SUMMARIZING TEXTS

with thanks to Carol Narigon and Scott Geisel for use of their PowerPoints.

THERE ARE 2 KINDS OF SUMMARIES.

One kind describes an entire text. Example: a literary summary over a book you’ve

read. A second kind describes a smaller part of a

text or even a main idea presented in the text. You use this to support an argument. Example: In

his work, the author argues that ___________________.

ENTERING THE CONVERSATION:

First, find out what other people have to say about your topic. Researching secondary sources or criticism on

your topic is something that you’ll have to do for many of your classes.

The Dunbar Library’s databases are wonderful tools to utilize in your research.

Then, summarize what others have said so that it supports what you are arguing.

A GOOD SUMMARY INCLUDES:

A SIGNAL PHRASE that contains: Author’s name Author’s credentials (author, professor, business

analyst, doctor) Title of the article Title of the publication it was in Date of publication (magazine, journal)

And then… A brief, relevant description of what the author

says. It can include a paraphrase or quote, but try to use your own words if you can.

A citation of the source.

A GOOD SUMMARY WON’T HAVE: Your opinion about the topic Your opinion of the author Your opinion of the publication What you think How you feel Your opinion --Period

This is why it’s an especially good practice to write a quick reflection of your topic/article/etc. before starting your assignment, so that you can remain more unbiased in your writing.

EFFECTIVE SUMMARIES

Are true to the author’s ideas, Are respectful of the author’s ideas, And emphasize the aspects of the author’s

ideas that interest you.

USING SIGNAL VERBS WELL:

Good:(The author) argues____insists____agrees____contends____advocates____rejects

(See list, TSIS 37)

Not as good:____says____discusses____believes____talks about____thinks

SO WHAT?

The purpose:

A correctly written summary helps you write about the issue(s), not the person.

First write the summary, then your opinion of the issue.

AN EXAMPLEIn 1938, in a series of now-classic experiments, exposure to synthetic dyes derived from coal and belonging to a class of chemicals called aromatic amines was shown to cause bladder cancer in dogs. These results helped explain why bladder cancers had become so prevalent among dyestuffs workers. With the invention of mauve in 1854, synthetic dyes began replacing natural plant-based dyes in the coloring of cloth and leather. By the beginning of the twentieth century, bladder cancer rates among this group of workers had skyrocketed, and the dog experiments helped unravel this mystery. The International Labor Organization did not wait for the results of these animal tests, however, and in 1921 declared certain aromatic amines to be human carcinogens. Decades later, these dogs provided a lead in understanding why tire-industry workers, as well as machinists and metalworkers, also began falling victim to bladder cancer: aromatic amines had been added to rubbers and cutting oils to serve as accelerants and antirust agents.

--Sandra Steingraber, “Pesticides, Animals, and Humans” http://www.steingraber.com/04biography/04body.html

SUMMARY

Medical researchers have long relied on experiments using animals to expand understanding of the causes of disease. For example, biologist and ecologist Sandra Steingraber notes that in the second half of the nineteenth century, the rate of bladder cancer soared among textile workers. According to Steingraber, experiments with dogs demonstrated that synthetic chemicals in dyes used to color the textiles caused the cancer (976).

SO, SOME QUICK RULES…

Write in the 3rd Person Use the present tense

“Carter states in his essay that…” Use active, descriptive verbs:

States, describes, explains, argues, proposes Not says, talks about

SOME MORE QUICK RULES… Ascribe actions to persons—the writer—not

to the text “Carter states that…” not “In the essay it states

that” Book titles are in Italics Article titles are “within quotation marks”

“Just Be Nice,” by Stephen Carter (Commas always go INSIDE quotation

marks!)

WRITERS’ NAMES

Names: First time you mention a name, give first and last: Stephen M. Carter

Afterward, give last only: Carter Never refer to writer by first name. You’re not

buddies with Steve.

BREVITY AND SPECIFICITY

Be brief and specific: Say no more than is needed. Choose the information you include carefully. Be specific and careful in your word use. Make

every word count.

ORGANIZING

Organize from the top down: Provide the big picture, the main idea, the

writer’s claim, the text’s controlling idea first. Then provide relevant supporting information. In a summary, include only crucial details

without which a reader could not understand you.

NOW:

Read Caroline Kennedy’s article, “A President Like My Father.” Write down your initial reaction to the article

(this can relate to content, how it makes you feel, your personal beliefs relating to the issue, etc.)

SMALL GROUP DISCUSSION

Get into a group with the row that you’re sitting in and discuss your initial reactions and the article. What did everyone have to say about the article? Do people agree/disagree?

Take about 5-10 minutes to discuss and be prepared to have at least one person share what you’ve talked about with the class.

HOMEWORKReading: FG Chs. 1-5, “Rhetorical Situation,” 416-19,

“Summarizing.” TSIS “Introduction”

Plan on a quiz.

Writing: Write a one-paragraph summary of Kennedy’s

essay. I recommend starting/finishing this now. That way,

you’ll have less to do before next class. “Dear Holly” letter

This is a letter to me talking about how your week has been, any questions you have, comments you want to share about class, life, assignments, WSU, etc. This should be 1½ to 2 pages long minimum (typed or handwritten).