The document provides instruction on writing a precis, which is a concise summary of a passage that captures the key ideas and main points. It defines a precis, explains the importance of writing one, and outlines the characteristics of a good precis. The lesson includes examples of analyzing passages and writing precis, emphasizing that a precis should restate the core idea briefly and logically while preserving the original work's meaning, organization, and tone.
This document provides information about different reading and writing strategies including paragraph development, narration, description, definition, and classification. It begins with an introduction to comparing and contrasting patterns of written texts across disciplines. It then discusses each strategy in more detail providing examples and activities for students to identify topics, supporting details, and other elements of each type of paragraph development. The document aims to help students learn and practice essential reading and writing skills.
This document provides guidance on academic writing, summarizing, paraphrasing, and analyzing texts. It discusses the importance of actively reading texts by breaking them down, marking details, and re-reading. The key aspects of summarizing are outlined, including writing a brief overview of the main ideas and keeping it shorter than the original text. Analysis is described as forming an opinion on a text by considering how the author supports their ideas and asking critical questions. Students are assigned a paper summarizing and analyzing an article on "Desirable Difficulties" and directed to online resources for more details and submission guidelines.
This document provides a framework for crafting compelling narratives in empirical research papers in consumer psychology. It recommends focusing the narrative on the clear articulation of the research contribution. It also recommends maintaining a consistent plot structure that follows reader expectations, with a beginning, middle and end, and causal relationships between elements. The narrative should use constructs and variables as main characters and minimize distracting subplots. Well-written papers integrate these narrative elements to effectively communicate the research and enhance the chances of publication.
A Guide To How To Analyze Literature With Special Thanks To Professor Erick...Aaron Anyaakuu
This document provides a guide for analyzing literature through 6 topics: the author, plot, characters, themes, quotes and dialogues, and symbolism. It suggests beginning by researching the author's background and historical context to better understand their perspective. It then advises analyzing the plot by summarizing chapters and identifying the beginning, middle, and climax. Characters should be understood by compiling notes on their traits and how they influence the story. Themes are perspectives the text can be analyzed through and should relate to the author's context. Quotes and dialogues provide evidence to support analyses. Symbolism represents abstract ideas and requires close attention to details with deeper meanings. The overall aim is to equip students with approachable techniques for literary analysis
The document provides information on different types of essays:
- Argumentative essays show that an opinion is more truthful than others' by using reasoning, inferences, and addressing potential objections.
- Narrative essays tell a story from a point of view using sensory details and advancing the plot.
- Descriptive essays vividly portray a person, place, memory, or experience using details that engage the five senses.
6.3 Narrative Writing Pattern Narration is storytelling f.docxalinainglis
This document provides an overview of narrative writing and the key elements to include in a narrative. It discusses the purpose of narrative writing, which is often to entertain or engage readers but can also be to share a personal experience or teach a lesson. It outlines important narrative elements like plot, characters, setting, and creative tension. It also discusses organizing a narrative using chronological, spatial, or dramatic order. The document provides guidance on developing key parts of a narrative like the thesis, plot, dialogue, and maintaining a clear narrative structure.
This document discusses writing as a social activity and different techniques for essay writing. It provides information on common text types taught in schools such as descriptive, narrative, compare and contrast, cause and effect, and argumentative essays. Examples are given for each text type along with their key features. Activities include identifying text types from essay snippets using the provided features, and brainstorming ideas for essays using techniques like questioning, listing, diagramming and outlining. The goal is to look at writing as a social practice and generate ideas for essays in a group setting using different pre-writing methods.
This document provides information about different reading and writing strategies including paragraph development, narration, description, definition, and classification. It begins with an introduction to comparing and contrasting patterns of written texts across disciplines. It then discusses each strategy in more detail providing examples and activities for students to identify topics, supporting details, and other elements of each type of paragraph development. The document aims to help students learn and practice essential reading and writing skills.
This document provides guidance on academic writing, summarizing, paraphrasing, and analyzing texts. It discusses the importance of actively reading texts by breaking them down, marking details, and re-reading. The key aspects of summarizing are outlined, including writing a brief overview of the main ideas and keeping it shorter than the original text. Analysis is described as forming an opinion on a text by considering how the author supports their ideas and asking critical questions. Students are assigned a paper summarizing and analyzing an article on "Desirable Difficulties" and directed to online resources for more details and submission guidelines.
This document provides a framework for crafting compelling narratives in empirical research papers in consumer psychology. It recommends focusing the narrative on the clear articulation of the research contribution. It also recommends maintaining a consistent plot structure that follows reader expectations, with a beginning, middle and end, and causal relationships between elements. The narrative should use constructs and variables as main characters and minimize distracting subplots. Well-written papers integrate these narrative elements to effectively communicate the research and enhance the chances of publication.
A Guide To How To Analyze Literature With Special Thanks To Professor Erick...Aaron Anyaakuu
This document provides a guide for analyzing literature through 6 topics: the author, plot, characters, themes, quotes and dialogues, and symbolism. It suggests beginning by researching the author's background and historical context to better understand their perspective. It then advises analyzing the plot by summarizing chapters and identifying the beginning, middle, and climax. Characters should be understood by compiling notes on their traits and how they influence the story. Themes are perspectives the text can be analyzed through and should relate to the author's context. Quotes and dialogues provide evidence to support analyses. Symbolism represents abstract ideas and requires close attention to details with deeper meanings. The overall aim is to equip students with approachable techniques for literary analysis
The document provides information on different types of essays:
- Argumentative essays show that an opinion is more truthful than others' by using reasoning, inferences, and addressing potential objections.
- Narrative essays tell a story from a point of view using sensory details and advancing the plot.
- Descriptive essays vividly portray a person, place, memory, or experience using details that engage the five senses.
6.3 Narrative Writing Pattern Narration is storytelling f.docxalinainglis
This document provides an overview of narrative writing and the key elements to include in a narrative. It discusses the purpose of narrative writing, which is often to entertain or engage readers but can also be to share a personal experience or teach a lesson. It outlines important narrative elements like plot, characters, setting, and creative tension. It also discusses organizing a narrative using chronological, spatial, or dramatic order. The document provides guidance on developing key parts of a narrative like the thesis, plot, dialogue, and maintaining a clear narrative structure.
This document discusses writing as a social activity and different techniques for essay writing. It provides information on common text types taught in schools such as descriptive, narrative, compare and contrast, cause and effect, and argumentative essays. Examples are given for each text type along with their key features. Activities include identifying text types from essay snippets using the provided features, and brainstorming ideas for essays using techniques like questioning, listing, diagramming and outlining. The goal is to look at writing as a social practice and generate ideas for essays in a group setting using different pre-writing methods.
English Analysing Themes and Ideas Presentation Beige Pink Lined Style_202401...MaRs436582
This document provides guidance on analyzing themes and ideas in literary and informational texts. It discusses identifying themes as explicit ideas rather than single words, and how themes can develop and interact throughout a text. Students should determine themes, cite evidence to support their analysis, and consider how authors infer ideas subtly. The document emphasizes analyzing how themes are introduced, developed, and concluded, and distinguishing between summarizing and analyzing texts.
The article discusses Stanley Fish's theory of reader-response theory, which argues that meaning is created by readers based on their own experiences rather than being inherent in a text. It summarizes Fish's argument that the relationship between text and reader is intertwined rather than a binary, and that all meaning is situational and contextual. While the author believes in open interpretations, they also raise some critiques of Fish's theory, arguing that subjective interpretations could reinforce existing power structures if not examined critically.
Sophia Pathways for College Credit – English Composition II .docxwilliame8
Sophia Pathways for College Credit – English Composition II
SAMPLE TOUCHSTONE AND SCORING
Nyeri Robison
Sophia Pathways
Comp II
December 4, 2019
Who’s Hooked on Stanley Fish?: An Interpretation of Reader-Response Theory
In 1980, literary scholar Stanley Fish published his famous book Is There a Text in this Class?
