MAKING AN INFERENCE, PARAPHRASING

AND SUMMARIZING OF A TEXT

Paper

Supervisor: Asmaul Husna, M.Pd

Arranged by: Group 10

Member: 1. Nurrahmah
2. Rahmatillah
3. Alvi Rahmi

THE FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY BUMI PERSADA
YEAR 2022-2023

1
 FOREWORD

Our gratitude goes to the presence of God Almighty because it is by His

grace that we can complete the preparation of this paper.

On this occasion the author would like to thank all those who have helped in

the preparation of this paper. Hopefully this paper can be useful for readers to serve

as reference material in studying this topic.

The writer realizes that this paper is still far from perfection. Therefore, the

author will gladly accept constructive criticism and suggestions so that this thesis is

much more perfect.

Lhoksumawe, 17 Juni 2023

Group 10

2
 LIST OF CONTENTS

FOREWORD…………..………………………………….........................................2

LIST OF CONTENTS.………………………………………….…...........................3

CHAPTER I
INTRODUCITION
A. Background of study……...………………………………………………..4

B. The Formulation of the Problem……………………….....………………..4

C. The Purpose Of Writing…………………………...………………......…...4

CHAPTER II
DISCUSSION

A. Inference………………...…………...………………………………….... 5

B. Paraphrasing……………………………………………...………………...6

C. Summary…………………………………...…………………....................8

CHAPTER III
CLOSING

A. Closing…..…………………..………………………………………...….12

BIBLIOGRAPHY….…………….………………...…………………………….. ..13

3
 CHAPTER I

INTRODUCITION

A.Background of study

English is one of the International languages of the world. As an International

language , it is used in all important aspect including education. Learning English
includes the four skill that are important for mastery of language. The four skills are
listening, speaking, reading, and writing. One skill is onnected with each other and
they cannot be separated in a language.

Reading is one of the basic language skills and always taught to the student
from Elementary School up to the University level. It is very important to learn a
foreign language, because the aim of reading can provide students with some
activities such as : to comprehend the text, to get pleasure knowledge, and to get
information.

Reading is one of the most important skills. In fact in many instances around
the world we may argue that reading is the most important foreign language skill,
particularly in cases where students have to read English materials for their own
specialist subject, but may never actually have to speak the language.

B. The Formulation of the Problem

1. What the meanings of inference, paraphrasing and summarizing of a reading

text?

C.The Purpose Of Writing

To describe what it is inference, paraphrasing and summarizing of a reading
text.

4
 CHAPTER II

DISCUSSION

A. Inference

Good readers interact with text without even realizing that they are doing it.
Poor readers, on the Other hand, often are unaware that this is what they are supposed
to do. They read literally without bringing in prior knowledge. Reading
comprehension can be affected by prior knowledge about the subject. Readers who
possess rich prior knowledge about the topic of a reading often understand the
reading better than classmates with low prior knowledge. It is critical that readers
relate their world knowledge to the content of a text in order to make sense of what
they are reading.

Inference skill is very crucial in reading comprehension. When we are trying

to understand the message that is not explicitly stated in the text, it means that we are
trying to do the inference skill of reading. This process of inference-making is a key
component of fluent reading inference is one of the most widely accepted schema
notions; inferences are made on the basis of the readers’ prior knowledge and input
(Anderson & Pearson, 1984). During reading comprehension, readers routinely
generate possible inferences to connect information for establishing coherence in
understanding the text. Inferences to establish global coherence are also generated
when local coherence cannot achieve the goal.

Moreover, in Preszler (2006:13) explains that the author Kylene Beers in

when Kids Can’t Read, What Teachers can. Do identifies 13 types of inference:

1. Recognize pronoun antecedents

2. Use context clues to figure out the meanings of unknown words.
3. Understand the grammatical role of unknown words.
4. Recognize character tone.

5
 5. Identify the beliefs, personalities, and motivations of characters.
6. Understand character relationships
7. Provide setting details.
8. Provide explanations for events and ideas in the text. Offer details or their
otex explanations of events in the text.
9. Understand the author’s point of view.
10. Recognize the author’s bias.
11. Relate the text to events in their own lives.
12. Construct conclusions based from the facts in the text

B.Paraphrasing

Paraphrasing is a complex process that requires advanced grammar skills and

a large vocabulary in order to effectively restate information. Students can have
difficulty paraphrasing if they have had little or no experience paraphrasing and if
they don’t have the grammar and vocabulary skills to paraphrase appropriately.
Giving students paraphrasing exercises on a regular basis, in class or as homework,
can help them become more familiar with the process of paraphrasing.

