{"id":397,"date":"2016-05-20T20:44:57","date_gmt":"2016-05-20T20:44:57","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/?post_type=chapter&#038;p=397"},"modified":"2016-07-19T18:21:04","modified_gmt":"2016-07-19T18:21:04","slug":"outcome-summary-skills-1-8","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/waymaker-level2-english\/chapter\/outcome-summary-skills-1-8\/","title":{"raw":"Outcome: Summary Skills","rendered":"Outcome: Summary Skills"},"content":{"raw":"<h2>Analyze summary skills for reading comprehension<\/h2>\r\nThe ultimate demonstration of reading comprehension comes in the form of summary. Because of this, expect summaries to play a role in many college writing assignments.\r\n\r\nIf this causes you any anxiety, consider this helpful advice offered in the article \"Relax--You Already Know How to Summarize!\"\r\n<ul>\r\n<ol style=\"list-style-type: upper-alpha;\">\r\n \t<li class=\"p1\"><span class=\"s1\"><strong><img class=\"alignright size-medium wp-image-1518\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/106\/2016\/07\/19181626\/4445197797_76d52bbb7a_z-189x300.jpg\" alt=\"Page from a journal using blocky hand-written text. SXSW Interactive summary: or what I learned at summer camp 2010 Words. Trust \/ row \/ E \/ Ah-a \/ Curious  \/ Move the reason people would use your app ahead of the login \/ Game, Game theory \/ 15 men \/ Be authentic \/ Gary Vee \/ To tired this morning will finish ltr (I don't spell well when tired) \/ Be honest \/ Be empathetic \/ really, who didn't talk about empathy in some fasion? \/ Playfulness \/ Stephan Anderson \/ Feedback cycles.\" width=\"189\" height=\"300\" \/>Summarizing is extremely easy for humans<\/strong>, and even a small child almost instinctively knows how to summarize. (Any time a child \u201ctattles\u201d on another, she or he is probably summarizing.)<\/span><\/li>\r\n \t<li class=\"p1\"><strong>Summarizing is a powerful learning tool<\/strong>.\u00a0 Summarizing, like translating, forces you to \u201cget in bed with the text,\u201d to become intimate with it.<\/li>\r\n \t<li class=\"p1\"><strong>Summaries are specific, not hazy and lazy<\/strong>.\u00a0 To describe September 11 as \u201ca time when some terrorists took over a bunch of airplanes and rammed them into buildings\u201d is not a fat-free summary. It already starved to death.\u00a0 The only thing to do with a summary like that is to give it a decent burial in the wastebasket and start over from scratch. In college-level work, the more specific names, dates and facts (who, what, when, where, why, how) that you include, the better the summary is.<\/li>\r\n \t<li class=\"p1\"><strong>Never include any information or conclusions, no matter how obvious, that were not openly stated in the original text<\/strong>. \u00a0If it looks like a duck, walks like a duck and quacks like a duck but your original text failed to call it a duck, you cannot call it a duck in your summary either, as clear as it may be to you and to your readers that it is a duck.<\/li>\r\n \t<li class=\"p1\"><strong>A summary should never have more than one short quote in every two or three paragraphs<\/strong> of your own words. Summaries are primarily made of paraphrases, rather than direct quotes.<\/li>\r\n \t<li class=\"p1\"><strong>Summarizing without the text in front of you is a workout for your working memory<\/strong>. It is a useful study technique to prepare for university courses where you will need to read, understand, learn and give back a large amount of information or complex ideas and involved reasoning on closed-book essay exams. It will also be useful in the \u201creal world,\u201d where you will have to put all your book-learning to work.<\/li>\r\n \t<li class=\"p1\"><strong>If you really know a subject, you will be able to summarize it<\/strong>. If you cannot summarize a subject, even if you have memorized all the facts about it, you can be absolutely sure that you have not learned it. And, if you truly learn the subject, you will still be able to summarize it months or years from now\u2014if you cannot, we have failed. (\u201cCramming\u201d for an exam is a bad joke\u2014it is not and never was learning!)<\/li>\r\n<\/ol>\r\n<\/ul>\r\n<h2 class=\"p1\">What You Will Learn to Do<\/h2>\r\n<ul>\r\n \t<li>analyze annotation strategies<\/li>\r\n \t<li>analyze strategies to paraphrase a text's thesis statement<\/li>\r\n \t<li>analyze strategies to identify and quote significant passages from a text<\/li>\r\n \t<li>analyze strategies to distinguish a text's major claims from minor ones<\/li>\r\n \t<li>analyze strategies to convey the essential features of a text to someone who hasn't read it<\/li>\r\n<\/ul>\r\n<h3 class=\"p1\">The Learning Activities for this Outcome Include<\/h3>\r\n<ul class=\"split\">\r\n \t<li class=\"chapter type-1\">Text: Annotation<\/li>\r\n \t<li class=\"chapter type-1\">Text: Paraphrasing a Thesis Statement<\/li>\r\n \t<li class=\"chapter type-1\">Text: Using Quotations in a Summary<\/li>\r\n \t<li class=\"chapter type-1\">Text: Summarizing Main Ideas and Details<\/li>\r\n \t<li class=\"chapter type-1\">Self Check: Summary Skills<\/li>\r\n \t<li class=\"chapter type-1\">Try It: Summary Skills<\/li>\r\n<\/ul>","rendered":"<h2>Analyze summary skills for reading comprehension<\/h2>\n<p>The ultimate demonstration of reading comprehension comes in the form of summary. Because of this, expect summaries to play a role in many college writing assignments.<\/p>\n<p>If this causes you any anxiety, consider this helpful advice offered in the article &#8220;Relax&#8211;You Already Know How to Summarize!