How to Write a Summary Read the passage carefully. Determine its structure. Identify the author's purpose in writing. (This will help you to distinguish between more important and less important information.) Reread, label, and underline. This time divide the passage into sections or stages of thought. The author's use of paragraphing will often be a useful guide. Label, on the passage itself, each section or stage of thought. Underline key ideas and terms. Write one-sentence summaries, on a separate sheet of paper, of each stage of thought. Write a thesis--a one-sentence summary of the entire passage. The thesis should express the central idea of the passage, as you have determined it from the preceding steps. You may find it useful to keep in mind the information contained in the lead sentence or paragraph of most newspaper stories--the what, who, why, where, when, and how of the matter. For persuasive passages, summarize in a sentence the author's conclusion. For descriptive passages, indicate the subject of the description and its key features. Note: In some cases a suitable thesis may already be in the original passage. If so, you may want to quote it directly in your summary. Write the first draft of your summary by (1) combining the thesis with your list of one-sentence summaries or (2) combining the thesis with one-sentence summaries plus significant details from the passage. In either case, eliminate repetition. Eliminate less important information. Disregard minor details, or generalize them. Use as few words as possible to convey the main ideas. Check your summary against the original passage, and make whatever adjustments are necessary for accuracy and completeness. Revise your summary, inserting transitional words and phrases where necessary to ensure coherence. Check for style. Avoid series of short, choppy sentences. Combine sentences for a smooth, logical flow of ideas. Check for grammatical correctness, punctuation, and spelling. From Writing and Reading Across the Curriculum, by L. Behrens and L. Rosen. [[title]][[label]] [[_statusText]] [[_getCriterionContext(criterionName)]] [[_localizeOutOf(entity, _score)]] * [[_localizeStarLabel(totalScore)]] [[localize('rubricSummaryA11y')]] [[entity.properties.name]] [[level.properties.name]] ...

1. How to Write a Summary
Read the passage carefully. Determine its structure. Identify the
author's purpose in writing. (This will help you to distinguish
between more important and less important information.)
Reread, label, and underline. This time divide the passage into
sections or stages of thought. The author's use of paragraphing
will often be a useful guide. Label, on the passage itself, each
section or stage of thought. Underline key ideas and terms.
Write one-sentence summaries, on a separate sheet of paper, of
each stage of thought.
Write a thesis--a one-sentence summary of the entire passage.
The thesis should express the central idea of the passage, as you
have determined it from the preceding steps. You may find it
useful to keep in mind the information contained in the lead
sentence or paragraph of most newspaper stories--the what,
who, why, where, when, and how of the matter. For persuasive
passages, summarize in a sentence the author's conclusion. For
descriptive passages, indicate the subject of the description and
its key features. Note: In some cases a suitable thesis may
already be in the original passage. If so, you may want to quote
it directly in your summary.
Write the first draft of your summary by (1) combining the
thesis with your list of one-sentence summaries or (2)
combining the thesis with one-sentence summaries plus
significant details from the passage. In either case, eliminate
repetition. Eliminate less important information. Disregard
minor details, or generalize them. Use as few words as possible
to convey the main ideas.
Check your summary against the original passage, and make

2. whatever adjustments are necessary for accuracy and
completeness.
Revise your summary, inserting transitional words and phrases
where necessary to ensure coherence. Check for style. Avoid
series of short, choppy sentences. Combine sentences for a
smooth, logical flow of ideas. Check for grammatical
correctness, punctuation, and spelling.
From Writing and Reading Across the Curriculum, by L.
Behrens and L. Rosen.
[[title]][[label]]

7. [[_statusText]]

8. [[_getCriterionContext(criterionName)]]
[[_localizeOutOf(entity, _score)]]
*
[[_localizeStarLabel(totalScore)]]
[[localize('rubricSummaryA11y')]]

9. [[entity.properties.name]]
[[level.properties.name]]
[[localize('criterionScore')]]
[[_getLoaHeadingLangTerm()]]

10. [[loaLevel.properties.name]]
[[criterion.properties.name]]

12. [[_name]]

14. [[_name]]
[[localize('overallScore')]]
[[localize('overallScore')]]
[[_getLevelName(level, _version)]]
[[_localizePoints(level)]]

15. [[_getDescriptionText(level)]]

16. [[item.alertMessage]]
[[localize('overallFeedback')]]Rubric Assessment

17. Rubric Total Score
Total
Score of SUO
Discussion Rubric (80 Points) - Version 1.2,
/ 80
*
This table lists criteria and criteria group
names in the first column. The first row lists level names and
includes scores if the rubric uses a numeric scoring method.
You can give feedback on each criterion by tabbing to the add
feedback buttons in the table.
Response
No Submission
0 points
Emerging (F-D: 1-27)
27 points
Satisfactory (C: 28-31)
31 points
Proficient (B: 32-35)
35 points
Exemplary (A: 36-40)
40 points

18. Criterion Score
Quality of Initial Posting
No initial posting exists to evaluate.
The information provided is inaccurate, not focused on the
assignment’s topic, and/or does not answer the question(s)
fully. Response demonstrates incomplete understanding of the
topic and/or inadequate preparation.
The information provided is accurate, giving a basic
understanding of the topic(s) covered. A basic understanding is
when you are able to describe the terms and concepts covered.
Despite this basic understanding, initial posting may not include
complete development of all aspects of the assignment.
The information provided is accurate, displaying a good
understanding of the topic(s) covered. A good understanding is
when you are able to explain the terms and topics covered.
Initial posting demonstrates sincere reflection and addresses
most aspects of the assignment, although all concepts may not

