Summarizing and

Paraphrasing
Prepared by:
Donita Mantuano
Justin Panis
 Summarizing
It is when you able to get the essence of the text and still retain
the same information.
Condensing a lengthy text into a shorter passage which is 15 to
30 percent of the source material
Needs to be clear to someone who hasn’t read/seen the original
material
Give only the main points
No specific details
It is concise and not wordy
Maintain a good paragraph structure
 Topic Sentence
 Supporting Sentence
 Concluding Sentence
Original Text:

In 1980, Michael Canale and Merill Swain published their

seminal work titled “Theoretical Base of Communicative
Approaches to Second Language Teaching and Testing" where they
proposed a framework for communicative competence. Their
paper discusses three components of communicative competence
grammatical, sociolinguistic and strategic competence.
Grammatical competence grammatical sociolinguistic, and
strategic competence. refers to the knowledge about the rules and
mechanics of a language Sociolinguistic knowledge includes the
individual's understanding of social relations and how it is used to
communicate appropriately. Strategic competence covers the way
in which the speaker improvises and overcomes a communication
problem.
Summarized Text:

Michael Canale and Merrill Swain discussed in

their 1980 artice titled "Theoretical Base of
Communicative Approaches to Second Language
Teaching and Testing" the three different
components of communicative competence.
These components are grammatical,
sociolinguistic, and strategic competence.
 Paraphrasing
It is done by using your own words to express
someone else's message or ideas.
In a paraphrase, the ideas and meaning of the
original source must be maintained; the main
ideas need to come through, but the wording
has to be your own.
The length of the paraphrased text is almost
similar to the length of the original text
Original Text:

According to Conway and Clark in their article The Journey

inward and Outward: A Re-Examination of Fuller's Concerns-Based
Model of Teacher Development, teachers undergo three stages in
their professionai life (2003) in the first stage, teachers desire to
project an ideal image and be liked by their students. in the next
stage, they are more concerned with classroom control and
management. Both of these stages cover a large part of teachers'
professional life. By the third stage, teachers develop the needed
confidence to sacrifice classroom popularity and focus more on
improving students learning outcomes. Teachers at this stage are
able to formulate their own teaching philosophies and strategies.
This article indicates that teachers may have different teaching
principles, beliefs, and strategies based on the stage they are in.
Paraphrased Text:

Conway and Clark (2003) discussed the three stages of

teachers’ professional journey in their article titled, “The
journey Inward and Outward: A Re-Examination of Fuller’s
Concerns-Based Model of Teacher Development.” The first
two stages span most of a teacher’s professional life; the
former is characterized by teachers’ yearning for the approval
of students and their desire to be an ideal image, while the
latter is characterized by a shift in focus to the successful
supervision of the class. As they approach the last stage, they
focus more on developing their students’ learning capabilities
rather than wanting to be well-liked. This phenomenon
shows that teachers’ philosophies and strategies change as
they move up the stages of their career.