Sheet1Week 2—Source Summary Grading RubricTotal Points Possible100Total Points Earned0Pts. Pos.Pts. Ernd.CommentsPart I—Summary. One-sentence summary of the article, which includes a signal phrase to introduce the source.10Part II—One-paragraph summary of the article. Thesis includes a clear statement of purpose. Includes a signal phrase to introduce the source.10Part II—Multiple Paragraph Summary. Two- or three-paragraph summary that includes a clear introduction, body, and conclusion. The first paragraph includes a thesis statement that highlights the main points of the article. The body explains, justifies, or elaborates upon the thesis. Transitions are used to move from point to point. Transitions provide logical sequence appropriate for the purpose. Summary ends with a strong conclusion that summarizes the main points of the article.35Part IV—Student Reaction. Summarizes students' reaction to the ideas discussed in the article.10Part V—Formatting and References. Correctly formatted following APA guidelines. Includes appropriately formatted title page. Includes references listed in the Course Project. References used include both an in-text citation and a References page. 15Mechanics. The paper reflects correctness of expression and has been carefully edited for spelling errors, grammar, and punctuation. Sentence structure contains no major flaws such as run-on sentences, fragments, or verb errors. Word choice: words are effective, precise, and convey images appropriate for the audience and purpose. Vocabulary is varied, specific, and appropriate for college writing. 20 Sheet2 Sheet3 Running head: SAMPLE SOURCE SUMMARY ASSIGNMENT 1 TEMPLATE FOR SUMMARY ASSIGNMENT 5 Summary Assignment Summary Prewriting Theme: Education Topic: No Child Left Behind/Race to the Top Title: Dictating to the Schools: A Look at the Effect of the Bush and Obama Administrations on Schools. Ravitch is likely against too much government influence on schools and feels that government control is detrimental. Intended audience: The intended audience is primarily professionals in the field of education and education policy, including teachers and school administrators. However, parents with school-aged children and citizens interested in education reform or education policy could also be included as part of the audience. Writer’s background: Ravitch is an educational researcher and a former professor. Writer’s angle: Any discussion regarding how to best implement education reform in our schools is arguable, especially when the subject of standardized testing is involved. Individuals will hold different views on the topic depending on their political backgrounds, affiliations with education policy, and position on standardized testing. Ravitch is opposed to the use of standardized tests and believes they have a negative effect on schools. Part 1: The one-sentence summary Ravitch (2011), U.S. Department of Education’s Assistant Secretary of Education,.

1. Sheet1Week 2—Source Summary Grading RubricTotal Points
Possible100Total Points Earned0Pts. Pos.Pts.
Ernd.CommentsPart I—Summary. One-sentence summary of the
article, which includes a signal phrase to introduce the
source.10Part II—One-paragraph summary of the article. Thesis
includes a clear statement of purpose. Includes a signal phrase
to introduce the source.10Part II—Multiple Paragraph
Summary. Two- or three-paragraph summary that includes a
clear introduction, body, and conclusion. The first paragraph
includes a thesis statement that highlights the main points of the
article. The body explains, justifies, or elaborates upon the
thesis. Transitions are used to move from point to point.
Transitions provide logical sequence appropriate for the
purpose. Summary ends with a strong conclusion that
summarizes the main points of the article.35Part IV—Student
Reaction. Summarizes students' reaction to the ideas discussed
in the article.10Part V—Formatting and References. Correctly
formatted following APA guidelines. Includes appropriately
formatted title page. Includes references listed in the Course
Project. References used include both an in-text citation and a
References page. 15Mechanics. The paper reflects correctness
of expression and has been carefully edited for spelling errors,
grammar, and punctuation. Sentence structure contains no major
flaws such as run-on sentences, fragments, or verb errors. Word
choice: words are effective, precise, and convey images
appropriate for the audience and purpose. Vocabulary is varied,
specific, and appropriate for college writing. 20
Sheet2
Sheet3
Running head: SAMPLE SOURCE SUMMARY ASSIGNMENT
1
TEMPLATE FOR SUMMARY ASSIGNMENT 5

2. Summary Assignment
Summary Prewriting
Theme: Education
Topic: No Child Left Behind/Race to the Top
Title: Dictating to the Schools: A Look at the Effect of the Bush
and Obama Administrations on Schools. Ravitch is likely
against too much government influence on schools and feels
that government control is detrimental.
Intended audience: The intended audience is primarily
professionals in the field of education and education policy,
including teachers and school administrators. However, parents
with school-aged children and citizens interested in education
reform or education policy could also be included as part of the
audience.
Writer’s background: Ravitch is an educational researcher and a
former professor.
Writer’s angle: Any discussion regarding how to best implement
education reform in our schools is arguable, especially when the
subject of standardized testing is involved. Individuals will hold
different views on the topic depending on their political
backgrounds, affiliations with education policy, and position on
standardized testing. Ravitch is opposed to the use of
standardized tests and believes they have a negative effect on
schools.
Part 1: The one-sentence summary
Ravitch (2011), U.S. Department of Education’s Assistant

