Academie English for Tertiary Studies: EAP S WEEK 6 WED FILE 7B WRITING A SUMMARY “ake for aca wring: ering cases sates (2) Dy oh St Martins Pre. New Yer 886 Introduction (adapted from Leki, 1995) Writing good summaries requires accurate reading and the ability :0 find the rain Idea and most important supporting evidence in a piece of writing. Summaries are always a bit shorter than the original texts, perhaps 75% shorter. Sometimes, particularly for @ book, the summary is much shorter than the original, perhaps ‘99% shorter. When you write a summary, you give your readers an idea of the content of an article or book and save them the time and trouble of reading the entire original To write a good summary, keep the following in mind: 1. Read the original carefully. Make sure you understand what it means. You may Wish to write down the main idea of each paragraph to help you ~ in your own words. 2. Mention the source, the author and the year of publication at the beginning of ‘the summary. 3, State the author’s main idea at the beginning of the summary. 4, State the author's most important supporting evidence or subpoints without distorting them. Do not include details. 5. Use your own wording. This means you must paraphrase. Don’t just use ‘synonyms ~ you need to change the grammatical structure. Occasionally, however, @ phrase In the original may be especially striking, interesting or controversial. In that case, you may use the author's exact words in which you put ‘quotation marks around them. Make sure you also include the page number because itis clear which article you are summarizing. 6. Don‘t include your own ideas, comments or judgments. The summary should only include the author's ideas. mee! © uwscoliege Pty tdAcademic English for Tertary Studies: EAP S 7. Periodically remind the reader that you are summarizing somecne else's ideas, (e.g. The author goes on to argue that... etc). ‘Task 1: Read the text below (Dwyer 1997 pp 22-23), and the summaries of leach section in the margin. (Material in Tasks 1 & 2 developed by Sharynne Wade 1999.) Write the main ideas of the other sections (personal nonverbal communication, tuniversal nonverbal communication and unrelated nonverbal communication) in the margins. Use your own words! Interpreting the nonverbal part of the message [Actions speak [Nonverbal communication consists of that part of a message louder than _| that is not encoded in words. The nonverbal partof the message words tends to be less conscious and reveals the sende’s feelings, likings and preferences more spontaneously and honestly than the verbal part. If the verbal message does not match the nonverbal communication, there is a tendency to believe the nonverbal message. Four types of non verbal messages Non verbal | In working towards more effective communication, particularly in ‘communication | interpreting the nonverbal part of the message, i: is helpful to can be consider four different types of nonverbal messages, classified into | 1. Personal (to the individual) four types: 2. Common to a group of people or culture 3. Universal (to humankind) 4, Unrelated to the message (random) ? Personal nonverbal communication Is the use of nonverbal actions in a way that is personal or unique to tha: person. In this | type of nonverhal communication the meaning Is unique to the person sending the message. For example, someane may work while talking; another person may work in silence. One person, may laugh through nervousness or fear, while another may cry. Cultural Cultural nonverbal communication, by contrast, is characteristic © UMscalleae Fey LedAcademic English for Tertiary Studies: EAP 5 ‘nonverbal of, or common fo, @ group of people. These actions are learnt communication | unconsciously by observing others in the society or group. In Is shared by | Aboriginal culture, for example, eye contact is less acceptable those in the | than in European culture culture Cultural nonverbal communication is rule-governed behaviours leamt from others in the culture, The rules apply to the verbal ‘and nonverbal parts of the message. Another exemple is women. feeling free to touch each other, whereas men are generally more self-conscious about such actions. The rules learnt as children about nonverbal message create a level of consensus on which the group agrees. 7 Universal nonverbal communication Is behavior that is common to humankind. These actions often show happiness, sadness or deep-seated feelings - for example, a smile or tears. 7 ‘Unrelated nonverbal communication, such as @ sneeze, Is | unrelated to the verbal message. It can distract from the verbal ‘message, but has little effect on the meaning or the verbal part of the message. Task 2: Evaluating summaries ‘Three students have attempted to summarise the passage we hav2 just read. Which one is the best summary? Give reasons for your answer. (Material written by Sharynne Wade 1999.) ‘Summary A Dwyer (1997) states that non-verbal communication is part of a message that Is not encoded in words. It shows the sender's feelings more honestly than the words. According to Dwyer, there are four different types of nonverbal messages. Personal nonverbal communication Is unique to one person. Cultural nonverbal ‘communication is common to a group of people. Universal nonverbal ‘communication is common to humankind, Unrelated nonverbal communication, on the other hand, is not related to the verbal message and has litle effect on the meaning. Page Sofa, © UwsCatlece Py LesAcademic English for Tertiary Studies: EAP S ‘Summary B Dwyer (1997) defines nonverbal communication as part of the message which Is, not In the words themselves. She explains that since the nonverbal component is. largely unconscious, It often reveals more about a person than their words. Dwyer divides nonverbal communication into four types. Personal nonverbal ‘communication Is specific to one