This document provides instructions for an assignment to summarize a source related to the student's research topic. It outlines two options - interviewing an expert from a relevant non-profit organization or summarizing an article from a credible periodical. For either option, the summary must include an introduction with background on the source, 3 body paragraphs summarizing the source's key points, and a conclusion explaining how the source informs the student's research topic. The assignment requires a 1-2 page double-spaced summary in MLA format with an underlined thesis statement.

1. Summary Exercise Instructions
For this assignment only, there is no draft option. You should
simply submit your required final copy whenever you are ready.
This assignment is designed to inform your larger research
project.
Additional helpful resources:
Summary Exercise Rubric | Summary Exercise Sample
1 | Summary Exercise Sample 2
Option #1: Investigate and Interview
You have already chosen a topic and created a working thesis
statement for your research paper topic. Find a non-profit
organization (e.g., one that provides literacy instruction, a
support group for cancer patients, a shelter that provides refuge
for battered women) in your city that is connected to your topic.
For example, if you are researching services for blind people,
you might interview someone at the National Federation of the
Blind.
Explain your assignment and request an interview with a staff
member who is considered an expert in the field. Create 10 to
20 questions related to your thesis statement to ask the
interviewee. For the writing assignment (Note that you should
be conducting this interview yourself. You should not be
summarizing an interview that someone else conducted):
· Create an introduction that includes the interviewee’s
background. What is his/ her name? What is his/her position?
How long has your interviewee worked at this organization, and
what is his/her role there? These are just some of the questions
that you can ask to help you build your introductory paragraph.
· Summarize the interviewee's responses in approximately three
cohesive body paragraphs.
· Finish with a concluding paragraph that explains how this
interview helped you better understand your chosen research
paper topic.

2. Option #2: Getting What you Need from Periodicals
Locate credible sources for your chosen topic of the research
paper project. Find at least five relevant sources from
periodicals (Please do not use basic informative website such as
ehow or Wikipedia. The source you choose will ideally be an
academic or research-based article). From the sources that you
find, choose one to summarize. The source you choose should
be a credible periodical and not merely a random website. Also
keep in mind that your chosen source should be research-based
and non-fiction. For example, you should not summarize a short
story for this assignment. Choose a source such as a journal
article, an essay in an anthology, a magazine article, or a
newspaper article. For this option, you might use this as a
guideline for crafting your thesis statement: John Smith’s book
The Guiding Light explained (add first paragraph focus), (add
second paragraph focus), and (add third paragraph focus).
Here are some possible places to search for good sources:
· Internet Public Library: http://www.ipl.org/
· Google Scholar: http://scholar.google.com/ (note that this is
different from regular Google)
· Microsoft Academic
Search: http://academic.research.microsoft.com/
· Cornell University’s arXiv (open access sources in math,
biology, physics, and other fields): http://arxiv.org/
· Bielefeld Academic Search Engine (BASE): http://www.base-
search.net/
· Your local library
With this summary, you should include:
· An introduction that provides the source information (book,
journal, article, etc.) and offers the main idea of the information
in the source. End the introduction with your thesis statement.
· Approximately three body paragraphs to summarize the
beginning, the middle, and the ending of the piece.
· A conclusion that explains how this source helped you better
understand your chosen research paper topic.

3. The guidelines and requirements for this assignment are as
follows:
Remember to apply the concepts you're learning in the course,
including elements of grammar, punctuation, thesis
development, and other skills.
Length: This piece should be approximately 1-2 double-spaced
pages or 500 words.
Header: Include a header in the upper left-hand corner of your
writing assignment with the following information:
· Your first and last name
· Course Title (Composition I)
· Assignment name (Summary Exercise)
· Current Date
Format:
· Last name and page number in upper-right corner of each
page
· Double-spacing throughout
· Title, centered after heading
· Standard font (TimesNewRoman or Calibri)
· 1” margins on all sides
· MLA-style citations and Works Cited list for any sources used
· Save the file as .docx or .doc format
Underline your thesis statement in the introductory paragraph.
RUBRIC
ENG 101 Rubric: Summary Exercise
Points
2
F
Points