Most widely-read from this text is the self-titled thirteenth chapter, which is seen as one of the primary
texts that sparked what is known as ‘reader-response theory.’ This theory, some might know, is the
belief that all readers can and do make their own meanings of texts, whether those be novels, stories,
poems, plays, films, or even text-messages shared between friends. Such reader-made meanings or
‘responses’ are often separated and completely different from the intent of the text’s author; instead,
they are mostly shaped by our communities – schools and classrooms, churches and religious groups,
businesses and neighborhoods, families and friends, to list just a few examples– which offer and teach
us different strategies to interpret texts and construct meanings. In other words, there are no fixed,
objective, pre-determined textual meanings; rather we invent meanings as we encounter texts wearing
the lenses of our own histories, personal experiences, sets of knowledge, and worldviews. This rather
postmodern philosophy, however, is one that I want to challenge in part, since I believe it can work
ironically to reinforce dominant power-structures and the status quo in our society.
To understand the possible critiques of Stanley Fish’s theories, however, one must first
understand what he argues. In “Is There a Text in This Class?” Fish works to calm the fears of other
Comment [SL1]: Hi Nyeri! I’m looking forward to reading
your essay today!
Comment [SL2]: It’d be a good idea to introduce who
Stanley Fish is and why this article was written in the first
place.
Comment [SL3]: This is a good summary of the theory
presented. It would be good to lead off with what the article
touched on first, then go into more detail about the theory
that is presented.
Comment [SL4]: Great thesis statement!
Sophia Pathways for College Credit – English Composition II
SAMPLE TOUCHSTONE AND SCORING
literary scholars who think we need objective meanings in texts, standardized methods of interpreting
these meanings, and prescribed ways of teaching students those methods. They believe that these
strategies are required to prevent a fragmentation and eventual breakdown of meaning into an infinite,
disorienting cloud of unique and isolated subjective interpretations. For example, in the case of Hamlet,
what would happen if we strayed so far from Shakespeare’s intent for the play and interpreted it as
being about space aliens taking the forms of royalty in the Danish court? What if the reader (the
Subject) got too far from the text (the Object)? It is this fears that Fish tri.
Sophia Pathways for College Credit – English Composition II .docxrosemariebrayshaw
Sophia Pathways for College Credit – English Composition II
SAMPLE TOUCHSTONE AND SCORING
Nyeri Robison
Sophia Pathways
Comp II
December 4, 2019
Who’s Hooked on Stanley Fish?: An Interpretation of Reader-Response Theory
In 1980, literary scholar Stanley Fish published his famous book Is There a Text in this Class?
Most widely-read from this text is the self-titled thirteenth chapter, which is seen as one of the primary
texts that sparked what is known as ‘reader-response theory.’ This theory, some might know, is the
belief that all readers can and do make their own meanings of texts, whether those be novels, stories,
poems, plays, films, or even text-messages shared between friends. Such reader-made meanings or
‘responses’ are often separated and completely different from the intent of the text’s author; instead,
they are mostly shaped by our communities – schools and classrooms, churches and religious groups,
businesses and neighborhoods, families and friends, to list just a few examples– which offer and teach
us different strategies to interpret texts and construct meanings. In other words, there are no fixed,
objective, pre-determined textual meanings; rather we invent meanings as we encounter texts wearing
the lenses of our own histories, personal experiences, sets of knowledge, and worldviews. This rather
postmodern philosophy, however, is one that I want to challenge in part, since I believe it can work
ironically to reinforce dominant power-structures and the status quo in our society.
To understand the possible critiques of Stanley Fish’s theories, however, one must first
understand what he argues. In “Is There a Text in This Class?” Fish works to calm the fears of other
Comment [SL1]: Hi Nyeri! I’m looking forward to reading
your essay today!
Comment [SL2]: It’d be a good idea to introduce who
Stanley Fish is and why this article was written in the first
place.
Comment [SL3]: This is a good summary of the theory
presented. It would be good to lead off with what the article
touched on first, then go into more detail about the theory
that is presented.
Comment [SL4]: Great thesis statement!
Sophia Pathways for College Credit – English Composition II
SAMPLE TOUCHSTONE AND SCORING
literary scholars who think we need objective meanings in texts, standardized methods of interpreting
these meanings, and prescribed ways of teaching students those methods. They believe that these
strategies are required to prevent a fragmentation and eventual breakdown of meaning into an infinite,
disorienting cloud of unique and isolated subjective interpretations. For example, in the case of Hamlet,
what would happen if we strayed so far from Shakespeare’s intent for the play and interpreted it as
being about space aliens taking the forms of royalty in the Danish court? What if the reader (the
Subject) got too far from the text (the Object)? It is this fears that Fish tri.
Into The Wild Essay Topics.pdfInto The Wild Essay TopicsLory Holets
Crafting an essay on topics from the book "Into the Wild" presents several challenges. The book explores complex philosophical themes around life, happiness, and individualism. Successfully discussing these themes requires navigating their nuances without oversimplification. The essay must also go beyond summarizing the plot to analyze character motivations and societal impacts. Developing a well-rounded essay involves extensive research from secondary sources to enrich arguments. While challenging, exploring the profound themes of "Into the Wild" can offer an intellectually rewarding experience for those willing to tackle the difficulties.
1) Literal comprehension involves understanding the explicit and stated ideas, facts, details, and meaning in a text. This includes identifying the main idea, recognizing context clues, and understanding sequences and organizational patterns.
2) Inferential comprehension requires reading between the lines to understand things not directly stated, such as interpreting themes, determining mood, and predicting outcomes.
3) Critical comprehension evaluates why an author presents information in a certain way by using one's own knowledge and experiences to assess arguments, reasoning, and perspectives.
1) Literal comprehension involves understanding the explicit and stated meanings, ideas, and information in a text such as facts, main ideas, details, and sequences. It requires identifying context clues, directions, conclusions, and organizational patterns.
2) Inferential comprehension deals with implied meanings not directly stated, such as interpreting themes, determining effects and relationships, and predicting outcomes.
3) Critical comprehension evaluates reasons and justifications for what is written by considering external criteria and experiences to assess quality, values, reasoning, and perspectives.
Chapter 3
Exploratory Essay
Chapter 3 Exploratory Essay (Re)Writing Communities and Identities
113
Exploratory Essay Assignment Guidelines
As its name implies, the Exploratory Essay allows you to explore a complex issue to not only
better understand the issue itself but also to inform your readers and better situate yourself as
a critical thinker within the cultural conversation. Because of its investigative nature, the
Exploratory Essay’s purpose is informative and its tone is neutral and invitational, allowing you
to build on the skills you developed in the Reading Reflection (Chapter 2).
What will you do?
For this assignment, you will write a 1,000–1,200-word (4–5 double-spaced pages) essay that
explores a sociocultural issue related to socioeconomic status or social class from multiple
points of view. You will read several articles together with your classmates to better understand
the scope and complexity of the conversations around social class in the United States; you will
also supplement these sources with independent outside research. Your independent research
should help you identify a topical focus that will serve as the thematic frame for your own
exploratory essay. Additionally, because the essay is designed to help readers understand the
conversation around your topic, your essay must include at least three sources.
To explore a sociocultural issue from multiple viewpoints, you should read a variety of sources,
such as newspaper articles, editorials, and policy reports. These are not meant to be models of
exploratory writing. Their purpose is to provide some of the core knowledge that will help you
to contextualize this issue in your own essay. As you read, keep in mind the purpose of your
writing: you are not arguing in favor of or against a particular stance; you are not attempting to
prove which authors are right or wrong; instead, you are respectfully engaging with all authors’
ideas to present a neutral overview of the conversations happening around your topic.
