ENGLISH FOR ACADEMIC

AND PROFESSIONAL
PURPOSES
Performance Task #:2
Various Techniques in Summarizing a
Text

Submitted by: Ungria, Julia Gemmelline G.

Grade & Strand: 12- STEM A

Submitted to:
Mrs. Mary Jane S. Medina
TASK 1
Read carefully and underline/ highlight the key ideas and phrases in the text. Write a
summary of one to two sentences of the selection

PASSAGE#1.
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:
To summarize the whole text, "reality" in media is nothing but pretension.

TASK 2:
Summarize the text below. Do the same as the given example in the ppt.

Taken from the excerpt “Wrigley’s Chewing Gum “

Wrigley’s chewing gum was actually developed as a premium to be given away

with other product rather than as a primary product for sale. As a teenager, William
Wrigley Jr. was working for his father in Chicago selling soap that has been manufactured
in his father’s factory. The soap was not very popular with merchants because it was
priced at 5 cents, and this selling price did not leave a good profit margin for the
merchants. Wrigley convinced his father to raise the price to ten cents and to give away
cheap umbrellas as a premium for the merchants. This worked successfully, confirming to
Wrigley that the use of premium was an effective sales tool.
 1.

2. 3. 4.

Wrigley’s chewing gum was

actually developed as a
premium

SUMMARY:
Wrigley’s chewing gum was actually developed as a premium as for the soap was not very
popular
The soapwithwas
merchants
not because it was priced
Wrigley at 5 cents.
convinced his So, WrigleyIt convinced his father
went well and
tovery
increase thewith
popular father
price to ten cents and to to raiseaway
give the price
cheap umbrellasitasproves
a premium for the
that the
merchants because to ten cents and to give use of premium
merchants. As a result, it went well away
and itcheap
proves that the used of premium was an effective
umbrellas
it was priced at 5 was an effective
sales tool. as a premium for the sales tool.
cents.
merchants.

TASK 3: Directions: Read and understand the content of the essay. Using the
techniques and guidelines you learned, summarize the text in your own words. Be
guided by the rubric below.

VGE GE SE (LE) N
CRITERIA
(5) (4) (3) (2) (1)
The summary accurately reflects the
message of the original text.
The summary reworded the key ideas in the
original text without compromising the
accuracy or content.

The summary does not contain any

personal comments or opinions.

The summary is free from grammatical

Errors.
SOURCE:
Barrot & Sipacio. (2017). Communicate Today ENGLISH for Academic &
Professional Purposes for SHS. Quezon City: C&E Publishing, Inc.
Legend: VGE- To a very great extent; GE- To a great extent; SE- To some extent;
LE- To a little extent; N- Not at all
 So That Nobody Has to Go to School If They Don't Want To
by Roger Sipher

A decline in standardized test scores is but the most recent indicator that American
education is in trouble.

One reason for the crisis is that present mandatory-attendance laws force many to
attend school who have no wish to be there. Such children have little desire to learn and are
so antagonistic to school that neither they nor more highly motivated students receive the
quality education that is the birthright of every American.

The solution to this problem is simple: Abolish compulsory-attendance laws and

allow only those who are committed to getting an education to attend.

This will not end public education. Contrary to conventional belief, legislators
enacted compulsory-attendance laws to legalize what already existed. William Landes and
Lewis Solomon, economists, found little evidence that mandatory-attendance laws
increased the number of children in school. They found, too, that school systems have
never effectively enforced such laws, usually because of the expense involved.

There is no contradiction between the assertion that compulsory attendance has had
little effect on the number of children attending school and the argument that repeal would
be a positive step toward improving education. Most parents want a high school education
for their children. Unfortunately, compulsory attendance hampers the ability of public-
school officials to enforce legitimate educational and disciplinary policies and thereby
make the education a good one.

Private schools have no such problem. They can fail or dismiss students, knowing
such students can attend public school. Without compulsory attendance, public schools
would be freer to oust students whose academic or personal behavior undermines the
educational mission of the institution.
Has not the noble experiment of a formal education for everyone failed? While we
pay homage to the homily, "You can lead a horse to water but you can't make him drink,"
we have pretended it is not true in education.

Ask high school teachers if recalcitrant students learn anything of value. Ask
teachers if these students do any homework. Quite the contrary, these students know they
will be passed from grade to grade until they are old enough to quit or until, as is more
likely, they receive a high school diploma. At the point when students could legally quit,
most choose to remain since they know they are likely to be allowed to graduate whether
they do acceptable work or not.
Abolition of archaic attendance laws would produce enormous dividends.
First, it would alert everyone that school is a serious place where one goes to learn.
Schools are neither day-care centers nor indoor street corners. Young people who resist
learning should stay away; indeed, an end to compulsory schooling would require them to
stay away.
Second, students opposed to learning would not be able to pollute the educational
atmosphere for those who want to learn. Teachers could stop policing recalcitrant students
and start educating.
Third, grades would show what they are supposed to: how well a student is
learning. Parents could again read report cards and know if their children were making
progress.
Fourth, public esteem for schools would increase. People would stop regarding
them as way stations for adolescents and start thinking of them as institutions for educating
America's youth.
Fifth, elementary schools would change because students would find out early they
had better learn something or risk flunking out later. Elementary teachers would no longer
have to pass their failures on to junior high and high school.
Sixth, the cost of enforcing compulsory education would be eliminated. Despite
enforcement efforts, nearly 15 percent of the school-age children in our largest cities are
almost permanently absent from school.
Communities could use these savings to support institutions to deal with young
people not in school. If, in the long run, these institutions prove more costly, at least we
would not confuse their mission with that of schools.
Schools should be for education. At present, they are only tangentially so. They
have attempted to serve an all-encompassing social function, trying to be all things to all
people. In the process they have failed miserably at what they were originally formed to
accomplish.
Source:
Sipher, Roger. “So That Nobody Has to Go to School If They Don't Want To.” The
New York Times, 19 Dec. 1977, p. 31.
SUMMARY:
The writer suggests to abolish or take out the mandatory attendance law to end the
poor quality of education. Let the people who wish to learn to attend school, and the people
who do not want to participate, not be obliged to attend, for it has a good impact on those
who are eager to learn. Some students who have classes that don’t attend for they know
that they will pass the school year. As a result, they take it easy when it comes to their
study. Students will realize that school is important due to the particular reason of it is the
house of learning. Shiper mentioned that education is meant to serve people, in the
contrary by doing that it shows school is failing to provide a good quality of education in
America. In addition to, the writer suggest to let the striver learners to learn and the people
who are lazy to don't take classes. By bringing an end to mandatory attendance law it
would make it possible for both teachers and students to learn and to say that education is
more effective.