The document discusses summarizing as an essential skill that involves condensing large amounts of information from texts into shorter versions that capture the main ideas. It provides steps for summarizing written texts, which include reading carefully to understand the main points, underlining key words, writing notes, combining ideas into sentences while maintaining the overall meaning, and checking against the original text. The characteristics of a good summary are also outlined, such as being shorter than the original, focusing only on the main ideas without examples or opinions, and properly attributing the source.
NARRATIVE WRITING relates a clear sequence of events that occurs over time. Both what happens and the order in which the events occur are communicated to the reader. Effective narration requires a writer to give a clear sequence of events (fictional or non-fictional) and to provide elaboration.
NARRATIVE WRITING relates a clear sequence of events that occurs over time. Both what happens and the order in which the events occur are communicated to the reader. Effective narration requires a writer to give a clear sequence of events (fictional or non-fictional) and to provide elaboration.
Mini lesson on achieving Coherence in writing. Give it a try! But before you do, why not try some Coherent Breathing (i.e., breathing "from the heart")- to get in the mood?
Quotation, paraphrasing and summarizing HawaYusuf1
you will learn this presentation how to use professional academic writing skills and how to quote, rephrase and summarize literatures or journals as well as to avoid plagiarism
there are many types but here we discuss descriptive,narrative,argumentative and discursive writing and basic difference between descriptive and narrative ,difference between argumentative and discursive writing.
cause-effect essay ppt made by me, to fulfill academic writing score in group presentation. hope it can help u to understand what cause-effect essay is.
Summarizing a Variety of Academic Texts.pptxCendz Flores
Whether you're a student struggling to keep up with the amount of reading required for your studies or a professional looking to quickly grasp important information, these techniques can help you become a more effective reader and summarizer of academic texts.
Mini lesson on achieving Coherence in writing. Give it a try! But before you do, why not try some Coherent Breathing (i.e., breathing "from the heart")- to get in the mood?
Quotation, paraphrasing and summarizing HawaYusuf1
you will learn this presentation how to use professional academic writing skills and how to quote, rephrase and summarize literatures or journals as well as to avoid plagiarism
there are many types but here we discuss descriptive,narrative,argumentative and discursive writing and basic difference between descriptive and narrative ,difference between argumentative and discursive writing.
cause-effect essay ppt made by me, to fulfill academic writing score in group presentation. hope it can help u to understand what cause-effect essay is.
Summarizing a Variety of Academic Texts.pptxCendz Flores
Whether you're a student struggling to keep up with the amount of reading required for your studies or a professional looking to quickly grasp important information, these techniques can help you become a more effective reader and summarizer of academic texts.
Gudiance on how to summarise documents, starting with a one-sentence example and moving on to use of bullet points and charts to summarise longer documents
Paraphrasing, Summarizing, and Quoting InformationMGC1987
*Based on the following sources:
1. Academic Writing Skills 1 (Cambridge), Unit 3: Paraphrasing, Summarizing, and Citing Information
2. Academic Writing Skills 3 (Cambridge), Unit 3: Using and Citing Sources
PRINT JOURNALISM II- OBJECTIVES & PRINCIPLES OF EDITINGTrinity Dwarka
PRINT JOURNALISM II- OBJECTIVES & PRINCIPLES OF EDITING
OBJECTIVES OF EDITING
PRINCIPLES OF EDITING
BALANCE AND FAIRNESS:
READABILITY:
HUMAN INTEREST:
BREVITY
This unit has been designed to support Year 3 teachers. It integrates some of the Primary Connections Ideas and acknowledges these, yet also add additional resources. We have tried to incorporate higher order thinking skills within the unit.
If you like this resource like and share http://www.australiancurriculumlessons.com.au/2014/08/09/earth-moon-sun-lessons-plans-year-34/ (I am trying to win my son an iPad. The resource on this site with the most likes wins an iPad Mini).
Essay 2 Prompts Death of a Salesman English G110 Select.docxpauline234567
Essay 2 Prompts: Death of a Salesman | English G110
Select one prompt and write an argumentative literary analysis essay that uses the theory and three secondary sources.
1. Willy Loman has been called a modern tragic hero because, among other things, he is a common man;
he is not “highly renowned and prosperous” like the tragic heroes of traditional tragedies. As a
common man, what is Willy struggling against? Write a paper in which you analyze the internal and
external forces Willy struggles against to maintain his dignity. Use three secondary sources. One of
your sources might be used to explain a specific concept related to tragedies; the other two sources
should be books or articles on the play.
2. In many ways, Death of Salesman is about the drama that plays out in Willy Loman’s head. Willy’s
present life is shaped and often hindered by his memory of the past. Sometimes the lines between
past, present, and future dreams and fears are blurred. Write an essay in which you psychoanalyze
Willy Loman and show how he contributes to the family dysfunction. Use three secondary sources.
One of your sources might be used to explain a specific concept related to psychoanalytic criticism
or psychoanalysis; the other two sources should be books or articles on the play.
