{"id":41,"date":"2016-03-08T23:52:43","date_gmt":"2016-03-08T23:52:43","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/waymaker-level1-english\/?post_type=chapter&#038;p=41"},"modified":"2017-10-26T23:38:37","modified_gmt":"2017-10-26T23:38:37","slug":"outcome-summary-skills","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-basicreadingwriting\/chapter\/outcome-summary-skills\/","title":{"raw":"Summary Skills","rendered":"Summary Skills"},"content":{"raw":"<h2>Introduction<\/h2>\r\n<div class=\"textbox learning-objectives\">\r\n<h3>Learning Objectives<\/h3>\r\n<ul>\r\n \t<li>identify annotation strategies<\/li>\r\n \t<li>identify strategies to paraphrase a text\u2019s thesis statement<\/li>\r\n \t<li>identify strategies to identify and quote significant passages from a text<\/li>\r\n \t<li>identify strategies to distinguish a text\u2019s major claims from minor ones<\/li>\r\n \t<li>identify strategies to convey the essential features of a text to someone who hasn\u2019t read it<\/li>\r\n<\/ul>\r\n<\/div>\r\nBeing able to accurately summarize a reading\u00a0to someone else is the ultimate demonstration that you understand the reading's contents.\r\n\r\nConsider this fun example of a summary from the \"30-Second Bunny Theater\" series:\u00a0<a href=\"https:\/\/vimeo.com\/161138664\" target=\"_blank\" rel=\"noopener\">Star Wars in 30 Seconds and Re-enacted by Bunnies<\/a>.\r\n\r\nThis recap of the well-known movie <em>Star Wars<\/em> is a blend of major plot points and fan-favorite scenes. In other words, it conveys all the major points of the film. It also adds a couple of supporting details to capture the flavor of the entire movie. Plus bunny ears.\r\n\r\n<hr \/>\r\n\r\n<h2>Annotation<\/h2>\r\nAs we've learned in earlier sections, active reading involves multiple steps. Even experts in a field expect to read a new piece of writing several times before they feel they understand it fully. Following the same steps that advanced readers do will help you become an advanced reader yourself.\r\n<h3>The Secret is In the Pen<\/h3>\r\nOne of the ways experienced\u00a0readers read is with a pen in hand. They know their purpose is to keep their attention on the material by:\r\n<ul>\r\n \t<li><em>predicting<\/em>\u00a0what the material will be about<\/li>\r\n \t<li><em>questioning<\/em>\u00a0the material to further understanding<\/li>\r\n \t<li><em>determining<\/em> what\u2019s important<\/li>\r\n \t<li><em>identifying<\/em>\u00a0key\u00a0vocabulary<\/li>\r\n \t<li><em>summarizing<\/em> the material\u00a0in their own words, and<\/li>\r\n \t<li><em>monitoring<\/em>\u00a0their\u00a0comprehension\u00a0(understanding) during and after engaging with the material<\/li>\r\n<\/ul>\r\n<h3>Strategies for Annotation<\/h3>\r\nYou remember from the<strong> SQ3R approach to reading<\/strong>, that there are five general steps to reading: Surveying, Questioning, Reading, Reciting, and Reviewing.\r\n\r\nThe process of <strong>annotation<\/strong> will be especially useful for the Questioning and Reading steps of the SQ3R process. This video provides a demonstration of annotation in action.\r\n\r\nhttps:\/\/youtu.be\/zy45es1HyO0\r\n\r\nAs you annotate, focus on some or all of the following:\r\n<ul>\r\n \t<li><strong>Definitions.<\/strong> Look up and write down definitions of unfamiliar words.<\/li>\r\n \t<li><strong>Concepts.<\/strong> Underline what you think are the most important, interesting, or difficult concepts.<\/li>\r\n \t<li><strong>Tone.<\/strong> Note the writer\u2019s tone\u2013sarcastic, sincere, witty, shrill.<\/li>\r\n \t<li><strong>Biases.<\/strong> Look out for the writer\u2019s biases and unstated assumptions (and your own).<\/li>\r\n \t<li><strong>Responses.<\/strong> Ask questions and note your own reactions and insights.<\/li>\r\n \t<li><strong>Connections.<\/strong> Make connections with other texts you have read or your own experiences.<\/li>\r\n<\/ul>\r\n\r\n<hr \/>\r\n\r\n<h2>Paraphrasing a Text's Thesis Statement<\/h2>\r\nWe've discussed the fact that every piece of writing has a <strong>thesis statement<\/strong>, a sentence that captures the main idea of the text. Some are <strong>explicit<\/strong>--stated directly in the text itself. Others are <strong>implicit<\/strong>--implied by the content but not written in one distinct sentence.