To put it another way, keep the idea of an invitation in mind. When we send an invitation (to a
party or a wedding), we are letting recipients know that they are welcome to attend, but they
are in no way required to come—they can accept or decline as they see fit. Think of this paper
in a similar way: you are inviting your audience to look at the different facets of an issue, but
you are not requiring them to agree or disagree with any of them. They may consider what you
say and form their own opinion; you are not trying to persuade them to accept a certain
position. You do want them to engage seriously with your writing, though, and we will talk
about strategies to help you do so without falling into argumentative or persuasive language.
Perhaps the most surprising aspect of writing an Exploratory Essay is how the invitation you will
extend to others extends to you, too: in the same way .
The document provides guidance on analyzing texts to identify themes and central ideas. It explains that themes are statements about broader ideas that a text conveys regarding people, society or the world. Themes may be explicitly stated or inferred, and texts can have multiple themes. Students must support their analysis of themes with specific evidence from the text, including direct quotations and discussion of textual elements. The document also discusses how themes may develop and change over the course of a text.
English Analysing Themes and Ideas Presentation Beige Pink Lined Style_202308...JohannaSinadjan2
The document provides guidance on analyzing texts to identify themes and central ideas. It defines themes as explicit ideas that convey what a text says about topics like people or society. Students should determine multiple themes in a text and how they develop over the course. Strong analysis requires citing textual evidence, such as quotations, and explaining how language and structure convey themes.
English Analysing Themes and Ideas Presentation Beige Pink Lined Style.pptxgeraldrefil4
The document provides guidance on analyzing texts to identify themes and central ideas. It explains that themes are statements about broader ideas that a text conveys regarding people, society or the world. Students should be able to identify multiple themes or ideas in a text and analyze how they develop and interact over the course of the text. When analyzing themes, students must cite specific evidence from the text, such as quotations, and discuss how textual elements support interpretation of themes.
This document discusses various reading comprehension strategies. It identifies seven core strategies taught in classrooms: activating background knowledge, questioning the text, drawing inferences, determining importance, creating mental images, repairing understanding, and synthesizing information. It also discusses strategies for speed reading such as skimming and scanning. Skimming involves looking for main ideas by reading topic sentences and dropping down through paragraphs. Scanning is used to find specific information by focusing on key words. The document contrasts intensive reading, which involves close analysis, and extensive reading, which is done more quickly for pleasure or information. It provides examples of classroom reading techniques such as activating prior knowledge, setting purpose, and tasks like predicting, gathering information, and summarizing.
This document discusses various reading comprehension strategies. It identifies seven core strategies taught in classrooms: activating background knowledge, questioning the text, drawing inferences, determining importance, creating mental images, repairing understanding, and synthesizing information. It also discusses strategies for speed reading such as skimming and scanning. Skimming involves looking for main ideas by reading topic sentences and dropping down through paragraphs. Scanning is used to find specific information by focusing on key words. The document contrasts intensive reading, which involves close analysis, and extensive reading, which is done more quickly for pleasure or information. It provides examples of classroom reading techniques such as activating prior knowledge, setting purpose, and tasks like predicting, gathering information, and summarizing.
The document summarizes changes to the 2011 FCAT Reading test for 9th, 10th, 11th and 12th grade students in Florida. It notes that the 9th grade test will include performance task items while the 10th grade test will not. The content clusters being tested will remain the same. It also provides information on vocabulary requirements, reading applications, and percentages of question types that will be included in the tests.
The document discusses the importance of teaching critical literacy skills in reading comprehension. It argues that critical literacy, which involves examining the political and social implications of texts, should be incorporated into everyday classroom instruction rather than treated as a separate skill. The document outlines several activities for teaching critical literacy, such as analyzing author intentions, biases, and crafting techniques. It maintains that critical literacy is important for developing skeptical, thoughtful citizens and should be taught to all students regardless of ability level.
This document provides an agenda and instructions for an English class. It includes an exam on terms, a presentation on how to write a response to literature, and in-class writing time. Students are assigned to write a 4-6 page thesis-driven essay responding to a prompt about the novel Stone Butch Blues. The document provides four potential essay topics and outlines how to develop a thesis, select evidence, and structure the essay. It also gives homework which is to begin reading M Butterfly and post a draft outline and sections for their essay response.
EAPP Critical Approaches in Writing a Critique.pptxevafecampanado1
This document provides an overview of critical approaches for writing a critique. It begins with objectives, a review of outlines, and sample matching activities to assess understanding of key terms. Several critical approaches are then defined, including formalism, feminism, reader-response criticism, Marxist criticism, and sociological criticism. Examples of applying these approaches are given. The document concludes with assessment activities like multiple choice and true/false questions to further test comprehension of critique writing.
This document provides an agenda and instructions for an English class. It includes an exam on literary terms, a presentation on how to write a response to literature, and an in-class writing assignment on writing a thesis, outline, topic sentences, and body paragraphs for an essay responding to the novel Stone Butch Blues. Students are given several potential essay prompts to choose from exploring themes of passing, conformity, resistance, and interactions with medical professionals in the novel. The document provides guidance on developing a thesis, selecting evidence, organizing a paper, and interpreting evidence to support an argument in a response to literature essay.
Allow enough time. Before you can write about the research, yo.docxgreg1eden90113
Allow enough time. Before you can write about the research, you have to understand it.
This can often take a lot longer than most people realize. Only when you can clearly
read the article are you ready to write about it.
Scan the article first. If you try to read a new article from start to finish, you'll get bogged down in detail. Instead, use your knowledge of APA
format to find the main points. Briefly look at each section to identify:
the research question and reason for the study (stated in the Introduction)
the hypothesis or hypotheses tested (Introduction)
how the hypothesis was tested (Method)
the findings (Results, including tables and figures)
how the findings were interpreted (Discussion)
Underline key sentences or write the key point (e.g., hypothesis, design) of each paragraph in the margin. Although the abstract can help you to
identify the main points, you cannot rely on it exclusively, because it contains very condensed information. Remember to focus on the parts of the
article that are most relevant.
Plagiarism. Plagiarism is al avoid it:
Take notes in your own words. Using short notes or summarizing key points in your own words forces you to rewrite the ideas into your own words
later.
If you find yourself sticking closely to the original language and making only minor changes to the wording, then you probably don't understand the
study
Writing the Summary
Like an abstract in a published research article, the purpose of an article summary is to give the reader a brief overview of the study. To write a good
summary, identify what information is important and condense that information for your reader. The better you understand a subject, the easier it is to
explain it thoroughly and briefly.
Write a first draft. Use the same order as in the article itself. Adjust the length accordingly depending on the content of your particular article and
how you will be using the summary. For the first draft, focus on content, not length (it will probably be too long). Condense later as needed. Try
writing about the hypotheses, methods and results first, then about the introduction and discussion last. If you have trouble on one section, leave it for
a while and try another.
Edit for completeness and accuracy. Add information for completeness where necessary. More commonly, if you understand the article, you will
need to cut redundant or less important information. Stay focused on the research question, be concise, and avoid generalities.
Edit for style. Expect your readers to be interested, but don't make them struggle to understand you. Include all the important details; don't assume
that they are already understood.
Eliminate wordiness, including most adverbs ("very", "clearly"). "The results
be shortened to "There was no significant difference between the groups".
Use specific, concrete language. Use precise language and cite specific examples to support assertions. Avoid vague refer.
Note .(I had done week 3 part 1 which is attached ,Now week 4 .docxkanepbyrne80830
Note .
(I had done week 3 part 1 which is attached ,Now week 4
Annotated Bibliography Assignment is required .
in week four, you have three annotations due. Each of your annotations should be approximately 250–300 words.
