was his dream.
A. Jason really wanted to play third base.
B. Jason was the best player on his team.
C. Jason had trouble catching ground balls.
D. Jason was too lazy to practice.

8. San Francisco is located on the coast of California in an area often called the Bay
Area. The weather is generally very mild, seldom getting really cold or really hot. Its
mild climate is one reason many people live there. It seldom snows in San Francisco
and generally does not get below freezing during the winter. Even in the middle of
summer, temperatures may be in the mid-80s with a cool breeze from the bay
keeping the weather very comfortable.
A. San Francisco has many neat things to do.
B. It seldom snows in California.
C. Many people choose to live in California.
D. The weather in San Francisco is generally very mild.
9.Julie watched the ants as they carried small crumbs down the trail to the anthill.
She thinks ants are very hard working and industrious little creatures. They always
seemed busy, and you never saw an ant just laying around doing nothing. They were
carrying food, building tunnels, or defending the anthill. One thing you could say
about ants is that they sure aren't lazy.
A. Ants carry many things.
B. Some ants may bite you.
C. Ants are hard workers.
D. Some ants help take care of the queen.

10. The first book Chris read in fifth grade was about a lost kitten. Then he read a
book about a family of bears, and then he read about a wild kangaroo in Australia. It
seems every book Chris reads about animals. Last week he found a good book
about snakes and reptiles, and another book about elephants. Today Chris went to
the library, and he checked out a book about dolphins, whales and other animals
that live in the sea.
A. Chris likes kangaroos.
B. Chris is in the fifth grade.
C. Chris reads a lot of books about animals.
D. Dolphins and whales live in the sea.
 WHAT I HAVE LEARNED

Great job! You have completed Lesson 4 successfully! Before going to the
next lesson, check the icon that best shows your learning experience.

I have understood the lesson well and I can even teach what I learned to others.

I have understood the lesson but there are still other things that I need to review
and relearn.

I need to do additional work to be able to master the lesson. I need help in some
tasks.

If you checked the first icon, you are ready for lesson 5. If you have checked
the second icon, you need to review the things that you need to relearn. If you have
checked the third icon, it would be best if you read more from the links given above
and ask help from your teacher, parents or peers in clarifying the lessons that you
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LESSON 5

THESIS STATEMENT OF AN
ACADEMIC TEXT

WHAT I NEED TO KNOW

Competency 4: States thesis statement of an academic text

Learning Objectives: At the end of the lesson, the learners shall be able to:
1. define thesis statement;
2. identify the various techniques in locating thesis statement; and,
3. formulate thesis statement of the texts.

WHAT I KNOW

Directions: In your notebook, write true if the statement supports the principle of
thesis statement; write false if otherwise.
1. Thesis Statement is the first sentence at the beginning of each paragraph.
2. It makes a claim that other people may dispute, challenge, or oppose.
3. It is a question in response to the writing assignment
4. It is a road map for a paper; it tells the reader what the paper will focus on.
5. It is a simple statement of fact
6. The first thing you should do after receiving your writing prompt is write your
thesis statement.
 7. A good thesis statement is a broad generalization about your topic.
8. "Blue printed" thesis statement is a statement that includes the main areas of
support in the order you will introduce them in your essay and thus acts as a
blue print for the essay.
9. The Yankee Doodle Restaurant is a great place to eat, because the staff is
friendly, the food is delicious, and the atmosphere is relaxing is an example
of blue printed thesis statement.
10. A thesis statement should reflect the main idea of an essay.

WHAT IS IT

What is thesis statement?

• It is a statement that summarizes your topic and declares

your position on it.
• tells the reader how you will interpret the significance of the
subject matter under discussion.
• is a road map for the paper; in other words, it tells the reader
what to expect from the rest of the paper.
• It is the central idea of a multiple-paragraph composition. It is one
sentence summary that guides, controls and unifies ideas when writing
a paper. In simple terms, all the other ideas present in an easy revolve
around the thesis statement.
• It focuses your ideas into one or two sentences. It should present the
topic of your paper and also make a comment about your position in
relation to the topic. Your thesis statement should tell your reader what
the paper is about and also help guide your writing and keep your
argument focused.

