SENIOR HIGH SCHOOL

English for Academic

and Professional
Purposes
Quarter 1 - Module 3
Quarter 1 – Module 3
Techniques in Summarizing Variety of Academic Text
Techniques in Quarter
Summarizing
1 - Module 4
Variety of
Stating theAcademic Text
Thesis Statement of An Academic Text

Department of Education – Region IV-A CALABARZON

English for Academic and Professional Purposes – Senior High School
Alternative Delivery Mode
Quarter 1 – Module 3: Techniques in Summarizing Variety of Academic Text
First Edition, 2020

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i
 SENIOR HIGH SCHOOL

English for Academic

and Professional
Purposes
Quarter 1 – Module 3

Techniques in Summarizing
Variety of Academic Text

Department of Education ● Republic of the Philippines

ii
 TABLE OF CONTENTS
Page No.
Guide in Using PIVOT Learners Material Module iv
What I need to know? 1
What I know? 2
Lesson 1- Basics of Summarizing
What is in? 4
What is new? 5
What is it? 6
Lesson 2- Techniques and Strategies in Summarizing Academic Text
What is in? 10
What is new? 11
What is it? 12
What is more 15
What I have learned? 18
What can I achieve? 19
References 23

iii
Guide in Using PIVOT Learners Material Module

For the Facilitators

1. Introduce the lesson on Reading Academic Texts. Engage learners to do the

activities religiously, and let the learners carry the tasks with ease and confidence.
2. Do the What I Know: Instruct the learners to answer the questions to test how far
they know about the topic.
3. Do the activity What’s New: Activate the learners' understanding of the topics by
letting them answer varied activities.
4.Allow students to read What is It. Let the learners fully discover and comprehend all
topics discussed in this module.

5. Let the learners answer the activities on What’s More. Check if they have
understood the topics. Deepen their understanding by completing the guided
questions on what I have learned section.

6. Assign the students to do What I can Do activities that shall transfer

knowledge/skills gained or learned into real life situation.

For the learners

Now that you are holding this module, do the following:

1. Read and follow instructions carefully in each lesson.
2. Take note and record points for clarification.
3. Do the activities to fully understand each lesson.
4. Answer all the given tests and activities.
5. Write all your answers in your worksheets or answer sheets or in your own pad
or bond papers. Always refer to the instructions of your teacher.
6. Compile your outputs in a long folder.

GOOD LUCK AS YOU BEGIN MODULE 3!

iv
 I What I need to know?

This module was designed and written with you in mind. It is here to help you
master the techniques in summarizing variety of academic text. The scope of this module
permits it to be used in many different learning situations. The language used recognizes
the diverse vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

The module is divided into three lessons, namely:

· Lesson 1 – Basics of Summarizing

· Lesson 2 – Techniques and Strategies in Summarizing Variety of Text

After going through this module, you are expected to:

1. identify the basics of summarizing

2. determine the types of summary

3. determine the various techniques and strategies in summarizing a variety of

academic texts.

4. use various techniques and strategies in summarizing a variety of academic

texts.

1
 D What I know?
Let us first check your knowledge and understanding of techniques in
summarizing. Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper. Take note of the items that you were not able to answer correctly and find
the right answer as you go through this module.

1. Which of the following statements about SUMMARIZING is true?

a. The Summary is a thought that is true but is not in the passage.

b. The Summary is what the passage is mostly about.

c. The Summary is specific, detailed information contained in the passage.

d. The Summary is always found in the first sentence of the passage.

2. Summarizing is an important skill because it helps you……. EXCEPT ONE.

a. Deepen your understanding of the text.

b. Learn to identify irrelevant information or key ideas.

c. Combine details or examples that support the main ideas/s.

d. Concentrate on the gist or main idea and key words presented in the text.

3. Which of the following is NOT a use of summarizing?

a. Reviewing a long text, speech, or video

b. Writing an abstract

c. Preparing notes for a study guide

d. Creating a blog
4. In writing a summary, it should be ____________.

a. comprehensive, concise, coherent, and independent

b. comprehensive, concise, coherent, and intelligent

c. comprehensive, concise, considerate, and independent

d. comprehensive, complicated, coherent, and independent

5. Who among the following is doing a good summarizing?

a. Sean copied everything from the book.

b. Rina revised the main idea.

c. Paul extracted the key points.

d. Michael extended the message of the text and included some of her
interpretations.

