MANILA CENTRAL UNIVERSITY

EDSA, Caloocan City

Basic Education Department
SENIOR HIGH SCHOOL

PETA #5 Let’s Summarize!

All STEM, ABM, and
Subject English for Academic Purposes Sections
HUMSS

I. Performance Standard:
The learner produces the learner a wellwritten report for various disciplines.

II. Description:
The learners shall be able to analyze the features of an abstract, précis, or summary and
write an effective abstract, précis, or summary.

III. Given:
As a student who just learned about the differences among abstract, précis, and
summary, your teacher give you an activity to practice your skills in summarizing the
text below using 100-150 words.

IV. Requirement:
Create your own summary about the given topic.

RUBRIC FOR GRADING:

CONTENT VGE(5) GE(4) SE(3 LE(2) N(1)

)
Proper accurately reflects the content of the original
text while incorporating only the key ideas.
Key ideas from the original text are reworded without
compromising accuracy or content.
Proper incorporates the name of the author and title
of the text at the start of the summary.
Specific examples are excluded in the abstract, precis,
or summary.
The paper is free from personal comments or
opinions
Paper uses appropriate length.
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 ORGANIZATION VGE(5) GE(4) SE(3 LE(2) N(1)
)
Paper employs an organizational pattern and
structure appropriate for the genre.
Cohesive devices are effectively used.
Ideas are correctly placed which improves the
paper’s organization
Flow of ideas is smooth and easy to read.
STYLE VGE(5) GE(4) SE(3 LE(2) N(1)
)
Proper showcases the writer’s voice.
Paper uses a variety of sentence structures.
Paper eliminates sexist language.
Paper uses language appropriate to context.
Paper eliminates wordiness
GRAMMAR AND MECHANICS VGE(5) GE(4) SE(3 LE(2) N(1)
)
Grammar is accurate.
Spelling, capitalization, and punctuations are
correctly used.
Word choice is appropriate.
Sentences are well structured.
TOTAL

LEGEND: 44 pts= 81-84

VGE-To a very great extent 42 pts= 76-80
GE- To a great extent 40 pts= 69-75
SE-To some extent 38 pts= 61-68
LE- To a little extent 36 pts= 56-60
N-Not at all 34 pts= 49-55
32 pts= 41-48
RATING: 30 pts= 34-40
50 pts= 93-95 27 pts= 29-33
48 pts= 89-92 23 pts= 23-28
46 pts= 85-88 20 pts= 22 below

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Original Text
Traditionally, people imagine reading as a simple process that is linear and passive.
However more recent views have established that it is a complex cognitive process of decoding
written symbols. It is a “linguistic, socio-cultural, physical and cognitive activity” (CPDD, 2010,
p. 31) which involves getting meaning from and putting meaning to the printed text. This
definition implies that reading and reading comprehension are essentially the same. Reading, in
many instances, requires simultaneous application of skills and subprocesses, such as
identifying author’s mood and purpose, identifying main ideas, context clues, analysis,
evaluation, recognizing and assigning meaning to words, constructing meanings at sentence
and discourse levels, and relating such meanings to the readers’ already existing knowledge
(Graves, Juel, & Graves, 1998).
Reading is an interactive and problem-solving process making meaning from the text. It
possesses the following characteristics: (a) reading is a language skill that can be developed
through systematic practice; (b) reading is a two-way process that involves the communication
between the author and the reader; (c) reading is visual which involves the transmission of
message via optic nerves and requires good eyesight; (d) reading is a productive process that
has purpose whether academically, personally, or professionally; (e) reading is the foundation
of good writing. Linguists assert that one of the most effective means of developing writing
skills is to be a good reader. Through reading, the reader gains knowledge on lexemes, syntax,
morphology, and orthography.
One important component of reading proficiency is reading fluency which refers to the
ability to read text efficiently through simultaneous decoding and comprehending. Though
disfluency in reading is correlated with poor reading comprehension, fluency does not correlate
with high comprehension (Paris, 2005). According to Celce-Murcia and Olshtain (2000), readers
of English process at least 200 words per minute for effective reading. More specifically, Taylor
(1964) investigated the silent reading rates of first grade to college students and found that
reading rate gradually increase with grade level at which the optimum level for college students
is 280 wpm. One factor that influences speed is fixation. Daneman (1991) claimed that the eyes
of the readers fixate on around 70% of the words while reading, majority of which are fixated
on content words (80%). And as the text becomes more difficult, higher fixation is expected.
Moreover, many other factors can influence the development of reading skills and how
they can be taught at varying levels. For example, in the 2010 English syllabus of Singapore,
beginning reading for lower primary (Primary 1) constitutes the teaching of word identification
skills essential for beginning readers and early literacy. These skills include phonemic
awareness a strong predictor of literacy achievement among very young learners. Teaching
phonics, on the one hand, allows learners to connect sounds and letters based on alphabetic
principles. Scaffolding for lower primary can also be done through shared reading in which
texts are read aloud by the teacher while pupils read with the teacher pleaser. As pupils reach

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middle primary, teachers employ guided reading approaches such as Directed Reading
Thinking Activity (DRTA), Supported Reading, and Know-Want to Learn-Learned (KWL).

Summarized:

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