Annotated Bibliography Assignment:
This week (Part I ) you are to create a complete Annotated Bibliography for 2 academic scholarly sources, which include your introduction and thesis, publication details, and the annotation (see below for examples of each component). In week 4, you will complete this process for 3 additional sources. A total of 5 academic-scholarly sources are required for completion of your final research project.
Scholarship means that
the author has a Ph.D. or other terminal degree,
the work appears in a multi-volume, peer-reviewed journal,
and has ample references at the end.
Good annotations
capture publication details,
offer a student introduction and thesis, and
a detailed reading of the source, covering the following:
Offers the student's introduction and thesis to the best extent s/he knows it at this point in time,
Summarizes key points, and
identifies key terms (using quotation marks, and citing a page in parentheses);
Locates controversies or "problems" raised by the articles;
States whether the student agrees or disagrees and gives reasons;
Locates one or two quotations to be used in the final research project; and
Evaluates the ways in which this article is important and has helped the student to focus his/her understanding.
Example Introduction/Thesis to a Student Paper:
It never ceases to amaze me that we pay so little attention to the greatest bulk of our intelligence—that is, the quality of thinking that helps us adapt, deal with stress, love, and live lives of fulfillment. Aristotle argued that educating the mind and not the heart is no education at all. For decades, educators have focused on cognitive skills because they are testable and, therefore, metrics can be applied to them. This kind of education, testing, and then metrically interpreting results has governed American education for decades. And the results have been losses of creativity, imagination, courtesy, civic interest, and the ability to invent businesses that serve people and advance us as a society. Although measurable skills are important, they are not exclusively important, and in fact lose value when separated from an education in the heart, the spirit, and the abstract qualities that make students fully human and excellent participants in a healthy society.
Example Publication Detail Capture:
Mezirow, J. (2003). Transformative learning as discourse.
Journal of Transformative Education, 1
(1), 58-63.
.
Annotation Example:
In this article, Mezirow (2003) makes a distinction between "instrumental" and "communicative" learning. "Instrumental learning" refers to those processes which measure and gage learning, such as tests, grades, comments, quizzes, attendance records and the like. "Communicative learning," on th.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
English Analysing Themes and Ideas Presentation Beige Pink Lined Style_202401...MaRs436582
This document provides guidance on analyzing themes and ideas in literary and informational texts. It discusses identifying themes as explicit ideas rather than single words, and how themes can develop and interact throughout a text. Students should determine themes, cite evidence to support their analysis, and consider how authors infer ideas subtly. The document emphasizes analyzing how themes are introduced, developed, and concluded, and distinguishing between summarizing and analyzing texts.
The article discusses Stanley Fish's theory of reader-response theory, which argues that meaning is created by readers based on their own experiences rather than being inherent in a text. It summarizes Fish's argument that the relationship between text and reader is intertwined rather than a binary, and that all meaning is situational and contextual. While the author believes in open interpretations, they also raise some critiques of Fish's theory, arguing that subjective interpretations could reinforce existing power structures if not examined critically.
Sophia Pathways for College Credit – English Composition II .docxwilliame8
Sophia Pathways for College Credit – English Composition II
SAMPLE TOUCHSTONE AND SCORING
Nyeri Robison
Sophia Pathways
Comp II
December 4, 2019
Who’s Hooked on Stanley Fish?: An Interpretation of Reader-Response Theory
In 1980, literary scholar Stanley Fish published his famous book Is There a Text in this Class?
Most widely-read from this text is the self-titled thirteenth chapter, which is seen as one of the primary
texts that sparked what is known as ‘reader-response theory.’ This theory, some might know, is the
belief that all readers can and do make their own meanings of texts, whether those be novels, stories,
poems, plays, films, or even text-messages shared between friends. Such reader-made meanings or
‘responses’ are often separated and completely different from the intent of the text’s author; instead,
they are mostly shaped by our communities – schools and classrooms, churches and religious groups,
businesses and neighborhoods, families and friends, to list just a few examples– which offer and teach
us different strategies to interpret texts and construct meanings. In other words, there are no fixed,
objective, pre-determined textual meanings; rather we invent meanings as we encounter texts wearing
the lenses of our own histories, personal experiences, sets of knowledge, and worldviews. This rather
postmodern philosophy, however, is one that I want to challenge in part, since I believe it can work
ironically to reinforce dominant power-structures and the status quo in our society.
To understand the possible critiques of Stanley Fish’s theories, however, one must first
understand what he argues. In “Is There a Text in This Class?” Fish works to calm the fears of other
Comment [SL1]: Hi Nyeri! I’m looking forward to reading
your essay today!
Comment [SL2]: It’d be a good idea to introduce who
Stanley Fish is and why this article was written in the first
place.
Comment [SL3]: This is a good summary of the theory
presented. It would be good to lead off with what the article
touched on first, then go into more detail about the theory
that is presented.
Comment [SL4]: Great thesis statement!
Sophia Pathways for College Credit – English Composition II
SAMPLE TOUCHSTONE AND SCORING
literary scholars who think we need objective meanings in texts, standardized methods of interpreting
these meanings, and prescribed ways of teaching students those methods. They believe that these
strategies are required to prevent a fragmentation and eventual breakdown of meaning into an infinite,
disorienting cloud of unique and isolated subjective interpretations. For example, in the case of Hamlet,
what would happen if we strayed so far from Shakespeare’s intent for the play and interpreted it as
being about space aliens taking the forms of royalty in the Danish court? What if the reader (the
Subject) got too far from the text (the Object)? It is this fears that Fish tri.
Sophia Pathways for College Credit – English Composition II .docxrosemariebrayshaw
Sophia Pathways for College Credit – English Composition II
SAMPLE TOUCHSTONE AND SCORING
Nyeri Robison
Sophia Pathways
Comp II
December 4, 2019
Who’s Hooked on Stanley Fish?: An Interpretation of Reader-Response Theory
In 1980, literary scholar Stanley Fish published his famous book Is There a Text in this Class?
Most widely-read from this text is the self-titled thirteenth chapter, which is seen as one of the primary
texts that sparked what is known as ‘reader-response theory.’ This theory, some might know, is the
belief that all readers can and do make their own meanings of texts, whether those be novels, stories,
poems, plays, films, or even text-messages shared between friends. Such reader-made meanings or
‘responses’ are often separated and completely different from the intent of the text’s author; instead,
they are mostly shaped by our communities – schools and classrooms, churches and religious groups,
businesses and neighborhoods, families and friends, to list just a few examples– which offer and teach
us different strategies to interpret texts and construct meanings. In other words, there are no fixed,
objective, pre-determined textual meanings; rather we invent meanings as we encounter texts wearing
the lenses of our own histories, personal experiences, sets of knowledge, and worldviews. This rather
postmodern philosophy, however, is one that I want to challenge in part, since I believe it can work
ironically to reinforce dominant power-structures and the status quo in our society.
To understand the possible critiques of Stanley Fish’s theories, however, one must first
understand what he argues. In “Is There a Text in This Class?” Fish works to calm the fears of other
Comment [SL1]: Hi Nyeri! I’m looking forward to reading
your essay today!
Comment [SL2]: It’d be a good idea to introduce who
Stanley Fish is and why this article was written in the first
place.
Comment [SL3]: This is a good summary of the theory
presented. It would be good to lead off with what the article
touched on first, then go into more detail about the theory
that is presented.
Comment [SL4]: Great thesis statement!