19. be fully developed.
The information provided is accurate, providing an in-depth,
well thought-out understanding of the topic(s) covered. An in-
depth understanding provides an analysis of the information,
synthesizing what is learned from the course/assigned readings.
Score of Quality of Initial Posting,
/ 40
*
This table lists criteria and criteria group
names in the first column. The first row lists level names and
includes scores if the rubric uses a numeric scoring method.
You can give feedback on each criterion by tabbing to the add
feedback buttons in the table.
Participation
No Submission
0 points
Emerging (F-D: 1-13)
13 points
Satisfactory (C: 14-16)
16 points

20. Proficient (B: 17-18)
18 points
Exemplary (A: 19-20)
20 points
Criterion Score
Participation in Discussion
No responses to other classmates were posted in this discussion
forum.
May include one or more of the following:
*Comments to only one other student's post.
*Comments are not substantive, such as just one line or saying,
“Good job” or “I agree.
*Comments are off topic.
Comments to two or more classmates’ initial posts but only on

21. one day of the week. Comments are substantive, meaning they
reflect and expand on what the other student wrote.
Comments to two or more classmates’ initial posts on more than
one day. Comments are substantive, meaning they reflect and
expand on what the other student wrote.
Comments to two or more classmates’ initial posts and to the
instructor's comment (if applicable) on two or more days.
Responses demonstrate an analysis of peers’ comments,
building on previous posts. Comments extend and deepen
meaningful conversation and may include a follow-up question.
Score of Participation in Discussion,
/ 20
*
This table lists criteria and criteria group
names in the first column. The first row lists level names and
includes scores if the rubric uses a numeric scoring method.
You can give feedback on each criterion by tabbing to the add
feedback buttons in the table.
Writing
No Submission
0 points

22. Emerging (F-D: 1-13)
13 points
Satisfaction (C: 14-16)
16 points
Proficient (B: 17-18)
18 points
Exemplary (A: 19-20)
20 points
Criterion Score
Writing Mechanics (Spelling, Grammar, Citation Style)
and Information Literacy
No postings for which to evaluate language and grammar exist.
Numerous issues in any of the following: grammar, mechanics,

23. spelling, use of slang, and incomplete or missing citations and
references. If required for the assignment, did not use course,
text, and/or outside readings (where relevant) to support work.
Some spelling, grammatical, and/or structural errors are present.
Some errors in formatting citations and references are present.
If required for the assignment, utilizes sources to support work
for initial post but not comments to other students. Sources
include course/text readings but outside sources (when relevant)
include non-academic/authoritative, such as Wikis and .com
resources.
Minor errors in grammar, mechanics, or spelling in the initial
posting are present. Minor errors in formatting citations and
references may exist. If required for the assignment, utilizes
sources to support work for both the initial post and some of the
comments to other students. Sources include course and text
readings as well as outside sources (when relevant) that are
academic and authoritative (e.g., journal articles, other text
books, .gov Web sites, professional organization Web sites,
cases, statutes, or administrative rules).
Minor to no errors exist in grammar, mechanics, or spelling in
both the initial post and comments to others. Formatting of
citations and references is correct. If required for the
assignment, utilizes sources to support work for both the initial
post and the comments to other students. Sources include course
and text readings as well as outside sources (when relevant) that
are academic and authoritative (e.g., journal articles, other text
books, .gov Web sites, professional organization Web sites,
cases, statutes, or administrative rules).
Score of Writing Mechanics (Spelling, Grammar, Citation Style)
and Information Literacy,
/ 20
*

24. Overall Score
Overall Score
No Submission0 points minimum
There was no submission for this assignment.
Emerging (F to D Range)1 point minimum
Satisfactory progress has not been met on the competencies for
this assignment.
Satisfactory (C Range)56 points minimum
Satisfactory progress has been achieved on the competencies for
this assignment.
Proficient (B Range)64 points minimum
Proficiency has been achieved on the competencies for this
assignment.
Exemplary (A Range)72 points minimum
The competencies for this assignment have been mastered.

25. Close
Writing Summaries: Frederick Douglass’s “My Escape from
Slavery”
Summary is a natural place to start any writing activity that
involves reading other texts. Summary is often used as a

26. prewriting step to clarify the author’s actual message and
purpose. Often this involves active reading, highlighting
passages, annotating in the margins, and rereading. It’s very
difficult to use someone else’s words and ideas when you aren’t
certain what is really going on in the text.
For this assignment, you are asked to compose an effective
summary of the Frederick Douglas Escape from Slavery essay.
To help you compose an effective summary, please review the
attached document “How to Write a Summary.”
Concepts to keep in mind when writing a successful summary:
· Summary Definition A summary provides a concisely
expressed explanation of the selection's content: what the
author's main points are, what particular methods the author
uses, etc. Your focus in summary writing is always on the
primary and main supporting points rather than on the details of
the text.
· The text is objective: this means you should not editorialize or
evaluate the text by either reading between the lines or judging
the article as “masterful” or “insulting,” etc.
· The text is in third person: For a brief summary like this, there
is no reason for any I statements such as “I think she’s
saying…” or “I believe…” etc.
· The author is the subject in most, if not all, sentences.
Remember, people, not articles, write, so avoid phrases such as
“The article is saying…” Instead, start most sentences with
subject/verb like this: “Heywood argues…,” “The author
claims…,” “She supports her assertion with…” etc.
Requirements:
· The summary is a minimum of 10 sentences long (maximum
length is two pages) not counting the title and reference pages,
which you must include.
· You have maintained objectivity and refrained from passing
judgment.
· The author, designated by last name only, is included
throughout the summary.
· The first sentence includes the title of the article and the

27. author’s name.
· The text has been proofread for coherence, readability, and
grammar errors.
Refer to the following document for assistance on how to write
an effective summary:
Your paper should be 1-2 pages in length and conform to APA
guidelines, Include at least three scholarly references in
addition to the course textbook.