summary to students

1、paragraph writing and summary writing week 4 teaching objectives review of week 3 topic sentence (topic in a topic sentence and controlling idea) paragraph writing summary writing review of week 3 1. comparison of logic and rhetoric systems of different cultures and languages (parison of english and

2、 chinese logic, sentences and vocabulary) 2. typical english paragraph pattern 3. what is style? 4. different levels of formality of words 5. formal and informal verbs 6. basic elements of writing: choice of words (types of words, general words vs. specific words, collocations) rewrite the following

3、 sentences, replacing the informal two- word verb with a more formal equivalent. 1. a primary education system was set up throughout ireland as early as 1831. 2. this will cut down the amount of drug required and so the cost of treatment. 3. the material amenities of life have gone up in western soc

4、iety. 4. the press reflected the living culture of the people; it could influence opinion and reinforce existing attitudes but it did not come up with new forms of entertainment. 5. thus, he should have looked into how the patient has coped previously. 6. the aggregate of outstanding balances went u

5、p and down quite violently. 7. in 1947 the treasury brought up the question of excluding south africa (and india) from the sterling area. 8. dieters often feel that they should totally get rid of high-fat and high- sugar foods. 9. thus when a gallic bishop in 576 converted the local jewish community

6、 to christianity, those who turned down baptism were expelled from the city. 10. western scholars gradually turned out a corpus of translations from the arabic and studies of islam. model answer 1. a primary education system was set up throughout ireland as early as 1831. 2. this will cut down the a

7、mount of drug required and so the cost of treatment. 3. the material amenities of life have gone up in western society. 4. the press reflected the living culture of the people; it could influence opinion and reinforce existing attitudes but it did not come up with new forms of entertainment. 5. thus

8、, he should have looked into how the patient has coped previously. established reduce increased create investigated 6. the aggregate of outstanding balances went up and down quite violently. 7. in 1947 the treasury brought up the question of excluding south africa (and india) from the sterling area.

9、 8. dieters often feel that they should totally get rid of high-fat and high-sugar foods. 9. thus when a gallic bishop in 576 converted the local jewish community to christianity, those who turned down baptism were expelled from the city. 10. western scholars gradually turned out a corpus of transla

10、tions from the arabic and studies of islam. fluctuated raised eliminate refused produced 2.paragraph writing features of a paragraph topic or idea: one or two? functions: to inform; to explain; to exemplify or illustrate; etc structure: a topic sentence; supporting sentences; a concluding sentence w

11、hat is the topic sentence of the paragraph below? whether you do or do not open a gift in the presence of the giver; whether you should or should not turn the plate over to look at the makers symbol on the back; whether you put your coat on before or after you leave the hosts house; whether you eat

12、as quietly or as noisily as possible; whether you carry on a conversation during a meal; whether you walk in front of or behind a seated person; whether it is a friendly or an offensive gesture to put your hand on the arm of the person with whom you are talking these and a thousand other questions a

13、re matters of cultural definition. none of them is inherently(固有地) right or wrong, and none is good or bad manners except as a society defines it so. what is a topic sentence? a topic sentence states the main idea of a paragraph. it is the most general sentence of the paragraph. all the other senten

14、ces serve to explain, describe, extend, or support this main-idea sentence. the function of the topic sentence is to: 1） identify what the paragraph is about; 2） make a point about the topic; 3） connect to the previous paragraph in an essay. topic sentence is usually found at the beginning of the pa

15、ragraph, but can come at the end or even in the middle of the paragraph. finding a topic in a topic sentence when you read a topic sentence, try to figure out what subject the writer is going to discuss. ex. 1. backpacking in the mountains last year was an exhausting experience. ? 2. college registr

16、ation can be stressful. a topic sentence may have a two-part topic: ex. the differences between softball and baseball may not be readily apparent to the person who is unfamiliar with the games. what is a controlling idea? a topic sentence should contain not only the topic but also a controlling idea

17、. the controlling idea of a topic sentence is the point the writer makes about the topic. ex. backpacking trips are exhausting. a particular topic could have any number of possible controlling ideas, depending on the writers focus. on the same topic of backpacking, three writers might make different

18、 points: a family backpacking trip can be much more satisfying than a trip to an amusement park. or our recent backpacking trip was a disaster. or a backpacking trip should be a part of every teenagers experience. finding the controlling idea 1. vigorous exercise is a good way to reduce the effects

19、of stress on the body. 2. buffalo and toronto differ in four major ways. 3. television violence causes aggressive behavior in children. write a strong topic sentence ? traditional function of university can not have a right place with development of society. ? what should be the real function of a u