2
6. Which of the following is NOT a technique in summarizing a short text?
a. Outline the text.

b. Formulate a single sentence that summarizes the whole text.

c. Write a paragraph (or more): begin with the overall summary sentence and
follow it with the paragraph summary sentences.

d. Rearrange and rewrite the paragraph to make it clear and concise, to

eliminate repetition and relatively minor points, and to provide transitions

7. Which of the following is a technique in summarizing a long text?

a. Outline the text.

b. Formulate a single sentence that summarizes the whole text.

c. Write a paragraph (or more): begin with the overall summary sentence and
follow it with the paragraph summary sentences.
d. Rearrange and rewrite the paragraph to make it clear and concise, to
eliminate repetition and relatively minor points, and to provide transitions.

8. One tried-and-true method to help writers isolate important information.

a. Magnet Summary

b. Journalist Questions

c. Somebody Wanted But So

d. GIST Summary

9. This strategy helps writers generalize, recognize cause and effect relationships,
and find main ideas.
a. Magnet Summary

b. Journalist Questions
c. Somebody Wanted But So
d. GIST Summary

10. A summarizing strategy requires writers to pare down information into a 20-
word summary.
a. GIST Summary

b. Somebody Wanted But So

c. Journalist Questions
d. Magnet Summary

3
Lesson

Basics of Summarizing
1

D What is in?
In the previous module, you learned the lesson structure of academic text and
how will you identify an academic text. Now, in this module you will know about
summarizing. Whereas paraphrase writing leads you to examine all the details and
nuances of a text, summary writing gives you an overview of the text’s whole meaning.
As you go along on this lesson, you will be skilled to write good summary. Are you
ready to be a skilled summary writer? Let us Begin!

4
 D What is new?
Tick the column that determines how often you practice what the statements say. Do
this as objectively as possible. Bear in mind that there are no wrong answers. Use
separate sheet.

Next, score your answers by using the following points:

Usually Sometimes Seldom Never

1.I establish my reading purpose
before I summarize.
2.I make sure that I fully understand
the text before I summarize.
3.I use my own words in my
summary.
4.I include only the key ideas when
summarizing.
5.I highlight key words and phrases
and make annotations when
summarizing.
6.I refrain from adding comments in
summarizing.
7.I vary sentence structure when
writing a summary in paragraph.
8.I use reporting verbs to my
summary.
9.I cite sources.

10.I eliminate redundant ideas from

the summary.

Usually 3 points

Sometimes 2 points

Seldom 1 point

Never 0

Finally, sum up your points and identify your level of proficiency

as a summary writer.

5
 D What is it?
SUMMARIZING DEFINED

When you underline and annotate a text, when you ask yourself questions about
its contents, when you work out an outline of its structure, you are establishing your
understanding of what you are reading. When you write a summary, you are
demonstrating your understanding of the text and communicating it to your reader.

Summarizing is to condense a text to its main points and to do so in your own

words. You should extract only those elements that you think are most important—the
main idea (or thesis) and its essential supporting points, which in the original passage
may have been interwoven with less important material. Summaries are significantly
shorter than the original and take a broad overview of the source material.

WHEN TO SUMMARIZE
There are many instances in which you will have to write a summary. You may be
assigned to write a one- or two-pages summary of an article or reading, or you may be
asked to include a summary of a text as part of a response paper or critique. Also, you
may write summaries of articles as part of the notetaking and planning process for a
research paper, and you may want to include these summaries, or at least parts of them,
in your paper. The writer of a research paper is especially dependent upon summary as
a means of referring to source materials. Using summary in a research paper, you can
condense a broad range of information, and you can present and explain the relevance of
several sources all dealing with the same subject.

You may also summarize your own paper in an introduction in order to present a
brief overview of the ideas you will discuss throughout the rest of the paper.

Depending on the length and complexity of the original text as well as your purpose
in using summary, a summary can be relatively brief—a short paragraph or even a single
sentence—or quite lengthy—several paragraphs or even an entire paper.