Locating Explicit and Implicit Thesis Statements

• In academic writing, the thesis is often explicit: it is included as a

sentence as part of the text. It might be near the beginning of the work,
but not always–some types of academic writing leave the thesis until
the conclusion.
• Journalism and reporting also rely on explicit thesis statements that
appear very early in the piece–the first paragraph or even the first
sentence.
• Works of literature, on the other hand, usually do not contain a specific
sentence that sums up the core concept of the writing. However,
readers
 should finish the piece with a good understanding of what the work was
trying to convey. This is what’s called an implicit thesis statement: the
primary point of the reading is conveyed indirectly, in multiple locations
throughout the work. (In literature, this is also referred to as the theme
of the work.)
• However, academic writing sometimes relies on implicit thesis
statements, as well.

To know more about locating thesis statement, click this link below.

https://human.libretexts.org/Bookshelves/Composition/Book%3A_Basic_Reading_an
d_Writing_(Lumen)/Module_2%3A_Critical_Reading/2.05%3A_Identifying_Thesis_S
tatements

Four Questions to Ask When Formulating Thesis Statement

1. Where is your thesis statement?

You should provide a thesis early in your essay -- in the introduction, or in

longer essays in the second paragraph -- in order to establish your position and give
your reader a sense of direction.

Tips on how to write a successful thesis statement

 Avoid burying a great thesis statement in the middle of a paragraph or late
in the paper.
 Be as clear and as specific as possible; avoid vague words.
 Indicate the point of your paper but avoid sentence structures like, “The
point of my paper is…”

2. Is your thesis statement specific?

Your thesis statement should be as clear and specific as possible. Normally

you will continue to refine your thesis as you revise your argument(s), so your thesis
will evolve and gain definition as you obtain a better sense of where your argument is
taking you.

Tips on how to formulate specific thesis statement

 Are there two large statements connected loosely by a
coordinating conjunction (i.e. "and," "but," "or," "for," "nor," "so,"
"yet")?
 Would a subordinating conjunction help (i.e. "through," "although,"
"because," "since") to signal a relationship between the two sentences?
 Or do the two statements imply a fuzzy unfocused thesis?
 If so, settle on one single focus and then proceed with further development.
3. Is your thesis statement too general?

Your thesis should be limited to what can be accomplished in the specified

number of pages. Shape your topic so that you can get straight to the "meat" of it.
Being specific in your paper will be much more successful than writing about general
things that do not say much. Don't settle for three pages of just skimming the
surface.

The opposite of a focused, narrow, crisp thesis is a broad, sprawling,

superficial thesis. Compare this original thesis (too general) with three possible
revisions (more focused, each presenting a different approach to the same topic):

 Original thesis:
There are serious objections to today's horror movies.

Revised theses:

Because modern cinematic techniques have allowed filmmakers to get more

graphic, horror flicks have desensitized young American viewers to violence.

The pornographic violence in "bloodbath" slasher movies degrades both men

and women.

Today's slasher movies fail to deliver the emotional catharsis that 1930s
horror films did.

4. Is your thesis statement clear?

Your thesis statement is no exception to your writing: it needs to be as clear as

possible. By being as clear as possible in your thesis statement, you will make sure
that your reader understands exactly what you mean.

Tips on how to write clear thesis statement

Unless you're writing a technical report, avoid technical language. Always avoid
jargon, unless you are confident your audience will be familiar with it.
 Avoid vague words such as "interesting,” "negative," "exciting,” "unusual,"
and "difficult."
 Avoid abstract words such as "society," “values,” or “culture.”

These words tell the reader next to nothing if you do not carefully explain what
you mean by them. Never assume that the meaning of a sentence is obvious. Check
to see if you need to define your terms (” socialism," "conventional,"
"commercialism," "society"), and then decide on the most appropriate place to do so.
Do not assume, for example, that you have the same understanding of what
“society” means as your reader. To avoid misunderstandings, be as specific as
possible.

Compare the original thesis (not specific and clear enough) with the revised
version (much more specific and clear):
Original thesis: Although the timber wolf is a timid and gentle animal, it is being
systematically exterminated. [if it's so timid and gentle -- why is it being
exterminated?]

Revised thesis: Although the timber wolf is actually a timid and gentle animal, it is
being systematically exterminated because people wrongfully believe it to be a fierce
and cold-blooded killer.

Original: "is, are, was, to be" or "to do, to make"

Revised: any great action verb you can concoct: "to generate," "to demolish," "to
batter," "to revolt," "to discover," "to flip," "to signify," "to endure..."

