WEEK 2

MEETING 2, LESSON 2
“The world is merciless, and it's also
very beautiful.”
 Various Techniques
in Summarizing
Academic Texts

RIP POTATO GIRL

Using five (5) words, how would you
describe your previous 2020?
 
 Table of contents
01 02
What is Various Techniques in
summarizing? Summarizing a Variety of
Academic Texts
03 04
Examples Other 5 Strategies
 01
What is
Summarizing?
Summarizing is …
According to Buckley (2004), in her popular writing text Fitto
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 clearly • “simply, briefly, and

accurately”.
•articulating thesis condensed version
• most important facts
•main ideas or ideas
• short and clear form.
 Various Techniques in
Summarizing a Variety of
Academic Texts
 Various Techniques in Summarizing a
Variety of Academic Texts
#1 #2
Read the work first to You can provide the cause
understand the author’s and effects charts, time lines,
intent.. and Venn diagrams, templates
for outlines, use flow charts
or infographics.
#4 #5
Analyze the text to save Avoid using the original words of
time in thinking what you the author instead; use your own
will do. vocabulary but be sure to retain
the information.
#3
Be sure to cover the main
points and arguments of
the document.
#6
You will fully understand
what the document is when
you organize all ideas.
Follow these steps to be
effective:

#8 #9 #10
Keep in mind that a to represent information Paraphrasing is one of the
summary is a condensed through using dimensional skills you can do in writing
version of the original constructions in a summary. With it, do not
paper, so avoid making it representing concepts, skills use the same words with
long. or facts. the author.
ANOTHER 5 EASY TECHNIQUES
IN SUMMARIZING VARIOUS
ACADEMIC TEXTS
SOMEBODY
WANTED BUT SO
THENTECHNIQUE #1
SWBST
“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
 BUT
SOMEBODY
S Who is the story about?
B Identify a problem that the
main character
encountered.

WANTED SO
W What does the main charter
want?
S How does the main
character solve the
problem?

THEN
T Tell how the story ends.
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.

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.
SAAC Method
TECHNIQUE #2
The SAAC method is another useful technique for
summarizing any kind of text (story, article, speech,
etc).

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 might
find tricky. If you use SAAC, remember the types of
details that belong in a summary before working on
it.
SAAC METHOD
STATE Name of the article, book, or story

ASSIGN The name of the author

What the author is doing

ACTION (example: tells, explains)
Complete the sentence or summary
COMPLET with keywords and important
details
E
State: The Boy Who Cried Wolf

Assign: Aesop (a Greek story teller)

Action: tells

Complete: what happens when a shepherd boy

repeatedly lies to the villagers about seeing a wolf

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 awhile, they ignore his false cries. Then, when a
wolf really does attack, they don’t come to help him.
5 W's, 1 H
TECHNIQUE #3
5 W's, 1 H
The 5W's, 1H 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?
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.

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.
First, Then,
Finally
TECHNIQUE #4
First, Then, Finally

The "First Then Finally" technique

helps you summarize events in
chronological order. The three
words represent the beginning,
main action, and conclusion of a
story.
 First, Then, Finally

FIRST
What happened first?
Include the main THEN
character and main
What key details took
event/action.
place during the
event/action?
FINALLY
What were the results of
the event/action?
First, Goldilocks entered the bears' home while
they were gone. Then, she ate their food, satin
their chairs, and slept in their beds. Finally, she
woke up to find the bears watching her, so she
jumped up and ran away.
Give Me the
Gist
TECHNIQUE #5
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.
ANY QUESTIONS?
 Thanks

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CREDITS: This presentation template was created by Slidesgo, including icons by
Flaticon, and infographics & images by Freepik
Resources
● Billanes, Lorna A. (2019). English for Academic and
Professional Purposes: Skills and Strategies for
Academic Discourse. Quezon, City: techFactors, Inc.
● 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
● DepEd Most Essential Learning Competencies (MELCs)