Ateneo de Zamboanga University

The Jesuit University in Western Mindanao

Since 1912
SENIOR HIGH SCHOOL UNIT
English Department

Performance Task 1 in Eng121

Summary Writing
People find it difficult to read long passages or even listen to long talks. As time changes, their
attention span becomes shorter and shorter and so, what they tend to do is to read or listen to the
summary of these texts. This is true most especially to young adults. Given this situation, you are
to think of yourself as a news reporter who will summarize any of the given sources listed below.
Remember, you just have to get the gist of the text and follow the guidelines in writing a summary.
Kindly choose one article according to your strand.

Articles
1. ABM
a. Fiscal Year 2021 Budget Priorities Framework (Philippines)

https://dbm.gov.ph/wp-content/uploads/Our%20Budget/2021/FY-2021-Budget-
Priorities-Framework.pdf

b. What is Potential GDP and Why Does It Matter?

https://files.stlouisfed.org/files/htdocs/publications/es/12/ES_2012-04-
20.pdf?fbclid=IwAR3cfGfow6UxaXoZArEaLELJLVAhAeKP7i298Rxyuj_L6wkeWaZjxkx
cZww

2. HUMSS
a. The 1987 Philippine Constitution: Article 13 (Social Justice and Human Rights)

https://www.officialgazette.gov.ph/constitutions/1987-constitution/

b. CoViD-19: Scarring Body and Mind

https://files.stlouisfed.org/files/htdocs/publications/economic-
synopses/2020/12/22/covid-19-scarring-body-and-mind.pdf

3. STEM
a. Salary Differences Between Male and Female Registered Nurses
in the United States

https://jamanetwork.com/journals/jama/fullarticle/2208795?fbclid=IwAR2kRSuLkz3BpJ
747DqnNgnUBAceYiHDp1b3jCmJ8NcS8lP_kVq4pcEd41A

b. Renewable Sources of Electricity: Where Excess Capacity Is Built-In

https://files.stlouisfed.org/files/htdocs/publications/economic-
synopses/2020/10/08/renewable-sources-of-electricity-where-excess-capacity-is-built-
in.pdf
 Ateneo de Zamboanga University
The Jesuit University in Western Mindanao
Since 1912
SENIOR HIGH SCHOOL UNIT
English Department

General Guidelines

1. This will be accomplished by pair and to be submitted on your A-Mode via E-Class.

2. Kindly follow this format:

A. Paper size: 8.5” x 11”
B. Orientation: Portrait
C. Spacing: 1.5 inches
D. Indentation: 1 inch
E. All Margins: 1 inch
F. Font Sizes: Labels or Headings: 12, Content: 11
G. Font Type: Times New Roman
H. Color: Black [Automatic];

3. In the event your paper was found plagiarized from a published source or directly lifted
from another section’s output, your group will automatically be given a score of zero (0).

4. All pairs must rate themselves and their partner through a Peer and Self-Assessment on
Summary Writing as part of your performance task.

5. Only one member shall submit the output in pdf format with the filename:
Last Names_ENG121_PT1.pdf

6. Use the cover page below.

 Ateneo de Zamboanga University
The Jesuit University in Western Mindanao
Since 1912
SENIOR HIGH SCHOOL UNIT
English Department

Performance Task 1: Summary Writing

on

Salary Differences Between Male and Female

Registered Nurses in the United States

Presented by:

Aida Rivera Ford

Jose Garcia Villa

Grade 11 STEM Blessed Michael Nagashima, SJ

Presented to:

Mr. Ramsyss M. Andaya, LPT

Eng121 Instructor

January 13, 2022

 Ateneo de Zamboanga University
The Jesuit University in Western Mindanao
Since 1912
SENIOR HIGH SCHOOL UNIT
English Department

