Academic Writing- Summary

7/24/2019 Academic Writing- Summary

http://slidepdf.com/reader/full/academic-writing-summary 1/27

NIVEL TEXTUAL

LÉXICO (ORTOGRAFÍA) SINTÁCTICO

• Acentuación

• Consonantes de escritura dudosa

• Preposiciones y nexos

• Frases y oraciones

• Los signos de

puntuación

ESTRUCTURAS RETÓRICAS

• Narración

• Descripción

• Argumentación

• Exposición

GÉNEROS DISCURSIVOS PARA LA COMUNIDAD ACADÉMICA

GÉNEROS ESCRITOS GÉNEROS ORALES

• Reseña

• Tesis

• Tesina

• A!"#$%& #ien!"'i#&

• In'&e !#ni#&

• In'&e *e se+i#i& s&#ia%

• ,i!-#&a *e in+es!i.a#i/n0*iai& *e

#a1&

• C$es!i&nai&

• R1%i#a & *e'ensa *e

!a2a3& es#i!&

• Mesa e*&n*a

• Dis#$si/n .$1a%

• Re'%e4i/n en e5$i1&

http://www.udlap.mx/centrodeescritura/discursoacademico.aspx#inicioTema


















































ese produce confusión, lo cual %a en contra del principio de claridadque debe aplicarse en

la redacción del escrito! Por eemplo, suponiendo que en un escrito sequiere se4alar que a

las y los habitantes de 5osta Rica les gusta comer gallo pinto, seconsideraría mala

redacción si escribieran 'en 5osta Rica nos gusta comer gallo pinto(aunque los autores

sean costarricenses, pues el 'nos( incluye no solo a las y los autoresdel escrito sino a gran

cantidad de los pobladores de 5osta Rica, en ese caso debieranescribir 'en 5osta Rica a la

gente le gusta comer gallo pinto( o bien de otra forma 'a loshabitantes de 5osta Rica les

gusta comer gallo pinto(! Escribir la frase de la manera incorrectahace que el lector se

pregunte '67el sueto de la oración son las y los autores o son las y loshabitantes de 5osta

Rica8(, eso es falta de claridad# m"s claro y exacto sería escribir 'amuchos de los habitantes

de 5osta Rica les gusta comer gallo pinto(!

El estilo de redacción en un escrito cientíco debe fa%orecer laconcentración en las

ideas que se expresan, en lugar de des%iar la atención hacia laspalabras# por lo tanto se

*) +*-$) PARA E* &.) /E *A. 0)R$A. /E E.-*) APA 19

deben e%itar las rimas, las expresiones poéticas y los clichés! .e

recomienda hacer poco uso

de las met"foras, pues aunque en ocasiones permiten la comprensiónde ideas compleas,

pueden resultar distractoras! &se restricti%amente las expresionesgurati%as, y las



expresiones muy adornadas o coloridas con sumo cuidado, puespueden sonar for3adas!

/isminución del .esgo

APA promue%e la obeti%idad en los reportes cientícos y el trato usto

para grupos

e indi%iduos# ya que las pr"cticas culturales de larga datación, puedeneercer una fuerte

in:uencia a;n sobre las y los escritores m"s cuidadosos y conscientes,ra3ón por la que

APA emite lineamientos generales para escribir sobre grupos ypersonas, e%itando la

exclusión, promo%iendo discursos con exactitud y sensibilidad!

/escriba al ni%el apropiado de especificidad!

Por eemplo, si el escrito menciona ni4os en riesgo, no escribasimplemente

'ni4os en riesgo(, especique cual es el riesgo, 'ni4os en riesgo decaer en el

consumo de drogas(! Adem"s considere el uso del lenguae inclusi%oreferido

al género! .i el documento discute, por eemplo, sobre grupos deedades, sea

especíco o especíca sobre la edad# es inespecíco escribir 'con m"sde <=

a4os de edad(, algo m"s especíco sería 'con <= a >9 a4os de edad(!

Algo muy importante para e%itar los sesgos, es que las diferencias sedeben

mencionar solo cuando son rele%antes# por lo tanto, el estado ci%il, la

orientación sexual, la identidad étnica y racial, o el hecho de que unapersona

tenga alguna discapacidad, no se debe escribir sin moti%o, solocuando la

información es rele%ante en el estudio!