6
 D What is it?
USES OF SUMMARIZING

• Reviewing a long text, speech, or video

• Writing an abstract

• Preparing notes for a study guide

• Creating an annotated bibliography

• Answering an essay question

• Writing a research paper

• Recording the results of an experiment

• Describing the plot of a fictional text or film

QUALITIES OF A SUMMARY
A good summary should be comprehensive, concise, coherent, and independent.
These qualities are explained below:
1. A summary must be comprehensive: You should isolate all the important
points in the original passage and note them down in a list. Review all the ideas
on your list and include in your summary all the ones that are indispensable to
the author's development of her/his thesis or main idea.
2. A summary must be concise: Eliminate repetitions in your list, even if the
author restates the same points. Your summary should be considerably shorter
than the source. You are hoping to create an overview; therefore, you need not
include every repetition of a point or every supporting detail.
3. A summary must be coherent: It should make sense as a piece of writing in
its own right; it should not merely be taken directly from your list of notes or
sound like a disjointed collection of points.
4. A summary must be independent: You are not being asked to imitate the
author of the text you are writing about. On the contrary, you are expected to
maintain your own voice throughout the summary. Do not simply quote the
author; instead use your own words to express your understanding of what you
have read. After all, your summary is based on your interpretation of the writer's
points or ideas. However, you should be careful not to create any
misrepresentation or distortion by introducing comments or criticisms of your
own.
7
 D What is it?
TIPS FOR SUMMARIZING

• Highlight or underline the thesis, topic sentences, and key supporting details as you
read.
• Construct an outline or concept map to help you identify the main ideas

• Start by writing the main idea.

• Review the major supporting ideas.

• Paraphrase information by putting it in your own words.

• Be brief and succinct so that your summary is accurate, but significantly shorter than
the original text by covering only the most important ideas in fewer words.

• Consider your purpose and audience: How detailed do you need to be? Do you need
to define terms? Are you writing for yourself or for others? If you are writing for
yourself, don’t worry about sentence structure.

• Present ideas in the same order that the author does.

• If the author has a point of view, explain what it is in your summary leave your opinion
out of the summary unless you are required to include it.

• Provide a citation if the summary is included in a formal writing assignment or

publication.
Here is an example of an original text.

8
D What is it?

9
 Lesson
Techniques and Strategies in
2 Summarizing Academic Text

In the previous lesson, we discussed about the basics of summarizing. You learned
that summarizing involves putting the main idea into your own words, including only the
main points. In addition, you learned when to summarize, the use of summarizing,
qualities of a good summary and some tips in writing a summary. Let us have a short
review!

D What is in?
Directions. Write S if the statement describes good summarizing and N if not. Write your
answers on a separate sheet of paper.

_________1. Sean copied everything from the book.

_________2. Thomas extracted the key ideas in the text.

_________3. Kyle concentrated on the important details.
_________4. Brent looked for key words and phrases.

_________5. KC simplified ideas.

_________6. Rein revised the main idea.

_________7. To add more information, Grace added her analysis and comments to the
ideas of the author.

_________8. Mary wrote down the general and specific ideas of the text.

_________9. Stephen added some of his related research to the information presented in
the text.

_________10. Moira extended the message of the text and included some of her
interpretations.

10
 D What is new?
Read the paragraph and fill in the table. Once accomplished, try to write your
summary of the paragraph out of your answer in the table.

Students frequently overuse direct quotation in taking notes, and as a result

they overuse quotations in the final paper. Probably only about 10% of your final
manuscript should appear as directly quoted matter. Therefore, you should strive
to limit the amount of exact transcribing of source materials while taking notes.
Lester, James D. Writing Research Papers. 2nd ed. (1976): 46-47.

Somebody Wanted/Because But So

Legend:
Somebody/Someone = main character or a group of people

Wanted/Because = main events or a group’s motivation

But = the conflict or problem

So = the resolution of the problem

11
 D What is it?
TECHNIQUES IN SUMMARIZING

Summarizing Shorter Texts (ten pages or fewer)

• Write a one-sentence summary of each paragraph.

• Formulate a single sentence that summarizes the whole text.

• Write a paragraph (or more): begin with the overall summary sentence and
follow it with the paragraph summary sentences.

• Rearrange and rewrite the paragraph to make it clear and concise, to eliminate
repetition and relatively minor points, and to provide transitions. The final
version should be a complete, unified, and coherent.

Summarizing Longer Texts (more than ten pages)

• Outline the text. Break it down into its major sections—groups of paragraphs
focused on a common topic—and list the main supporting points for each section.

• Formulate a single sentence to summarize the whole text, looking at the author's
thesis or topic sentences as a guide.

