11/12

English for Academic and

Professional Purposes
(EAPP)
Q1/Q3-Module 3
Various Techniques in Summarizing a Variety
of Academic Texts
 What I Need To Know
Most Essential Learning Competency (MELC):
Uses various techniques in summarizing a variety of academic texts
(CS_EN11/12A-EAPP-IIe-j-7)

Objectives:
At the end of this module, the students should be able to:
1. define summarizing;
2. give the importance of summarizing;
3. identify the various techniques in summarizing; and
4. summarize various academic texts.

What I Know
To check what you already know about our new topic/lesson, answer the pre-test below.

PRE-TEST
A. Directions: TRUE OR FALSE. Read and analyze the statements below. Write T if the statement
is correct and F if it is not. Write your answers on a separate sheet of paper.

______1. A summary is about the author’s arguments and details. It is not your personal opinions or
judgments.
______2. In summarizing, the writer must use his own words.
______3. In summarizing, the writer must restate the most important ideas of the text.
______4. A summary should be between 10-25 percent of the original text’s length (1 percent for novels).
______5. If the summary is more than 25% of the original text’s length, the writer needs to delete more
details and keep only the important information.
______6. Summarizing is a short restatement of an original text but not necessarily including the main
ideas.
______7. Summarizing is important in academic writing.
______8. In summarizing, it is important that the writer should acknowledge the source or author of the
information in the original text.
______9. Comparing your summary with the original text is important.
______10. Summarizing is similar with paraphrasing.

LESSON 3 VARIOUS TECHNIQUES IN SUMMARIZING VARIETY OF

ACADEMIC TEXT

What’s In
Let us recall your knowledge on the previous lesson and try to link it to our new topic through a
short word puzzle below.

Directions: Arrange the jumbled letters to form the correct word. Use the synonym opposite each
word as your guide in unlocking the word. Some of the answers in this activity have been tackled in the
previous lesson and some will be tackled in this lesson. Write your answers on a separate sheet of paper.

1. M A U S M Z E R I hint: sum up
2. Q H E T E N C I U hint: tactics
3. R I N W T G I hint: chirography
4. D E A R hint: scan

EAPP Module 3 – Quarter I/III, Page 1 of 14

 5. V E I W E R P hint: preliminary viewing
6. E T T X hint: content
7. T A T S G E I S R E hint: approach
8. R O F M I O N A N I T hint: details
9. M I C A D A E hint: educational
10. P O T R M I N A N T hint: valuable

What’s New
Directions: Try to recall one of the novel or short stories you have tackled in your previous English
subjects, or your favorite book. Then, in a separate sheet of paper, try to rewrite it on your own words.
Don’t forget also to answer the follow-up questions.

Title: ___________________
__________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

Thank you for sharing and retelling such wonderful story! How do you do it? Kindly read each of
the descriptions written in the first column, then tell if you have done it or not by putting a check (✓) either
YES or NO. Make sure to select only one between the two options in every description.

Descriptions YES NO
I wrote only one important part or idea of the story.
I wrote my favorite parts of the story.
I wrote only the most interesting part of the story.
I copied new information related to the story.
I quoted some lines from the story.
I added comments and opinions on the story.

If you answered YES to at least one of the descriptions, you actually have done the common
mistakes of retelling or summarizing a story. But do ot worry because this module will help you improve
and learn more about it.

What’s Is It
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.

EAPP Module 3 – Quarter I/III, Page 2 of 14

 Summarizing a text or distilling its essential concepts into a paragraph or two, is a useful study tool
as well as good writing practice. A summary has two aims: (1) to reproduce the overarching ideas in a
text, identifying the general concepts that run through the entire piece, and (2) to express these
overarching ideas using precise, specific language.

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,
timelines, and Venn diagrams, templates for outlines, use flow charts or info graphics.
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 analyse 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. Read the example below.

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
controversial as the final cost of the building was much higher than predicted. It was expected to cost $7
million, 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 fireworks display and classical music performance.
Reference:https://academic-englishuk.com/summary-skills/
#:~:text=Writing%20a%20summary%3A20The%20Sydney,best%20known%20images%20of%20Austral
ia.
Main ideas and supporting ideas from the selection:
• 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

EAPP Module 3 – Quarter I/III, Page 3 of 14

 • Competition: The Danish architect Jorn Utzon
• Five theatres, five rehearsal studios, two main halls, four restaurants, six bars, and
several shops.
• Controversial: expected $7 million / 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 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

You can also consider this summarizing technique:

Example Paragraph:
A tornado is a powerful, twisting windstorm. It begins high in the air, among the winds of a giant
storm cloud. People who have watched a tornado’s howling winds reach down from the sky have said it’s
the most frightening thing they have ever seen. In some parts of the United States, these windstorms are
called twisters or cyclones.
Reference: https://www.nwfsc.edu > 201…PDF Web results Summarizing

Main Idea and Supporting Details

Tornado is powerful,
twisting windstorm.