individual. Cultural nonverbal conimunication is, specific to one group or culture, and is learned from the group at a young age. In contrast, universal nonverbal communication messages are the same for all Individuals and cultures. The last type of nonverbal communication is not related to the words, and so, according to Dwyer, does not significantly change their ‘meaning. Summary ¢ ‘There are four kinds of nonverbal communication. Personal nonverbal ‘communication Is the communication that one person uses that other people not. For example, when working, some people are quiet while others like to chat. ‘Another example Is that when feeling nervous, one person may cry but a different person might laugh, It depends on the sort of person they are. The second kind, cultural nonverbal communication, is characteristic of one group of people, such as culture, Universal nonverbal messages often revels deep feelings, such as happiness and sadness. ‘Task 3: Read the following text (Ablow, Keith, Newsweek on Campus, May 1995, p. 9, cited in Leki, 1995). ‘The Dangers of Cramming Midnight, and the spiral notebook is barely half full. The rest of its pages, scribbled with organic chemistry equations, litter the dorm room floor. Every few minutes the figure hunched over the desk tears away another page, having memorized as ‘much as he can, and passes It on to his trend. And thus the two roommates Continue all night, dropping the pages to the carpet after each has absorbed his fil, Page 4 of a2 ‘@ UwsColleae Pry LtAcademic English fr Tertiary Studies: EAP 5 ‘Welcome to the all-night cramming session, which most students resort to at some desperate point in their college careers. Armed with energy of youth, they simply ignore their bodies; cries for sleep, trying to fend off fatigue with coses of coffee (, occasionally, drugs. Teachers and parents have long argued that cramming does more harm than good- and the latest research into sleep needs and patterns suggests that they are right. For some people disruptions In the regular sleep cycle can cause temporary intellectual lapses- and stimulants can set off severe side effects. Thus, for every student who manages to memorise the chemical synthesis of bone-S-rubber at Sa.m. and then triumphantly finds that precise question on his test at 9, there are ‘more than a few who lament the ‘obvious’ answers they blew on a multiple choice ‘exam because the "just couldn’t focus’. ‘The outcome of all-nighters is unpredictable because the impact of sleep varies so widely. “Some people are markedly impaired by even a small decrease in sleep time", says David Buchholtz, "while others can go without sleep for a few nights without any demonstrable loss of performance.” People also have vastly different minimum requirements: a full night's rest can range from 4 to 10 hours. It is critical, experts stress, for each person to know how much sleep he needs. Heavy stimulus can compound the problem. Many students assume that large quantities of coffee or a few amphetamines will increase alertness; they don‘. In fact, stimulants merely disguise- briefly- a reduced capacity to grasp, retain and retrieve information. “Caffeine does nat correct the cognitive impeirment caused by lost sleep.” Buchholtz sys. "A person may be awake, but he'll have to deal with an intellectual deficit, and his concentration won't be there. He can actually have “microsleeps’ and stare at the same word for five minutes.” Nor are unpredictable naps the only penalty of substance abuse, Coffee drinkers should watch out for Caffeine Intoxication Syndrome, an onset of anxiety, panic, headaches and frustrating inability to sleep. Most people would heve to drink about 10 cups to fall into this condition, but some are so sensitive that it can hit them after 2 or 3 cups. Speed (an amphetamine) is far more hazerdous. (Overdoses can lead to auditory hallucinations and paranoia. In addition, according to Larry Alessi, assistant professor of psychiatry at the Johns Hopkins Medical Page Soft (© UScollene Py Us‘Academic English for Tertiary Studies: EAP S ‘School, "if someone uses speed for many weeks and then stops, he may ‘crash’ Into severe depression.” Unless @ person abuses his body with stimulants, he should be able to snap back fairly quickly from an all-nighter. One full night rest will usually produce complete recovery from up to 48 hours of sleep deprivation; normal, healthy people have been known to stay awake for as long as a week without lasting il effects. On the second night there is usually an increase in REM (rapid eye movement), sleep, the phase In which dreaming occurs. Normally, REM sleep is beneficial, but some people report particularly graphic and disturbing nightmares associated with 2 sudden Increase in REM. ‘Then there are the problems of students who want to get a good night sleep before an exam but just can’t. Stress often promotes insomnia. It may cause the reticular activating system; the structure of the brain that is responsible for alertness, to stay on too long this provides sleep-inducing mechanisms from doing their job. What do experts advise a student who finds himself tossing and turning for @ half hour or so on the eve of a test? He should get up and try and ‘extraordinarily relaxing activity, like snacking or watching televisicn, until he is tired. Some people find that making notes about what is worrying them can cause those concerns until the morning, Sleeping too much, authorities agree, should not worry most people. Even after an extended night of "rebound” sleep, the brain arouses itself when its needs have been fulfilled. Clinically depressed people often do not retreat into slumber to avoid the waking hours, but true clinical depression is accompanied by other noticeable symptoms such as loss of appetite, decreased self-esteem and even thoughts of suicide, In the end, the best formula to follow when finals arrive Is one that students have been taught for years- moderation. There will surely be times when excelling or perhaps just passing, requires pushing bedtime back, but any major changes In sleep patterns should be made cautiously. As Buchholtz suggests, "The key is keeping perspective and not ever overdoing it.” Page 6 of 22 {© UWSColiege Py LtdAcademic English for Tertiary Studies: EAP 5 Task 4: Exercise 1: Main points Now read the text again and summarize it in one sentence of not more than 23, words, As with most summaries, you use the present tense. (Don’t worry about ‘mentioning the author or name of the article yet.) Next, label each paragraph with a subheading indicating the subject discussed in that paragraph. The first three paragraphs have been done for you. 1. Introduction ~ description of a cramming session. 