Sophia Pathways for College Credit – English Composition II
SAMPLE TOUCHSTONE AND SCORING
literary scholars who think we need objective meanings in texts, standardized methods of interpreting
these meanings, and prescribed ways of teaching students those methods. They believe that these
strategies are required to prevent a fragmentation and eventual breakdown of meaning into an infinite,
disorienting cloud of unique and isolated subjective interpretations. For example, in the case of Hamlet,
what would happen if we strayed so far from Shakespeare’s intent for the play and interpreted it as
being about space aliens taking the forms of royalty in the Danish court? What if the reader (the
Subject) got too far from the text (the Object)? It is this fears that Fish tri.
Into The Wild Essay Topics.pdfInto The Wild Essay TopicsLory Holets
Crafting an essay on topics from the book "Into the Wild" presents several challenges. The book explores complex philosophical themes around life, happiness, and individualism. Successfully discussing these themes requires navigating their nuances without oversimplification. The essay must also go beyond summarizing the plot to analyze character motivations and societal impacts. Developing a well-rounded essay involves extensive research from secondary sources to enrich arguments. While challenging, exploring the profound themes of "Into the Wild" can offer an intellectually rewarding experience for those willing to tackle the difficulties.
1) Literal comprehension involves understanding the explicit and stated ideas, facts, details, and meaning in a text. This includes identifying the main idea, recognizing context clues, and understanding sequences and organizational patterns.
2) Inferential comprehension requires reading between the lines to understand things not directly stated, such as interpreting themes, determining mood, and predicting outcomes.
3) Critical comprehension evaluates why an author presents information in a certain way by using one's own knowledge and experiences to assess arguments, reasoning, and perspectives.
1) Literal comprehension involves understanding the explicit and stated meanings, ideas, and information in a text such as facts, main ideas, details, and sequences. It requires identifying context clues, directions, conclusions, and organizational patterns.
2) Inferential comprehension deals with implied meanings not directly stated, such as interpreting themes, determining effects and relationships, and predicting outcomes.
3) Critical comprehension evaluates reasons and justifications for what is written by considering external criteria and experiences to assess quality, values, reasoning, and perspectives.
Chapter 3
Exploratory Essay
Chapter 3 Exploratory Essay (Re)Writing Communities and Identities
113
Exploratory Essay Assignment Guidelines
As its name implies, the Exploratory Essay allows you to explore a complex issue to not only
better understand the issue itself but also to inform your readers and better situate yourself as
a critical thinker within the cultural conversation. Because of its investigative nature, the
Exploratory Essay’s purpose is informative and its tone is neutral and invitational, allowing you
to build on the skills you developed in the Reading Reflection (Chapter 2).
What will you do?
For this assignment, you will write a 1,000–1,200-word (4–5 double-spaced pages) essay that
explores a sociocultural issue related to socioeconomic status or social class from multiple
points of view. You will read several articles together with your classmates to better understand
the scope and complexity of the conversations around social class in the United States; you will
also supplement these sources with independent outside research. Your independent research
should help you identify a topical focus that will serve as the thematic frame for your own
exploratory essay. Additionally, because the essay is designed to help readers understand the
conversation around your topic, your essay must include at least three sources.
To explore a sociocultural issue from multiple viewpoints, you should read a variety of sources,
such as newspaper articles, editorials, and policy reports. These are not meant to be models of
exploratory writing. Their purpose is to provide some of the core knowledge that will help you
to contextualize this issue in your own essay. As you read, keep in mind the purpose of your
writing: you are not arguing in favor of or against a particular stance; you are not attempting to
prove which authors are right or wrong; instead, you are respectfully engaging with all authors’
ideas to present a neutral overview of the conversations happening around your topic.
To put it another way, keep the idea of an invitation in mind. When we send an invitation (to a
party or a wedding), we are letting recipients know that they are welcome to attend, but they
are in no way required to come—they can accept or decline as they see fit. Think of this paper
in a similar way: you are inviting your audience to look at the different facets of an issue, but
you are not requiring them to agree or disagree with any of them. They may consider what you
say and form their own opinion; you are not trying to persuade them to accept a certain
position. You do want them to engage seriously with your writing, though, and we will talk
about strategies to help you do so without falling into argumentative or persuasive language.
Perhaps the most surprising aspect of writing an Exploratory Essay is how the invitation you will
extend to others extends to you, too: in the same way .
The document provides guidance on analyzing texts to identify themes and central ideas. It explains that themes are statements about broader ideas that a text conveys regarding people, society or the world. Themes may be explicitly stated or inferred, and texts can have multiple themes. Students must support their analysis of themes with specific evidence from the text, including direct quotations and discussion of textual elements. The document also discusses how themes may develop and change over the course of a text.
English Analysing Themes and Ideas Presentation Beige Pink Lined Style_202308...JohannaSinadjan2
The document provides guidance on analyzing texts to identify themes and central ideas. It defines themes as explicit ideas that convey what a text says about topics like people or society. Students should determine multiple themes in a text and how they develop over the course. Strong analysis requires citing textual evidence, such as quotations, and explaining how language and structure convey themes.
English Analysing Themes and Ideas Presentation Beige Pink Lined Style.pptxgeraldrefil4
The document provides guidance on analyzing texts to identify themes and central ideas. It explains that themes are statements about broader ideas that a text conveys regarding people, society or the world. Students should be able to identify multiple themes or ideas in a text and analyze how they develop and interact over the course of the text. When analyzing themes, students must cite specific evidence from the text, such as quotations, and discuss how textual elements support interpretation of themes.
This document discusses various reading comprehension strategies. It identifies seven core strategies taught in classrooms: activating background knowledge, questioning the text, drawing inferences, determining importance, creating mental images, repairing understanding, and synthesizing information. It also discusses strategies for speed reading such as skimming and scanning. Skimming involves looking for main ideas by reading topic sentences and dropping down through paragraphs. Scanning is used to find specific information by focusing on key words. The document contrasts intensive reading, which involves close analysis, and extensive reading, which is done more quickly for pleasure or information. It provides examples of classroom reading techniques such as activating prior knowledge, setting purpose, and tasks like predicting, gathering information, and summarizing.
This document discusses various reading comprehension strategies. It identifies seven core strategies taught in classrooms: activating background knowledge, questioning the text, drawing inferences, determining importance, creating mental images, repairing understanding, and synthesizing information. It also discusses strategies for speed reading such as skimming and scanning. Skimming involves looking for main ideas by reading topic sentences and dropping down through paragraphs. Scanning is used to find specific information by focusing on key words. The document contrasts intensive reading, which involves close analysis, and extensive reading, which is done more quickly for pleasure or information. It provides examples of classroom reading techniques such as activating prior knowledge, setting purpose, and tasks like predicting, gathering information, and summarizing.
The document summarizes changes to the 2011 FCAT Reading test for 9th, 10th, 11th and 12th grade students in Florida. It notes that the 9th grade test will include performance task items while the 10th grade test will not. The content clusters being tested will remain the same. It also provides information on vocabulary requirements, reading applications, and percentages of question types that will be included in the tests.
The document discusses the importance of teaching critical literacy skills in reading comprehension. It argues that critical literacy, which involves examining the political and social implications of texts, should be incorporated into everyday classroom instruction rather than treated as a separate skill. The document outlines several activities for teaching critical literacy, such as analyzing author intentions, biases, and crafting techniques. It maintains that critical literacy is important for developing skeptical, thoughtful citizens and should be taught to all students regardless of ability level.
This document provides an agenda and instructions for an English class. It includes an exam on terms, a presentation on how to write a response to literature, and in-class writing time. Students are assigned to write a 4-6 page thesis-driven essay responding to a prompt about the novel Stone Butch Blues. The document provides four potential essay topics and outlines how to develop a thesis, select evidence, and structure the essay. It also gives homework which is to begin reading M Butterfly and post a draft outline and sections for their essay response.
