The passage discusses the importance of education. It argues that education is essential for economic growth by providing a skilled labor force that can adapt to new technologies and stimulate innovation. Education also reduces poverty by creating job opportunities and skills that increase incomes and livelihoods. Additionally, educated people are more health conscious and live longer due to better nutrition, healthcare access, and medical advancements facilitated by education. Overall, the passage contends that investing in education is key to alleviating poverty, improving health outcomes, and boosting economic development in societies.

1. •TRY TO RECALL YOUR FAVORITE
CHILDHOOD SHORT STORY AND SHARE IT
IN FRONT OF YOUR CLASS.
•HOW DO YOU FELL AFTER SHARING IT?
•DO YOU EXPERIENCE DIFFICULTIES IT
REMEMBERING EVERY DETAILS? WHY?

2. VARIOUS TECHNIQUES IN
SUMMARIZING A VARIETY
OF ACADEMIC TEXT

3. WHAT IS SUMMARIZING?
• ACCORDING TO BUCKLEY (2004), IN HER POPULAR WRITING TEXT
FIT TO PRINT, SUMMARIZING IS REDUCING TEXT TO ONE-THIRD OR
ONE-QUARTER ITS ORIGINAL SIZE, CLEARLY ARTICULATING THE
AUTHOR’S MEANING, AND RETAINING MAIN IDEAS.
• ACCORDING TO DIANE HACKER (2008), IN A CANADIAN WRITER’S
REFERENCE, EXPLAINS THAT SUMMARIZING INVOLVES STATING A
WORK’S THESIS AND MAIN IDEAS “SIMPLY, BRIEFLY, AND
ACCURATELY”.
• FROM DICTIONARIES, IT IS DEFINED AS TAKING A LOT OF
INFORMATION AND CREATING A CONDENSED VERSION THAT
COVERS THE MAIN POINTS; AND TO EXPRESS THE MOST

4. VARIOUS TECHNIQUES IN SUMMARIZING A VARIETY OF
ACADEMIC TEXTS
• 1. READ THE WORK FIRST TO UNDERSTAND THE AUTHOR’S INTENT. THIS IS A
CRUCIAL STEP BECAUSE AN INCOMPLETE READING COULD LEAD TO AN
INACCURATE SUMMARY. NOTE: AN INACCURATE SUMMARY IS PLAGIARISM!
• 2. ONE OF THE SUMMARIZATION TECHNIQUES YOU CAN DO IS TO PRESENT
INFORMATION THROUGH FACTS, SKILLS AND CONCEPT IN VISUAL FORMATS. YOU
CAN PROVIDE THE CAUSE AND EFFECTS CHARTS, TIME LINES, AND VENN
DIAGRAMS, TEMPLATES FOR OUTLINES, USE FLOW CHARTS OR INFOGRAPHICS.
• 3. TO AVOID DIFFICULTY, YOU NEED FIRST TO KNOW THE MAIN POINTS AND THE
SUPPORTING DETAILS. YOU CAN EXCLUDE ANY ILLUSTRATIONS, EXAMPLES OR
EXPLANATIONS.
• 4. YOU NEED TO ANALYZE THE TEXT TO SAVE TIME IN THINKING WHAT YOU WILL
DO.
• 5. THINK WHAT INFORMATION YOU WILL PUT IN YOUR SUMMARY. BE SURE TO

5. • 6. ONE OF THE BEST THINGS TO DO IN AUTO SUMMARIZING IS RESTATING THE
WORDS INTO DIFFERENT ONE. YOU SHOULD AVOID USING THE ORIGINAL WORDS OF
THE AUTHOR INSTEAD; USE YOUR OWN VOCABULARY BUT BE SURE TO RETAIN THE
INFORMATION.
• 7. YOU WILL FULLY UNDERSTAND WHAT THE DOCUMENT IS WHEN YOU ORGANIZE
ALL IDEAS.
• 8. ONE OF THE THINGS YOU CAN DO IS TO WRITE DOWN ALL INFORMATION IN A
COHERENT AND PRECISE FORM. KEEP IN MIND THAT A SUMMARY IS A CONDENSED
VERSION OF THE ORIGINAL PAPER, SO AVOID MAKING IT LONG.
• 9. YOU CAN ALSO DECIDE TO REPRESENT INFORMATION THROUGH USING
DIMENSIONAL CONSTRUCTIONS IN REPRESENTING CONCEPTS, SKILLS OR FACTS.
• 10. PARAPHRASING IS ONE OF THE SKILLS YOU CAN DO IN WRITING A SUMMARY.
WITH IT, DO NOT USE THE SAME WORDS WITH THE AUTHOR.
• WITH THE TIPS ABOVE, YOU WILL NO LONGER WORRY WHENEVER YOU NEED TO
SUMMARIZE BECAUSE IT IS YOUR ONE STOP SOLUTION TO HAVING A FANTASTIC
SUMMARY THAT OFFER NICE DETAILS TO READERS. FOLLOW THE TIPS AND YOU
WILL NOT MAKE MISTAKES.

