LESSON 3. TECHNIQUES IN SUMMARIZING VARIETY OF ACADEMIC TEXTS (1).pdf
Transcript
TECHNIQUES IN SUMMARIZING VARIETY OF ACADEMIC TEXTS Uses various techniques in summarizing a variety of academic texts (MELCs) What comes in your mind if you hear the word techniques and summarizing? Background Techniques in Summarizing Academic Texts Summarizing is how we t...
TECHNIQUES IN SUMMARIZING VARIETY OF ACADEMIC TEXTS Uses various techniques in summarizing a variety of academic texts (MELCs) What comes in your mind if you hear the word techniques and summarizing? Background Techniques in Summarizing Academic Texts Summarizing is how we take larger selections of text and reduce them to their bare essentials: the gist, the key ideas, the main points that are worth noting and remembering. Webster's calls a summary the "general idea in brief form"; it's the distillation, condensation, or reduction of a larger work into its primary notions. (“Reading QuestStrategies | Summarizing”) Basic Rules: A. Erase things that don’t matter. Delete trivial material that is unnecessary to understanding. B. Erase things that repeat. Delete redundant material. In note taking, time and space is precious. If a word or phrase says basically the same Data thing you have already written down, then don’t write Analysis it again! A. Erase things that don’t matter. Delete trivial material that is unnecessary to understanding. C. Trade, general terms for specific names. Substitute superordinate terms for lists (e.g., flowers for daisies, tulips for roses). Focus on the big picture. Long, technical lists are hard to remember. If one word will give you the meaning, then less is more. D. Use your own words to write the summary. Write the summary Data Analysis using yourthings A. Erase own words that but make don’t sure to matter. retaintrivial Delete the main points.that is material unnecessary to understanding. Techniques 1. Somebody Wanted But So. The strategy helps students generalize, recognize cause and effect relationships, and find main ideas. Somebody Wanted But So Then (Who is the (What did the (What was the (How was the (Tell how text about?) main character problem problem solved?) the story want?) encountered?) ends.) Little Red She wanted to She encountered She ran away, A woodsman Riding Hood take cookies to a Theoretical crying heard her her sick wolf pretending for help. and saved grandmother. to be her her from grandmother. the wolf. After answering the questions, combine the answers to form a 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. 2. SAAC Method. This method is particularly helpful in summarizing any kind of text. 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. State Assign Action Complete (the name of the (the name of the (what the author is (complete the article, book, or author) doing (example: sentence or story) tells, explains) summary with keywords and Theoretical important details) “The Boy Who Aesop (a Greek tells what happens Cried Wolf” storyteller) when a shepherd boy repeatedly lies to the villagers about seeing a wolf Use the four SAAC cues to write out a summary of "The Boy Who Cried Wolf" in complete sentences: "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. 3. 5 W's, 1 H. This technique relies on six crucial questions: who, what, when where, why, and how. These questions make it easy to identify the main character, important details, and main idea. Try this technique with a familiar fable such as "The Tortoise and the Hare." Who is the What did When did Where did Why did the How did story they do? the action the story main the main about? take place? happen? character do character what s/he do what did? s/he did? The He raced a When isn’t Theoretical An old The tortoise The tortoise quick, specified in country was tired of tortoise boastful this story, so road hearing the kept up his hare and it’s not hare boast slow but won. important in about his steady this case. speed. pace. 4. First Then Finally. This technique helps students summarize events in chronological order. 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. 5. Give Me the Gist. This type of techniques is like giving a friend the gist of a story. In other words, they want a summary – not a retelling of every detail. Reference Ybañez, A. R. M., Actub, M. C., Mccarry, M. C., Magaway, K. C., Macua, C. V., Mutia, L. L., Tizon, M. C, Montecalvo, D. V., & Natividad, C. C. (2020). Quarter 1 module reading academic text. Department of Education. THANK YOU