EAPP Critical Approaches in Writing a Critique.pptxevafecampanado1
This document provides an overview of critical approaches for writing a critique. It begins with objectives, a review of outlines, and sample matching activities to assess understanding of key terms. Several critical approaches are then defined, including formalism, feminism, reader-response criticism, Marxist criticism, and sociological criticism. Examples of applying these approaches are given. The document concludes with assessment activities like multiple choice and true/false questions to further test comprehension of critique writing.
This document provides an agenda and instructions for an English class. It includes an exam on literary terms, a presentation on how to write a response to literature, and an in-class writing assignment on writing a thesis, outline, topic sentences, and body paragraphs for an essay responding to the novel Stone Butch Blues. Students are given several potential essay prompts to choose from exploring themes of passing, conformity, resistance, and interactions with medical professionals in the novel. The document provides guidance on developing a thesis, selecting evidence, organizing a paper, and interpreting evidence to support an argument in a response to literature essay.
Allow enough time. Before you can write about the research, yo.docxgreg1eden90113
Allow enough time. Before you can write about the research, you have to understand it.
This can often take a lot longer than most people realize. Only when you can clearly
read the article are you ready to write about it.
Scan the article first. If you try to read a new article from start to finish, you'll get bogged down in detail. Instead, use your knowledge of APA
format to find the main points. Briefly look at each section to identify:
the research question and reason for the study (stated in the Introduction)
the hypothesis or hypotheses tested (Introduction)
how the hypothesis was tested (Method)
the findings (Results, including tables and figures)
how the findings were interpreted (Discussion)
Underline key sentences or write the key point (e.g., hypothesis, design) of each paragraph in the margin. Although the abstract can help you to
identify the main points, you cannot rely on it exclusively, because it contains very condensed information. Remember to focus on the parts of the
article that are most relevant.
Plagiarism. Plagiarism is al avoid it:
Take notes in your own words. Using short notes or summarizing key points in your own words forces you to rewrite the ideas into your own words
later.
If you find yourself sticking closely to the original language and making only minor changes to the wording, then you probably don't understand the
study
Writing the Summary
Like an abstract in a published research article, the purpose of an article summary is to give the reader a brief overview of the study. To write a good
summary, identify what information is important and condense that information for your reader. The better you understand a subject, the easier it is to
explain it thoroughly and briefly.
Write a first draft. Use the same order as in the article itself. Adjust the length accordingly depending on the content of your particular article and
how you will be using the summary. For the first draft, focus on content, not length (it will probably be too long). Condense later as needed. Try
writing about the hypotheses, methods and results first, then about the introduction and discussion last. If you have trouble on one section, leave it for
a while and try another.
Edit for completeness and accuracy. Add information for completeness where necessary. More commonly, if you understand the article, you will
need to cut redundant or less important information. Stay focused on the research question, be concise, and avoid generalities.
Edit for style. Expect your readers to be interested, but don't make them struggle to understand you. Include all the important details; don't assume
that they are already understood.
Eliminate wordiness, including most adverbs ("very", "clearly"). "The results
be shortened to "There was no significant difference between the groups".
Use specific, concrete language. Use precise language and cite specific examples to support assertions. Avoid vague refer.
Note .(I had done week 3 part 1 which is attached ,Now week 4 .docxkanepbyrne80830
Note .
(I had done week 3 part 1 which is attached ,Now week 4
Annotated Bibliography Assignment is required .
in week four, you have three annotations due. Each of your annotations should be approximately 250–300 words.
Annotated Bibliography Assignment:
This week (Part I ) you are to create a complete Annotated Bibliography for 2 academic scholarly sources, which include your introduction and thesis, publication details, and the annotation (see below for examples of each component). In week 4, you will complete this process for 3 additional sources. A total of 5 academic-scholarly sources are required for completion of your final research project.
Scholarship means that
the author has a Ph.D. or other terminal degree,
the work appears in a multi-volume, peer-reviewed journal,
and has ample references at the end.
Good annotations
capture publication details,
offer a student introduction and thesis, and
a detailed reading of the source, covering the following:
Offers the student's introduction and thesis to the best extent s/he knows it at this point in time,
Summarizes key points, and
identifies key terms (using quotation marks, and citing a page in parentheses);
Locates controversies or "problems" raised by the articles;
States whether the student agrees or disagrees and gives reasons;
Locates one or two quotations to be used in the final research project; and
Evaluates the ways in which this article is important and has helped the student to focus his/her understanding.
Example Introduction/Thesis to a Student Paper:
It never ceases to amaze me that we pay so little attention to the greatest bulk of our intelligence—that is, the quality of thinking that helps us adapt, deal with stress, love, and live lives of fulfillment. Aristotle argued that educating the mind and not the heart is no education at all. For decades, educators have focused on cognitive skills because they are testable and, therefore, metrics can be applied to them. This kind of education, testing, and then metrically interpreting results has governed American education for decades. And the results have been losses of creativity, imagination, courtesy, civic interest, and the ability to invent businesses that serve people and advance us as a society. Although measurable skills are important, they are not exclusively important, and in fact lose value when separated from an education in the heart, the spirit, and the abstract qualities that make students fully human and excellent participants in a healthy society.
Example Publication Detail Capture:
Mezirow, J. (2003). Transformative learning as discourse.
Journal of Transformative Education, 1
(1), 58-63.
.
Annotation Example:
In this article, Mezirow (2003) makes a distinction between "instrumental" and "communicative" learning. "Instrumental learning" refers to those processes which measure and gage learning, such as tests, grades, comments, quizzes, attendance records and the like. "Communicative learning," on th.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Build a Module in Odoo 17 Using the Scaffold Method
L6 Writing a Precis (1).docx
1. Republicof the P
WESTERN MINDANAO STATE UNIVERSITY
Integrated Laboratory High School
Junior High School Department
Normal Rd, Baliwasan, Zamboanga City
Week 6 Module
For EAPP
(September 19-23, 2022)
S.Y. 2022-2023
FOR INSTRUCTIONAL PURPOSES ONLY
NOT FOR SALE
Prepared by:
ROSELLER G. IBANEZ, LPT
Instructor I
FRANKLIN JOSE A. BUTIAL
Pre-Service Teacher
WMSU – ILS JHS Department
2. From the previous lessons, you have learned the common approaches used in writing a critique paper,
understand the structure format of a reaction paper, and how to effectively write a reaction or a response paper by
applying the principles of reviews and critiques. You have also learned the different guidelines in writing a reaction paper,
review, or critique that will aid in the development of your analytical and critical thinking skills as you learn more about
scholarly writing.
The focus of this lesson is on writing a precis of texts in various disciplines. Precis writing entails analyzing a
document to see how much information can be extracted, then conveying this information to a reader in minimum words.
It summarizes a passage in a concise, straightforward, and logical manner.
Lesson 6
Objectives:
a. define what is a précis;
b. explain the importance of précis or an abstract in academic writing;
c. familiarize the characteristics of a good précis; and
d. write a précis for a given passage
Try This!
Take the time to properly read the passage and understand the message. Then, answer the following
questions below.
1. What is the gist of the passage?
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
The Myth of Freedom by Yuval Noah Harari, The Guardian, September 14, 2018)
Liberalism is founded on the belief in human liberty. Unlike rats and monkeys, human beings are
supposed to have “free will”. This is what makes human choices the ultimate moral and political
authority in the world.
If you happened to be amid the riots in Washington on the day after Martin Luther King was
assassinated, in Paris in May 1968, or at the Democratic party’s convention in Chicago in August
1968, you might well have thought that the end was near. While Washington, Paris, and Chicago
were descending into chaos, the Soviet system seemed destined to endure forever. Yet 20 years later
it was the Soviet system that collapsed. The clashes of the 1960s strengthened liberal democracy,
while the stifling climate in the Soviet bloc presaged its demise.
Evirtualguru.com
3. 2. What is/are the main point/s of the passage?