• Write a paragraph (or more): begin with the overall summary sentence and
Rewrite and rearrange your paragraph(s) as needed to make your writing clear
and concise, to eliminate relatively minor or repetitious points, and to provide
transitions. Make sure your summary includes all the major supporting points
of each idea. The final version should be a complete, unified, and coherent.

STRATEGIES IN SUMMARIZING

1. Magnet Summaries
Magnet Summaries help writers expand on key terms or concepts from a reading.
These “magnet” words help students organize information that becomes the basis for
student created summaries (Buehl, 2001).

2. Journalists’ Questions
One tried-and-true method to help writers isolate important information is the
strategy journalists have traditionally used to organize their writing. Called the
Journalists’ Questions or the 5 Ws and an H, these simple questions help writers identify
important information about a topic. Only after the questions have been answered, can
writers organize their news stories— or their summaries.

12
 Who are the primary or most important characters? Who are the
Who?
secondary characters? Who participated? Who is affected?

What is the topic of the lesson? What is its significance? What is

What?
the problem? What are the issues? What happened?

Where did the event occur? Where is the setting? Where is the
Where?
source of the problem?

When did the event occur? When did the problem begin? When is
When?
it most important?

Why did the event, issue, or problem occur? Why did it develop
Why?
the way it did?

How is the lesson, problem, or issue important? How can the

How? problem be resolved? How does it affect the participants or
characters identified in the Who question?

3. GIST Summaries (Generating Interaction between Schemata and Text)

GIST Summaries require writers to pare down information into a 20-word
summary. The process helps writer better comprehend content material.

4. Somebody Wanted But So

The Somebody Wanted But So strategy goes by many names, depending upon the
genre or content being studied. As originally introduced by Macon, Bewell and Vogt in
their 1991 booklet Responses to Literature, the strategy helps students understand the
various plot elements of conflict and resolution. Either during reading or after reading,
students complete a chart that identifies a character, the character’s goal or motivation,
problems that character faced, and how the character resolved (or failed to resolve) those
problems. The strategy helps writers generalize, recognize cause and effect relationships,
and find main ideas.

Somebody Wanted/Because But So

main character or a main events or a group’s the conflict or the resolution of

problem
group of people motivation the problem

13
FORMATS in SUMMARIZING
There are three (3) formats that you may use in writing summaries are idea heading,
author heading, and date heading.
1. Idea Heading Format
In this format, the summarized idea comes before the citation.
Example:
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 city is benchmarked, it can be a
guidepost and the basis for the other counterparts to improve its own.

2. Author Heading Format

In this format, the summarized idea comes after the citation. The author’s name
is connected by an appropriate reporting verb.
Example:
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 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 achievement on collaboration among students.

3. Date Heading Format

In this format, the summarized idea comes after the date when the material was
published.
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.

14
 E What is more?
Activity 1
Directions. Read the text below and answer the following questions. Write your answers
on a separate paper.
1. What does the author want you to know?
2. What is the main idea?
3. Pretend this was an article in a newspaper. Write a suitable headline that
summarizes the main idea of the text in 5 words or fewer.
4. Write your evidence in the text that led you to the headline you chose.

The Australian Kelpie is a very special breed of dog. Kelpies have strong limbs and
a trim build. Well-developed muscle combined with their athletic build means the Kelpie
can move at very high speeds. Kelpies also move with great agility and balance. They
skillfully jump on top of herds of sheep. This is known as ‘sheep backing’ and is useful
for quickly getting from one side of the herd to the other and for moving around in tightly
packed pens. Kelpies are hard workers and will work until they drop. They love to be given
jobs to do. Kelpies are very alert, eager to please and very loyal. Kelpies are also famed for
their high intelligence. They are easy to train which is important because herding sheep
is very complex. There are many commands a herding dog needs to remember such as:
hold, gather and keep distance. The Kelpie is an extraordinary breed of dog.

15
Activity 2
Directions.
Read each passage. Take note of the necessary information, then write your summary on
a separate sheet of paper.

READING PASSAGE SUMMARY

1. There are times when the night sky

glows with bands of color. The bands
may begin as cloud shapes and then
spread into a great arc across the entire
sky. They may fall in folds like a curtain
drawn across the heavens. The lights
usually grow brighter, then suddenly
dim. During this time, the sky glows
with pale yellow, pink, green, violet,
blue, and red. These lights are called the
Aurora Borealis. Some people call them
the Northern Lights. Scientists have
been watching them for hundreds of
years. They are not quite sure what
causes them. In ancient times people
were afraid of the Lights. They imagined
that they saw fiery dragons in the sky.
Some even concluded that the heavens
were on fire.