&#8221;<\/p>\n<ul>\n<li class=\"p1\"><span class=\"s1\"><strong><img loading=\"lazy\" decoding=\"async\" class=\"alignright size-medium wp-image-1518\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/106\/2016\/07\/19181626\/4445197797_76d52bbb7a_z-189x300.jpg\" alt=\"Page from a journal using blocky hand-written text. SXSW Interactive summary: or what I learned at summer camp 2010 Words. Trust \/ row \/ E \/ Ah-a \/ Curious  \/ Move the reason people would use your app ahead of the login \/ Game, Game theory \/ 15 men \/ Be authentic \/ Gary Vee \/ To tired this morning will finish ltr (I don't spell well when tired) \/ Be honest \/ Be empathetic \/ really, who didn't talk about empathy in some fasion? \/ Playfulness \/ Stephan Anderson \/ Feedback cycles.\" width=\"189\" height=\"300\" \/>Summarizing is extremely easy for humans<\/strong>, and even a small child almost instinctively knows how to summarize. (Any time a child \u201ctattles\u201d on another, she or he is probably summarizing.)<\/span><\/li>\n<li class=\"p1\"><strong>Summarizing is a powerful learning tool<\/strong>.\u00a0 Summarizing, like translating, forces you to \u201cget in bed with the text,\u201d to become intimate with it.<\/li>\n<li class=\"p1\"><strong>Summaries are specific, not hazy and lazy<\/strong>.\u00a0 To describe September 11 as \u201ca time when some terrorists took over a bunch of airplanes and rammed them into buildings\u201d is not a fat-free summary. It already starved to death.\u00a0 The only thing to do with a summary like that is to give it a decent burial in the wastebasket and start over from scratch. In college-level work, the more specific names, dates and facts (who, what, when, where, why, how) that you include, the better the summary is.<\/li>\n<li class=\"p1\"><strong>Never include any information or conclusions, no matter how obvious, that were not openly stated in the original text<\/strong>. \u00a0If it looks like a duck, walks like a duck and quacks like a duck but your original text failed to call it a duck, you cannot call it a duck in your summary either, as clear as it may be to you and to your readers that it is a duck.<\/li>\n<li class=\"p1\"><strong>A summary should never have more than one short quote in every two or three paragraphs<\/strong> of your own words. Summaries are primarily made of paraphrases, rather than direct quotes.<\/li>\n<li class=\"p1\"><strong>Summarizing without the text in front of you is a workout for your working memory<\/strong>. It is a useful study technique to prepare for university courses where you will need to read, understand, learn and give back a large amount of information or complex ideas and involved reasoning on closed-book essay exams. It will also be useful in the \u201creal world,\u201d where you will have to put all your book-learning to work.<\/li>\n<li class=\"p1\"><strong>If you really know a subject, you will be able to summarize it<\/strong>. If you cannot summarize a subject, even if you have memorized all the facts about it, you can be absolutely sure that you have not learned it. And, if you truly learn the subject, you will still be able to summarize it months or years from now\u2014if you cannot, we have failed. (\u201cCramming\u201d for an exam is a bad joke\u2014it is not and never was learning!)<\/li>\n<\/ul>\n<h2 class=\"p1\">What You Will Learn to Do<\/h2>\n<ul>\n<li>analyze annotation strategies<\/li>\n<li>analyze strategies to paraphrase a text&#8217;s thesis statement<\/li>\n<li>analyze strategies to identify and quote significant passages from a text<\/li>\n<li>analyze strategies to distinguish a text&#8217;s major claims from minor ones<\/li>\n<li>analyze strategies to convey the essential features of a text to someone who hasn&#8217;t read it<\/li>\n<\/ul>\n<h3 class=\"p1\">The Learning Activities for this Outcome Include<\/h3>\n<ul class=\"split\">\n<li class=\"chapter type-1\">Text: Annotation<\/li>\n<li class=\"chapter type-1\">Text: Paraphrasing a Thesis Statement<\/li>\n<li class=\"chapter type-1\">Text: Using Quotations in a Summary<\/li>\n<li class=\"chapter type-1\">Text: Summarizing Main Ideas and Details<\/li>\n<li class=\"chapter type-1\">Self Check: Summary Skills<\/li>\n<li class=\"chapter type-1\">Try It: Summary Skills<\/li>\n<\/ul>\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-397\">\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><\/ul><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><li>Image of SXSW Interactive Summary. <strong>Authored by<\/strong>: David W. McKelvey. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/flic.kr\/p\/7LNNrk\">https:\/\/flic.kr\/p\/7LNNrk<\/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\">Public domain content<\/div><ul class=\"citation-list\"><li>Relax--you already know how to summarize!. <strong>Authored by<\/strong>: Owen M. Williamson. <strong>Provided by<\/strong>: The University of Texas at El Paso. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"http:\/\/utminers.utep.edu\/omwilliamson\/engl0310\/relax.htm\">http:\/\/utminers.utep.edu\/omwilliamson\/engl0310\/relax.htm<\/a>. <strong>Project<\/strong>: Reading and Communication Skills. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/about\/pdm\">Public Domain: No Known Copyright<\/a><\/em><\/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":52,"template":"","meta":{"_candela_citation":"[{\"type\":\"pd\",\"description\":\"Relax--you already know how to summarize!\",\"author\":\"Owen M. 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