6. ANOTHER 5 EASY TECHNIQUES IN SUMMARIZING VARIOUS
ACADEMIC TEXTS
• TECHNIQUE 1: SOMEBODY WANTED BUT SO THEN
“SOMEBODY WANTED BUT SO THEN” IS AN EXCELLENT
SUMMARIZING STRATEGY FOR STORIES. EACH WORD
REPRESENTS A KEY QUESTION RELATED TO THE STORY'S
ESSENTIAL ELEMENTS:
SOMEBODY: WHO IS THE STORY ABOUT?
WANTED: WHAT DOES THE MAIN CHARTER WANT?
BUT: IDENTIFY A PROBLEM THAT THE MAIN CHARACTER
ENCOUNTERED.
SO: HOW DOES THE MAIN CHARACTER SOLVE THE PROBLEM?
THEN: TELL HOW THE STORY ENDS

7. • HERE IS AN EXAMPLE OF THIS STRATEGY IN
ACTION:
• SOMEBODY: LITTLE RED RIDING HOOD
• WANTED: SHE WANTED TO TAKE COOKIES TO
HER SICK GRANDMOTHER.
• BUT: SHE ENCOUNTERED A WOLF PRETENDING
TO BE HER GRANDMOTHER.
• SO: SHE RAN AWAY, CRYING FOR HELP.
• THEN: A WOODSMAN HEARD HER AND SAVED

8. • AFTER ANSWERING THE QUESTIONS, COMBINE THE
ANSWERS TO FORM A SUMMARY:
LITTLE RED RIDING HOOD WANTED TO TAKE
COOKIES TO HER SICK GRANDMOTHER, BUT SHE
ENCOUNTERED A WOLF. HE GOT TO HER
GRANDMOTHER’S HOUSE FIRST AND PRETENDED TO BE
THE OLD WOMAN. HE WAS GOING TO EAT LITTLE RED
RIDING HOOD, BUT SHE REALIZED WHAT HE WAS DOING
AND RAN AWAY, CRYING FOR HELP. A WOODSMAN
HEARD THE GIRL’S CRIES AND SAVED HER FROM THE
WOLF.

9. • TECHNIQUE 2: SAAC METHOD
THE SAAC METHOD IS ANOTHER USEFUL TECHNIQUE FOR
SUMMARIZING ANY KIND OF TEXT (STORY, ARTICLE, SPEECH,
ETC). SAAC IS AN ACRONYM FOR "STATE, ASSIGN, ACTION,
COMPLETE." EACH WORD IN THE ACRONYM REFERS TO A
SPECIFIC ELEMENT THAT SHOULD BE INCLUDED IN THE
SUMMARY.
• STATE: NAME OF THE ARTICLE, BOOK, OR STORY
• ASSIGN: THE NAME OF THE AUTHOR
• ACTION: WHAT THE AUTHOR IS DOING (EXAMPLE: TELLS,
EXPLAINS)
• COMPLETE: COMPLETE THE SENTENCE OR SUMMARY WITH
KEYWORDS AND IMPORTANT DETAILS.

10. • THIS METHOD IS PARTICULARLY HELPFUL FOR STUDENTS WHO ARE
LEARNING THE FORMAT OF A SUMMARY AND NEED REMINDERS TO
INCLUDE THE TITLE AND AUTHOR'S NAME. HOWEVER, SAAC DOES NOT
INCLUDE CLEAR GUIDANCE ABOUT WHICH DETAILS TO INCLUDE,
WHICH SOME STUDENTS MIGHT FIND TRICKY. IF YOU USE SAAC WITH
YOUR STUDENTS, REMIND THEM OF THE TYPES OF DETAILS THAT
BELONG IN A SUMMARY BEFORE INSTRUCTING THEM TO WORK
INDEPENDENTLY.
HERE IS AN EXAMPLE OF SAAC IN ACTION:
STATE: THE BOY WHO CRIED WOLF
ASSIGN: AESOP (A GREEK STORYTELLER)
ACTION: TELLS

11. • USE THE FOUR SAAC CUES TO WRITE OUT A
SUMMARY OF "THE BOY WHO CRIED WOLF" IN
COMPLETE SENTENCES:
THE BOY WHO CRIED WOLF, BY AESOP (A
GREEK STORYTELLER), TELLS WHAT HAPPENS
WHEN A SHEPHERD BOY REPEATEDLY LIES TO THE
VILLAGERS ABOUT SEEING A WOLF. AFTER A WHILE,
THEY IGNORE HIS FALSE CRIES. THEN, WHEN A
WOLF REALLY DOES ATTACK, THEY DON’T COME