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
3. What is the message that the passage is trying to convey?
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
Consider the example below:
Possible Title: The fear of death
The main idea: The fear of death. The passage clearly states the reasons why people fear death and provided information
on how to overcome it.
The supporting points/facts:
If we have an active life, we do not have reason to fear death.
Most of the people who fear death are those who spend their time sitting with books in their hands.
Inactive people tend to fear death because they are unhappy.
When one values his or her life, there is no reason to be afraid when death knocks at our doorsteps.
Life is uncertain, death is not.
Read and Ponder
WHAT IS A PRÉCIS?
Précis is a French word derived from the Latin word “Praecissus”, past participle of “Praecidere”, which
means “to be brief”. In the English language, it is called “Précis” (as pronounced as ‘prei-see’).
PRÉCIS-WRITING
Précis writing restates the core idea of the passage intelligently and concisely where the gist or the main substance of the
article or speech is clearly, briefly, and logically written. It tests the reader’s intelligence, reading, and writing skills.
It is the exploration of the most concise, and, at the same time, the most exact terms.
It is an exercise of concentration, comprehension, analyzation, and condensation.
A life of action and danger moderates the dread of death. It not only gives us the fortitude to bear pain but also
teaches us at every step the precarious tenure on which we hold our present being. Sedentary and studious men are
the most apprehensive on this score. Dr. Johnson was an instance in point.
A few years seemed to him soon over, compared with those sweeping contemplations on time and infinity with
which he had been used to pose himself. In the still life of a man of letters, there was no obvious reason for a
change. He might sit in an armchair and pour out cups of tea to all eternity would it have been possible for him to do
so.
The most rational cure after all for the inordinate fear of death is to set a just value on life. If we merely wish to
continue on the scene to indulge our head-strong humor and tormenting passions, we had better be gone at once; and
if we only cherish a fondness for existence according to the good, we desire from it, the pang we feel at parting
which it will not be very server.
Articlesfactory.com
4. It should give all the pertinent information so that the reader will be able to understand the ideas expressed in
the original material.
It should express only the ‘main theme’ or the ‘gist’ as briefly as possible with unity, coherence, clarity, and
smoothness. Hence, it is the exact reproduction of the main thought, organization, and tone of the original
piece.
It is written in the writer’s own words (indirect speech).
It is not merely summarizing because it must be done in consideration of the language, structure, order, and
proportion of the original piece.
It must always be condensed from the original (one-third of the length of the passage). For instance, the précis
shouldn't be longer than 100 words if the original piece is 300 words. However, the length will be determined
by its purpose and by the nature of the original work.
Try this!
Read the passage carefully and answer the following questions below.
1. Identify the main idea of the given passage.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
2. Identify the supporting details or facts.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
3. Provide a suitable title based on the given passage.
_________________________________________________________________________________________________
Discipline is of the utmost importance in student life. If the young students do not obey their superiors and
go without discipline, they will deprive do much of the training they should have at this period and in
future they will never be able to extract obedience from other sin the society. Society will never accept
them as persons fit for commanding and taking up any responsible positions in life. So, it is the bounder.
Duty of all the students to observe discipline in the preparatory stage of their life. A college without
discipline can never impart suitable education to students. The rule of discipline in the playground and the
battlefield as well plays a very important role. A team without discipline may not fare well in spite of good
players for want of mutual understanding and cooperation. In any army everyone from the rank of the
general down to the ranks of an ordinary soldier must observe discipline. In case a soldier does not obey his
immediate superior the army becomes a rabble quite unfit for the achievement of the common ends of war.
At first sight it may appear to us that discipline takes away individual liberty. But on analysis it is found
that it does not do so, for liberty is not license. We find disciplined liberty at the root of all kinds of human
happiness.
5. IMPORTANCE OF PRÉCIS OR ABSTRACT WRITING
The skill of objectively writing the main substance of a lengthy passage is a crucial task because it involves various skills
such as the ability to comprehend the material, the critical analysis of the text, and the knowledge of grammar. It is a skill
of analysis that critically questions the information to be included and excluded.
It helps students produce good quality writing (e.g., review papers and research articles) as it facilitates students
to summarize reading by noting important points from the text and use them in their writing.
Confidence in writing is developed due to the involvement of the process in writing. It helps students to
understand the structure of each sentence in a text; produce simple to complex sentences with good grammar and
develop the capacity to distinguish between essential information to non-essential ones.
Lawyers, journalists, secretaries, and students need to apply the art of précis writing in day-to-day activities.
Lawyers must summarize the lengthy information from the different cases by getting all the main points. In order
to give a detailed account of events, reporters must carefully study and synthesize each piece of information.
Secretaries are also required to prepare summaries of corporate documents and meeting minutes, and students are
required to take notes from various lectures.
It is considered “the highest value in vocabulary building” as it allows students to indulge in several writing and
reading activities (e.g., sentence construction, thorough analysis of the material, clear and concise expression).
CHARACTERISTICS OF A GOOD PRÉCIS OR ABSTRACT
A good précis shows the writing skills of a person. Therefore, it must have the following characteristics:
Clarity- it is one of the most significant qualities of a good précis because the absence of ambiguity proves
the clearness of the text. The information must be clear so that the readers can easily comprehend it.
Correctness- this refers to the appropriate usage of language, structure of the sentences, spelling of the
words, and punctuation. In short, a mistake in grammar can ruin the entire message of the passage.
Objectivity- it is the ability to present facts and not opinions, beliefs, and personal bias. Remember that
précis writing is done objectively and not subjectively.
Coherence- a good précis is not merely a list of the essential information from the passage, but it is logically
written in an organized approach. There must be a strong logical interconnection of a certain information to
another information.
Completeness- without the complete information from the original piece, it cannot be called a précis. A good
précis must contain all the necessary information.
Conciseness- the goal of a précis writing is to summarize the passage or any article in the fewest possible
words while filling in all the important details and omitting the non-essential information. There is no need to
provide any comments, add any additional information that the original piece does not have, and avoid
repetition of words and ideas.
STEPS ON WRITING A GOOD PRÉCIS OR ABSTRACT
1) Read each sentence with careful attention and concentration. Try to understand every word and phrase from the
passage which you are going to summarize. Remember to never skim but try to grasp the writer’s main point and
identify the topic sentence.
2) Read the passage again and make sure, this time, you already know the general thought of the passage. At this
point, you are now to separate information from the most important to the least important. Include all information
that are ‘essential’ and exclude those which are not ‘important’.
3) Express the writer’s main point in each paragraph in your own words (3-4 sentences would be enough).
Remember to avoid expressing your own ideas. Compare the details from the original passage to your constructed
sentences.
4) Examine your précis to make sure that you have successfully included the necessary information. If you need to
read again the selection, re-read. If you find your précis too long from the original piece (or if it reached one-third
of the original material) do revisions until you can produce a good example of a précis or an abstract.
6. Consider this sample below:
Sample draft:
Note: The original piece is consisting of 200 words and remember that the précis cannot be more than a third of the
original text. Therefore,the précis cannot exceed 65 words, but the first draft has 80 words. Hence, revision is needed.
Final Output:
A life of action and danger moderates the dread of death. It not only gives us the fortitude to bear pain but
also teaches us at every step the precarious tenure on which we hold our present being. Sedentary and
studious men are the most apprehensive on this score. Dr. Johnson was an instance in point.
A few years seemed to him soon over, compared with those sweeping contemplations on time and infinity
with which he had been used to pose himself. In the still life of a man of letters, there was no obvious
reason for a change. He might sit in an armchair and pour out cups of tea to all eternity would it have been
possible for him to do so.
The most rational cure after all for the inordinate fear of death is to set a just value on life. If we merely
wish to continue on the scene to indulge our head-strong humor and tormenting passions, we had better be
gone at once; and if we only cherish a fondness for existence according to the good, we desire from it, the
pang we feel at parting which it will not be very server.