Use your own words in thesis statements; avoid quoting. Crafting an original,
insightful, and memorable thesis makes a distinct impression on a reader. You will
lose credibility as a writer if you become only a mouthpiece or a copyist; you will gain
credibility by grabbing the reader with your own ideas and words.

A well-crafted thesis statement reflects well-crafted ideas. It signals a writer

who has intelligence, commitment, and enthusiasm.

POST ASSESSMENT

Directions: Read the following statements very carefully. Select only one more
effective thesis in the introductory paragraph of a short essay. Keep in mind that an
effective thesis statement should be sharply focused and specific, not just a general
statement of fact. Write the letter of your answer in your notebook.

1. A. The Hunger Games is a science fiction adventure film based on the

novel of the same name by Suzanne Collins.
B. The Hunger Games is a morality tale about the dangers of a political
system that is dominated by the wealthy.

2. A. There is no question that cell phones have changed our lives in a

very big way.
B. While cell phones provide freedom and mobility, they can also become a
leash, compelling users to answer them anywhere and at any time.

3. A. Finding a job is never easy, but it can be especially hard when the
economy is still feeling the effects of a recession and employers are
reluctant to hire new workers.
 B. College students looking for part-time work should begin their search by
taking advantage of job-finding resources on campus.

4. A. For the past three decades, coconut oil has been unjustly criticized as
an artery-clogging saturated fat.
B. Cooking oil is plant, animal, or synthetic fat that is used in frying, baking,
and other types of cooking.

5. A. There have been over 200 movies about Count Dracula, most of them
only very loosely based on the novel published by Bram Stoker in 1897.
B. Despite its title, Bram Stoker's Dracula, a film directed by Francis Ford
Coppola, takes considerable liberties with Stoker's novel.

6. A. There are several steps that teachers can take to encourage

academic integrity and curtail cheating in their classes.
B. There is an epidemic of cheating in America's schools and colleges, and
there are no easy solutions to this problem.

7. A. J. Robert Oppenheimer, the American physicist who directed the building

of the first atomic bombs during World War II, had technical, moral, and
political reasons for opposing the development of the hydrogen bomb.
B. J. Robert Oppenheimer often referred to as "the father of the atomic
bomb," was born in New York City in 1904.

8. A. The iPad has revolutionized the mobile-computing landscape and

created a huge profit stream for Apple.
B. The iPad, with its relatively large high-definition screen, has helped to
revitalize the comic book industry.

9. A. Like other addictive behaviors, Internet addiction may have serious

negative consequences, including academic failure, job loss, and a
breakdown in personal relationships.
B. Drug and alcohol addiction is a major problem in the world today, and
many people suffer from it.

10. A. When I was a child, I used to visit my grandmother in Moline every

Sunday.
B. Every Sunday we visited my grandmother, who lived in a tiny house that
was undeniably haunted.

https://www.thoughtco.com/exercise-in-identifying-effective-thesis...
 ADDITIONAL ACTIVITIES

Open this link below to enhance your skill in identifying thesis Statement

https://human.libretexts.org/Bookshelves/Composition/Book%3A_Basic_Reading_an
d_Writing_(Lumen)/Module_2%3A_Critical_Reading/2.05%3A_Identifying_Thesis_S
tatements

LESSON 6

OUTLINING

WHAT I NEED TO KNOW

Competency 4: Outlines Reading Texts in Various Disciplines

Learning Objectives: At the end of the lesson, the learners shall be able to:
1. define outlining;
2. identify the various techniques in outlining; and
3. make an outline of the various academic texts.
 WHAT I KNOW

Directions. Identify whether or not the following statements support the principle of
outlining. In your notebook, write the letter of your answer.
1. Leo is writing a story about native birds in Virginia. Which fact for outlining idea
doesn't belong?
A. The amount of colors on the male Cardinal
B. Flamingos get their color from eating shrimp
C.How many species are there of the Blue Jay?

2. Which technique is used to outline a successful essay?

A. Writing down all possible essay topics
B. Finding quotes by unknown people to backup essay
C.Writing down the main idea and all paragraph topics

3. Tavis is writing an essay on the features of the ocean floor, which idea doesn't
belong in his essay?
A. The ocean floor is a very interesting part of Earth.
B. Volcanoes can spew hot lava
everywhere. C. There are many parts to the
ocean floor.