3. Willy Loman’s world is very much a capitalist world. The play puts front and center many defining
elements and symbols of capitalism and the American dream. In what ways is Willy Loman (and his
family) a product of a system beyond his control? Discuss the various ideologies that structure his
world. Use three secondary sources. One of your sources might be used to explain a specific concept
related to Marxist criticism or economic theory; the other two sources should be books or articles on
the play.
Length: 1500 words minimum (not counting Works Cited page)
Tutor Review Due: November 19 or 26, 2022
Final Draft Due: November 20 or 27, 2022
Essay 1 Introduction and Body Structure Examples
PROMPT 1
Introduction
In this essay, your introduction should introduce the play as a tragedy, specifically as a modern tragedy.
Provide context by identifying the internal and external factors Willy struggles against, and by noting
Willy’s attempts to maintain his dignity. This will lead into your thesis, which will express a focused
argument about Willy’s struggles as a common man. To make your thesis argumentative, you might
argue that among the things Willy struggles against, one factor is the most significant for a particular
reason.
So, here’s what your introduction should include:
• Lead-in/opening
• Introduce the play as a modern tragedy
• Introduce Willy’s struggles and efforts
• Thesis
These aren’t necessarily separate sentences. Remember, it’s a coherent paragraph, not a list, so you’ll
need appropriate transitions from the lead-in to the context and from the context to the thesis.
Body
The body of the essay might be structured thus:
1. Willy’s s.
Abstracts are important because they give a first impression of the document that follows, letting readers decide whether to continue reading and showing them what to look for if they do. Though some abstracts only list the contents of the document, the most useful abstracts tell the reader more.
Critical Reading StrategiesThe University of Minnesota published.docxwillcoxjanay
Critical Reading Strategies
The University of Minnesota published a guideline on critical reading, called Critical Reading Strategies.
Click here (Links to an external site.)Links to an external site. for the document.
These guidelines suggest reading in an active and engaged way in order to analyze, evaluate, and understand texts. They recommend:
1. Identifying what you're reading for. Answer the following questions:
1. Why am I reading this text? Is it for general content? To complete a written assignment? To research information?
2. Allowing yourself enough time to read. I recommend giving yourself about one hour for every 25 pages of reading.
1. Note: Get comfortable with the feeling of struggling to read. Many of the texts we encounter this semester are very old. These readings may be obscure, difficult to understand, while reflecting cultural values that may be alien to you. I recommend paying attention to these feelings of discomfort as you read, and then using them to investigate the text further.
1. Example: You notice there is a lot of repetition in the Epic of Gilgamesh so you decide to look into it. You find out that the translation history of Epic of Gilgamesh involves a great deal of transcription from fragmented cuneiform tablets into our written text system.
3. Previewing the text. Does the text have any headings or sub-headings? If so, what are they? Does it include an introduction? If so, what does the introduction have to say? What does the text look like on the page? Literally--does it take up a lot of space? Bigger/smaller margins? Use block writing or stanzas?
4. Engaging. I cannot stress it enough: get in the habit of reading with a pen or pencil in hand. Write in the margins. Circle things you find important. Develop a notation system that reflects your thoughts or feelings as you read.
1. You may draw an angry face next to the section where Gilgamesh insults the goddess Ishtar. You might underline the stanza in which Gilgamesh and Enkidu confront the monster, Humbaba.
2. What the texts says vs what it does. Take time to summarize the text says. What is the main idea? How is the main idea supported? Now ask yourself: how does it do that? Does it use imagery? Metaphor? Repetition? Simple or complicated language?
What is World Literature?
David Damrosch is known for his extensive work in world literature and comparative literature. He is also the director of Harvard's The Institute for World Literature (Links to an external site.)Links to an external site.. In "Introduction: Goethe Coins a Phrase," Damrosch provides a brief history of world literature as a literary field, and also defines world literature in terms of translation and circulation. See below for the PDF.
Damrosch, David (Introduction--Goethe Coins a Phrase).pdf
· The concept of "world literature" as a literary field comes into the Western World through Goethe's term, weltliteratur. It's important to note that Goethe was not the first to use weltlite.
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The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
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1. SUMMARISING
Summarising is an essential skill. It is something
that we do everyday. We are summarising
when: we tell our friend briefly what a movie▪
is about,
▪ we give someone a gist of what we did that
day,
▪ we inform someone of how we come to a
decision about something, etc.
2. SUMMARISING
• The ability to summarise information is one of the
most important critical thinking skills you can
develop.
• Taking large quantities of information, understanding
what that information means, and condensing it into
a shorter version of the original allows you to have
important information on hand for easy reference
without having to memorise long passages or
complex statistics.
3. SUMMARISING
What is a summary in the academic
context?
• A brief restatement in your own words of a
text's main ideas.
• A condensation of "an extended idea or
argument into a sentence or more in your
own words“.
4. SUMMARISING
Why Summarise?
• to represent the gist of an author's work .
• to avoid unnecessary details when the main
point is all you need.
• to use own words (unless the text includes
technical terms or words in common usage)
and sum up the main point of a text.