Having students paraphrase a complex sentence in several different ways can

help them learn how to use a wide variety of grammatical structures and vocabulary.
Analyzing the grammar and vocabulary used in several possible paraphrases of a
sentence can help them understand paraphrasing and can help them improve their
grammar and vocabulary skills.

To paraphrase a sentence is to rewrite the sentence using different words,

different grammar, and different word order. A paraphrase has the same meaning as
the original sentence and it is about the same length.

6
1. When paraphrasing:

a. Don’t copy the original sentence

b. Don’t use too many of the original words
c. Don’t change the meaning of the original sentence
d. Don’t leave out important information

2. The process of paraphrasorde

a. Identify grammar structures and key words

b. Change grammar structures
c. Change words
d. Change word order

3. Grammar structures:

a. Independent and dependent clauses

b. Word forms: nouns, verbs, adjectives, adverbs
c. Clauses: adjective, noun, and adverb clauses
d. Phrases: prepositional phrases, participial phrases (reduced clauses)
e. Verb phrases: active voice and passive voice, phrasal verbs
f. Connecting words: coordinating conjunctions, subordinating
g. Conjunctions, correlative conjunctions, conjunctive adverbs
h. Transitional words and phrases

4. Relationships between ideas

Cause/effect, purpose, manner, comparison, contrast, opposition, concession,

time, place, condition, addition.

Understanding the meaning of reading is included as a metacognitive skill,

that has been widely studied by education researchers and one of the most agreed

7
notions among the studies is that readers must manage three basic aspects of reading
understanding, namely literal, inferential, and critical understanding.

First, literal understanding implies an understanding of what is actually read

on text: main ideas, supporting details, and lexis. In this understanding, the reader can
categorize, decipher, and summarize them. Then, the second is inferential
understanding, that refers to an understanding of what is meant between the lines of
words presented in the main ideas, supporting details and lexis, so that the reader will
be able to draw conclusions, predict, and determine the author’s attitude. And, the
third is critical understanding, which means involving assessment and evaluation of
what the author says according to the reader’s previous experience.

One proposed strategy that covers the needs of the readers, according to
experts, is paraphrasing because the readers do not only compose the text with the
sentences, but it also requires the readers to spur the intention of developing the
ability of students to process the given text and make a more significant output for
them. It is later described that the level of paraphrasing is closely related to the level
of understanding).

Furthermore, for students who are not yet able to understand the text
correctly, a brief-type of paraphrase with some original sentences are allowed. This
may consist only word variations, reordered sentences, and removal of sentences
from the original text. Similarly, the understanding level of students who already
know how to comprehend text well will be able to provide major modifications to the
text, including author references and new characteristics using critical inferential
thinking.

C. Summary

A summary is a short retelling of a longer written passage, containing the

author’s most important ideas. Summarizing helps improve both your reading and
writing skills. To summarize, you must read a passage closely, finding the main ideas

8
and supporting ideas. Then you must briefly write down those ideas in a few
sentences or a paragraph. It is important to understand the difference between a
summary and a paraphrase. A paraphrase is simply a rewriting of a passage in your
own words. A summary, on the other hand, contains only the main idea and the
supporting ideas of a passage. A summary will be much shorter than a paraphrase.

A paraphrase is simply a rewriting of a passage in your own words. A

summary, on the other hand, contains only the main idea and the supporting ideas of a
passage. A summary will be much shorter than a paraphrase. How to Summarize a
Paragraph

1. Preview and read. Preview and read the paragraph closely. You probably will
find that you need to read the paragraph more than one time.
2. Make a list or outline. Determine the main idea and the supporting details of
The paragraph. Make a list or outline of these ideas. Be sure to use your own
words.
3. Write a summary. Using your list, write a summary of the paragraph. State the
main ideas, followed by important ideas. Limit your summary to just one or
two sentences.
4. Read aloud and correct. Read the summary aloud, correcting any mistakes.