*) +*-$) PARA E* &.) /E *A. 0)R$A. /E E.-*) APA 1?

.ea sensible con el uso de etiquetas!

*lame a las personas de la manera como lo preeran , pero siempretenga en

mente que estas preferencias pueden cambiar con el tiempo! Poreemplo,

muchos miembros de la etnia 'garífuna( preeren ser llamados'garinagu(,

que es como se llamaba la tribu de escla%os africanos de la cualdescienden, a

pesar de que descienden de escla%os africanos y también de indígenasdel

5aribe!

.i en su trabao se reere a personas con alguna enfermedad puedeusar

frases como 'las personas diagnosticadas con sida pueden tener@(, o'la

mayoría de las personas en el grupo de autismo no respondieroncuando se

les preguntó el nombre(# ese tipo de frases no son ofensi%as nihirientes!

Recono3ca la participación de las personas!

5uando escriba sobre el rol de las personas en un experimento,retr"telas y

retr"telos como participantes acti%os, no como meros recipientespasi%os del

experimento! *a gente que participa en un experimento normalmentelo hace

de manera %oluntaria, solo el hecho de haber decidido participar en la

in%estigación como suetos de estudio, se puede deducir que tienen

participación acti%a! Por eemplo, puede escribir 'los estudiantes



completaron la encuesta( en lugar de 'se les administró la encuesta alos

estudiantes(# puede escribir 'los ni4os %ieron obetos en la pantalla(en lugar

de 'a los ni4os se les mostró di%ersos obetos en la pantalla(# y puedeescribir

'se obtu%ieron datos de los participantes( en lugar de 'losparticipantes

fueron interrogados para obtener información(!

*) +*-$) PARA E* &.) /E *A. 0)R$A. /E E.-*) APA 1

APA recomienda escribir sobre las personas en una forma que losre:ee

como participantes acti%os, pero que sea también consistente con las

tradiciones de su campo de estudio! Por lo tanto, aunque los términos

'estudiantes uni%ersitarios( o 'ni4os y ni4as( son términos quepro%een

información precisa sobre los participantes en un estudio, también sepueden

emplear términos m"s generales como 'suetos( o 'participantes(,que son de

uso com;n en las in%estigaciones, sobre todo cuando se discutenestadísticas

o cuando no hubo consentimiento directo de los participantes!

iempos %erbales

&tilice el tiempo pasado para expresar una acción que ocurrió en untiempo

especíco denido del pasado como cuando se reere a un trabaohecho por otro

in%estigador o in%estigadora o cuando usted est" reportando susresultados# por eemplo,

'5ascante, $! B1CCCD reportó que@(, o 'se obser%ó que el =C de losestudiantes@(!



&se el tiempo pretérito perfecto compuesto para expresar una accióno condición

pasada que no ocurrió en un tiempo denido especíco, o paradescribir una acción que

empe3ó en el pasado y que contin;a en el presente# por eemplo'desde ese tiempo, las y los

in%estigadores de %arios estudios han usado ese método(!

Escritura de n;meros

*as normas de estilo APA indican cómo escribir los n;meros# poreemploF cu"ndo

se deben escribir los n;meros en palabras# cu"ndo se deben escribirlos n;meros en cifras#

cu"ndo se pueden y cu"ndo se deben escribir los n;meros medianteuna combinación de

*) +*-$) PARA E* &.) /E *A. 0)R$A. /E E.-*) APA 1=

n;meros y letras# y otros detalles importantes que reglamentan laexpresión de n;meros

en un escrito!

Exprese en forma de palabras losF

0;meros enteros menores que <C, que no representen medidas

precisas y

que no sean comparados con n;meros mayores o iguales a <C en elmismo

p"rrafo! E!F

Gay cuatro ni4os@

.e seleccionaron <C alumnos de cada una de las cuatro aulas@

@ en quinto grado@

0;meros que inicien una oración, título o encabe3ado! 5uando le

sea posible

cambie la redacción para no empe3ar una oración con un n;mero!EemplosF



5incuenta y dos por ciento de las %íctimas presentaban@

)nce profesores contestaron el cuestionario@

0;meros en fracciones comunes compuestas por n;meros menores

que <C!