\r\n\r\nYou'll remember that the \"How to Identify a Thesis Statement\" video offered advice for locating a text's thesis statement. Remember when it asks you to write 1 or 2 sentences that summarize the text? When you write that summary, without looking at the text itself, you've actually paraphrased the thesis statement.\r\n\r\nReview this process by re-watching the video here.\r\n\r\nhttps:\/\/youtu.be\/di1cQgc1akg\r\n\r\nParaphrasing is a skill that asks you to capture the <strong>idea<\/strong> of a text, without using any of the same words. This is harder to do than it might first appear. Like advanced reading skills, it takes practice to do well.\r\n\r\nAs you paraphrase, keep the following tips in mind:\r\n<ul>\r\n \t<li><strong>Paraphrases are roughly the same length as the original text<\/strong>. If the thesis sentence is a medium-length sentence, your paraphrase will also be a medium-length sentence (though it doesn't have to have exactly the same number of words).<\/li>\r\n \t<li><strong>Paraphrases use entirely distinct wording from the original text<\/strong>. Common small words like \"the\" and \"and\" are perfectly acceptable, of course, but try to use completely different nouns and verbs. If needed, you can quote short snippets, 1-2 words, if you feel the precise words are necessary.<\/li>\r\n \t<li><strong>Paraphrases keep the same meaning and tone as the original text<\/strong>. Make sure that anyone reading your paraphrase would understand the same thing, as if they had read the original text you paraphrased.<\/li>\r\n<\/ul>\r\n\r\n<hr \/>\r\n\r\n<h2>Major vs. Minor Ideas<\/h2>\r\nThe following presentation offers advice about distinguishing major ideas in a text from minor ones. When you're asked to write a summary of something you read, you'll want to focus only on the major ideas, since minor ideas aren't generally included in summaries.\r\n\r\nhttp:\/\/www.slideshare.net\/NicholeKeith\/major-and-minor-details\r\n\r\nOn slide 6, can you identify which are the major ideas of the paragraph, and which are the minor ones?\r\n\r\n<hr \/>\r\n\r\n<h2>Choosing Appropriate Quotes<\/h2>\r\nPretty much every piece of writing you do for college, whether it\u2019s an informal post or a formal essay, will be in response to something you\u2019ve read\u2014and that means you have to quote. Sometimes you\u2019ll rely on outside sources to introduce an idea, define a technical term, or provide supporting evidence for your own argument. Sometimes you\u2019ll use a quote to illustrate different positions on an issue, or as an example of an argument you\u2019ll go on to disagree with in your paper. But no matter why you\u2019re using a quote, remember: <strong>what YOU\u00a0have to say is more important than what the quote has to say<\/strong>.\r\n\r\n<img class=\"aligncenter size-full wp-image-309\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/85\/2016\/03\/29173106\/9576733508_41be9de570_o.png\" alt=\"Clip art of quotation marks\" width=\"349\" height=\"132\" \/>\r\n<h2><strong>How to Pick\u00a0Appropriate Quotes<\/strong><\/h2>\r\n1. Return to the annotations you made during the reading process.\u00a0These should point to\u00a0quotes &amp; passages that you found compelling as you read.\r\n\r\n2. For each quote, ask yourself:\r\n<ul>\r\n \t<li>Does the quotation say something in an original or unusually vivid and powerful way that is hard to paraphrase?<\/li>\r\n \t<li>Does the quotation come from someone with first-hand experience with the issues?<\/li>\r\n \t<li>Does the quotation come from an expert whose authority is particularly important?<\/li>\r\n<\/ul>\r\n3. If the answer to any of these questions is <em>yes<\/em>, make a note of it next to the quote and hold onto it. If the answer to all of these questions is <em>no<\/em>, you don\u2019t need the quote\u2014set it aside.\r\n\r\n<hr \/>\r\n\r\n<h2>Summarizing<\/h2>\r\nOnce you've identified a text's thesis statement, major ideas, and quotations that are valuable, you'll be prepared to draft a summary of that text.\r\n\r\nRemember, the goal of a summary is to convey the overall meaning of the text to someone who has not read it. You are the expert about this text, and you're sharing your expertise with others through your summary.