20、niversity. ? in my opinion, university is a place to give access for acknowledge, not just to train students with skills for workplace. ? in my opinion, i think that the university should provide graduates with the knowledge and skills needed in the workplace. write a strong topic sentence introduce

21、 the topic immediately limit the topic (not too general) give an opinion /an attitude / a reaction / an impression that the writer has about the topic (not too descriptive) find out strong topic sentences there is a man working there. big cities offer more advantages than do small towns. people like

22、 using computers very much. people make use of computers in a lot of ways. they moved to another province last year. diligence is one of the essentials of success. supporting sentences unified, specific supporting sentences supporting sentences develop the topic sentence. they explain the topic sent

23、ence by giving reasons, examples, facts, personal experience, definitions, statistics, and quotations. they generally expands the theme contained in the main sentence, and each idea round the main theme is supported by evidence and argument. concluding sentences the function of concluding sentences

24、is to signal the end of the paragraph and leaves the reader with important points to remember. suggestions for writing effective conclusions: 1） summarize the key points in your essay. 2） use a quotation. 3） express your predictions. 4） issue a call for action 5） use a question. ways of developing p

25、aragraphs q development by exemplification qdevelopment by definition qdevelopment by classification q development by comparison and contrast q development by time and process qdevelopment by argumentation qdevelopment by cause and effect exemplification identify the method of development in the fol

26、lowing paragraph: vitamins and minerals can be added to enrich ( replace nutrients lost in processing ) or fortify ( add nutrients not normally present ) foods to improve their nutritional quality. breads and cereals are usually enriched with some b vitamins and iron. common examples of fortificatio

27、n include the addition of vitamin d to milk, vitamin a to margarine(人工黄 油)，vitamin c to fruit drinks, calcium(钙) to orange juice, and iodide(碘化物)to table salt. identify the method of development in the following paragraph: jane and karen have many things in common. to begin with, both girls have the

28、 same background. jane was born and raised in the west, and so was karen. next, both girls are interested in the same kinds of subjects in school. jane likes french, history, and english. in the same way, karen likes spanish, history, and english. furthermore, both girls want to be teachers. jane pl

29、ans to become an elementary school teacher. but karen wants to be a high school teacher. as you can see, the two girls are almost like twins. comparison and contrast identify the method of development in the following paragraph: yesterday was one of the worst days of my life. i forgot to set my alar

30、m clock so i was late for school. in the rush to leave my home, i forgot an important paper on my desk, too. my teacher was very upset with me over that. my pen ran out of ink in english class, and when i tried to borrow a pen from one of my classmates, my teacher yelled at me for disturbing others.

31、 as if all that was not bad enough, a big, mean dog chased me home after i got off the bus. maybe i should have just stayed in bed! time and process identify the method of development in the following paragraph: my decision to live in an apartment during my first year of college had several negative

32、 effects. first, i lived with three girls from my country, so i didnt improve my english because i spoke malay(马来语) most of the time. moreover, we took exactly the same classes, so i didnt have a chance to meet or study with my other classmates. instead, i tended to spend more time studying with my

33、roommates. furthermore, since i didnt have many american friends, i did not learn very much about american culture; i did not celebrate halloween or thanksgiving or christmas. finally, i did not share experience with people. i did not attend parties or go skiing or even spend leisure time in the stu

34、dent center. so although my life during my first year of college was secure and pleasant, if i could change one thing about my first year in college, i would choose to live in the dormitory; i think my life would have been more interesting and fun. cause and effect in-class analysis of the reading m

35、aterial (1) scan the article “when men stop seeking beauty and women care less about wealth”, and identify how each paragraph is developed in this article. qdevelopment by exemplification qdevelopment by definition qdevelopment by classification q development by comparison and contrast q development

36、 by time and process qdevelopment by argumentation qdevelopment by cause and effect in-class analysis of the reading material (2) scan the article “when men stop seeking beauty and women care less about wealth”, and try to find less than 5 key words in it. how about less than 10 key words? less than

37、 20? write a one-sentence summary for the whole article. review of week 4 topic sentence (topic in a topic sentence and controlling idea) (what subject the writer is going to discuss. ex. backpacking in the mountains last year was an exhausting experience.) the point the writer makes about the topic

38、.) paragraph writing 3.how to write a summary summary writing definition of a summary a summary is a shortened passage which retains the essential information of the original without distorting the meaning. characteristics it focuses on the central idea of the passage; it should indicate all the mai