12. • TECHNIQUE 3: 5 W'S, 1 H
THE 5 W'S, 1 H STRATEGY RELIES ON SIX CRUCIAL
QUESTIONS: WHO, WHAT, WHEN, WHERE, WHY, AND HOW. THESE
QUESTIONS MAKE IT EASY TO IDENTIFY THE MAIN CHARACTER,
THE IMPORTANT DETAILS, AND THE MAIN IDEA.
• WHO IS THE STORY ABOUT?
• WHAT DID THEY DO?
• WHEN DID THE ACTION TAKE PLACE?
• WHERE DID THE STORY HAPPEN?
• WHY DID THE MAIN CHARACTER DO WHAT HE/SHE DID?
• HOW DID THE MAIN CHARACTER DO WHAT HE/SHE DID?

13. • TRY THIS TECHNIQUE WITH A FAMILIAR FABLE SUCH AS
"THE TORTOISE AND THE HARE."
• WHO? THE TORTOISE
• WHAT? HE RACED A QUICK, BOASTFUL HARE AND
WON.
• WHEN? WHEN ISN’T SPECIFIED IN THIS STORY, SO IT’S
NOT IMPORTANT IN THIS CASE.
• WHERE? AN OLD COUNTRY ROAD
• WHY? THE TORTOISE WAS TIRED OF HEARING THE
HARE BOAST ABOUT HIS SPEED.

14. THEN, USE THE ANSWERS TO THE 5 W'S
AND 1 H TO WRITE A SUMMARY OF IN
COMPLETE SENTENCES.
TORTOISE GOT TIRED OF LISTENING TO
HARE BOAST ABOUT HOW FAST HE WAS, SO
HE CHALLENGED HARE TO A RACE. EVEN
THOUGH HE WAS SLOWER THAN HARE,
TORTOISE WON BY KEEPING UP HIS SLOW

15. • TECHNIQUE 4: FIRST, THEN, FINALLY
THE "FIRST THEN FINALLY" TECHNIQUE HELPS
STUDENTS SUMMARIZE EVENTS IN CHRONOLOGICAL
ORDER. THE THREE WORDS REPRESENT THE BEGINNING,
MAIN ACTION, AND CONCLUSION OF A STORY,
RESPECTIVELY:
• FIRST. WHAT HAPPENED FIRST? INCLUDE THE MAIN
CHARACTER AND MAIN EVENT/ACTION.
• THEN. WHAT KEY DETAILS TOOK PLACE DURING THE
EVENT/ACTION?
• FINALLY. WHAT WERE THE RESULTS OF THE

16. •HERE IS AN EXAMPLE USING "GOLDILOCKS
AND THE THREE BEARS.“
FIRST, GOLDILOCKS ENTERED THE
BEARS' HOME WHILE THEY WERE GONE.
THEN, SHE ATE THEIR FOOD, SAT IN THEIR
CHAIRS, AND SLEPT IN THEIR BEDS.
FINALLY, SHE WOKE UP TO FIND THE BEARS
WATCHING HER, SO SHE JUMPED UP AND

17. • TECHNIQUE 5: GIVE ME THE GIST
WHEN SOMEONE ASKS FOR "THE GIST" OF A STORY,
THEY WANT TO KNOW WHAT THE STORY IS ABOUT. IN
OTHER WORDS, THEY WANT A SUMMARY—NOT A
RETELLING OF EVERY DETAIL. TO INTRODUCE THE GIST
METHOD, EXPLAIN THAT SUMMARIZING IS JUST LIKE
GIVING A FRIEND THE GIST OF A STORY, AND HAVE
YOUR STUDENTS TELL EACH OTHER ABOUT THEIR
FAVORITE BOOKS OR MOVIES IN 15 SECONDS OR LESS.
YOU CAN USE THE GIST METHOD AS A FUN, QUICK WAY
TO PRACTICE SUMMARIZING ON A REGULAR BASIS.

18. • WHEN SUMMARIZING IS USEFUL?
SUMMARIZING IS USEFUL IN MANY TYPES OF WRITING AND
AT DIFFERENT POINTS IN THE WRITING PROCESS. SUMMARIZING IS
USED TO SUPPORT AN ARGUMENT, PROVIDE CONTEXT FOR A
PAPER’S THESIS, WRITE LITERATURE REVIEWS, AND ANNOTATE A
BIBLIOGRAPHY. THE BENEFIT OF SUMMARIZING LIES IN SHOWING
THE "BIG PICTURE," WHICH ALLOWS THE READER TO
CONTEXTUALIZE WHAT YOU ARE SAYING. IN ADDITION TO THE
ADVANTAGES OF SUMMARIZING FOR THE READER, AS A WRITER
YOU GAIN A BETTER SENSE OF WHERE YOU ARE GOING WITH YOUR
WRITING, WHICH PARTS NEED ELABORATION, AND WHETHER YOU
HAVE COMPREHENDED THE INFORMATION YOU HAVE COLLECTED.