Also called
Part of giant Frightening twister or
storm cloud
cyclone

Sentence Summary:
Tornadoes are frightening, powerful, twisting windstorms sometimes called twisters or cyclones
that start in giant storm clouds.

EAPP Module 3 – Quarter I/III, Page 4 of 14

Another example:
Original Text:
Tiger sharks are named for the dark, vertical stripes found mainly on juveniles. As these sharks
mature, the lines begin to fade and almost disappear. These large, blunt-nosed predators have a duly
earned reputation as man-eaters. They are second only to great whites in attacking people. But because
they have a near completely undiscerning palate, they are not likely to swim away after biting a human, as
great whites frequently do.
They are consummate scavengers, with excellent senses of sight and smell and a nearly limitless
menu of diet items. They have sharp, highly serrated teeth and powerful jaws that allow them to crack the
shells of sea turtles and clams. The stomach contents of captured tiger sharks have included stingrays,
sea snakes, seals, birds, squids, and even license plates and old tires.
Reference: https://creatures-of-the-
word.fandom.com/wiki/Tiger_Shark#:~:text=Tiger%20sharks%20aCVre%20named%20for,great%20wgit
es%20in%20attacking%20people.

Summary of Text:
Tiger sharks will eat just about anything. They use their sense of sight and smell to hunt. Their
pointed, serrated teeth and strong jaws are helpful when breaking shells and even human bones. Unlike
the great white shark, the tiger shark is more aggressive after taking a bite. The tiger shark probably won’t
swim away contently but will continue to attack.

Another Five 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. Read how the technique works below.

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.

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.

EAPP Module 3 – Quarter I/III, Page 5 of 14

 • 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

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

Summary:
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.

Summary:
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.

EAPP Module 3 – Quarter I/III, Page 6 of 14

 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. In using the gist method, you are
like giving a friend the gist of a story.

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

What’s More
Directions: Write a short essay/poem emphasizing the importance of summarizing in academic writing
to you as a Senior High School student. Provide situations to support your answer. Write your answer on
a separate sheet of paper.

What I Have Learned

Directions: Complete the statements below by providing correct information based on what you
have learned from this module. Write your answers on a separate sheet of paper.

Summarizing is ____________________________________________________________________
_________________________________________________________________________________

A summary should contain ___________________________________________________________

_________________________________________________________________________________

There are various techniques in academic texts such as ____________________________________

_________________________________________________________________________________

Summarizing is important in academic writing because _____________________________________

_________________________________________________________________________________

EAPP Module 3 – Quarter I/III, Page 7 of 14

What I Can Do
Directions: Read the text then summarize it by completing the graphic organizer below.
Write your answer on a separate sheet of paper.

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 labour is essential for economic growth. A highly educated labour force further stimulates
economic growth. Additionally, a highly educated labour 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 workplace 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.
Reference: http://www.cooursehero.com/file/35789168/Education-the-transfer-of-knowledgedocx/

EAPP Module 3 – Quarter I/III, Page 8 of 14

 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:

Assessment
Directions: Read each question carefully. Write the letter of the best answer on a separate sheet
of paper.
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.
For numbers 3-10, 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 harbours 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.

EAPP Module 3 – Quarter I/III, Page 9 of 14

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 favourite.
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 favourite animals were the elephants.
b. The camels were swatting flies with their tails.
c. It was hot at the zoo.
d. Peter didn’t enjoy the zoo because he felt 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 colours, 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 colours.
b. Jenny was going to paint her room.
c. Jenny was picking out colours and materials to decorate.
d. Yellow is a good colour 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. c. Jason had trouble catching ground balls.
b. Jason was the best player on his team. 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. c. Ants are hard workers.
b. Some ants may bite you. 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. c. Chris read a lot of books about animals
b. Chris is in the fifth grade. d. Dolphins and whales live in the sea.

EAPP Module 3 – Quarter I/III, Page 10 of 14

Additional Activities
Directions: Research any news article related to your track or strand. Read it and apply a summarizing
technique. You should be able to apply the tips and the technique correctly. Write your summary using
your own words. Make sure to include and acknowledge the source or the author of the information you
have summarized. Be guided by the given rubric.