There have been several definitions of summary from informal to formal. For
example, Wohl states that “to summarize is to report information using a lot fewer
words than were used in the original communication” (127). According to Langan, a
summary is “the reduction of a large amount of information to its most important
points” . More specifically, Friend defines a summary as “the process of determining
what content in a passage is most important and transforming it into a succinct
statement in one’s own words”.

Selecting the main ideas in the text is definitely the most important skill in
summary writing. Aside from this skill, however, there are other requirements for a

9
good summary. Rinehart and Thomas state that “writing an effective summary
requires reflection and decision making”. They discuss how to relate text ideas, how
to narrow important information to the level of organizational gist, and finally how to
capture that gist in written form. Likewise, Brown, Day, and Jones argue that “the
ability to work recursively on information to render it as succinctly as possible
requires judgment and effort, knowledge, and strategies”.

When it comes to the types of summaries, summaries can be divided into two:
Writer-based summaries and reader-based summaries. According to Hidi and
Anderson, a writer-based summary is produced “to monitor as well as to facilitate the
writer’s own comprehension”. Taking notes of reading materials to produce an essay
or term paper is a typical example of the writer-based summary.

On the other hand, reader-based summaries are written “for the benefit of an
audience,” such as a teacher, a professor, or the readers of a newspaper and the like
(Hidi and Anderson 479). Reader-based summaries are more likely to be shorter,
more concise, and clearer than the writer-based summaries. Reader-based summaries
include abstracts of research or reviews of books.

To produce a good summary, writers must first comprehend thoroughly the

text which is to be summarized. In a good summary, one should clarify unfamiliar
words and phrases, and the text should be read several times. During the first reading,
the reader should try to identify the author’s idea and the purpose of the text. Then,
the reader is able to better understand the details in the text through subsequent
readings. Since text types vary, different reading techniques are required in reading
for a summary.

1. Process Rules of Summary Writing

As already stated, there is different terminology in describing similar

cognitive processes involved in summarization. For this paper, I will adopt Brown

10
and Day’s terminology for the process rules in summary writing and explain the rules
in detail. As mentioned earlier, there are five rules:

a. Deletion of unimportant or trivial information

b. Deletion of redundant information
c. Superordination of lists
d. Selection of a topic sentence
e. Invention

11
 CHAPTER III

CLOSING

A. CONCLUSION

Reading is one of the basic language skills and always taught to the student
from Elementary School up to the University level. It is very important to learn a
foreign language, because the aim of reading can provide students with some
activities such as : to comprehend the text, to get pleasure knowledge, and to get
information.

Good readers interact with text without even realizing that they are doing it.
Poor readers, on the Other hand, often are unaware that this is what they are supposed
to do. They read literally without bringing in prior knowledge. Reading
comprehension can be affected by prior knowledge about the subject.

Paraphrasing is a complex process that requires advanced grammar skills and

a large vocabulary in order to effectively restate information. Students can have
difficulty paraphrasing if they have had little or no experience paraphrasing and if
they don’t have the grammar and vocabulary skills to paraphrase appropriately.
Giving students paraphrasing exercises on a regular basis, in class or as homework,
can help them become more familiar with the process of paraphrasing.

A summary is a short retelling of a longer written passage, containing the

author’s most important ideas. Summarizing helps improve both your reading and
writing skills. To summarize, you must read a passage closely, finding the main ideas
and supporting ideas. Then you must briefly write down those ideas in a few
sentences or a paragraph

12
 BIBLIOGRAPHY

235074698 (2).pdf Hacker, Diane. A Writer’s Reference 6th ed. Boston:

Bedford’s/St. Martins, 2007. Print.

268022-students-difficulties-in-making-inferenc-39b3c9f9 (1).pdf

Cho (1).pdf Irwin, Teaching Reading Comprehension Processes 74)

garuda2323309 (2).pdf Afri Sadly, P. R. (2016). Analysis of the Character in

Doraemon Comic. Jurnal Mahasiswa Prodi Bahasa Inggris UPP, Vol.2, No.1, 1-11

makinginferences (2).pdf Beers, Kylene. When Kids Can’t Read: What

Teachers Can Do: A Guide for Teachers 6-12. Portsmouth, NH: Heinemann, 2003,
69-72

13