EAPP LESSON 2 SUMMARIZING AND PARAPHRASING.pdf

Title of your Slide
• Writing a
summary is like
picking out what
we need from a
supermarket.
• What parts of a
text are usually
the most
important? What
do we look for
when
summarizing?
Date Your Footer Here 2

SUMMARIZING
•Taking larger selections of text and reduce them
to their bare essentials: the gist, the key ideas, the
main points that are worth noting and
remembering.
•“the general idea in brief form”
•the distillation, condensation, or reduction of a
larger work into its primary notions

BASIC RULES IN SUMMARIZING
A. Erase things that don’t matter.
B. Erase things that repeat.
C. Trade, general terms for specific names.
D. Use your own words to write the summary.

Techniques in
Summarizing

TECHNIQUES IN SUMMARIZING
1. Somebody Wanted But So Then
The strategy helps students generalize, recognize cause
and effect relationships, and find main ideas.
SOMEBODY
(Who is the
text about?
WANTED
(What did the
main character
want?)
BUT
(What was the
problem
encountered?)
SO
(How was the
problem solved?)
THEN
(Tell how the
story ends.)
Little Red
Riding Hood
She wanted to
take cookies to
her sick
grandmother.
She encountered
a wolf
pretending to be
her
grandmother.
She ran away,
crying for help.
A woodsman
heard her and
saved her from
the wolf.

Combine the answer for the 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.

2. SAAC Method.
This method is particularly helpful in summarizing any kind of text. 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
(the 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)
“The Boy
Who Cried
Wolf”
Aesop
(a Greek
storyteller)
tells what happens when a
shepherd boy
repeatedly lies to the
villagers about seeing a
wolf

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 to help him.

3. 5 W’s, 1 H.
This technique relies on six crucial questions: who, what, when,
where, why, and how. These questions make it easy to identify the
main character, important details, and 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 s/he
did?
HOW did the
main character
do what s/he
did?
The
tortoise
He raced
a quick
hare and
won.
When isn’t
specified in
this story so
it’s not
important in
the case.
An old
country
road.
The tortoise was
tired of hearing
the hare boast
about his speed.
The tortoise
kept up his slow
but steady
pace.

4. First Then Finally.
This technique helps students summarize events in
chronological order.
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 event/action?

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 bed. Finally, she
woke up to find the bears watching her, so she
jumped up and ran away.

5. Give Me the Gist.
This type of techniques is like giving a friend the gist of a story. In
other words, they want a summary – not a retelling of every
detail.
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 s/he
did?
HOW did the
main character
do what s/he
did?
The
tortoise
He raced
a quick
hare and
won.
When isn’t
specified in
this story so
it’s not
important in
the case.
An old
country
road.
The tortoise was
tired of hearing
the hare boast
about his speed.
The tortoise
kept up his slow
but steady
pace.

A summary is a shorter and more condensed
form of a text, and this is a good practice to
follow when conducting research or studying.
The goals of a summary are to reproduce the
key ideas of a text and to express them with
precise and specific language.

A proper summary can be used to help
you return to pertinent information you
might need for your academic writing.

ACTIVITY: SUMMARIZING
Direction:
• Everybody knows Steve Jobs: He is one of the central
iconic figures of the digital world.
• Listen to the commencement speech he delivered at
Stanford University in 2005.
• Take down notes as you listen to his thought-provoking
speech and then write a one-paragraph summary of
the entire speech, in 15 sentences or less, on ½ sheet
of paper.
• Exchange papers with a classmate and critique each
other’s work.

RUBRIC FOR WRITING A SUMMARY

How do
researchers
put together
a paper that
makes sense
using various
sources?

PARAPHRASING
Paraphrasing is a restatement of a text,
passage, or work and to give the
meaning in another form.

Characteristics of a Good Paraphrase
● relays the information from the source
text in your own words
● leads the readers to the source of
the information

When to Paraphrase?
•Paraphrase when dealing with short texts with one
or two sentences or a paragraph with five
sentences.
•Paraphrase when you want to minimize direct
quotation.
•Paraphrase when you want to rewrite the author’s
words without changing the meaning of the source
text.

Kinds of Paraphrasing
•change of parts of speech
•change of structure
•clause reduction
•synonym replacement

Change of Parts of Speech
The function of some words
in a sentence are changed
to a different part of
speech.

Change of Parts of Speech
Example:
Source:
After reading a book,
Lina took a break.
Paraphrase:
After she had read a book,
Lina took a break.

Change of Structure
The structure of the
sentence is changed to
reflect the writer’s
interpretation of the source
text.

Change of Structure
Source:
Ms. Jen will be teaching English
next semester.
Paraphrase:
Next semester,
English will be taught by Ms. Jen.

Clause Reduction
Clauses are reduced or
changed to phrases
to lessen confusion and
interruption
and make the sentence
simpler.

Clause Reduction
Source:
Marsupials are endemic to Australia, and
many of their species are considered to be
endangered species.
Paraphrase:
Many species of marsupials endemic to
Australia are endangered species.

Synonym Replacement
It involves the change of
words in the sentence with
similar words or synonyms.

Synonym Replacement
Source:
Smoking is dangerous to your health.
Paraphrase:
Smoking is hazardous to your health.

“Gravitation is not responsible
for people falling in love.”
― Albert Einstein
Gravity is not responsible for
those who fall in love.

Plagiarism

What is Plagiarism?
claiming ownership
of material that is
not your own

Kinds of
Plagiarism

Word-for-Word or Verbatim Plagiarism
● also known as “copy-paste
plagiarism”
● happens when a researcher copies
another person’s work word-for-
word or verbatim without proper
citation of the author(s)

Word-for-Word or Verbatim Plagiarism
“The measure of intelligence is the
ability to change.”
― Albert Einstein
The measure of intelligence is the ability
to change.

Word Order Plagiarism
happens when a writer changes some
of the words of the author(s) by
looking at the synonyms of the words
and replacing or rearranging them to
make the text look as if it were their
own.

Word Order Plagiarism
“The measure of intelligence is the ability
to change.”
― Albert Einstein
The ability to change is the measure
of intelligence.

Idea Plagiarism
happens when a writer
paraphrases the work of another
in his or her own writing but does
not properly cite or attribute the
idea to the author(s)

Idea Plagiarism
“The measure of intelligence is the
ability to change.”
― Albert Einstein
Your ability to change says a lot
about your intelligence.

Idea Plagiarism
happens when a writer
paraphrases the work of another
in his or her own writing but does
not properly cite or attribute the
idea to the author(s)

What makes an
appropriate
paraphrase?

Paraphrase 1
Because the intracellular
concentration of
potassium ions is
relatively high,
potassium ions tend to
diffuse out of the cell.
(Martini and
Bartholomew, 1997)
Source
The high intracellular
concentration of
potassium ions is
relatively high, resulting
in K’s tendency to diffuse
out of the cell. (Martini
and Bartholomew, 1997)

Paraphrase 1
Because the intracellular
concentration of
potassium ions is
relatively high,
potassium ions tend to
diffuse out of the cell.
(Martini and
Bartholomew, 1997)
Source
The concentration
gradient of potassium
ions inside the cell is high,
and this causes these ions
to move towards
intercellular space.
(Martini and
Bartholomew, 1997)

You can spot a good or bad
paraphrase by comparing it
with the source text and
checking if the paraphrase is...

❑the writer’s understanding of the
source text, or
❑copied portions of the text or
committed plagiarism.

Thank You!

EAPP LESSON 2 SUMMARIZING AND PARAPHRASING.pdf

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