19. • ACTIVITY 1 DIRECTIONS: FOLLOWING THE TECHNIQUES ABOVE,
SUMMARIZE THE TEXTS BY COMPLETING THE SAMPLE GRAPHIC
ORGANIZER BELOW. WRITE YOUR SUMMARY IN YOUR PAPER.
• ESSAY 1: IMPORTANCE OF EDUCATION
EDUCATION IS A PROCESS THAT INVOLVES THE TRANSFER OF
KNOWLEDGE, HABITS AND SKILLS FROM ONE GENERATION TO
ANOTHER THROUGH TEACHING, RESEARCH AND TRAINING. IT CAN BE
IN A FORMAL OR INFORMAL SETTING. FORMAL EDUCATION INVOLVES
INSTITUTIONALIZED LEARNING BASED ON A CURRICULUM. IN TODAY’S
SOCIETY, EDUCATION AND LEARNING PLAY AN INDISPENSABLE ROLE IN
SHAPING THE LIVES OF INDIVIDUALS AND THE SOCIETY AT LARGE. THE
MOST EFFECTIVE WAY OF BOOSTING ECONOMIC GROWTH, REDUCING
POVERTY AND IMPROVING PEOPLE’S HEALTH IS BY INVESTING IN
EDUCATION.

20. HUMAN LABOR IS ESSENTIAL FOR ECONOMIC GROWTH. A
HIGHLY EDUCATED LABOR FORCE FURTHER STIMULATES ECONOMIC
GROWTH. ADDITIONALLY, A HIGHLY EDUCATED LABOR FORCE CAN
EASILY ADAPT TO NEW WORKING ENVIRONMENTS AND CONDITIONS.
IN VIEW OF THAT, IT IS EVIDENT THAT EDUCATION SERVES AS THE
DRIVING FORCE FOR INNOVATION OF NEW PRODUCTS AND SERVICES.
EDUCATED WORKERS EXCHANGE IDEAS IN THE WORK PLACE AND
COME UP WITH NEW IDEAS THAT HELP IN THE GROWTH OF THE
ECONOMY.
EDUCATION REDUCES POVERTY IN A NUMBER OF WAYS. ONE
WAY IS BY CREATING EMPLOYMENT OPPORTUNITIES FOR EDUCATED
PEOPLE. THROUGH EMPLOYMENT, ONE IS ABLE TO AFFORD A DECENT
LIVING. EDUCATION HELPS TO INCREASE ECONOMIC SECURITY,
CREATE INCOME OPPORTUNITIES AND IMPROVE LIVELIHOODS OF THE

21. SUSTAINABLE ENVIRONMENTAL MANAGEMENT MECHANISMS.
EDUCATION FURTHER ALLEVIATES POVERTY THROUGH SKILLS ACQUIRED
IN THE LEARNING PROCESS. SKILLS SUCH AS CARPENTRY, PLUMBING
AND MASONRY ARE RELEVANT IN NON-FORMAL ECONOMIES. ONE CAN
ACQUIRE THESE SKILLS THROUGH TECHNICAL AND VOCATIONAL
TRAINING.
EDUCATED PEOPLE ARE HEALTH CONSCIOUS AND LIVE LONGER
THAN THEIR COUNTERPARTS BECAUSE THEY ENGAGE IN HEALTHY
HABITS SUCH AS EATING A BALANCED DIET, EXERCISING REGULARLY
AND GOING FOR MEDICAL CHECK UPS. BY INVESTING IN EDUCATION,
ONE WILL ALSO BE INVESTING IN THEIR HEALTH. EDUCATION SERVES TO
CREATE ROOM FOR TECHNOLOGICAL ADVANCEMENTS IN THE FIELD OF
MEDICINE AND AGRICULTURE. ADVANCED TECHNOLOGY USED FOR
CONDUCTING SURGERY HAS REPLACED TRADITIONAL METHODS. THIS
HAS SEEN AN IMPROVEMENT IN PEOPLE’S GENERAL HEALTH AND AN
INCREASED LIFE EXPECTANCY. MOST DEVELOPING COUNTRIES HAVE A
LOW LIFE EXPECTANCY COMPARED TO DEVELOPED COUNTRIES. THIS
CAN BE ATTRIBUTED TO HIGH ILLITERACY LEVELS PRESENT IN

22. IN CONCLUSION, EDUCATION IS THE
ONLY MEANS OF ALLEVIATING POVERTY,
IMPROVING PEOPLE’S HEALTH AND
INCREASING ECONOMIC GROWTH.
IMPROVING LITERACY LEVELS IN
MARGINALIZED SOCIETIES WILL GO A
LONG WAY IN IMPROVING HUMAN
LIVING STANDARDS.