4. Thesis statements should preview what each topic sentence is about.

A. True b. False

5. What is a hook?
A. opening sentence that captures the reader's attention
B. the last sentence of a
paragraph C. a tool used to catch
a fish
D. a boring sentence
 WHAT IS IT

What is Outlining?

Outlining is a tool we use in the writing process to help organize our ideas,
visualize our paper's potential structure, and to further flesh out and develop points.
It allows the writer to understand how he or she will connect information to support
the thesis statement and the claims of the paper.

It is a helpful guide in organizing your paper. Outlines give a visual structure

to your work and are used to show relationships and hierarchies within your content.

To outline, you must create a linear, organized plan for your paper that shows
the main ideas that you will discuss as well as their relationships within the paper.

Organizing your idea in an outline

 Begin by answering the question that leads to your thesis statement.

 Use the two or three main ideas from this technique as your main heading.
 Write subtopics for each main idea.
 Write the supporting details for each of the subtopics.

Use various outlines based on the structure you prefer

 Sentence outline – Using complete sentences as entries.

 Topic outline – Using words and phrases as entries.
 Paragraph outline – Using paragraphs as entries.

Guidelines in Writing an Outline:

 Place the title at the center above the outline.

 Every level of the outline must have at least two items (I and II, A and B, 1
and 2).
 Put a period after each numeral and letter.
 Indent each new level of the outline.
 All items of one kind (roman numerals, capital letters, Arabic numerals) should
line up with each other.
 Capitalize the first letter of each item.
 The terms Introduction, Body, and Conclusion do not have to be included in
the outline. They are not topics; they are merely organizational units in the
writer’s mind.
Basic outline form

I. MAIN IDEA
A. Subsidiary idea or supporting idea to I
B. Subsidiary idea or supporting idea to I
1. Subsidiary idea to B
2. Subsidiary idea to B
a. Subsidiary idea to 2
b. Subsidiary idea to 2

II. MAIN IDEA

A. Subsidiary or supporting idea to II
B. Subsidiary idea to II
C. Subsidiary idea to II

III. MAIN IDEA

It is up to the writer to decide on how many main ideas and supporting ideas
adequately describe the subject. However, traditional form dictates that if there is a I
in the outline, there has to be a II; if there is an A, there has to be a B; and so forth.

Example Sentence Outline

The following outline is for a 5-7-page paper discussing the link between
educational attainment and health. Review the other sections of this page for more
detailed information about each component of this outline!

I. Introduction

A. Current Problem: Educational attainment rates are decreasing in

the United States while healthcare costs are increasing.

B. Population/Area of Focus: Unskilled or low-skilled adult workers

C. Key Terms: healthy, well-educated

Thesis Statement: Because of their income deficit (cite sources) and general
susceptibility to depression (cite sources), students who drop out of high
school before graduation maintain a higher risk for physical and mental health
problems later in life.

II. Background

A. Historical Employment Overview: Unskilled laborers in the past were

frequently unionized and adequately compensated for their work (cite
sources).

B. Historical Healthcare Overview: Unskilled laborers in the past were often

provided adequate healthcare and benefits (cite sources).
 C. Current Link between Education and Employment Type: Increasingly,
uneducated workers work in unskilled or low-skilled jobs (cite sources).

D. Gaps in the Research: Little information exists exploring the

health implications of the current conditions in low-skilled jobs.

III. Major Point 1: Conditions of employment affect workers' physical health.

A. Minor Point 1: Unskilled work environments are correlated highly

with worker injury (cite sources).

B. Minor Point 2: Unskilled work environments rarely provide healthcare or

adequate injury recovery time (cite sources).

IV. Major Point 2: Conditions of employment affect workers' mental health

A. Minor Point 1: Employment in a low-skilled position is highly correlated

with dangerous levels of stress (cite sources).

B. Minor Point 2: Stress is highly correlated with mental health issues (cite
sources).

V. Major Point 3: Physical health and mental health correlate directly with one
another.

A. Minor Point 1: Mental health problems and physical health problems are
highly correlated (cite sources).

B. Minor Point 2: Stress manifests itself in physical form (cite sources)

VI. Major Point 4: People with more financial worries have more stress and
worse physical health.

A. Minor Point 1: Many high-school dropouts face financial problems (cite

sources).

B. Minor Point 2: Financial problems are often correlated with

unhealthy lifestyle choices such unhealthy food
choices, overconsumption/abuse of alcohol, chain
smoking, abusive relationships, etc. (cite sources).