2. 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.

16
Activity 3
Directions. Read the sample summaries below. Identify the format used in the
summaries. Write your answers on a separate sheet of paper.

1. In "My Favorite Shoe," Treyvon Jones explains that Nike shoes are the best
brand of running shoe for serious track athletes. Jones supports this view by
pointing out that Nike shoes are more comfortable, last longer, and provide more
cushioning for the feet. He notes that the statistics from sales and scientific
evidence of how Nike shoes are better for the feet support his claim. In addition,
Jones points out that most professional runners use Nike and he tells his own
story of how he won.
__________________________________________
2. Universities are continually looking at ways to better support international
student populations, and therefore student support has become a focus for
many researchers. Song and Petracchi (2015) studied international students in
higher education, specifically focusing on how to best support international
students in social work programs. They claimed that international students
often have difficulties due to a lack of financial, emotional, and social support.
Additionally, social work students have better outcomes when they are paired
in a mentor–mentee relationship with a retired social worker. The survey results
from 31 participants showed that the international social work students were
overwhelmingly interested in participating in a mentor–mentee relationship, and
thus such a program is recommended.
____________________________________________

3. An article published by Gallagher outlined how numerous researchers are

exploring the ways in which bacteria present in the gut – the microbiome – can
influence human thoughts and emotions, and thereby conditions such as
autism, depression and neurodegenerative disease. The pioneering study (Sudo
et al., 2004, cited in Gallagher, 2018, para. 7–9) conducted at Kyushu University
found a significant disparity between mice that had never encounter microbes
and those that had, with “germ-free” mice producing twice the amount of stress
hormone. Since then, further research into the phenomenon has found, for
example, that clinically depressed patients often have less diversity in
microbiota, and that transferring microbiome from persons with Parkinson’s
disease to mice significantly influenced the animals’ symptoms and behavior.
The findings in extant literature indicate a positive direction for the future of
both physical and mental health, with researchers now examining the role of
microbiome in various diseases, including allergies, cancer and obesity
(Gallagher, 2018).

17
A What I have learned?

1. Summarizing is to condense a text to its main points and to do so in your own

words

2. Only major ideas and necessary information should go into a summary

3. The main idea is what the text is about.

4. Key points are arguments or information that is used to support the main idea.

5. Key points may be developed or elaborated with supporting details.

6. Your summary should only include main ideas and key points, not supporting
details.

7. A summary can be relatively brief—a short paragraph or even a single sentence—

or quite lengthy—several paragraphs or even an entire paper

8. Summarize long sections of work, like a long paragraph, page or chapter

9. A good summary should be comprehensive, concise, coherent, and independent.

10. An outline or concept map can help you identify the main ideas

11. Provide a citation if the summary is included in a formal writing assignment or

publication.

12. Some strategies in writing a summary are:

Magnet

Journalist’s Questions

GIST summaries

Somebody Wanted But So

13. The formats of summarizing are:

Idea Heading Format

Author Heading Format

Date Heading Format

18
 A What can I achieve?
Directions. Read the statements carefully. Choose the letter of the best answer. Write the
chosen letter on a separate sheet of paper.

1. This refers to the condensation of significant facts from an original piece of

writing.

a. summary b. thesis statement c. main idea d. topic

2. What should be in your summary?

a. Pictures c. Main points

b. Details d. Copy down the whole story

3. Which of the following is NOT a use of summarizing?

a. Answering an essay question

b. Writing a reflection paper

c. Recording the results of an experiment

d. Describing the plot of a fictional text or film

4. Which of the following is NOT a proper way of summarizing a text?

a. Avoid keeping the same idea structure or sentence structure.

b. Decide what ideas need to retain and which one need to omit.

c. Inject your own ideas and concepts into the summary.

d. Document the sources of the original material.

5. As a writer, your summary should be _____________.

a. comprehensive, concise, considerate, and independent

b. comprehensive, complicated, coherent, and independent

c. comprehensive, concise, coherent, and independent

d. comprehensive, concise, coherent, and intelligent

6. Summarizing is helpful because _____________.

a. It captures the supporting ideas in the text.

b. It combines the irrelevant information in the text.

c. It concentrates on the gist and key words presented in the text.

d. It deepens your confusion of the text.