3. Secretary of Education, criticizes the Obama administration for
following Bush’s No Child Left Behind policy, explaining that
the government places an overreliance on standardized test
scores and teaching to the test over rich curriculum and true
reform for underachieving schools.
Part 2: The one-paragraph summary
Ravitch (2011), U.S. Department of Education’s Assistant
Secretary of Education, warns that the Obama administration’s
control over education reform continues much of the same
agenda introduced by the Bush administration’s No Child Left
Behind policy. Ravitch argues these policies are focused on
standardized tests and providing incentives to teachers who
produce students with high test scores. While she notes that the
policy stigmatizes low performing schools and holds them to
unattainable goals, she calls for less government control of
education reform and more need for well-educated teachers who
are provided with support, professional evaluation, and strong
curriculum.
Part 3: The multiple-paragraph summary
Ravitch (2011), U.S. Department of Education’s Assistant
Secretary of Education, criticizes the Obama administration’s
Race to the Top education policy agenda for following what she
calls the “disaster” of Bush’s No Child Left Behind policy.
Government control of education, she notes, has only led public
schools to rely heavily on standardized test scores. Ravitch
warns that, under the Obama administration, teachers are
provided incentives and raises based on test performance, which
results in class time being spent teaching test-taking skills or
teaching to the test rather than on rich curriculum.
Additionally, Ravitch criticizes the Obama
administration’s reliance on charter schools as a way of
reforming underperforming public schools, explaining that
charters don’t answer the real challenges that face low-income
or non-native speaking student populations. In the end, she
warns that the outcome will produce students who are not able

4. to comprehend complex knowledge and schools that limit
history, science, the arts, civics, and many other components of
the curriculum that provide college preparatory instruction.
Ravitch notes that the United States, compared to other nations,
is not following a model that will produce effective change. She
explained, “High-performing nations make sure that students
have access to a rich and balanced curriculum, not just a steady
diet of test preparation and testing” (p. 8).
Part 4: Your reaction
Ravitch is right in her assessment of the Obama
administration’s educational reform plans. As threats are made
to close low-performing schools, Race to the Top provides little
explanation in terms of how underprivileged communities will
experience any positive education reform. Additionally, I agree
with Ravitch’s criticism of incentivizing teachers whose
students produce high test scores. This seems to only put more
focus on teaching to the test rather than providing students with
a well-rounded curriculum that offers broad skills and critical
thought. As a research professor and the Assistant Secretary of
the U.S. Department of Education, Ravitch is well positioned to
call upon reform that focuses more on improved teaching,
additional resources, and stronger curriculum over more
government control.
Part 5: Reference
Ravitch,D. (2011). Dictating to the schools: A look at the effect
of the Bush and Obama administration on schools. Education
Digest: Essential Readings Condensed for Quick Review, 76(8),
4–9.
Running head: SUMMARY ASSIGNMENT 1
TEMPLATE FOR SUMMARY ASSIGNMENT 2

5. Summary Assignment
[Your Name Here]
[Your Institution Here]
Summary Assignment
The purpose of the following assignment is to effectively
summarize and attribute information from a source.
Use the library databases to retrieve an article from the Course
Theme Reading List on the topic you selected last week. If you
are considering a new topic, confirm your choice with your
professor. Once you retrieve the article, print it or save a local
copy of the full text article to your hard drive so that you can
refer to the contents of the article offline.
Read the source carefully, noting the thesis, topic sentences,
headings, supporting details, and conclusion. To become more
skilled at summary and paraphrase, you will practice writing
summaries of different lengths on the same assigned source.
For each part of the assignment, follow the instructions
provided. When you are finished, save the document as <your
last name.Wk2 Summary Assignment> and submit it to the
Dropbox by the end of the week.
Source Summary Prewriting
Include specific information as it pertains to your chosen source
below.
Theme: (Choose: Education, Technology, Family, Health and
Wellness.)
Topic: (Choose one of the Course Project topics listed under the
column for each theme.)
Title: (List the title and what the title tells you about the point

6. of view of the author.)
Intended audience: (Based on what you can tell about the
publication, who do you think is the intended audience?)
Writer background: (What kind of authority does the author
have to write on the topic?)
Writer’s angle: (Write one to two sentences on whether the
topic presents an arguable claim. Is there more than one side?)
Part 1: The one-sentence summary
In your own words and in just one sentence, summarize the
overall main point of the source.
Frame your summary using a signal phrase. See Chapter 26, pp.
496–500 for examples. The signal phrase indicates to a reader
that you are preparing to introduce source information.
Part 2: The one-paragraph summary
Using the same source, write a full-paragraph summary in your
own words. In this version, state the main point but also key
supporting points that are used in the source material. Use a
signal phrase to present the source. In the paragraph, you can
emphasize a key point that the author makes. You can also
rephrase the main point of the source material in simpler terms.
Do not add your opinion or reactions.
Part 3: The multiple-paragraph summary
Using the same source, in your own words write two to three
paragraphs to state the main point and supporting points. In this
version, you may use selective quoting, additional paraphrase,
and in-text citations for any quoted material. Note the way the
source material is organized for ideas on how to divide the
paragraphs of your summary. Do not add your opinions or
reactions.
Part 4: Your reaction
In this section, provide your positive or critical reader reaction
to your source. The purpose is to respond directly to the

7. published issue, story, or opinion. Your reactions should be
specific, precise, and well-supported. State your purpose, which
is typically to agree, disagree, analyze, interpret, or clarify an
idea in the original (i.e., “I agree with [topic/issue/author]
because…” OR “I do not agree with [topic/issue/author]
because…”). Avoid errors in logic and monitor your tone to
avoid seeming biased in your presentation of the information.
Use the bullets below as considerations to further develop your
reaction section:
· Is the author persuasive in arguing the main point?
· How does the publication meet the needs of the intended
audience?
· Do you trust the author(s)? Why or why not?
· Are there statements of fact and specific examples? Are these
persuasive?
· Do you detect any appeal to your emotions such as fear, anger,
or contentment?
· How is the document designed? Does it use headings? Does it
use graphics? Are these effective?
Part 5: References
Type the APA Reference information for your source at the end
of your assignment. Refer to the APA formatting information in
the syllabus and resources in Doc Sharing. Points will be
deducted for APA formatting this week because the Reference
citation already models correct APA citation format for you.