2, cramming does more harm than good 3. temporary mental lapses When you have finished, compare your subheadings with those of your classmates, If the headings for any paragraph are quite different from one. another, reread that paragraph and select the heading that best states the subject of the paragraph. Page 7 of 42, (© Uwscollece Py LidAcademic English for Trtary Studies: EAP S Which paragraph seems to state the main point the author wants to make in this article? Paragraph Write the main point or thesis here. Exercise 2 Organisation Now look at your list of subheadings that deal with similar subjects. Give each grouping a name, How many paragraphs make up the introduction? ‘Task 5: Language Focus (adapted from Swales & Feak 1994) Most summaries begin with a sentence containing two elements, te source and ‘the main idea, Notice the use of present tense in the last three examples. In Tysons 2001 article "Marketing techniques in the dairy industry” wwe... (ain Idea). ‘According to Sun Yang in her article "Overseas student population increasing in Australia” (2003) ves (main idea). ‘Young and Song's 1991 paper on the World Trade Organisation discusses (main idea). ‘Author Peter Bernstein, in his book Capital Ideas (2000) states that...(main idea). claims. argues... maintains Marcia Barinaga, in “Is There a Female Negotiating Style?” states that... (main idea). oe sien (© Uwscolege Py LidAcademic English for Tertiary Studies: EAP S ‘Although in theory, summaries are supposed to be objective, this isnot entirely rue. A wide range of reporting verbs can be used in summary writing, many of which reveal the summary writer's personal attitude toward the source material. These evaluative verbs in the following examples should be used sparingly in summaries. Notice how the evaluative verbs in the folowing examples allow the writer of the summary to convey his or her attitude. Marcia Barinaga, in “Is There a Female Negotiating Style?” alleges that men and women. exhibit differences in the way they pursue negotiations. Marcia Barinaga, in “Is There a Female Negotiating Style?” assumes that men and women exhibit differences In the way they negotiate. ‘Some reporting verbs are less objective than others. Can you Identify which verbs in the table below seem to be objective and which are evaluative? For the monent, ignore the fourth column. The first answer has been provided for you. Objective Evaluative ‘that’ after? describe discuss state present explain ‘maintain examine affirm argue reveal presume assume assert contend allege claim imply ei?) (© UwSCollece Pey LtdAcademic English for Tertiary Studies: EAP S ‘Nominal that clauses In formal academic English, many reporting verbs are followed by a that clause containing both a subject and a verb, Tick the verbs in the table above that are not followed by that. That clauses have a variety of functions. In the following sentence, the that clause is the direct object of the verb states. What does Barinaga state? She states that. Marcia Barinaga, in “Is There a Female Negotiating Style?" states that men and women exhibit differences in the way they negotiate. Look at the sentence below. Do you think this Is @ written or spoken sentence? Why? Marcia Barinaga says there Is a difference in the way men and women negotiate. You may have wondered why we have not said anything about the verb mention as a reporting verb. Why do you think that Is? ‘Mention is used for information that is most likely given without detail or support in other words, something said in passing, without any real importance. We suggest that you do not use mention In your summaries or in mos: academic writing Language focus: Summary reminder phrases Ina longer summary, you may want to remind your reader that you are summarizing: Page 10 of 12 {© Uwscoleae Py LtdAcademic English for Tertiary Studies: EAP S ‘The author goes on to say that. ‘The author further states that Ablow also states/maintains/argues/believes/ concludes To support her case, Barinaga presents evidence of. Hore are six summary ramindar centences written by some studarts. Which ones are good sentences? Try to improve the weaker ones. 1. Harmon finally says people are making a big fuss over the nuclear waste problem. 2. In addition, the article also discusses about the dangers of current disposal methods. 3. In Saleska’s article, he also points out that low-level radioactive waste can be harmful 4. Harmon concludes that current regulations need to be re-examined. 5. Saleska concludes about the current changes in regulations. ‘Task 6: Writing a summary Write an introductory sentence to the arti le ‘The Dangers of Crarrming’. Now continue with your summary, using your lct of cubheadings end your groupe {as a guide to help you remember the main points covered In the attcle. At least ‘once in your summary, remind readers that you are summarizing by using a summary reminder phrase. Hint: the original article was 838 words. Approximately how long should your summary be? Page 14 of 22 ‘© UwScolleae Py Ltdi ; e P ; pepe a2 oa2) ‘© uwscotiee Pty Lt