EemplosF

&na quinta partes de los trabaadores mineros@

&na mayoría de dos tercios %otó fa%orablemente@

0;meros de uso uni%ersalmente aceptado! EemplosF

*os /ie3 $andamientos@

*os 5inco Pilares del -slam@

*os /oce Apóstoles@

Exprese en forma de cifrasF

*os n;meros del <C en adelante! EemplosF

*) +*-$) PARA E* &.) /E *A. 0)R$A. /E E.-*) APA 1H

@ <C man3anas@

@ 19C murciélagos@

El <9I uicio@

5ualquier n;mero menor que <C que sea comparado con otro

n;mero mayor

o igual a <C dentro del mismo p"rrafo! EemplosF

@ de <C pruebas la 9J resultó@

@ de las 91 palabras de estímulo@

Entre los uguetes había 19 globos, 9 carritos, 2 mu4ecas y 1 a%iones!

En las secciones de 1I y <<I a4o@ los de 1I en su mayoría noquisieron@

.e seleccionaron <C alumnos de cada una de las cuatro aulas@ Blasalumnas



y los alumnos no est"n siendo comparados con las aulas, sondiferentes

categorías de cosas por lo tanto aquí no se aplica la reglaD!

*os n;meros que precedan cualquier unidad de medida! EemplosF

@ una dosis de 9Kmg!

@ con > cm de grosor@

*os n;meros que representen funciones matem"ticas o

estadísticas,

cantidades fraccionales o con decimales, porcentaes, relaciones,

proporciones, y percentiles, cuartiles y decilesF

@ multiplicado por 9@

@C,>>< de@

@ un 9 de@

@ un relación de <?F<@

@ 1 %eces m"s mueres que hombres prerieron@

*) +*-$) PARA E* &.) /E *A. 0)R$A. /E E.-*) APA >C

@ el <er cuartil@

@ el 9I percentil@

*os n;meros que representan tiempo, fechas, edades# tama4os de

muestra,

subKmuestra o población# cantidades de suetos o participantes en un

experimento# marcadores y puntaes en una escala# sumas exactas de

dinero#y los numerales como numerales! EemplosF

@ cerca de > a4os@

@ el H de mayo de <H?<@

@ 1 a4os de edad@



@H ratas fueron obser%adas durante ? horas por cuatroobser%adores@ B*as

ratas son suetos del experimento, los obser%adores noD!

@ 9 participantes en el experimento!

@ logró 2 puntos en una escala de = puntos!

@se les pagó L9 por cada uno@

A mucha gente le gusta el n;mero porque@

*os n;meros que denotan un lugar en una serie numerada, partes

de libros y

tablas, y cada n;mero en una lista de cuatro o m"s n;meros!EemplosF

@ era un hurac"n de categoría 1! BEn esta frase el '1( se escribe encifra

porque es parte de la serie numerada de categorías de huracanes que%a del

< al 9D!

@ uicio >@

@ tabla 2@

@ gura <<@

*) +*-$) PARA E* &.) /E *A. 0)R$A. /E E.-*) APA ><

@ p"gina <@

@ capítulo @

@ la 9@

@ las preguntas <, >, 9 y eran las@

odos los n;meros que se escriban en la sección 'Resumen( de un

escrito!

&tilice una combinación de cifras y palabras para expresarF

0;meros grandes redondeados Ba partir de los millonesD! EemplosF

5osta Rica tiene aproximadamente 2!1 millones de habitantes!



Astrónomos australianos calculan que en el uni%erso puede que hayaC!CCC

trillones de estrellas!

*as reglas que se aplican para expresar n;meros cardinales se aplican

también para

expresar n;meros ordinales! EemplosF

Expresiones de n;meros ordinales Mase cardinal

factor de segundo orden dos órdenes

los de no%eno grado nue%e grados

la quinta lista para los estudiantes de <<I grado cinco listas, <<grados

el primer ítem de la 1J prueba un ítem, 1 pruebas

la 1J y <<J las 1 las, << las

el primer y tercer grupos un grupo, tres grupos

la tercera columna tres columnas

estudiantes de >er a4o > a4os

2I y 9I a4os 2 a4os, 9 a4os

&tilice un cero antes del punto decimal o coma decimal cuando eln;mero es menor

que <# recuerde que en ciertos países como 5osta Rica se utili3a comapara separar los

*) +*-$) PARA E* &.) /E *A. 0)R$A. /E E.-*) APA >1

decimales, pero en otros países como Estados &nidos se utili3a puntopara separar los

decimales!