19
 7. Annie tries to get the summary of the text she is reading. She pares down the
information she gets into a 20-word summary. What strategy did she use in
writing a summary?

a. GIST Summary

b. Somebody Wanted But So

c. Journalist Questions

d. Magnet Summary

8. Which of the following formats in summarizing is used when the summarized

idea comes before the citation?

a. Idea Heading Format

b. Date Heading Format

c. Author Heading Format

d. Key Point Summary Format

9. Which of the following formats in summarizing is used when the summarized
idea comes after the date when the material was published?

a. Idea Heading Format

b. Date Heading Format

c. Author Heading Format

d. Key Point Summary Format

Read the text below.

Longitudinal studies have also confirmed the role of beliefs in teacher practice. The
impact of previously held beliefs was found to be enduring when four schoolteachers were
observed over a two year period implementing a new and specific method of teaching
reading (Stephens et al., 2000). Despite the teachers receiving special training, new
practice was not comprehensively sustained, with one teacher reverting to practice based
on prior held beliefs at the end of the training period. Similar reliance on earlier beliefs
has been observed in studies of preservice teachers. In a two year study on development
of professional belief systems about reading instruction the teachers appeared to create
fictive images of themselves as teachers consistent with their prior knowledge of teachers
and reading, and the experiences they had on teaching practicum (Stoube, 2009). These
factors seemed more important in forming these teachers’ notions about teaching reading,
than formal reading courses undertaken as part of teacher training. In a similar fashion,
research with preservice teachers at two American universities found that previous,
personal experience and beliefs continued to influence content and instructional choices
of these participants (Barnyak & Paquette, 2010).

McHardy, J. & Chapman, E. (2016). Adult reading teachers’ beliefs about how less-skilled adult readers can
be taught to read, Literacy and Numeracy Studies, 24(2), 24-42. doi:10.5130/lns.v24i2.4809

20
 10. Which of the following best summarizes the original paragraph?

a. Teachers’ reluctance to implement new methods of teaching reading to adults

is regrettable (McHardy & Chapman, 2016). By holding onto their old belief
systems, they are not making the most of their training and thereby
disadvantaging their students. Studies by Stephens et al. (2000), Stoube (2009)
and Barnyak & Paquette (2010) all support this assertion.

b. McHardy and Chapman (2016) prove that teachers find it impossible to change
their approach to teaching reading to adults despite being trained in alternative
methods. They always return to the practices they believe are best. Their views
are supported by at least three other studies.

c. McHardy and Chapman (2016) discuss previous research into preservice

teachers (Stoube, 2009; Barnyak & Paquette, 2010) and experienced teachers
(Stephens et al., 2000) and conclude that even when they have received training
in methods of teaching reading that differ from their existing practices and beliefs, they
often revert to the old ways after the training is completed.
d. McHardy and Chapman (2016) stated the role of beliefs has an impact in
teaching practice based on the longitudinal studies of different researchers.

Reflect on the learning that you gained after taking this

lesson by completing the chart below.

What were your misconceptions about What new or additional learning have
the topic prior to taking up this you had after taking up this lesson in
lesson? terms of skills, content, and attitude?

I thought that…………. I learned that………….

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Answers

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 References
Bath County School. (2020). Meade Pass Training Retrieved from
https://www.bath.k12.ky.us/docs/Summarizing%20Strategies.pdf
Excelsior Online Reading Lab. (2020). Summarizing Retrieved from
https://owl.excelsior.edu/orc/what-to-do-after reading/summarizing/
Kearny, V. (2020). How to Write a Good Summary Retrieved from
https://owlcation.com/academia/How-to-Write-a-Summary
Monash University. (2020).Paraphrasing, Summarising and Quoting Retrieved from
https://www.monash.edu/rlo/research-writing
assignments/writing/paraphrasing-summarising-and-quoting
Walden University. (2020). Summarizing Retrieved from
https://academicguides.waldenu.edu/writingcenter/evidence/citations/summ
aries

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For inquiries or feedback, please write or call:

Department of Education Region 4A CALABARZON

Office Address: Gate 2 Karangalan Village, Cainta Rizal

Landline: 02-8682-5773 local 420/421

Email Address: lrmd.calabarzon@deped.gov.ph

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