ENGLISH FOR ACADEMIC AND PROFESSIONAL

PURPOSES
Quarter 3 – LAS 4

Using Various Techniques in Summarizing a Variety

of Academic Texts

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 DepEd Learning Activity Sheets (LAS)

Name of Learner: ______________________________________

Grade level: 12____________________________________________
Section/Strand: __________________________________________
Date: ____________________________________________________

ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

Learning Area

SUMMARY
Topic

Most Essential Learning Competencies (MELC) with code:

Uses various techniques in summarizing a variety of academic texts
CS_EN11/12A-EAPP-Ia-c-4

Objectives:
At the end of this lesson, you should be able to:

• identify its most appropriate summary;

• construct a summary of one to two sentences of the selection
using as many of the main idea words.

Materials:
✓ A sheet of paper and ball pen

Content background:

Summarizing a text is a vital skill for your English academic reading and
writing. As you progress in this course, you will be required to read various types
of academic and professional papers. One of the ways for you to test whether you
fully understood what you have read is if you can make a short, clear summary of
the main ideas of the text. If you cannot do this, then you almost certainly haven’t
understood it fully.
Understanding what you read is not just about the words. Rather, it is about
understanding the ideas, how these ideas are organized, and which ideas are more
or less important.

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 But, before you learn some strategies in summarizing, you need to learn
first the basic concepts about summarizing.

What is a summary?

What is a summary? • It is a form of writing that is a product of

careful digesting and relating to a shorter
form of any long composition.
• It is also a form of note-taking that consists
of stating briefly, sometimes in a sentence,
sometimes in a paragraph of your own words,
the essential ideas together with some details
of the subject that was discussed at greater
length in the original form.
• Summaries aim to precisely condense a
larger work to present only the key ideas. It
conveys the gist of what has been read,
listened to, or viewed.
to sum up a text is to simplify, condense, or shorten
it into its most important ideas using your own
words.
Why is summarizing Barrot and Sipacio (2017) argues that summarizing
a significant critical is an important skill because
reading skill? it helps you
⮚ deepen your understanding of the text;
⮚ learn to identify relevant information or key ideas;
⮚ combine details or examples that support the
main idea and key words
presented in the text; and,
⮚ capture the key ideas in the text and put them
together clearly and concisely.
What is NOT You are NOT summarizing when you
Summarizing? ⮚ write down everything;
⮚ write down ideas from the text word-for-word;
⮚ write down incoherent and irrelevant ideas;
⮚ write down ideas that are not stated in the text;
or
⮚ write down a summary that has the same length
or is longer than the original
text.

Strategies/ Techniques in Summarizing

1. Finding the a. Is there a title or headings? These often highlight
Main Idea important points.
b. What is the first sentence about? Often, the first
sentence of a text or a

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 paragraph will summarize the main ideas. But main
ideas can also be located in the middle or at the last
sentence of the text.
c. What does most of the text talk about? Look at each
sentence and paragraph. Is there a single topic that
connects them?
2. Separating To summarize a text, you need to distinguish general
General Ideas ideas from details or examples.
from a. First, skim the text, reading fast and trying to
Details/Examples understand the overall idea in a simple way.
b. Second, look for linking phrases like ‘for example’.
‘for instance,’, ‘specifically,’, or in ‘particular’.
c. Third, remember that one sentence can contain both
general ideas and details mixed together.
3. Identifying Key 1. First, look for proper nouns, which start with a
Words capital letter.
2. Look for words that tell you that an idea is
important. You could look for words like ‘important’,
‘notable’, ‘significant’ or ‘essential’.
3. Another strategy in finding key words is looking for
repeated words. if words are often repeated in a text,
that means that word is significant in giving meaning
to a text.

General Guidelines in Summarizing

1. Clarify your purpose before you read.
2. Read the text at least twice until you fully understand its content.
Locate the gist or main idea of the text, which can usually be found either
at the beginning, in the middle, or in the end.
3. Highlight key ideas and phrases; another strategy is to annotate the
text.
4. Write all the key ideas and phrases you identified on the margins or on
your notebook in a bullet or outline form.
5. Without looking at the text, identify the connections of these key ideas
and phrases using a concept map.
6. List your ideas in sentence form in a concept map.
7. Combine the sentences into a paragraph. Use appropriate transitional
devices to improve cohesion.
8. Never copy in verbatim a single sentence from the original text.
9. Refrain from adding comments about the text. Stick to the ideas it
presents.
10.Edit the draft of your summary by eliminating redundant ideas.
11.Compare your output with the original text to ensure accuracy.
12.Record the details of the original source (author’s name/s, date of
publication, title, publisher, place of publishing, and URL, (if online).
It is not necessary to indicate the page number/s of the original text in
citing sources in summaries.
13.Format your summary properly. When you combine your summaries
in a paragraph, use different formats to show variety in writing.

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 General Rule in Writing Precis, Abstract or Summary:
condense information into around 15% of the original length of the text
A 6000-word research article for an academic journal requires only 200 to
250 words for its abstract.