Respecto al uso de los n;meros romanos APA indica que si estos sonparte de una

terminología aceptada, no los cambie por n;meros ar"bigos, poreemplo 'error tipo --(#



pero normalmente utilice n;meros ar"bigos, no romanos, para seriesde rutina, por

eemplo 'paso <(!

Para formar el plural de n;meros no utilice apóstrofes, simplemente

agregue la letra

o letras necesarias para formar al plural! EemplosF

cuatros y cincos

en los a4os ?Cs

What is a summary?

Summary writing is an important writing skill in U.S. schools and universities.

One important purpose of studying this type of writing is to enable students to

demonstrate their understanding of reading material to their teachers or

professors; therefore, the better you can summarie, the more likely you can

prove to your instructor that you really understand assigned reading material,

in whatever !eld.

"here are three main characteristics of an academic summary. #irst, it is a

shortened version of a te$t which gives readers an idea of the most important

information in that te$t. Second, generally speaking, a summary is about one%

&uarter to one%third as long as the original. "hird, a summary is written in your

own words, rather than 'ust copied from the original te$t.

Of course, for (ead)*isten,(espond, and +resent pro'ects, you will be giving

summaries orally, not necessarily in writing unless your teacher re&uires it of

you-; however, the principles below can be applied to oral as well as writtensummaries.

ow can one write a summary?



/elete unimportant portions of the article.

/elete redundant material from the article.

0f there is a set or list of items, events, or acts, organie them under a

superordinate term.

/ecide what the main idea of the article is and then write a topic sentence for

your summary.

What is a 1topic sentence1?

"his is the sentence that contains the main idea of your summary. 0t is usually

the !rst, as well as the most general, sentence of the summary. 2ou create a

topic sentence by !guring out what the main idea of the article is, and thenrewriting it in your own words. 3O"45 #ailure to rewrite other people6s ideas in

your own words, and then including the original words in your work without

mentioning the original author, is called plagiarism.-

W7(30385

0n U.S. academic culture, plagiarism is a serious o9ense. :ommitting plagiarism

can result in being e$pelled from a university. "herefore, it is in your best

interest to learn paraphrasing skills.

What is 1paraphrasing1?

We can de!ne paraphrasing as restating or rewriting- someone else6s ideas

using our own words. Often it is used to make the meaning clearer %% either to

one6s reader)audience, or to oneself.

What are some 1paraphrasing skills1?



ere are some suggested paraphrasing strategies adapted from Wecklser

<<=-5

When paraphrasing5 >e sure to include all the information in the original

e$cerpt. "o paraphrase you can do a number of things.

Use synonyms5

O(08037*5 +eople think it is asocial to sit at a computer terminal at a cafe.

+7(7+(7S45 +eople think it is anti%social to sit at a computer terminal at a

cafe.

Use di9erent forms of a word noun %% verb; adverb %% ad'ective, etc.-5

O(08037*5 @any girls model themselves after their mothers.

+7(7+(7S45 @any girls use their mothers as models.

:hange the connectors)transitions, making sure to make any grammatical

changes that are necessary5

O(08037*5 :omputers are e$pensive; however, the prices are coming down.

+7(7+(7S45 :omputers are e$pensive, but the prices are coming down.

:hange active sentences to passive ones and vice%versa-5

O(08037*5 @ost of the students of the 040 attended the fall picnic.



+7(7+(7S45 "he fall picnic was attended by most of the 040 students.

:hange negative to aArmative, or vice%versa5

O(08037*5 7ll the political parties disagreed on that particular issue.

+7(7+(7S45 3one of the political parties agreed on that particular issue.

7void giving your own opinion or new information when paraphrasing.

7void changing vocabulary items in certain !elds, such as science, technology,

education, government, geography but sometimes you can paraphrase some

geographical names-, language, brand names, or ordinary, everyday wordsthat have no synonyms, such as dictionary, chair, or toothbrush.

"o avoid plagiarism5 7*W72S cite your sources. 2ou can do this by writing an

introductory clause which can be written or spoken in several ways- which

mentions the author and title of your source, for e$ample,

0n 1Scientists Use #iber Optic 3etwork as 0nternet 7lternative1, the author

syas)writes)states)informs...