VII. Conclusion

A. Restatement of Thesis: Students who drop out of high school are at a

higher risk for both mental and physical health problems
throughout their lives.
 B. Next Steps: Society needs educational advocates; educators need to be
aware of this situation and strive for student retention in
order to promote healthy lifestyles and warn students of
the risks associated with dropping out of school.

Example of Topic Outline

Several aspects must be considered in writing a topic outline.
1. Recall that all headings and subheadings must be words or phrases, not
sentences.

2. Also, the wording within each division must be parallel.

3. Finally, as in any outline, remember that a division or subdivision cannot be

divided into one part; therefore, if there is an "A" there must be a "B," and if there
is a "1" there must be a "2."

I. Family Problems
A. Custodial: Non-custodial Conflicts
B. Extended Family
C. Adolescent's Age

II. Economic Problems

A. Child Support
B. Women's Job Training
C. Lower Standard of Living
D. Possible Relocation
1. Poorer Neighborhood
2. New School

III. Peer Problems

A. Loss of Friends
B. Relationships with Dates
 WHAT'S MORE

Activity
Directions: The column on the left contains a list of points that are not in any specific
order. Plug the unorganized points into the classic outline format on the right to
achieve a logical, organized structure. Write your answer in your notebook following
the outline on the right column.
Thesis: College provides an environment for intellectual, social, and physical
growth.
Unorganized points Outline Structure
Open recreation center I.
Dorm contacts A.
Intramural program 1.
Campus sponsored events 2.
Laboratories
Intercollegiate sports programs 3.
Class contacts B.
Guest speakers 1.
Physical growth
Informal social structure 2.
Discussions II.
Clubs in major field A.
Out-of-class 1.
experiences 2.
Greek organizations
Lectures 3.
Classroom experiences B.
Social growth 1.
Intellectual growth
Formal social structure 2.
III.
A.
B.
C.
 ADDITIONAL ACTIVITIES

Activity
Directions: Read and analyze the text very carefully and create a topic outline or a
sentence outline. Write your answer in your notebook.
Your teeth and the structure of your mouth play important roles in your ability
to eat, speak, and stay healthy. Everyone has several different types of teeth. Each
type has a unique name with specific number of teeth, has development, has a
slightly different shape, and performs different jobs and purpose.

The teeth in the front of your mouth, and the easiest to see, are called
incisors. There are four incisors on the top and four on the bottom. Incisors are
usually the first teeth to erupt — at around 6 months for your baby teeth, and
between ages 6 and 8 for your adult set. Incisors are shaped like tiny chisels with flat
ends that are sharp. These teeth are used for cutting and chopping food. They are
the first teeth to chew most food we eat.

The pointed teeth on either side of your incisors are called canine teeth.
People have a total of four canine teeth, two on top and two on the bottom. Primary
canines generally appear between 16 and 20 months, with the upper canines coming
in just ahead of the lower canines. Because they are pointed and sharp, they are
used to tear food.

Next to your canine teeth are the premolars. You have eight premolars in all,
four on top and four on the bottom. The first premolars appear around age 10, with
the second premolars arriving about a year later. They have a completely different
shape than both the incisors and canines. That is because premolars are bigger,
stronger, and have ridges – all of which makes them perfect for crushing and
grinding food.

Finally, there are your molars. You have eight of these, four on the top and
four on the bottom. Molars are the toughest of the teeth. They are wider and stronger
than premolars, and they have more ridges. Molars work closely with your tongue to
help you swallow food. The tongue sweeps chewed food to the back of your mouth,
where the molars grind it until it is mashed up and ready to be swallowed.

By age twenty, four more molars grow in the back of the mouth, one in each
corner. These are called the wisdom teeth. They appear between 12 and 28 months,
People do not need wisdom teeth now, but many years ago these teeth were
necessary to help people chew tough plants, which were an important part of the
human diet. Now, many people get their wisdom teeth pulled by a dentist, a doctor
who takes care of teeth, to keep them from crowding their other teeth.
 The next time you eat, pay attention to which teeth do which jobs. Having a
cookie? Incisors do a good job of biting into that tasty treat. What about a carrot?
Those molars get the job done, not the teeth in front. How about a slice of pizza or a
piece of bread? Your canines will help you tear at the food, and your premolars and
molars will help you grind up that pepperoni pizza or peanut butter and jelly
sandwich.