5. SUMMARISING
• Deciding on the main point of an essay can be
difficult, since authors frequently make
several points in one text.
• While all the points made might be important
to demonstrate why the author believes what
he does, they can usually be subsumed into a
more general point that the entire article
makes.
6. SUMMARISING
The following steps help ensure that you find
the main point rather than only the first point
that the author makes.
7. SUMMARISING
Steps to summarise written texts (i)
• Read the text quickly in order to
get a sense of the article's general
focus and content (skimming).
• Reread the text in order to
ensure that you've got all the
main ideas (scanning).
8. SUMMARISING
Steps to summarise
written texts (ii)
•Underline the important words
(marking).
•Write down key-words, i.e.
words that sum up the meaning
of the text, but which needn't
necessarily occur in the text
(making notes).
9. SUMMARISING
Steps to summarise written texts (iii)
•Sum up the key-words in simple
sentences (summing up in simple
form).
•Combine the simple sentences by
using conjunctions like "as, though,
because, since" etc or participle
constructions or infinitives (summing
up in complex form).
10. SUMMARISING
Steps to summarise written texts (iv)
•Compare the original text with your text to find
out that you've got the essential information
(check).
•Edit very carefully for neatness and
correctness.
12. SUMMARISING
The characteristics of a summary (i)
• It contains all the main points of the original.
• It maintains and communicate the meaning
of the original.
• It does not contain your own opinion or views
on the original.
• It does not include examples or supporting
points.
13. SUMMARISING
The characteristics of a summary (ii)
•It attributes the original author.
• It focuses exclusively on the presentation of
the writer's main ideas.
•It contains the main ideas presented in more
than one paragraph, in a chapter or a text.
14. SUMMARISING
The characteristics of a summary (iii)
• It combines specific statements into general
statements.
• It changes speeches into statements.
• It demonstrates the writer’s understanding
on a text's subject matter.
15. SUMMARISING
The characteristics of a summary (iv)
• It tends to be 60% shorter than the original
text i.e. the original is cut to about one third.
• It omits the original text's examples,
analogies, and details.
16. SUMMARISING
• Read the following paragraphs.
• See what makes a good summary (Article 1).
•
• See what other phrases can be used in citing a text
17. SUMMARISING
(Article 1)
• For nearly 1,400 years Islam, though diverse in
sectarian practice and ethnic tradition, has provided
a unifying faith for peoples stretching from the
Atlantic to the Indian Ocean and beyond. Starting in
the 1500s, Western ascendancy, which culminated in
the colonization, eroded once glorious Muslim
empires and reduce the influence of Islam. After the
breakup of the Ottoman Empire following World War
I and the decline of European colonial empires
following World War II, Muslim nations adopted
18. SUMMARISING
Western ideologies – communism, socialism, secular
nationalism, and capitalism. Yet most Muslims
remained poor and powerless. Their governments,
secular regimes often backed y the West, were corrupt
and repressive (Belt, 2002)
Belt, Don. “The World of Islam”. National Geographic,
January 2002: 76-85
19. SUMMARISING
(Article 1)
• A well written summary:
For nearly 1,400 years, Islam has united people
globally. Western interference, through colonization,
and political ideologies, has not improved their lives
(Belt, 2002)
• Reasons
◊ maintains the original tone
◊ properly documented
◊ properly punctuated
20. SUMMARISING
(Article 2)
Source: Rychnovsky (1999) Clawing into Controversy
Original:
In some respects, the increasing frequency of
mountain lion encounters in California has as much
to do with a growing human population as it does
with rising number of mountain lions. The scenic
solitude of the western ranges is prime cougar
habitat, and it is falling swiftly to the developer’s
spade. Meanwhile, with their ideal habitat already
at its carrying capacity, mountain lions are forcing
younger cats into less suitable terrain, including
residential areas. Add that cougars have generally
grown bolder under a lengthy ban on their being
hunted, an unsettling scenario begins to emerge.
Can you identify the main points? Try to summarize the text.
21. SUMMARISING
Summary (Article 2):
According to Rychnovsky (1999), contact
between mountain lions and humans is on
the rise in California because increasing
numbers of lions are competing for a shrinking
habitat in the face of development. As the
lions’ wild habitat shrinks, older lions force
younger lions into residential areas. These
lions have lost some of their fear of humans
because of a ban on hunting.
22. SUMMARISING
Here are other ways you could introduce your
summary:
•Rychnovsky (1999) states that contact…
•In his/ her book/ article, Rychnovsky (1999)
mentions…
•Contact between mountain lions and humans is on the
rise in California because increasing numbers of lions
are competing for a shrinking habitat in the face of
development, according to Rychnovsky (1999).
23. Summaries
Should be written in your own words
Should match the tone of the original text
Should not include any of your opinions
Should make specific reference to the author
and/or title and the page(s) of the text
25. Sources
• Summary Skills DLA by Chaffey College Writing Center
• Wisc-online (adapted)
• http://www3.surrey.ac.uk/Skills/pack/suggest.html
• EAP LMS notes