/eborah Shapley, in an article entitled, 1Scientists Use #iber Optic 3etwork as

0nternet 7lternative,1 e$presses) states)writes)etc....

0f the information in the statement is common knowledge, you do not need to

cite the source. #or e$ample, if you heard about something of ma'or

importance on the si$ o6clock news that was broadcast all over the country or

world, citing the speci!c source is not crucial, although you should cite speci!c

details and statements about this happening.

>4W7(4 of using a bilingual dictionary or a thesaurus when you paraphrase,

because some synonyms are &uite di9erent in meaning or usage. #or instance,

one dictionary gives change, vary, convert, and transmute as synonyms, and

then gives separate de!nitions for each.-

O(08037*5 :ybercafes are changing the face of co9ee shops worldwide.

+7(7+(7S45 :ybercafes are transmuting the face of co9ee shops worldwide.

0ncorrect synonym-



>e sure that the meaning of your paraphrase is the same as that of the original

statement.

http5))lrs.ed.uiuc.edu)students)fwalters)paraphrase.html

Academic Writing By Rosemary Jones

Looking at the big picture

Academic writing is based on analysis - the

process of breaking down ideas - to increase

one's understanding. It uses deductivereasoning, semiformal voice, and third

person point-of-view.

• Use of deductive reasoning - Stating the

thesis (main idea early and then followingwith supporting e!amples and details make complicated ideas easier to understand.

• Semiformal voice - "his means no slang, collo#uialism (common e!pressions of

ordinary speech, contractions of nouns and verbs, etc.

• Third person point-of-view - "hird person points-of-view (e.g., he, she,

it, and they as well as their accusative, dative, and possessive forms should be used.

$o first and second person points-of-view (e.g., I, you, we are used in academicwriting.

Characteristics of academic writing

%urposeGeneral purpose - to present information that displays a clear understanding of a sub&ect

Specific purpose - varies according to the assignment

Argument and Persuasion - "o persuade readers to accept the writer's opinion

Exposition* - "o e!plain something

Description - "o describe something

arration - "o tell a story* The purpose of writing in !S" English #$# and #$% is exposition&

hat is e!pository writing)

*!pository writing is an e!planation of a topic by answering the following

#uestions

• hat is it)

http://lrs.ed.uiuc.edu/students/fwalters/paraphrase.html

http://lrs.ed.uiuc.edu/students/fwalters/paraphrase.html



• hat does it do)

• hat does it resemble)

• +ow does it work)

• +ow does it come about)

• hy is it important)

hat types of development are used for e!pository writing)• ause and *ffect

• omparison and ontrast

• efinition

• escription

• %rocess

Structure of academic writing

Introduction"he introduction (opening paragraph basically accomplishes two goals

. /ains the reader0s attention

1. Identifies the focus, or thesis, that is developed in the main part (body of the essay

"here are several ways to draw the reader0s attention to the sub&ect

• 2pen with a series of #uestions about the topic.

• %resent startling or unusual facts or figures.

• efine an important, sub&ect related term.

• 3uote a well known person or literary work.

4odyevelopmental paragraphs (body paragraphs are the heart of an essay.

• "hey must clearly and logically support the thesis.

• "hey must be arranged in the best possible way, e.g. chronologically, order of

importance, etc.

"he paragraphs should flow smoothly from one to the ne!t, e.g. the first sentence

in each new paragraph serves as an effective link to the preceding paragraph. In

addition, minor supporting ideas are linked together within the paragraphs in a

smooth manner.

onclusion"he conclusion is the summary paragraph. It should accomplish the following

• 5emind the reader of the paper's thesis by paraphrasing it

• "ie together all of the important points in the essay by way of a summary

and draw a final conclusion for the reader.

Development

/eneral-to-specific se#uence



"he topic sentence should be the first sentence in a paragraph. "he topic sentence

is a general statement introducing the paragraph and is followed by specific

details that e!pand, e!plain, or illustrate the topic sentence.

6nity

All the sentences should relate to one topic.ompletenessSupporting ideas should be developed enough to cover the topic.

oherenceoherence e#uals connection and consistency. All sentences in a paper should be

related logically and grammatically to make a whole that allows the reader to

follow the writer0s train of thought step by step. 4ody paragraphs should flow

smoothly from one to the ne!t, e.g. the first sentence in each new paragraph

serves as an effective link to the preceding paragraph. In addition, minor

supporting ideas are linked together within the paragraphs in a smooth manner.ithin a paragraph, there are three ma&or ways to develop coherence through

related sentences

. 'epetition of important words and pronouns - 5epetition of key words

helps the reader follow from sentence to sentence as important terms are

defined and the relationship between them is e!plained.