4. 3
D-/D/D+
Points
3.5
C-/C/C+
Points
4
B-/B/B+
Points
5
A-/A/A+
Thesis & Focus
Thesis, central idea, audience, purpose, digressions
Lacks an identifiable thesis. Limited or no awareness of
audience and purpose.
Readers cannot discern the essay’s central idea.
Thesis was attempted but unclear and/or inconsistently
addressed. Reveals limited awareness of audience and purpose.
Central idea either lacking or inconsistently addressed.
Thesis is identifiable, but perhaps too narrow, too broad, or
otherwise problematic. Awareness of audience may be adequate
but inconsistent. Central idea is perhaps too general and
supported by irrelevant examples.
Thesis is established and is consistently addressed throughout
most of the paper. Awareness of audience is sufficient. Central
idea is clear and maintained in most of the essay.
Thesis is clearly established and maintained throughout the
entire paper. Paper demonstrates a sophisticated awareness of
audience and purpose. Central idea/focus maintained
throughout.
Support & Development
Thesis support, thesis development, use of examples, logic, and
reason
No support of thesis with relevant facts, examples, reasons, or
evidence. No topic development.
Support is minimal, logically flawed, and/or inaccurate. Topic

5. development may have been attempted, but does not form
conclusions and/or fails to exhibit clear reasoning.
Support is adequate and mostly relevant. Some examples may be
vague. More development needed for supporting reasons or
evidence. Some irrelevant support may be present, but most
evidence supports thesis.
Support is sufficient but perhaps flawed in some way. Examples
are sufficient. Thesis is supported and developed in most
paragraphs.
Essay completely supports the thesis with logical arrangement
of evidence. All assertions are supported and relate to thesis.
Coherence & Organization
Introduction, conclusion, body paragraphs, transitions, topic
sentences
No clear introduction, body, or conclusion. Little-to-no
transitions. Demonstrates little-to-no understanding of
organization. Many sentences within paragraphs do not relate to
each other and/or the paragraph’s topic. May contain no
discernable topic sentences.
Introduction, body, and conclusion attempted but problematic.
Few transitions. Perhaps numerous digressions. Mostly missing
or problematic topic sentences. Demonstrates little
understanding of organization.
Identifiable introduction, body, and conclusion; yet one
significant weakness is present: undeveloped introduction,
body, or conclusion. Adequate transitions, perhaps some
digressions. Some paragraphs may lack clear topic sentences.
Demonstrates basic understanding of organization.
Clear introduction, body, and conclusion although
improvements could be made. Introduction provides sufficient
background information about summarized source. Body
effectively summarizes the source. Conclusion attempts to
explain how the source was helpful. Most paragraphs have
clear topic sentences. Essay establishes a clear plan of
development. Transitions are clear throughout most of the

6. paper.
Clear and effective introduction, body, and conclusion.
Introduction provides excellent background information about
summarized source. Body skillfully summarizes the source.
Conclusion clearly explains how the source was helpful. Clear
and effective transitions are present throughout the paper.
Pattern of development is appropriate and logical.
Language & Style
Word choice, repetition, redundancy, awkwardness, article
misuse, wrong word form (their/there, etc.), typos/misspellings,
vocabulary
May contain more than 6 errors in word choice, wordiness,
redundancy, or awkwardness.
May contain more than 6 errors in inappropriate language for
academic audience.
Fails to demonstrate competent language use; sentences and
vocabulary are inappropriate, facile, and/or incoherent.
May contain 6 errors in word choice, wordiness, redundancy, or
awkwardness.
May contain 6 errors in inappropriate language for academic
audience.
Contains repetitive, incorrect, and/or insufficient sentence
structure and/or limited vocabulary.
May contain 4 – 5 errors in word choice, wordiness,
redundancy, or awkwardness.
May contain 4 – 5 errors in inappropriate language for academic
audience.
Demonstrates competency with language use but sentence
constructions and vocabulary may be limited or repetitive.
May contain 2 – 3 errors in word choice, wordiness,
redundancy, or awkwardness.
May contain 2 – 3 errors in inappropriate language for academic
audience.
Demonstrates sufficient knowledge and skill with varied
sentence construction and vocabulary. Unnecessary repetition is