39、n points, their relationships and their order; it should indicate the slant(个人的观点或见解）, bias, and possibly even the tone of the piece. advantages: 1. it allows the writer to pick out and focus only on those aspects of the original that are most relevant to the new points being made. 2. the flexibilit

40、y of wording allows the writer to fit smoothly to his or her original, ongoing statements. length of a summary generally one-third or one-quarter the length of the original passage; a shorter one for an entire chapter or even an entire book. in short, a summary is: a brief restatement, in your own w

41、ords, of the content of a passage, an article, a chapter or a book key points of a summary: a summary should be brief, complete, accurate, coherent and objective. key points of a summary: brief: omit unnecessary details like examples, explanations and other unimportant information. length: 1/4-1/3 o

42、f the original text complete: to include all the main and supporting points in a condensed manner. accurate: to give the same attention and stress to the points as the author does. key points of a summary: coherent: rather than an outline listed as key words and phrases, a summary is a paragraph wit

43、h necessary transitions and function structures to make it flow. e.g.: first, in the first part, in the introductory part, second, next, in the second part, then, afterwards, after that, in addition to that, also, furthermore, finally, at last, in the end, as a conclusion, on the whole, in a word, t

44、o sum up, last but not least, as a result, so objective: do not include your own ideas or emotions on the topic. reflect the content of the original passage only. steps to write a summary: 1 read the article reread the article. - divide the article into segments or sections of ideas. each segment de

45、als with one aspect of the central theme. a segment can comprise one or more paragraphs. - highlight or underline the main points and key phrases. write one-sentence summaries. - write a one-sentence summary for each segment of thought (or paragraph) on a separate sheet of paper 2. formulate a singl

46、e sentence that summarizes the whole text. - formulate a central theme that weaves the one-sentence segment summaries together. this is your thesis statement. - in many articles, the author will state this directly. you may wish to take his direct statement of the thesis and restate it in your own w

47、ords. - in other articles, you may have to write your own one- sentence thesis statement that summarizes this central theme. 3. write your first draft. -begin with a proper citation of the title, author, source, and date of publication of the article summarized. - combine the thesis statement and yo

48、ur one-sentence segment summaries into a one-to-two-paragraph summary. (begin with the overall summary sentence and follow it with the paragraph summary sentences.) - eliminate all unnecessary words and repetitions. - eliminate all personal ideas and inferences. - use transitions for a smooth and lo

49、gical flow of ideas. - conclude with a “summing up” sentence by stating what can be learned from reading the article. edit your draft. check your summary by asking the following questions: - have i answered the who, what, when, why, and how questions? - is my grammar, punctuation, and spelling corre

50、ct? - have i left out my personal views and ideas? - does my summary “hang together”? does it flow when i read it aloud? - have someone else read it. does the summary give them the central ideas of the article? write your final draft. note! techniques of compression: -omit the details -reduce the ex

51、amples -simplify the sentences -eliminate all repetitions -compress wordy sentences, change phrases into words. -use general words instead of specific words -use the shortest simple transitions -put the main points of a dialogue in indirect speech 3. revision compare it carefully with the original -

52、 further compress it - correct mistakes sample original the conception of poverty and what to do about it have changed over the decades. under social darwinism the lazy and the inefficient were supposed to be at the bottom of the economic ladder as a consequence of the “law of survival of the fittes

53、t.” society was conceived as a network of self-sufficient families which provided for their own. needy persons outside a household (orphans, childless elderly, and the crippled) were provided outdoor relief grudgingly and as a temporary expedient. although it was agreed the “poor will always be with

54、 us,” the individual was expected to improve himself through acts of his own will. charity was thought to be encouraged to work harder. at about the turn of the century, the closing of the frontier and the beginning of concern about natural resources brought uneasiness about the possible spread of b

55、eggary. the poor were a potentially dangerous class in terms of disease and disorder. the “poor” were seen as different from “paupers.” paupers were individuals well adjusted to being on the low end of the socioeconomic scale. without shame or bitterness, they would not seek independence and a “bett

56、er life.” for the mountaineers, subsistence dwellers, and some slum dweller, the lack of wealth, it has been argued, reflects a preference not to pay the psychological costs of the struggle for riches or of adopting the middle-class work ethic of striving. in contrast, the worthy poor struggled to i

57、mprove their lot against circumstances beyond their control: low wages, sickness, industrial accidents, widowhood, and so on. (254 words) task 1 supply a short title for this passage. task 2 mark the key words in the original. task 1: changed conception of poverty task 2: the conception of poverty and what to do about it have changed over the decades. under social darwinism the lazy and the inefficient were supposed to be at the bottom of the economic ladder as a c