\r\n\r\nhttps:\/\/youtu.be\/eGWO1ldEhtQ\r\n\r\n<hr \/>\r\n\r\n<h2>Self-Check<\/h2>\r\nhttps:\/\/assessments.lumenlearning.com\/assessments\/1256","rendered":"<h2>Introduction<\/h2>\n<div class=\"textbox learning-objectives\">\n<h3>Learning Objectives<\/h3>\n<ul>\n<li>identify annotation strategies<\/li>\n<li>identify strategies to paraphrase a text\u2019s thesis statement<\/li>\n<li>identify strategies to identify and quote significant passages from a text<\/li>\n<li>identify strategies to distinguish a text\u2019s major claims from minor ones<\/li>\n<li>identify strategies to convey the essential features of a text to someone who hasn\u2019t read it<\/li>\n<\/ul>\n<\/div>\n<p>Being able to accurately summarize a reading\u00a0to someone else is the ultimate demonstration that you understand the reading&#8217;s contents.<\/p>\n<p>Consider this fun example of a summary from the &#8220;30-Second Bunny Theater&#8221; series:\u00a0<a href=\"https:\/\/vimeo.com\/161138664\" target=\"_blank\" rel=\"noopener\">Star Wars in 30 Seconds and Re-enacted by Bunnies<\/a>.<\/p>\n<p>This recap of the well-known movie <em>Star Wars<\/em> is a blend of major plot points and fan-favorite scenes. In other words, it conveys all the major points of the film. It also adds a couple of supporting details to capture the flavor of the entire movie. Plus bunny ears.<\/p>\n<hr \/>\n<h2>Annotation<\/h2>\n<p>As we&#8217;ve learned in earlier sections, active reading involves multiple steps. Even experts in a field expect to read a new piece of writing several times before they feel they understand it fully. Following the same steps that advanced readers do will help you become an advanced reader yourself.<\/p>\n<h3>The Secret is In the Pen<\/h3>\n<p>One of the ways experienced\u00a0readers read is with a pen in hand. They know their purpose is to keep their attention on the material by:<\/p>\n<ul>\n<li><em>predicting<\/em>\u00a0what the material will be about<\/li>\n<li><em>questioning<\/em>\u00a0the material to further understanding<\/li>\n<li><em>determining<\/em> what\u2019s important<\/li>\n<li><em>identifying<\/em>\u00a0key\u00a0vocabulary<\/li>\n<li><em>summarizing<\/em> the material\u00a0in their own words, and<\/li>\n<li><em>monitoring<\/em>\u00a0their\u00a0comprehension\u00a0(understanding) during and after engaging with the material<\/li>\n<\/ul>\n<h3>Strategies for Annotation<\/h3>\n<p>You remember from the<strong> SQ3R approach to reading<\/strong>, that there are five general steps to reading: Surveying, Questioning, Reading, Reciting, and Reviewing.<\/p>\n<p>The process of <strong>annotation<\/strong> will be especially useful for the Questioning and Reading steps of the SQ3R process. This video provides a demonstration of annotation in action.<\/p>\n<p>https:\/\/youtu.be\/zy45es1HyO0<\/p>\n<p>As you annotate, focus on some or all of the following:<\/p>\n<ul>\n<li><strong>Definitions.<\/strong> Look up and write down definitions of unfamiliar words.<\/li>\n<li><strong>Concepts.<\/strong> Underline what you think are the most important, interesting, or difficult concepts.<\/li>\n<li><strong>Tone.<\/strong> Note the writer\u2019s tone\u2013sarcastic, sincere, witty, shrill.<\/li>\n<li><strong>Biases.<\/strong> Look out for the writer\u2019s biases and unstated assumptions (and your own).<\/li>\n<li><strong>Responses.<\/strong> Ask questions and note your own reactions and insights.<\/li>\n<li><strong>Connections.<\/strong> Make connections with other texts you have read or your own experiences.<\/li>\n<\/ul>\n<hr \/>\n<h2>Paraphrasing a Text&#8217;s Thesis Statement<\/h2>\n<p>We&#8217;ve discussed the fact that every piece of writing has a <strong>thesis statement<\/strong>, a sentence that captures the main idea of the text. Some are <strong>explicit<\/strong>&#8211;stated directly in the text itself. Others are <strong>implicit<\/strong>&#8211;implied by the content but not written in one distinct sentence.<\/p>\n<p>You&#8217;ll remember that the &#8220;How to Identify a Thesis Statement&#8221; video offered advice for locating a text&#8217;s thesis statement. Remember when it asks you to write 1 or 2 sentences that summarize the text? When you write that summary, without looking at the text itself, you&#8217;ve actually paraphrased the thesis statement.<\/p>\n<p>Review this process by re-watching the video here.<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"How to Identify the Thesis Statement\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/di1cQgc1akg?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p>Paraphrasing is a skill that asks you to capture the <strong>idea<\/strong> of a text, without using any of the same words. This is harder to do than it might first appear. Like advanced reading skills, it takes practice to do well.