Sample Summary of Expository Text

In the book of Gustafson and Branch (2002) titled “Survey of Instructional
Development Models,” they presented four models that are classified as
classroom-oriented models. These models include Gerlach and Ely model
(1980), Heinich, Molenda, Russell and Smaldino model (1999), Newby,Stepich,
Lehman, and Russell model (2000), and Morrison, Ross, and Kemp modeel
(2001). Gerlach and Ely (1980) follows a linear but recursive pattern in its
activities. Heinich, Molenda, Russell, and Smaldino model (1999), on the other
hand, follows the ASSURE sequence which stands for analysis of learners,
statement of objectives, selection and utilization of media and materials,
requirement for participation among learners, and evaluation. Unlike the first
two models, Newbym Stepich, Lehman, and Russell model (2000) is more
learner-centered model that follows the planning implementation-evaluation
sequence. Finally, there is the Morrison,
Ross, and Kemp model (2001) that incorporates nine essential elements in its
instructional design.
Source:
Barrot & Sipacio. (2017). Communicate Today ENGLISH for Academic &
Professional Purposes for SHS. Quezon City: C&E Publishing, Inc.

Formats in Summarizing
The three formats that you may use in writing summaries are the following:
1. Idea In this format, the summarized idea comes before the citation.
Heading Example:
Format Benchmarking is a useful strategy that has the potential to help
public officials improve the performance of local services (Folz,
2004; Ammons, 2001). Once the practice of a particular city is
benchmarked, it can be a guidepost and the basis for the other
counterparts to improve its own.
2. In this format, the summarized idea comes before the citation.
Author
Heading Example:
Format
The considerable number of users of FB has led
educators to utilize FB for communicating with their
students (Grant, 2008; as cited in Donmus,
2010). The study of Kabilan, Ahmad and Abidin (2010)
shows that the students perceived FB as an online
environment to expedite language learning specifically
English. Donmus (2010) asserts that educational games
on FB fecundate learning process and make students’
learning environment more engaging. As regards literacy,
this notion reveals that FB could be used as a tool to aid
individuals execute a range of social acts through social
literacy implementation (ibid). Blackstone and Hardwood
(2012) suggest the facilitative strength of FB as it elicits
greater engagement on collaboration among students.

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3. Date In this format, the summarized idea comes after the date when the
Heading material was published.
Format
Example:

On the other hand, active participation of the citizens in

development contributes to a sound and reasonable government
decisions. In their 2004 study on the impact of participatory
development approach, Irvin and Stansbury argue that
participation can be valuable to the participants and the
government in terms of the process and outcomes of decision
making.

Activity 1

Directions: Skim read each text and identify its most appropriate
summary. Write only the letter/s of your choice on a separate sheet of
paper. Each item is worth 5 points.

From Bowie to McCartney, Oasis to Coldplay and a thousand other

acts heard of—Toots and the Maytals, anyone? —if you make your living
from music, there is only one place to play the ultimate gig: a field in the
south-west of England in the last week of June. This is the Glastonbury
Festival, the largest music event in the world, which takes place nearly
every summer, come rain or shine, and attracts both the biggest star
names and the largest crowds. Though it started fairly small in 1970,
these days over 100,000 people attend, the majority of whom stay for the
full five days, camping overnight in tents.

It’s not just about music. To give it its full name, the Glastonbury
Festival of Contemporary Performing Arts promises a diverse program,
including circus acts, experimental theatre and new-age dance, but also
yoga sessions, palm readers, demonstrations of vegan cooking, and the
usual crowd of money-makers found at any large public gathering. The
thousands surely come for the headline bands, but many veterans claim
it’s the bits away from the main stage that really create the memories.
After all, when Paul McCartney plays, you’ll be standing half a mile away;
it’s the closer encounters with pioneers of reggae like Toots and the
Maytals—as you munch on your veggie burger—that make Glastonbury
the glorious experience it is.
Source: https://www.oxfordonlineenglish.com/how-to-summarise-text

1. Which do you think is the best summary of the text?

A. The text describes the Glastonbury Festival as two very different events
– one with big name rock stars and the other with musicians who are not
famous, but just as good.

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B. The text describes the history of the Glastonbury Festival, how many
people go to it and some of the big names who have played there.
C. The text describes who you can see at the Glastonbury Festival,
including the world's most famous music stars and lesser-known bands or
non-musicians who are even more memorable.
D. The is about the Glastonbury Festival which describes the largest events
in the world.

It’s not what you say – it’s what you don’t!

