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Chapter 5 summary writing
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- 2. Chapter 5 LearningObjectives In this chapter, you will learn how to: Understand the differences among the several kinds of summary Write informative descriptive summaries Compose detailed informative summaries Create convincing evaluative summaries Accurately summarize both written and oral sources Copyright © 2017, 2014, 2011 by Pearson Education, Inc. All rights reserved.
- 3. Summaries—An Overview Brieflycapture the essential content of something heard, seen, or read Are organized logically with clear and concrete terminology Highlight key points with an awareness of what to leave out Most commonly take the form of abstracts and executive summaries that accompany long reports Copyright © 2017, 2014, 2011 by Pearson Education, Inc. All rights reserved.
- 4. Understand the DifferencesAmong the Several Kinds of Summaries Descriptive States what the original document is about but does not convey specific information Functions like a table of contents in paragraph form
- 5. Kinds of Summaries,continued Informative—most common form of summary Presents document’s content in greatly compressed form May allow reader to skip the original altogether Conveys main ideas in shorter form Includes hard data—names, dates, statistics Copyright © 2017, 2014, 2011 by Pearson Education, Inc. All rights reserved.
- 6. Kinds of Summaries,continued Evaluative Is fully developed, like an informative summary Includes writer’s personal assessment of the original Copyright © 2017, 2014, 2011 by Pearson Education, Inc. All rights reserved.
- 7. Write Informative Descriptive Summaries Purpose: Help reader determine summarized document’s value in a given situation Does not include recommendations or findings of the document See page 87 of the text for a sample descriptive summary Copyright © 2017, 2014, 2011 by Pearson Education, Inc. All rights reserved.
- 8. Compose Detailed Informative Summaries Purpose: May allow reader to skip the source document Include source’s findings and recommendations Include some factual details such as names/dates/statistics See pp. 87-88 of text for a sample informative summary
- 9. Summaries Accompanying Long Reports Abstract Provides an overview of the report Appears near the beginning Executive Summary Assists management in making decisions without having to read the report Copyright © 2017, 2014, 2011 by Pearson Education, Inc. All rights reserved.
- 10. Create Convincing Evaluative Summaries Purpose: Provide summary writer’s assessment of the source document, in addition to informative summary Are more fully developed than informative summaries Include summary writer’s subjective value judgments throughout See p. 88 of the text for an evaluative summary Copyright © 2017, 2014, 2011 by Pearson Education, Inc. All rights reserved.
- 11. General Characteristics of GoodSummaries Retain emphasis of original Do not introduce new or additional information (unless writing an evaluative summary) Use simplest possible terms and complete sentences with clear meaning Are organized coherently so that summary can stand alone Are limited to no more than 25 percent of original document’s length
- 12. Accurately Summarize BothWritten and Oral Sources Oral sources Take notes quickly without missing anything Use personal system of shortcuts— abbreviations, symbols, etc. Use hand-held recorder or download source Take notes to highlight important points Use notes to find points in recording Copyright © 2017, 2014, 2011 by Pearson Education, Inc. All rights reserved.
- 13. Accurately Summarize BothWritten and Oral Sources Written sources Read entire document straight through Watch for context clues Go back and underline or highlight most important sentences in each paragraph Edit sentences you selected, compressing, combining, and streamlining Reread summary and insert transitions as needed Include concrete facts as appropriate Do final edit and proofreading Copyright © 2017, 2014, 2011 by Pearson Education, Inc. All rights reserved.
- 14. Types of ContextClues Study these four common types of context clues. Think about what information in the sentence is useful and what is not. Turn to your neighbor and discuss each one. Can you come up with different examples for at least two of the types? Definition–the word is defined directly and clearly in the sentence in which it appears. “ The arbitrator, the neutral person chosen to settle the dispute, arrived at her decision.” Antonym (or contrast)–often signaled by the words whereas, unlike, or as opposed to. “Unlike Jamaal’s room, which was immaculate, Jeffrey’s room was very messy.” “Whereas Melissa is quite lithe, her sister is clumsy and awkward.”
- 15. Synonym (or restatement)–otherwords are used in the sentence with similar meanings. “The slender woman was so thin her clothes were too big on her. Inference–word meanings are not directly described, but need to be inferred from the context. “Walt’s pugnacious behavior made his opponent back down.” “ The man gigged the large fish, but he needed his friend to enlarge the hole to drag it out of the frigid water.”