<\/p>\n<p>As you paraphrase, keep the following tips in mind:<\/p>\n<ul>\n<li><strong>Paraphrases are roughly the same length as the original text<\/strong>. If the thesis sentence is a medium-length sentence, your paraphrase will also be a medium-length sentence (though it doesn&#8217;t have to have exactly the same number of words).<\/li>\n<li><strong>Paraphrases use entirely distinct wording from the original text<\/strong>. Common small words like &#8220;the&#8221; and &#8220;and&#8221; are perfectly acceptable, of course, but try to use completely different nouns and verbs. If needed, you can quote short snippets, 1-2 words, if you feel the precise words are necessary.<\/li>\n<li><strong>Paraphrases keep the same meaning and tone as the original text<\/strong>. Make sure that anyone reading your paraphrase would understand the same thing, as if they had read the original text you paraphrased.<\/li>\n<\/ul>\n<hr \/>\n<h2>Major vs. Minor Ideas<\/h2>\n<p>The following presentation offers advice about distinguishing major ideas in a text from minor ones. When you&#8217;re asked to write a summary of something you read, you&#8217;ll want to focus only on the major ideas, since minor ideas aren&#8217;t generally included in summaries.<\/p>\n<p>http:\/\/www.slideshare.net\/NicholeKeith\/major-and-minor-details<\/p>\n<p>On slide 6, can you identify which are the major ideas of the paragraph, and which are the minor ones?<\/p>\n<hr \/>\n<h2>Choosing Appropriate Quotes<\/h2>\n<p>Pretty much every piece of writing you do for college, whether it\u2019s an informal post or a formal essay, will be in response to something you\u2019ve read\u2014and that means you have to quote. Sometimes you\u2019ll rely on outside sources to introduce an idea, define a technical term, or provide supporting evidence for your own argument. Sometimes you\u2019ll use a quote to illustrate different positions on an issue, or as an example of an argument you\u2019ll go on to disagree with in your paper. But no matter why you\u2019re using a quote, remember: <strong>what YOU\u00a0have to say is more important than what the quote has to say<\/strong>.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-309\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/85\/2016\/03\/29173106\/9576733508_41be9de570_o.png\" alt=\"Clip art of quotation marks\" width=\"349\" height=\"132\" \/><\/p>\n<h2><strong>How to Pick\u00a0Appropriate Quotes<\/strong><\/h2>\n<p>1. Return to the annotations you made during the reading process.\u00a0These should point to\u00a0quotes &amp; passages that you found compelling as you read.<\/p>\n<p>2. For each quote, ask yourself:<\/p>\n<ul>\n<li>Does the quotation say something in an original or unusually vivid and powerful way that is hard to paraphrase?<\/li>\n<li>Does the quotation come from someone with first-hand experience with the issues?<\/li>\n<li>Does the quotation come from an expert whose authority is particularly important?<\/li>\n<\/ul>\n<p>3. If the answer to any of these questions is <em>yes<\/em>, make a note of it next to the quote and hold onto it. If the answer to all of these questions is <em>no<\/em>, you don\u2019t need the quote\u2014set it aside.<\/p>\n<hr \/>\n<h2>Summarizing<\/h2>\n<p>Once you&#8217;ve identified a text&#8217;s thesis statement, major ideas, and quotations that are valuable, you&#8217;ll be prepared to draft a summary of that text.<\/p>\n<p>Remember, the goal of a summary is to convey the overall meaning of the text to someone who has not read it. You are the expert about this text, and you&#8217;re sharing your expertise with others through your summary.<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-2\" title=\"How to Write a Summary\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/eGWO1ldEhtQ?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<hr \/>\n<h2>Self-Check<\/h2>\n<p>\t<iframe id=\"lumen_assessment_1256\" class=\"resizable\" src=\"https:\/\/assessments.lumenlearning.com\/assessments\/load?assessment_id=1256&#38;embed=1&#38;external_user_id=&#38;external_context_id=&#38;iframe_resize_id=lumen_assessment_1256\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:400px;\"><br \/>\n\t<\/iframe><\/p>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-41\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Original<\/div><ul class=\"citation-list\"><li>Outcome: Summary Skills. <strong>Provided by<\/strong>: Lumen Learning. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>Revision and Adaptation of Active Reading. <strong>Provided by<\/strong>: Lumen Learning. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>Revision and Adaptation of Critically Reading and Annotating a Text. <strong>Provided by<\/strong>: Lumen Learning. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/a><\/em><\/li><li>Revision and Adaptation of Choosing Appropriate Quotes. <strong>Provided by<\/strong>: Lumen Learning. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><li>Active Reading. <strong>Authored by<\/strong>: Elisabeth Ellington and Ronda Dorsey Neugebauer. <strong>Provided by<\/strong>: Chadron State College. <strong>Project<\/strong>: Kaleidoscope Open Course Initiative. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>Critically Reading and Annotating a Text. <strong>Authored by<\/strong>: Keridana Chez and Kate Jenkins. <strong>Provided by<\/strong>: CUNY Academic Commons. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/bacwritingfellows.commons.gc.cuny.edu\/for-students\/critical-reading-exercise-annotating-a-text\/\">https:\/\/bacwritingfellows.commons.gc.cuny.edu\/for-students\/critical-reading-exercise-annotating-a-text\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/a><\/em><\/li><li>Choosing Appropriate Quotes. <strong>Provided by<\/strong>: CUNY School of Professional Studies. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/bacwritingfellows.commons.gc.cuny.edu\/for-students\/effective-quoting-in-two-exercises\/\">https:\/\/bacwritingfellows.commons.gc.cuny.edu\/for-students\/effective-quoting-in-two-exercises\/<\/a>. <strong>Project<\/strong>: Writing Fellows. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/a><\/em><\/li><li>Image of quotation marks. <strong>Authored by<\/strong>: Terry Freedman. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/flic.kr\/p\/fAggdY\">https:\/\/flic.kr\/p\/fAggdY<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/\">CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives <\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">All rights reserved content<\/div><ul class=\"citation-list\"><li>Learn To Annotate at Our Community College in Michigan. <strong>Authored by<\/strong>: Southwestern Michigan College. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/youtu.be\/zy45es1HyO0\">https:\/\/youtu.be\/zy45es1HyO0<\/a>. <strong>License<\/strong>: <em>All Rights Reserved<\/em>. <strong>License Terms<\/strong>: Standard YouTube License<\/li><li>How to Identify the Thesis Statement. <strong>Authored by<\/strong>: Martha Ann Kennedy. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/youtu.be\/di1cQgc1akg\">https:\/\/youtu.be\/di1cQgc1akg<\/a>. <strong>License<\/strong>: <em>All Rights Reserved<\/em>. <strong>License Terms<\/strong>: Standard YouTube License<\/li><li>Major and Minor Details. <strong>Authored by<\/strong>: Nicole Keith. <strong>Provided by<\/strong>: Guilford Technical Community College. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"http:\/\/www.slideshare.net\/NicholeKeith\/major-and-minor-details\">http:\/\/www.slideshare.net\/NicholeKeith\/major-and-minor-details<\/a>. <strong>License<\/strong>: <em>All Rights Reserved<\/em>. <strong>License Terms<\/strong>: SlideShare Terms of Use<\/li><li>How to Write a Summary. <strong>Authored by<\/strong>: Smrt English. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/youtu.be\/eGWO1ldEhtQ\">https:\/\/youtu.be\/eGWO1ldEhtQ<\/a>. <strong>License<\/strong>: <em>All Rights Reserved<\/em>. <strong>License Terms<\/strong>: Standard YouTube License<\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":19,"menu_order":9,"template":"","meta":{"_candela_citation":"[{\"type\":\"original\",\"description\":\"Outcome: Summary Skills\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"},{\"type\":\"copyrighted_video\",\"description\":\"Learn To Annotate at Our Community College in Michigan\",\"author\":\"Southwestern Michigan College\",\"organization\":\"\",\"url\":\"https:\/\/youtu.be\/zy45es1HyO0\",\"project\":\"\",\"license\":\"arr\",\"license_terms\":\"Standard YouTube License\"},{\"type\":\"cc\",\"description\":\"Active Reading\",\"author\":\"Elisabeth Ellington and Ronda Dorsey Neugebauer\",\"organization\":\"Chadron State College\",\"url\":\"\",\"project\":\"Kaleidoscope Open Course 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