7. minor.
May contain 1 error in word choice, wordiness, redundancy, or
awkwardness.
May contain 1 error in inappropriate language for academic
audience.
Demonstrates sophisticated knowledge and skill with varied and
complex sentence construction and vocabulary. Little-to-no
unnecessary repetition.
Grammar
Fragments, subject-verb agreement, verb tense errors, verb form
errors, run-ons, pronoun agreement
Contains more than 5 different grammar errors.
The identical 3 – 4 errors may be repeated throughout.
Contains 4 – 5 different grammar errors. The identical 2 – 3
errors may be repeated throughout.
Contains 2 – 3 different grammar errors. The identical 1 – 2
errors may be repeated throughout.
Contains 1 grammar error, which may be repeated throughout
the essay.
Contains either no grammar errors, or 1 – 2 different errors with
no repetition.
Punctuation & Capitalization
Comma errors, comma splices, apostrophe errors, capitalization
errors, semicolon errors, colon errors
Contains more than 5 different punctuation/capitalization errors.
The identical 3 – 4 errors may be repeated throughout.
Contains 4 – 5 different punctuation/capitalization errors. The
identical 2 – 3 errors may be repeated throughout.
Contains 2 – 3 different punctuation/capitalization errors. The
identical 1 – 2 errors may be repeated throughout.
Contains 1 punctuation/capitalization error, which may be
repeated throughout the essay.

8. Contains either no punctuation/capitalization error, or 1 – 2
different errors with no repetition.
Format
heading,
title,
margins, spacing,
approximately 500 words,
underlined thesis, other assignment-specific required elements
Doesn’t meet formatting requirements.
Formatting may be missing four or more elements (either no
title, incomplete heading, inappropriate spacing or margins, or
thesis not underlined).
Length may not meet minimum requirements.
Doesn’t meet most formatting requirements.
Formatting may be missing three elements (either no title,
incomplete heading, inappropriate spacing or margins, or thesis
not underlined).
Length may not meet minimum requirements
Meets some formatting requirements.
Formatting may be missing two elements (either no title,
incomplete heading, inappropriate spacing or margins, or thesis
not underlined).
Length may not meet minimum requirements (an essay that does
not meet length minimum will score no higher than 3 in this
category)
Meets most formatting requirements.

9. Formatting may be missing one element (either no title,
incomplete heading, inappropriate spacing or margins, or thesis
not underlined).
Length meets minimum requirements of 500 words.
Meets all requirements.
Formatting is appropriate in terms of heading, title, margins,
spacing, underlining thesis.
Length meets minimum requirements of 500 words.
CHILDREN FROM LOW INCOME FAMILIES HAVE
LIMITED ABILITY TO SUCCEED IN LIFE
INTRODUCTION
IMPROVING THE WELL BEING OF FAMILIES AND
CHILDREN IN THE STATE
POLICY
BRIEF SUMMER 2018
Young families within the state are facing immense challenges
in their well-being. Fundamentally they are experiencing
difficulty in generating enough income regardless of how many
jobs they take up. Data from the U.S. Census Bureau show that
the number of low income working families in the United States
increased to 10.4 million in 2011, up from 10.2 million a year
earlier. Consequently, parents are facing desperation and
poverty and their children are the most affected. Cases of
juvenile delinquency are on the rise. The adolescent and youth
are going through such trauma in their early days that their
ability to exploit their own potential is retarded. Sexual abuse,
alcoholism and drug abuse are the major outcome and results in