To the teacher,

To check the additional activity, have your own assessment on how the students make the
outline of the above essay. Also, you decide the scoring of this activity.

POST ASSESSMENT

Directions: Study the outlines based on the passages and answer the questions that
follow. Write the letter of your choice in your notebook.

Read this passage and look at the outline:

The English Lab, housed in the Administration building, consists of two

adjoining rooms which contain 70 Macintosh computers and 2 laser printers.
In addition to a server which allows instructors to make assignments and
materials available over the Internet and to the local intranet, each computer
in the lab contains a word processor, a web browser, telnet and hundreds of
commercial and teacher-authored programs appropriate for students who are
building their English skills. There are also 3 video stations, and a terminal to
the college VAX machine which is used for record-keeping.

I. English Lab
A. Physical Plant
1. in Administration building
2. two adjoining rooms
B. Resources
1. computers
2. video stations
 2.In the above outline, which is the most important idea?
A. English Lab
B. Resources
C. Computers
D. Two adjoining rooms
E. Physical Plant
3.In the above outline, which is the more important idea?
A. Physical Plant
B. Resources
C. Physical Plant and Resources are equal adjoining
rooms
D. Two adjoining rooms
E. computers
4.In the above outline...
A. you could substitute "in the Administration building" with "two
adjoining rooms"
B. you could flip "Resources" with "computers"
C. you could exchange "Physical Plant" with "English Lab"
D. and still not change the meaning of the outline.
E. you should be in the Administration building

Read this passage and look at the outline:

The Internet is an incalculable tool for research. It is a network of

thousands of computers across the world. Researchers, students,
government agencies, schools, businesses and individuals have left multi
gigabytes of free information on these computers, available to anyone with a
computer and an Internet connection. There are thousands of "web sites", as
they are called, with text, pictures, sounds, and movie clips. You can see this
material by simply sending out the appropriate Internet address, and after a
few moments, it appears on your screen. You can type in the address directly,
or you can automatically invoke an address by tapping on an icon or an
underlined "link" on the home page of a web site that you already have on
your screen. Often the information can be printed or downloaded (copied)
directly to your local computer and saved on your own diskette.

I. The Internet
A. What it is
B. Web Sites
1. How to see them
2. How to save the information

4. In the above outline, which is the most important idea?

A. Web Sites
B. What it is
C. How to see them
D. How to save information
E. The Internet
 5. In the above outline, which is the more important idea?
A. How to see them
B. What it is
C. How to save the information
D. are all equal.
E. What shall I do

6. In the above outline, you could...

A. substitute "Web sites" for "The Internet"
B. substitute "How to see them" for "How to save the information"
C. substitute "What it is" for "How to see them"
D….and still not change the meaning of the outline.
E.all of the above

Look at this outline

I. Types of measurement
A. Volume
1.Quarts
2.Pints
3.Gallons
B. Length
1.Miles
2.Feet
3.Inches
II. Types of money
A. United States
1.Pesos
2.Cents
B. Other Countries
1.Lira
2.Yen
3.Francs
7. In the above outline, which is the most important idea?
A. Types of money
B. Types of measurement
C. United States
D. "Types of money" and "Types of measurement" are equal
E. volume
8. In the above outline, which is the more important idea?
A. Other countries
B. Francs
C. Inches
D. they are all equal.
E. Miles
9. In the above outline, which item is in the wrong place?
A. Pesos
B. Yen
C. Types of measurement
D. Pints
E. Quarts
10. If you had to add the word "meters" to the outline, where would it go?
A. as number 4 under B - "Other Countries"
B. as number 4 under B - "Length"
C. as number 3 under A - "United States"
D. as C under II-"Types of Money"
D. as new section III.
 WHAT I HAVE LEARNED

I have learned the following important points in this lesson:

Outlining is a tool we use in the writing process to help organize our ideas, and
visualize our paper's potential structure.
I can be an effective reader of any academic texts if I correctly follow the
techniques in outlining.
Outlining can be written in different styles.
I can effectively write an essay if I can successfully assign the main ideas,
supporting details, and minor points in my outline .

GETTING DEEPER!
Lesson:

What I want to say about the lesson:

What I found out:

“ A writer is someone for whom writing is more difficult than it is for other people.”- Thomas Mann