1. S(non(ms and su)stitutions - Synonyms are two or more words that

have nearly the same thing. Substitution is a word that describes the

sub&ect.

7. Transitional expressions - "ransitional e!pressions are words and

phrases that point out the e!act relationship between one idea and another,one sentence and another, e.g. therefore, however, for e!ample, finally, etc.

8ust as the sentences within a paragraph should flow smoothly, so the paragraphs

within an essay should be clearly linked one to the ne!t. "he first sentence of

each new paragraph is linked to the thesis statement or to the paragraph before.

"he following are four ways to link paragraphs

. 5epetition of key words or ideas from the thesis statement

1. 5eference to words or ideas from the preceding paragraph

7. 6se of transitional e!pressions

9. 6se of transitional sentences

A closer look at development

omparison and ontrast"here are two ways to present similarities and differences between two things

being compared or contrasted.

loc+ ,whole vs& whole



"his method presents all the information about A and then provides parallel

information about .

.irst all A/ %oint

%oint 1

%oint 7Then all / %oint

%oint 1

%oint 7

"his pattern is good for short compositions. "he reader can easily remember what

was said about A by the time he or she gets around to .

Point-)(-point ,topic )( topic

"his method moves back and forth between A and , presenting one point

about A and then going to the parallel point about . "hen, it moves to the ne!t

point and does the same.

.irst A, %oint Then , %oint

.irst A, %oint 1 Then , %oint 1

.irst A, %oint 7 Then , %oint 7

"his pattern is better for longer papers, where it might be hard for the reader to

remember what the writer said about A by the time he or she gets to a few

paragraphs later. 4y going back and forth, the writer makes it easier for the

reader to keep the contrasts or comparisons in mind.

*!tended efinition

"here are five basic methods to e!pand a definition

. omparing it to something else

1. "elling what it is not

7. escribing it in detail

9. lassifying it by e!plaining the different kinds

:. 6sing e!emplification

%rocess"here are two kinds of process essays

.

"he how-to essa( gives readers directions on how they can do something,e.g. perform a chemistry e!periment. "his process is generally written in

the passive voice.

1. "he explanation essa( tells readers how something develops, e.g.,

photosynthesis, plasmodium, the life cycle of the malarial parasite, etc.

"his process is generally written in the active voice and uses simple

present tense.



Citing sources

hy use #uotations, paraphrases, and summaries)3uotations, paraphrases, and summaries serve many purposes

• %rovide proof or credibility to one0s writing

• 5efer to work that leads up to the work the writer is doing now• /ive e!amples of two or more points of view on a sub&ect

• Add depth or breadth to one0s writing

hat are the differences between #uoting, paraphrasing, and summari;ing)0uoting

3uotations must match the source document word for word and must be

attributed to the original author.

Paraphrasing

%araphrasing is putting another person0s ideas into one0s own words using one0s

own sentence structure and style of writing. A paraphrase simplifies a selection< itdoes not necessarily shorten it. %araphrased material must also be attributed to

the original source.

Summari1ing

"o summari;e, one must put the main thoughts or ideas into one0s own words,

but it is only necessary to include the =main points.> Summari;ing cuts a

selection down to about one-third of its original length. Its purpose is to shorten a

passage without sacrificing its basic meaning. 2nce again, it is necessary to

attribute the ideas to the original source.

hat is meant by A%A reference and parenthetical citation)"he reference page and parenthetical citation are necessary in essays that contain

ideas that are not based on background knowledge and are not commonly known<

in other words, this is information that comes from source material.

Science students use the A%A reference style sheet, one of many style sheet

conventions, as a guideline for accurate formatting of academic papers.

?ollowing the guidelines of such a style sheet is important for three reasons

. "he reader can gain deeper knowledge of a sub&ect matter.

1. "he reader can check for the relevance of summaries, paraphrases, and

#uotations.7. "he reader can verify #uoted, summari;ed, and paraphrased material.

http5))amarris.homestead.com)!les)academicBwriting.htm

http://amarris.homestead.com/files/academic_writing.htm

http://amarris.homestead.com/files/academic_writing.htm



Guidelines for writing a SUMMARY with IN-TEXT CITATIONS

hristine 4auer-5ama;ani

"he purpose of a summary is to give the reader, in a about @7 of the original

length of an article@lecture, a clear, ob&ective picture of the original lecture or

te!t. ost importantly, the summar( restates onl( the main points of a text or

a lecture without giving examples or details, such as dates, numbers or

statistics.

Skills practiced note-ta+ing2 paraphrasing (using your own words and

sentence structure, condensing

Examples of accepta)le paraphrases and unaccepta)le paraphrases ,3

plagiarism %lagiarism hat It is and +ow to 5ecogni;e and Avoid It

efore writing the summar(/

. ?or a te!t, read2 mar+2 and annotate the original. (?or a lecture, work with the

notes you took.

o highlight the topic sentence

o highlight key points@key words@phrases

o highlight the concluding sentence

o outline each paragraph in the margin

1. "ake notes on the following

o the source (author--first@last name, title, date of publication, volume

number, place of publication, publisher, 65B, etc.

o the main idea of the original (paraphrased

o the ma&or supporting points (in outline form

o ma&or supporting e!planations (e.g. reasons@causes or effects

4riting (our summar(--Steps/

. 2rgani;e your notes into an outline which includes main ideas and supporting

points )ut no examples or details (dates, numbers, statistics.

http://academics.smcvt.edu/cbauer-ramazani/index.htm

http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml#original

http://academics.smcvt.edu/cbauer-ramazani/index.htm

http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml#original



1. rite an introductory paragraph that begins with a frame, including an in-text

citation of the source and the author as well as a reporting ver) to introducethe main idea. The reporting ver) is generall( in present tense.

• A5"IB*

In his@her article (or lecture CDDDDDDDDDDDDDDDDDDDDDDDD,>

DDDDDDDDDDDDDDDDDDDDD (year

(title, first letter capitali;ed

(author@lecturer's last name

argues5claims5reports5contends5maintains5states that

DDDDDDDDDDDDDDDDDDDDDDDDDDDD.

(main idea@argument< S

E F E

Example/ In his article Cichael ell turns the % world inside out,C Andrew*. Serwer (GGH describes how ichael ell founded ell omputers and

claims that ell0s low-cost, direct-sales strategy and high #uality standardsaccount for ell0s enormous success.

• 422

In his book The Pearl , 8ohn Steinbeck (G9: illustrates the fight between

good and evil in humankind.

• I$"*5FI*

In my interview with him@her (date, DDDDDDDDDDDDDDDDDD(first name, last

name stated that ....

'eporting 6er)s

S"52$/

A5/6*$"JJ7 $*6"5ABJJK26$"*5A5/6*$"JJKS6//*S"I2

$JJK5I"IIS

Argue state refute the claim suggest critici;e

laim report argue against recommend

ontend e!plain

aintain discuss

Insist illustrate

%osit observe

8ther examples of frames/



• According to DDDDDDDDDDDDDDDDDDD (year,

DDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDD.

(author's last name (main idea< S E F E

• DDDDDDDDDDD's article on DDDDDDDDDDDDDD (year discusses the

DDDDDDDDDDDDDDDDDDDD.(author's last name (topic (main idea<

$oun %hrase

• DDDDDDDDDDD (year, in his@her article, CDDDDDDDDDDDDDDDDC argues that

DDDDDDDDDDDDDDDD.author's last name (title of article (main

idea< S E F E

• According to C"itle of the ArticleC (year,

DDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDDD.

(main idea< SEFE

• DDDDDDDDDDDDD has a ma&or impact on DDDDDDDD (author's last name, year.

(topic@$% ($%

7. "he main idea or argument needs to be included in this first sentence. "hen

mention the ma9or aspects@factors@reasons that are discussed in thearticle@lecture. /ive a full reference for this citation at the end of the summary

(see LM. below.

a. ?or a one-paragraph summar(, discuss each supporting point in a

separate sentence. /ive -1 e!planations for each supporting point,summari;ing the information from the original.

b. ?or a multi-paragraph summar(, discuss each supporting point in a

separate paragraph. Introduce it in the first sentence (topic sentence.

Example "he first ma&or area in which women have become a powerfulforce is politics.