(197 words)
Articlesfactory.com
If we lead an active life facing dangers, we will fear death less. People who spend a lot of their time lazing
around and leading a peaceful life are the ones who are most afraid of death. This is because they do not want
any change. The most sensible way of getting rid of the fear of death is to value life properly. If we do not
give unnecessary importance to our life, we will not feel the pang of death.
If we lead an active life facing dangers, we will fear death less. People, who lead a lazy and peaceful life, fear
change and are most afraid of death. The most sensible way of getting rid of the fear of death is to value life
properly. If we do not give unnecessary importance to our life, we will not feel the pang of death.
7. Activity 1: See ifyou can do this!
Write a précis for each given passage below.
Précis writing:
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Précis writing:
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When we survey our lives and efforts, we soon observe that almost the whole of our actions and desires are bound up with
the existence of other human beings. We notice that whole nature resembles that of the social animals. We eat food that
others have produced, wear clothes that others have made, live in houses that others have built. The greater part of our
knowledge and beliefs has been passed on to us by other people though the medium of a language which others have
created. Without language and mental capacities, we would have been poor indeed comparable to higher animals.
We have, therefore, to admit that we owe our principal knowledge over the least to the fact of living in human society.
The individual if left alone from birth would remain primitive and beast like in his thoughts and feelings to a degree that
we can hardly imagine. The individual is what he is and has the significance that he has, not much in virtue of the
individuality, but rather as a member of a great human community, which directs his material and spiritual existence from
the cradle to grave. (192 words)
Englishwithiftikhar.blogspot.com
Since March 8, 1990, Woman’s Day is being observed by SAARC (South Asian Association for Regional
Cooperation) consisting of seven countries, namely, India, Pakistan, Nepal, Bhutan, Bangladesh, Sri Lanka,
and the Maldives. The day was marked to focus on the problems of girl children in these countries. It is a pity
that girl children especially in underdeveloped countries are victims of extreme negligence and dishonor. The
birth of a girl child is looked upon by the parents as a cause of pity. They are deprived of proper nutrition,
education, economic facilities, and social status or honor.
Superstitions and social and religious prejudices give rise to such distressing conditions. We must root out
these prejudices and ensure a bright future for the girl children by giving them proper education. Moreover,
woman’s rights must be established in social and economic fields
(139 words)
Englishluv.com
8. Let’s Sum it Up!
In a precis, the entire section is summarized and not paraphrased which merely translates the terms into simpler
words. The three C’s are needed in doing the art of précis: Concentration, Comprehension, and Condensation.
It is important to carefully comprehend the text before writing a précis because it will be difficult to come up with
a good précis if there is no comprehension. It is also advisable to thoroughly read the material and always take
time to read and re-read. Grasp the main idea and list all the necessary information.
Indirect speech should be used when writing a precis. To further ensure that the precis has a logical flow and
consistency, each thought must logically follow the previous information. Along with maintaining coherence, the
precis must be factually accurate and free of views or opinions that are not found in the original piece. One should
not amplify the passage with their own thoughts, observations, or details.
It is one of the most important skills in academic writing, and as students, it is vital to acquire this skill because
this can help students in various reading and writing activities and for professional use in the future.
Activity 2: Reflection
Directions: Answer the following questions below that would reflect your journey from the given activities in this
module.
How did you find writing a précis or an abstract?
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The main idea: The fear of death. The passage clearly states the reasons why people fear death
and provided information on how to overcome it.
The main points:
If we have an active life, we do not have reason to fear death.
Most of the people who fear death are those who spend their time sitting with books
on their hands.
Inactive people tend to fear death because they are unhappy.
When one values his or her life, there is no reason to afraid when death knocks at
our doorsteps.
Life is uncertain, death is not.
What were the difficulties that you had encountered while writing an abstract or a précis?
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The main idea: The fear of death. The passage clearly states the reasons why people fear death
and provided information on how to overcome it.
The main points:
If we have an active life, we do not have reason to fear death.
Most of the people who fear death are those who spend their time sitting with books
on their hands.
Inactive people tend to fear death because they are unhappy.
When one values his or her life, there is no reason to afraid when death knocks at
our doorsteps.
Life is uncertain, death is not.
As a student, what benefits have you gained from writing a précis?
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The main idea: The fear of death. The passage clearly states the reasons why people fear death
and provided information on how to overcome it.
The main points:
9. References
ArticlesFactory. (2022,September 16). Retrieved from https://www.articlesfactory.com/
EnglishLuv: English that goesstraight to the heart. (2022,September 16). Retrieved from https://englishluv.com/top-10-
short-paragraphs/
englishwithiftikhar.blogspot. (2022,September 16). Retrieved from http://englishwithiftikhar.blogspot.com/p/blog-
page_26.html?m=1
eVirtualGuru Education for Everyone. (2022,September 16). Retrieved from https://evirtualguru.com/15-exercises-for-
precis-writing-for-class-10-class-12-and-graduation-and-other-classes-solved-precise-1/
Precis. (2022, September 16). Retrieved from https://www.monmouth.edu/resources-for-writers/documents/how-to-write-
a-precis.pdf/
Precis-Writing. (2022,September 16). Retrieved from https://www.coursehero.com/file/74436330/7Precis-Writingpdf/
RUBRIC FOR AN ABSTRACT/PRECIS WRITING. (2022, September 16). Retrieved from https://pdfcoffee.com/rubric-
for-an-abstract-pdf-free.html
30-POINT RUBRIC FOR PRÉCIS WRITING
Content (15) Excellent 5 Good 4 Below Average 3 Ineffective 2-1
Covers all the main points
and facts.
Covers most points and key
facts.
Covers a few of the
main ideas.
May not have
read or
understood the
article
key ideas from the original
text are reworded without
compromising accuracy
and content.
A few of the key ideas from
the original text are reworded
without compromising
accuracy and content.
Most of the ideas are
not reworded.
Failed to
comprehend
the text.
It is free from personal
comments and bias.
There are points from the
writer’s own perspectives.
Most of the ideas
written are personal
opinions.
The entire
selection was
written
subjectively.
It uses appropriate length. The length exceeds one-third
of the original text.
It is too long from the
original material.
The text was
written
without careful
attention.
Organization
(5)
Excellent 5 Good 4 Below Average 3 . Ineffective
2-1
Cohesive devices are
effectively used.
The writer used cohesive
devices in some parts of the
summary.
Cohesive devices are
not properly used.
No logical
pattern was
found
Ideas are correctly placed
which improves the
organization of the paper.
Only some ideas are correctly
placed.
The ideas are not in a
logical pattern.
The ideas are
not properly
organized.
STYLE (5) Excellent 5 Good 4 Below Average 3 . Ineffective
2-1
It uses language
appropriate to the context.
There are parts of the writing
where the language was not
The language used in
the entire summary
It failed to
convey the
10. appropriately used. was inappropriate. message
because of the
language used.
It eliminates wordiness. Some parts are copied from
the original text.
There are repetitions
of the exact words or
terms from the
original material.
the entire
selection was
copied.
GRAMMAR
(5)
Excellent 5 Good 4 Below Average 3 . Ineffective
2-1
Spelling, capitalization,
and punctuation are
correctly used.
There are a few errors in
spelling, capitalization, and
punctuation.
There are various
mistakes in spelling,
capitalization, and
punctuation.
There is no
comprehension
due to
grammar
mistakes.
Word choice is
appropriate, and sentences
are well structured
Some of the words are not
appropriate and the sentences
are not properly structured.
Most of the words are
not appropriately
used and the
sentences are
ineffective.
the entire
words are not
appropriately
used, and the
structure of the
sentences is
incorrect.
Total: /30