10. trauma. They are unable to do well in school and are at a high
risk of not succeeding in life.
Data from the U.S. Census Bureau show that the number of low
income working families in the United States increased to 10.4
million in 2011, up from 10.2 million a year earlier.
POSSIBLE SOLUTIONS
The challenges that the adolescents and children experience
should be considered and incorporated into the learning model
and juvenile justice system.
Implement departments dedicated to cater to the needs of
families and children. Create incentive to foster unique
approaches to the individual family needs.
The state should especially prioritize children who have
experienced trauma, drug abuse, sexual abuse, alcoholic
parents, truancy and other related issues.
Behavioural health services should be properly equipped with
personnel and facilities for them to optimize their services to
the youth.
Working families should be offered a tax rebate when their
income is overtaxed so that their resources are not stretched out
too far. Budgeting is very difficult with such high expenditures
beyond their control. A fiscal policy that would determine and
allow this relief would encourage economic growth of families
and would result in more financially stable homes.
SUGGESTED BUDGET STRUCTURES
Figure 1.Suggested budget structures for most low income
families
HOW CAN WE MAKE FAMILIES STABLE?
The issues faced by the minors should be part of the curriculum.
The most effective way to sensitize children against evils within
their society is by making it part of learning. In school forums

11. should be held by their teachers and open discussions initiated
about their personal challenges. It will enable students to come
forward with information that can enable preventative action. In
court cases, the issues cases of child delinquency should be
inclined towards rehabilitation and facilities that enable the
reforms facilitated.
Departments that can specifically handle issues of family and
children should be created. These departments should include
family lawyers, social workers and childcare experts who can
strategize on ways to handle cases such as child abuse and
sexual offenses. The department should ensure proper
monitoring and routine visits to homes with such reported cases.
In special instances, when parental rights of parents are
withdrawn due to negligence or abuse, the department should
handle child protection or foster care.
Behavioural health services can be useful in preventing cases of
abuse in the home. They should foster and encourage growth of
responsible individuals. They should be properly equipped to
facilitate optimal growth socially, economically, physically and
in cognitive development. They should place emphasis on
personal progress and ways of alleviating poverty.
Working families should be offered a tax rebate from their
overall income so that they are able to meet more needs for
their households. Although the legislature passed the rebate in
2008, it was suspended before implementation. It would go a
long way in helping the economically struggling households.
The extra coin could make a difference in desperate fathers who
result to alcoholism and substance abuse as a form of relief.
IMPLICATIONS AND BENEFITS
Children who have been made aware of the issues at their door
step are able to deal more maturely when faced with challenges.
They are able to even come forward with information that can
lead to arrests of drug peddlers.
The sensitization of the children within their curriculum will
reduce cases of delinquency
Parents who attend behavioural health services can be taught

12. better ways of managing stress and how to live a more
productive life. They can be taught effective but positive
avenues to deal with life’s pressures.
Departments that squarely focus on family and children issues
can work with the community to identify suspicious behaviour
and abused children and take the necessary steps to secure the
affected children.
Families will benefit immensely from a reduction of their taxes
and they will be more capable of meeting their needs. They can
be more economically empowered and move away from poverty
and desperation.
The support of families will be a preventative move to avert
future crisis. Cases of drug and substance abuse will drop as
well as child delinquency,
CONCLUSION
It is a civic duty to protect the citizens, staring with the most
basic unit which is the family. Well being is paramount to
future success of our state. The children of today are the leaders
that will drive the agenda in the near future. It is important to
nurture the children at a tender age so that they will become
dependable, responsible citizens. Ensuring that families are
taken care of is a preventative action in itself. It decreases the
occurrence of social evils associated with poverty and
desperation.
References
Gadsden, V. L., Ford, M. A., Breiner, H., & National
Academies of Sciences, Engineering, and Medicine (U.S.).
(2016). Parenting matters: Supporting parents of children ages
0-8. Washington, DC: The National Academies Press
Maholmes, V., & King, R. B. (2012). The Oxford handbook of
poverty and child development. New York: Oxford University
Press.
Organisation for Economic Co-operation and Development.
(2011). Doing Better for Families. Paris: OECD Publishing.

13. July 2018