1. Paste or write the original text inside this box.

EAPP Module 4 – Quarter 1/3, Page 11 of 14

2. What technique will you use in summarizing the text? ___________________________________

________________________________________________________________________________
________________________________________________________________________________
3. Final summary
__________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_____________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_____________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

EAPP Module 3 – Quarter I/III, Page 11 of 14

 Rubric in Summarizing the New Article

Criterion Excellent Good Below Average Ineffective Total

4 3 2 1
Main Idea Clear main Mostly clear Main idea is not Main idea is not
idea in the first main idea in the clear in the first present.
sentence first sentence. sentence-not ___x1=___
specifically
stated.
Details All important Important details Some critical Contains only
details are are included but information is some details.
included. some might be missing.
missing. ___x1=___
Order Ideas are Ideas are in Ideas are in Ideas are not in
connected to logical order. random order. logical order.
make the ___x1=___
writing flow.
Paraphrase Author writes Author uses Author uses a Author does not
their own their own words few sentences use their own
words to create to write that sound too words to write
a summary that summary. similar to the summary.
includes great text and not ___x1=___
word choice. enough of their
own words.
Conventions No spelling, 1-2 spelling, 3-4 spelling, 5- or more
grammar, and grammar, and grammar, and spelling,
conventions conventions conventions grammar, and ___x1=___
errors. errors are found. errors are found. conventions
errors are
found.
Comments: ___/20=___

Reference: https://es.scribd.com/document/401238492/summary-writing-rubric

EAPP Module 3 – Quarter I/III, Page 12 of 14

Answer Key

WHAT I KNOW WHAT’S MORE WHAT I HAVE LEARNED

Summarizing is reducing
1. T 6. F Answers may vary. text to one-third or one-
2. T 7. T quarter its original size,
3. T 8. T clearly articulating the
4. T 9. T author’s meaning, and
5. T 10. F retaining main ideas
according to Buckley (2004).
WHAT’S IN
1. summarize A summary should
2. technique contain the main idea of the
3. writing text.
4. reading
5. preview There are various
6. Text techniques in academic texts
7. strategies such as summarizing.
8. information
9. academic Summarizing is
10. important important in academic writing
because it can help the
learners to understand the
WHAT’S NEW meaning of a text easier.

Answers may vary.

WHAT I CAN DO

Answers may vary.

ASSESSMENT
1. a
2. a
3. d
4. a
5. a
6. c
7. b
8. d
9. d
10. d

ADDITIONAL ACTIVITIES

Answers may vary.

EAPP Module 3 – Quarter I/III, Page 13 of 14

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T1-
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UFENWgaMuU7i2kNJXroMPf5KWF48Xw6XPGAkzEJ_yU2O5j
Easy Summarizing Strategies for Students.” ThoughtCo, Feb11, 2020, thoughtco.com/summarizing-
UiVdpAhlZFP1UqeKI3-RO_voW8nT3cVEPvTSnHhENbjEr-
strategies-for-students-4582332.
yiFyo8QP6-xrijjExDHko9VtzpnlbE6nAf5EBQ
http://www.tv411.org/reading/understanding-what-you-read/summarizing/activity/1/5
https://www.slideshare.net/tulikapaul524/report-writingstyles-format-
structure-and-relevance
https://www.helpteaching.com/questions/Summarizing?pageNum=6

https://quizizz.com/admin/quiz/5df675fba4f001be0a0cf/report-writing
https://advice.writing.utoronto.ca/researching/summarize/#:~:text=Here%20are%20some%20methods%
20for,author%20in%20your%20first%20sentence.&text=Then%2C%20write%20a%20sentence%20or,re
https://www.bing.com/search?q=survey+conducted+on+the+genera+eng
ally%20central%20to%20the%20text.
lish&qs=n&form=QBRE&msbsrank=0_0__0&sp=-
1&pq=survey+conducted+on+the+genera+english&sc=0-
https://www.slideshare.net/tinelachica04/eappparaphrasing-and-summarizing
38&sk=&cvid=E5BC1224A2D740218704459981B0ABC2
https://study.com/academy/lesson/classification-division-text-structure-definition- examples.html

https://quizizz.com/quiz/5726d224b531a40318d47814/summary-practice
https://eurovent.eu/sites/default/files/styles/adaptive/public/medi
a/Paper.png?itok=WVtuci0R

https://th.bing.com/th/id/OIP.f5qyqJ1JmOddNki5yGH5TwHaDY
?pid=ImgDet&rs=1

https://cdn.slidesharecdn.com/ss_thumbnails/reportcardrevised-
160114063058-thumbnail-4.jpg?cb=1452753073

EAPP Module 3 – Quarter I/III, Page 14 of 14