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VEDASTO R. SANTIAGO HIGH SCHOOL B I U

ENGLISH FOR
ACADEMIC AND
PROFESSIONAL
PURPOSES
Using Various Techniques in Summarizing a
Variety of Academic Texts

CS_EN11/12A-EAPP-Ia-c-5
Senior High
Page 3 LESSON OBJECTIVES

At the end of this module, you are expected to:

 1. define summary;
 2. identify the main idea, key points and supporting
details in a variety of academic texts; and
 3. create a summary of various academic texts.
Page 4 DISCUSSION

WHAT IS A SUMMARY?

It is a brief statement or restatement of main points.

Summarizing a text, or distilling its essential concepts into a
paragraph or two, is a useful study tool as well as good writing
practice.
Page 6

TWO AIMS OF
A SUMMARY
Page 7 DISCUSSION

To reproduce the main

idea and the key
AIM 1:
points of a text
Page 8 DISCUSSION

To restate these in as
few words as possible
AIM 2:
HOW DO STUDENTS BENEFITS FROM SUMMARIZING?
Summarizing helps students learn to identify key ideas of a text and ignore
irrelevant information.

Summarizing improves students’ memory for what they read and by

extension comprehension.

By learning and practicing how to summarize, one can develop reading

comprehension and long-term retention of information.

It is also an effective tool to self-evaluate what they understood and what

they do not.
Page 9 DISCUSSION

IDEAS TO PONDER:
The main idea is what the text is about while key points are arguments or information
that is used to support the main idea.

Also, it may be developed or elaborated with supporting details. However, your

summary should only include main ideas and key points, not supporting details.

Another important thing you must remember is that summaries are not a place for
your opinions, background knowledge and personal information.
Page 10

TECHNIQUES
IN
SUMMARIZING
A TEXT
Page 11 DISCUSSION

RULE 1: READ THE ORIGINAL

PASSAGE OR TEXT VERY CAREFULLY.
Page 12 DISCUSSION

RULE 2: HIGHLIGHT OR UNDERLINE

WHAT YOU TAKE TO BE THE MAIN
POINT OF THE ORIGINAL TEXT, OR
MAKE NOTES IN THE MARGINS OR
ON ANOTHER SHEET OF PAPER.
Page 13 DISCUSSION

RULE 3: WHEN SUMMARIZING AN

ENTIRE ESSAY, OUTLINE THE
WRITER’S ARGUMENT.
Page 14 DISCUSSION

RULE 4: NOW TELL YOUR AUDIENCE

WHAT THE ORIGINAL SOURCE
ARGUED.
Page 15 DISCUSSION

RULE 5: ASK THE FOLLOWING

FRAMEWORK QUESTIONS:
A. WHAT IS THE MAIN IDEA?
B. WHAT ARE THE CRUCIAL DETAILS
NECESSARY FOR SUPPORTING THE
IDEAS?
Page 16 DISCUSSION

RULE 6: USE KEY WORDS OR

PHRASES TO IDENTIFY THE MAIN
POINTS FROM THE TEXT.
Page 17 DISCUSSION

RULE 7: YOU CAN ALSO SUMMARIZE

A READING TEXT BY GETTING THE
MAIN EVENTS AND ARRANGING THE
EVENTS IN CHRONOLOGICAL ORDER.
Page 18 DISCUSSION

EXAMPLE:
A typhoon is powerful, twisting hurricane. It begins high in
the air, among the winds of a giant storm cloud. People
who have watched a typhoon’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
Philippines, these tropical storms are called cyclones.
Page 18 DISCUSSION

EXAMPLE:
Tornadoes are not the only
windstorms that move through
earth’s air. Dust devils, hurricanes
and typhoons all have twisting
winds. But these windstorms differ
from tornadoes in important ways.
Page 19 DISCUSSION

Sentence summary:
Typhoons are frightening,
powerful, twisting hurricanes
sometimes called cyclones that
start in giant clouds.
Page 19 DISCUSSION

Sentence summary:
Dust devils, hurricanes and
typhoons also have twisting
winds, but they are different
from tornadoes.
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Thank You
For Listening
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