9. Support your topic sentence with the necessary reasons or arguments raised

by the author@lecturer but omit all references to details, such as dates or

statistics.

:. 6se discourse markers that reflect the organi;ation and controlling idea of theoriginal, for e!ample cause-effect, comparison-contrast, classification,

process, chronological order, persuasive argument, etc.

M. In a longer summary, remind your reader that you are paraphrasing by usingCreminder phrases,C such as



o "he author goes on to say that ...

o "he article (author further states that ...

o (Author's last name also states@maintains@argues that ...

o (Author's last name also believes that ...

o (Author's last name concludes that

H. 5estate the article0s@lecturer0s conclusion in one sentence.

N. /ive a full reference for the citation (see the e!ample below for the in-te!t

citations in L1. ?or citing electronic sources, please see itation of *lectronic5esources.

?urther illustrations %lease see the video Tips on Summari1ing on the 2hio

State ?lipped *SB Oou"ube channel. "his video investigates the basic

elements needed to create an effective one sentence summary and a

summary paragraph.

http5))academics.smcvt.edu)cbauer%ramaani)74+)43CD)summary.htm

#inding the @ain 0dea "he main idea of a paragraph is the author6s message about the topic. 0t is

often e$pressed directly or it can be implied.

Where are the main ideas found?

-t is easy to identify a main idea that is directly expressed in the text!

• @ain ideas are often found at the beginning of paragraphs. "he !rst

sentence often e$plains the sub'ect being discussed in the passage.

• @ain ideas are also found in the concluding sentences of a paragraph.

"he main idea can be e$pressed as a summation of the information in

the paragraph as well as a link to the information in the ne$t

paragraph.

http://academics.smcvt.edu/cbauer-ramazani/BU113/citation_electr_references.htm


https://www.youtube.com/user/osuflippedesl


http://academics.smcvt.edu/cbauer-ramazani/AEP/EN104/summary.htm





http://academics.smcvt.edu/cbauer-ramazani/AEP/EN104/summary.htm



he main idea is not alNays clearly stated! -t is more diOcult to identify a

main idea Nhen it is inferred or implied! -t can be implied through other

Nords in the paragraph! An implied main idea can be found in se%eral Nays!

• Several sentences in a paragraph can imply the main idea by

introducing facts about the topic before actually stating the topic.

• 0mplied ideas can be drawn from facts, reasons, or e$amples that

give hints or suggestions concerning the main idea. "hese hints will

be clues leading you to discover the main idea in the selected te$t.

• "ry the passage below to see if you can pick out the main idea.

"To many parents, the infant's crying may be mainly an irritation,

especially if it continues for long periods. But crying serves important

functions for the child as well as for the parents. For the child, crying

helps improve lung capacity and the respiratory system. Perhaps

more important, the cry serves as a signal of distress. When babies

cry, they indicate that they are hungry or in pain, and this is

important information for parents."

&se the hints beloN to determine the correct main idea of this paragraph!

7fter reading a paragraph ask, 1What point is the author making in this

passage?1

7sk the following &uestions5

• Who % /oes this passage discuss a person or group of people?

• When % /oes the information contain a reference to time?

• Where % /oes the te$t name a place?

• Why % /o you !nd a reason or e$planation for something that

happened?



• ow % /oes this information indicate a method or a theory?

ow can 0 determine if 0 have selected the correct mainidea of a paragraph?

0f you are able to summarie the information in the passage in your own

words,you have absorbed the correct main idea. "o accomplish this goal, try

the steps listed below after reading a short section of your te$tbook.

• Write a short summary in your own words about what you have read.

• /oes your summary agree with this general topic?

• /oes your summary contain the same ideas being e$pressed by the

author?

• :ould you write a headline or te$tbook subheading- that would

e$press your summary in less than !ve words?

0f you are able to rephrase your choice of a topic sentence into a &uestion

and then determine if the passage answers your &uestion, you have been

successful at selecting a main idea.

https5))web.ccis.edu)OAces)7cademic(esources)Writing:enter)StudySkills)"e$t

book(eadingStrategies)#[email protected]$

https://web.ccis.edu/Offices/AcademicResources/WritingCenter/StudySkills/TextbookReadingStrategies/FindingtheMainIdea.aspx




Academic Writing- Summary

Documents

Transcript of Academic Writing- Summary