Euphemisms are metaphorical expressions which we say in order

to avoid using words that sound unpleasant or uncomfortable. English
is not alone in having plenty of them, but they are certainly in common
use, particularly in Britain, where the cultural sensitivities of the 19th
century still linger in many parts of society. Back then, if you needed to
go to the toilet, you couldn’t simply announce the fact using the word
‘toilet’. Women might say they were “going to powder their nose” while
men would “go to the little boys’ room” and people of either sex could
“spend a penny”—this being the original price of using a public lavatory
in London. All three euphemisms, and many more, are still used
regularly. English probably has an indirect way of avoiding almost any
topic you can think of, from embarrassing intimate things like romance
— “are they stepping out?”—to the most intrusive of matters to the
English mind: how much money someone earns— “I bet he takes home
a packet”. Yet, there is no subject more laden with euphemisms than the
one thing that’s going to happen to every one of us. Whether he “goes to
meet his maker”, “kicks the bucket”, “pops his clogs”, “bites the dust” or
“breathes his last”, when an Englishman dies, the last thing he wants is
for anybody to actually say it.
Source: https://www.oxfordonlineenglish.com/how-to-summarise
text14

2. Which is the best summary of the text?

A. The text is about the alternative expressions, called euphemisms, which

English people can use to avoid mentioning uncomfortable topics, such as
death.
B. The text is about why English people prefer to use alternative expressions
rather than talking about death, romance, money and going to the toilet.
C. The text is about metaphorical expressions which we say in order to avoid
using words that sound unpleasant or uncomfortable.
D. The text is about Euphemism and metaphoric as an alternative
expression which English people used to avoid sound unpleasant in
mentioning topics.

Activity 2

Directions: Read carefully text. Pick the key ideas and phrases in the text.
Write a summary of one to two sentences of the selection using as many of

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 the main idea words as possible in your answer sheet. Your summary will
be rated using the rubric below.

When one hears the term “reality” applied to a television show, one might
expect that the events occurred naturally or, at the least, were not scripted, but
this is not always the case. Many reality shows occur in unreal environments,
like rented mansions occupied by film crews. These living environments do not
reflect what most people understand to be “reality.” Worse, there have been
accusations that events not captured on film were later restaged by producers
Worse still, some involved in the production of “reality” television claim that
the participants were urged to act out story lines premeditated by producers.
With such accusations floating around, it’s no wonder many people take reality
TV to be about as real as the sitcom.

Summary:

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Total Number of Words: ______________

Amount saved: ______________

Score based on rubric:

_____/ 20
Source: https://www.ereadingworksheets.com/free-reading-worksheets/reading-
comprehension-worksheets/summarizing-worksheets and-activities

4 3 2 1
Length Number of words Number of Number of Number of
is less than half words is more
words is the words
of the original than half of the
same as that exceeded
text original text
of the original that of the
text original text
Accuracy All statements Most Some Most
are accurate and statements are statements statements
verified by the accurate and cite outside cite outside
text. verified by the information or information
text. opinions. or opinions.
Paraphrasing No more than 4 One sentence Two sentences 3+ sentences
words in a row contains more contain more contain
taken directly than 4 words in than 4 words more than 4
from the text a row taken in a row taken words in a
directly from directly from row taken
the text the text directly from
the text

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Focus Summary Summary Summary Main idea of
consists of main consists of consists of the text is
idea and main idea and main idea and not
important details some minor lots of minor discussed.
only. details. details.

Conventions No more than 2-3 4-5 6+

one punctuation, punctuation, punctuation,
punctuation, grammar, grammar, grammar,
grammar, or and spelling and spelling and spelling
spelling error errors errors errors

Evaluation:

Directions: Write E if the statement shows an effective strategy in writing

an abstract, precis, or summary; and N if not.

_________ 1. George writes in his summary how he feels after reading the
text to be summarized.
__________ 2. Sarah reads the original text several times until she fully
understands it.
__________ 3. Anna adds his own explanation to some of the key ideas he
writes in his summary.
__________ 4. Monica uses appropriate reporting verbs in her summary.
__________ 5. Hazel highlights the key ideas in the original text while
reading it.
__________ 6. Maria concentrates on the important details.
__________ 7. Irene writes a research abstract without any major findings
in it.
__________ 8. Abby reads her summary and compares it to the original
text.
__________ 9. Charise presents her summary in bullet form.
__________ 10. Roy copies in verbatim some of the sentences from the
original text. Pio writes in his summary how he feels after
reading the text to be summarized.

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 Let us check how far you have learned from this lesson by filling in the
boxes below.

Three things that I learned from the lesson…

1.__________________________________________________

2.__________________________________________________

3.__________________________________________________

Two things that I Liked from the lesson…

1. __________________________________________

2. __________________________________________

One question I still want to ask…

1.________________________________________________

__________________________________________________

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REFERENCES

Barrot & Sipacio. (2017). Communicate Today ENGLISH for Academic &
Professional Purposes for SHS. Quezon City: C&E Publishing, Inc.

Gustafson, K., & Branch, R. (2002). Survey of instructional development models

(4th ed.). Sycracuse, New York: ERIC Clearing house on Information and
Technology.

Ibones, J. et al. (2014). Worktext for english I: Study and thinking skills. Mutya
Publishing House: Malabon City.
https://www.oxfordonlineenglish.com/how-to-summarise-text

ACTIVITIES

https://www.oxfordonlineenglish.com/how-to-summarise-text

https://www.oxfordonlineenglish.com/how-to-summarise-text14

https://www.ereadingworksheets.com/free-reading-worksheets/reading-
comprehension-worksheets/summarizing-worksheets and-activities

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Evaluation
1. N
2. E
3. N
4. E
5. E
6. E
7. N
8. E
9. N
10. N
Activity 1
Activity 2
Answer may vary 1. C
2. C
Answer Key