- 16. Review Question 1 1.Which type of summary best fits each of the following descriptions? (Choose from descriptive, informative, or evaluative.) a. This type of summary is the most fully developed and includes the summary writer’s personal assessment of the original document. b. This type of summary contains hard data from the original document, but does not include the summary writer’s perspective. c. This type of summary states the topic of the original document, but does not give enough information to substitute for reading the original document. Copyright © 2017, 2014, 2011 by Pearson Education, Inc. All rights reserved.
- 17. Review Question 1 1.Which type of summary best fits each of the following descriptions? (Choose from descriptive, informative, or evaluative.) a. Evaluative. This type of summary is the most fully developed and includes the summary writer’s personal assessment of the original document. b. Informative. This type of summary contains hard data from the original document, but does not include the summary writer’s perspective. c. Descriptive. This type of summary states the topic of the original document, but does not give enough information to substitute for reading the original document. Learning Objective— Understand the difference among the several kinds of summariesCopyright © 2017, 2014, 2011 by Pearson Education, Inc. All rights reserved.
- 18. Review Question 2 2.What is the main purpose of a descriptive summary? a. To enable a busy reader to skip the original document altogether, if necessary b. To help a reader determine whether the summarized document is of any potential use in a given situation c. To provide the writer’s personal assessment of the original document d. To provide a replacement that is at least half as long as the original Copyright © 2017, 2014, 2011 by Pearson Education, Inc. All rights reserved.
- 19. Review Question 2 2.What is the main purpose of a descriptive summary? a. To enable a busy reader to skip the original document altogether, if necessary b. To help a reader determine whether the summarized document is of any potential use in a given situation c. To provide the writer’s personal assessment of the original document d. To provide a replacement that is at least half as long as the original Learning Objective— Write informative descriptive summaries Copyright © 2017, 2014, 2011 by Pearson Education, Inc. All rights reserved.
- 20. Review Question 3 3.What is the main purpose of an informative summary? a. To enable a busy reader to skip the original document altogether, if necessary b. To help a reader determine whether the summarized document is of any potential use in a given situation c. To provide the writer’s personal assessment of the original document d. To provide a replacement that is at least half as long as the original Copyright © 2017, 2014, 2011 by Pearson Education, Inc. All rights reserved.
- 21. Review Question 3 3.What is the main purpose of an informative summary? a. To enable a busy reader to skip the original document altogether, if necessary b. To help a reader determine whether the summarized document is of any potential use in a given situation c. To provide the writer’s personal assessment of the original document d. To provide a replacement that is at least half as long as the original Learning Objective— Compose detailed informative summaries Copyright © 2017, 2014, 2011 by Pearson Education, Inc. All rights reserved.
- 22. Review Question 4 4.The summary writer’s personal opinion should appear a. In every type of summary b. Only in an evaluative summary c. Only in an executive summary d. Only in an abstract Copyright © 2017, 2014, 2011 by Pearson Education, Inc. All rights reserved.
- 23. Review Question 4 4.The summary writer’s personal opinion should appear a. In every type of summary b. Only in an evaluative summary c. Only in an executive summary d. Only in an abstract Learning Objective— Create convincing evaluative summaries Copyright © 2017, 2014, 2011 by Pearson Education, Inc. All rights reserved.
- 24. Review Question 5 5.Details about the original document’s recommendations and conclusions, as well as hard data (names, dates, and statistics), should be included in which of the following? a. A descriptive summary b. An informative summary c. An evaluative summary d. All of the above e. Both (a) and (b) f. Both (b) and (c) Copyright © 2017, 2014, 2011 by Pearson Education, Inc. All rights reserved.
- 25. Review Question 5 5.Details about the original document’s recommendations and conclusions, as well as hard data (names, dates, and statistics), should be included in which of the following? a. A descriptive summary b. An informative summary c. An evaluative summary d. All of the above e. Both (a) and (b) f. Both (b) and (c) Learning Objective—Write clear, concise, and complete summaries
Editor's Notes
- #4 Students may be interested to know that executive summaries are the part of the report most frequently read by managerial readers.
- #5 Note that descriptive, informative, and evaluative summaries increasingly progress in the amount of information they contain.
- #8 See p. 87 of the text for a sample descriptive summary.
- #9 See pp. 87–88 of the text for a sample informative summary.
- #10 Figure 11.3 on p. 209 of the text contains an example of an abstract. Executive summaries are typically a bit longer than abstracts (up to 1 page) and may be written in multiple paragraphs.
- #11 See p. 88 of the text for an example of an evaluative summary.
- #14 Have students define “context clues,” perhaps using examples of such clues that appear in the textbook. Ask them what clues enable them to decide what to highlight in their academic reading.
- #20 See p. 87 of the text.
- #22 See p. 87 of the text.
- #26 See pp. 87–88 of the text.