Rubric for Summary Writing

Advanced Proficient Approaching Developing

CRITERIA Score
(4) (3) (2) (1)
Content [x2] Summary begins with a The summary begins The topic sentence does The summary does not
clear topic sentence with a topic sentence not state the main idea state the main idea of
a. Focus on the main that states the main idea that states the main idea clearly. The title or the original selection.
idea/ thesis of the selection. The of the text. The title and author is not included The title and author are
statement. title and the author of author of the text are in the summary. Some not included. Contains
the text are mentioned, mentioned. Two to critical information is only some details.
b. Relevant supporting as well. All important three important details missing. Demonstrates Demonstrates little or
details. details are included. are missing from the basic understanding of no understanding of
Demonstrates clear summary. information in text. information in the text.
c. Effective understanding of Demonstrates adequate
Conclusion. information in the text. understanding of
information in the text.
Logical, compelling Overall, the paper is Progression of ideas in Arrangement of the
progression of ideas in logically developed. the summary is summary is unclear and
the summary; clear Progression of ideas in awkward, yet moves illogical. The writing
structure which the summary makes the reader through the lacks a clear sense of
enhances and sense and moves the text without too much direction. Ideas, details
showcases the central reader easily through confusion. The writer or events seem strung
idea or theme and the text. Strong sometimes lunges together in a loose or
moves the reader transitions exist ahead too quickly or random fashion; there
Organization [x2]
through the text. throughout and add to spends too much time is no identifiable
Organization flows so the essay’s coherence. on details that do not internal structure and
smoothly the reader matter. Transitions readers have trouble
hardly thinks about it. appear sporadically, but following the writer’s
Effective, mature, not equally throughout line of thought. Few,
graceful transitions the essay. forced transitions in the
exist throughout the essay or no transitions
essay. are present.
All sentences are well Most sentences are Most sentences are well Sentences sound
constructed and have well-constructed and constructed, but they awkward, are
varied structure and have varied structure have a similar structure distractingly repetitive,
length. The author and length. The author and/or length. The or are difficult to
makes no errors in makes 3 to 5 errors in author makes 6 to 8 understand. The author
Mechanics [x2]
grammar, mechanics, grammar, mechanics, errors in grammar, makes numerous errors
and/or spelling. and/or spelling, but mechanics, and/or in grammar,
they do not interfere spelling that interfere mechanics, and/or
with understanding. with understanding. spelling that interfere
with understanding.
All sentences are Two to four sentences Five to eight sentences Almost all sentences
Word Choice/ paraphrased. are directly copied are directly copied from are directly copied from
Expression [x2] from the original the original source. the original source.
source.
Total score:
 Ateneo de Zamboanga University
The Jesuit University in Western Mindanao
Since 1912
SENIOR HIGH SCHOOL UNIT
English Department

Rubric for Self-Assessment on Student Discussion

Exemplary Effective Minimal Unsatisfactory
Criteria Score
(5) (4) (3) (2)
I am able to offer creative I am able to co I can hardly contribute I refuse to contribute
Quality and substantial contribute relevant ideas. ideas for the adaptation
of Input information in analyzing information in analyzing, This is due to the lack of of the text.
[x2] the text. the text. research and knowledge
about the text.
I proactively contribute to I contribute efficiently to I seldomly contribute I do not share any insights
the group by offering do the ideas to the group, rarely or ask questions. I am
Level of
ideas/asking tasks. However, asks questions, dependent on the ideas
Engagement
questions/volunteering to there are instances where and hardly do the tasks from the other members
[x2]
do the tasks given. I am hesitant to share given. of the group. I fail to do
insights/ask questions. the tasks given.
I responsibly carry out all I carry out most of the I attempt to carry out I only carry out what I
tasks assigned to tasks assigned to me by some of the tasks can from
Production
me by promptly submitting promptly submitting assigned to me by the tasks assigned to me
of Output
quality work as per quality work as per submitting my work as by the group for the sake
[x2]
discussed by the discussed by the per discussed by the of simply submitting my
group. group. group. work.
Total Score:

Rubric for Peer-Assessment on Student Discussion

Exemplary Effective Minimal Unsatisfactory
Criteria Score
(5) (4) (3) (2)
The members The members are able to The members can hardly The members refuse to
are able to offer co contribute relevant contribute ideas. This is contribute ideas for the
Quality
creative and information in analyzing due to adaptation
of Input
substantial information in the text. the lack of research and of the text.
[x2]
analyzing the knowledge about
text. the text.
The members proactively The members contribute The members seldomly The members do
contribute to the group by efficiently to do the tasks. contribute ideas to the not share any insights or
Level of offering ideas/asking However, there are group, rarely asks ask questions. I am
Engagement questions/volunteering to instances where I am questions, and hardly do dependent on the ideas
[x2] do the tasks given. hesitant to share the tasks given. from the other members
insights/ask questions. of the group. I fail to do
the tasks given.
The members responsibly The members carry out The members attempt to The members only carry
carry out all tasks assigned most of the tasks assigned carry out some of the out what they can from
Production
to them by promptly to them by promptly tasks assigned to them by the tasks assigned to them
of Output
submitting quality work as submitting quality work submitting their work as by the group for the sake
[x2]
per discussed by the as per discussed by the per discussed by the of simply submitting their
group. group. group. work.
Total Score: