12

English for Academic and

Professional Purposes
Quarter 3: Module 3
Summarizing Academic Texts

NegOr_Q3_EAPP_Module3_v2
English for Academic and Professional Purposes – Grade 12
Alternative Delivery Mode
Quarter 3 – Module 3: Summarizing Academic Texts
Second Edition, 2021

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

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Anna Lee A. Amores, EdD

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Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue
your studies and learn while at home. Activities, questions, directions, exercises, and
discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as you
discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will
tell you if you need to proceed on completing this module or if you need to ask your facilitator
or your teacher’s assistance for better understanding of the lesson. At the end of each module,
you need to answer the post-test to self-check your learning. Answer keys are provided for
each activity and test. We trust that you will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are also provided to our
facilitators and parents for strategies and reminders on how they can best help you on your
home-based learning.
Please use this module with care. Do not put unnecessary marks on any part of this SLM.
Use a separate sheet of paper in answering the exercises and tests. And read the instructions
carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the tasks in this
module, do not hesitate to consult your teacher or facilitator.
Thank you.

iii
 TABLE OF CONTENTS

CONTENT PAGES

TITLE PAGE i

INTRODUCTORY MESSAGE --------------------------------- iii

WHAT I NEED TO KNOW --------------------------------- 1

Learning Competency --------------------------------- 1

WHAT I KNOW 2

WHAT’S IN 2

WHAT’S NEW 3

WHAT IS IT 4

WHAT’S MORE 8

WHAT I HAVE LEARNED --------------------------------- 10

WHAT I CAN DO ---------------------------------------- 10

ASSESSMENT 10

ANSWER KEY 12

REFERENCE LIST 13

iv
INTRODUCTION

In academic writing, a vital skill that you should develop is how to

summarize texts. This will be challenging for you because you will discern for
the most important ideas and discard the less important information.

This module will discuss the purposes of summarizing and the different
strategies that will help you choose the correct details from the text and write
about them clearly and concisely.

MOST ESSENTIAL LEARNING COMPETENCY

Uses various techniques in summarizing a variety of academic texts
CS_EN11/12A-EAPP-la-c-4

Please take note that all answers shall be written in your activity
notebook, and there should never be any markings placed in this module.

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 WHAT I KNOW

Task 1
Directions: Read the sentences carefully. Write S if the statement describes
good summarizing and N if not.
1. Sean copied everything from the book.
2. Tomas extracted the key ideas in the text.
3. Fred concentrated on the important details.
4. Anita looked for key words and phrases.
5. Sean simplified ideas.
6. Kai revised the main idea.
7. To add more information, Alexa added her analysis and comments to the
ideas of the author.
8. Mary wrote down the general and specific ideas of the text.
9. Sean added some of his related research to the information presented in
the text.
10. Lanie extended the message of the text and included some of her
interpretations.

WHAT’S IN

Task 2
Directions: Read the passages below. Read and evaluate these two texts and
answer the following questions after reading them.

In your opinion, which of the passages contains the author’s most important
ideas? Why?

A)
Unfortunately, many people don’t take notes effectively. Some try to write
down everything a speaker says. They view note taking as a race, pitting their
handwriting agility against the speaker’s rate of speech. As the speaker starts
to talk, the note taker starts to write. But soon the speaker is winning the race.
In a desperate effort to keep up, the note taker slips into a scribbled writing style
with incomplete sentences and abbreviated words. Even this is not enough. The
speaker pulls so far ahead that the note taker can never catch up.

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 Finally, the note taker concedes defeat and spends the rest of the speech
grumbling in frustration.

B)
Ineffective note taking becomes a problem during a speech. Often it leads
to confusion and writing verbatim what the speaker is stating. This may result
in a lack of sufficient information recorded on page.

Source: https://studylib.net/doc/14139507/summarizing

Task 3
Directions: Identify what summarizing strategy is described in the statements.
Choose your answer from the pool of words inside the box. Write the
letter of the correct answer.

A. 5Ws, 1 H
B. First Then Finally
C. Somebody Wanted But So Then
D. Outlining
E. SAAC method

1. This technique relies on six crucial questions: Who, What, When, Where,
Why, How. These questions make it easy to identify the main character,
important details and main idea. Your summary may not necessarily
follow this order as long as it contains all of these information.

2. It is a map of your essay. It shows what information each section or

paragraph will contain and in what order.

3. It is another useful technique for summarizing any kind of text (such as

a story, an article, or a speech. This includes the title and author’s name.

4. This technique helps summarize events or steps in chronological order or

in sequence.

5. Each word represents a key question related to a text’s essential

elements: Who is the main character of the story? What did the main
character want? What was the problem encountered? How was the
problem solved? How did it end?
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 According to Buckley (2004), in her popular writing text Fit to Print,
defines summarizing as reducing text to one-third or one- quarter its original
size, clearly articulating the author’s meaning, and retaining main ideas.
A summary is a short retelling of a longer passage, containing the author’s
most important ideas. Summarizing helps improve both your reading and
writing skills. To summarize, you must read a passage closely, finding the main
ideas and supporting ideas. Then, you must briefly write down those ideas in a
few sentences or a paragraph.
It is important to understand the difference between a summary and a
paraphrase. A paraphrase is simply a rewriting of a passage in your own words. A
summary, on the other hand, contains only the main idea and the supporting ideas
of a passage. A summary will be much shorter than a paraphrase.
The purpose of summarizing is to briefly present the key points of a theory
or work in order to provide context for your argument/thesis.
Summarizing is useful in many types of writing and at different points in
the writing process. Summarizing is used to support an argument, provide context
for a paper’s thesis, literature reviews, and annotate a bibliography. The benefit
of summarizing lies in showing the “big picture,” which allows the reader to
contextualize what you are saying. In addition to the advantages of summarizing for
the reader, as a writer you gain a better sense of where you are going with your
writing , which parts need elaboration, and whether you have comprehended the
information you have collected.
Source: http://anisariska1598.blogspot.com/2018/12/what-is-summarizing.html

Basic Rules:
1. Erase things that don’t matter. Delete unimportant details that are
unnecessary for one’s understanding.
2. Only write down important points. If it is not something that will help
you understand or remember, then don’t write it down. Think of it this
way . . . If you had to pay money for every word you write down, which
words would you choose to include in your notes?

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 3. Erase things that repeat. Delete redundant material. In note taking, time
and space are precious. If a word or phrase says basically the same thing
you have already written down, then don’t write it again!
4. Trade, general terms for specific names. Substitute superordinate terms
for lists (e.g., flowers for daisies, tulips for roses). Focus on the big
picture. Long, technical lists are hard to remember. If one word will give
you the meaning, then less is more.
5. Use your own words to write the summary. Do not just copy the
sentences from the original text. However, do not inject your opinion in
your summary.

Sources:https://www.bath.k12.ky.us/docs/Summarizing%20Strategies.pdf:
https://www.thoughtco.com/summarizing-strategies-for-students-4582332

Summarizing Strategies

1. Somebody Wanted But So Then

“Somebody Wanted But So Then” is an excellent summarizing strategy
for stories. Each word represents a key question related to the story's
essential elements:
• Somebody: Who is the main character?
• Wanted: What does the main charter want?
• But: Identify a problem that the main character encountered.
• So: How does the main character solve the problem?
• Then: Tell how the story ends.

After answering the questions, combine the answers to form a summary:

2. SAAC Method

The SAAC method is another useful technique for summarizing any

kind of text (such as a story, an article, or a speech). SAAC is an acronym
for "State, Assign, Action, Complete." Each word in the acronym refers to a
specific element that should be included in the summary.
• State: the name of the article, book, or story
• Assign: the name of the author
• Action: what the author is doing (example: tells, explains)
• Complete: complete the sentence or summary with keywords and
important details
This method is particularly helpful for students who are learning the
format of a summary and need reminders to include the title and author's
name. However, SAAC does not include clear guidance about what details to
include, which some students might find tricky. If you use SAAC, be reminded
of the types of details that belong in a summary before you will do
summarizing.

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 3. 5 Ws, 1 H

The Five Ws, One H strategy relies on six crucial questions: who, what,
when, where, why, and how. These questions make it easy to identify the main
character, important details, and main idea.

• Who is the main character of the story?

• What did they do?
• When did the action take place?
• Where did the story happen?
• Why did the main character do what she/he did?
• How did the main character do what she/he did?

Then, use the answers to the Five Ws and One H to write a summary.

4. First Then Finally

The "First Then Finally" technique helps students summarize events in
chronological order. The three words represent the beginning, main action, and
conclusion of a story, respectively:

• First: What happened first? Include the main character and main
event/action.
• Then: What key details took place during the event/action?
• Finally: What were the results of the event/action?

5. Give Me the Gist/ Outlining

When someone asks for "the gist" of a story, they want to know what the
story is about. In other words, they want a summary—not a retelling of every
detail.
An outline is a map of your essay. It shows what information each
section or paragraph will contain and in what order.
I. Main Idea
A. Supporting Details
B. Supporting Details
II. Main Idea
A. Supporting Details
B. Supporting Details

Source: https://www.thoughtco.com/summarizing-strategies-for-students-4582332

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Example:

The Seductive, Destructive Power of Meth

Government health officials and doctors don’t like to talk about it. The major
reason meth (methamphetamine) hooks people is that it increases theirsex drive
and performance—for a short while, anyway. It is even more powerful than cocaine
in this respect. Dr. Mary Holley of Alabama interviewed meth addicts. Both men
and women said the effect on sex was the number one reason they used the
illegal drug.

After about six months, meth addicts can’t have sex unless they’re high,
and after a while longer, they’re unable to have sex at all. At first, meth fires up
the dopamine system in the brain. After a while, it burns it out. Once that
happens, the person no longer functions sexually.

Besides causing brain damage, meth has other nasty effects. Paranoia is
common. Some meth addicts hallucinate. Others become violent. Users who
inject meth risk contracting HIV and hepatitis C, a life-threatening liver disease.
Those who share needles are also at risk for other sexually transmitted diseases.
Meth users’ hair and teeth eventually fall out. The nation’s prisons are filled with
former meth users whose teeth are crumbling. The prisons cannot afford the
dental treatment for them. Meth use has reached epidemic proportions and
affects every part of the country.

Meth use is rampant in big cities and small towns, and even in rural areas.
A 2002 survey by the National Institute on Drug Abuse revealed that about 5
percent of Americans at least 12 years old have tried meth at least once. This
shocking statistic translates into more than 12 million people. Here is the
summary: The Seductive, Destructive Power of Meth The main reason people get
hooked on meth (methamphetamine) is that it boosts their sex drive and
performance, but only temporarily. After about half a year, meth users can only have
sex when they’re high, and later on, they can’t have sex at all. In addition, meth
causes brain damage and has other terrible effects. Meth use has become a
nationwide epidemic.

Here is the summary:

The Seductive, Destructive Power of Meth

The main reason people get hooked on meth (methamphetamine) is that

it boosts their sex drive and performance, but only temporarily. After about half
a year, meth users can only have sex when they’re high, and later on, they can’t
have sex at all. In addition, meth causes brain damage and has other terrible
effects. Meth use has become a nationwide epidemic.

7 NegOr_Q3_EAPP_Module3_v2
 Here’s an explanation:

Paragraph 1: Second sentence is the stated main idea. Other sentences contain
the less important details.

Paragraph 2: First sentence is the stated main idea. The other sentences are
details that explain the reason for meth’s effects over time.

Paragraph 3: First sentence is the stated main idea. The rest of the sentences
are details that tell some of the specific “nasty effects” of meth use.

Paragraph 4: First sentence is the stated main idea. The second sentence repeats
the information in the first sentence. The rest of the sentences are details that
give specific information about how widespread meth use is.

Source: http://docenti.unimc.it/antonella.pascali/teaching/2018/19360/files/summarizing

Summarizing is useful in many types of writing and at different points

in the writing process. Summarizing is used to support an argument, provide context
for a paper’s thesis, literature reviews, and annotate a bibliography. The benefit of
summarizing lies in showing the “big picture,” which allows the reader to
contextualize what you are saying. In addition to the advantages of summarizing
for the reader, as a writer you gain a better sense of where you are going with your
writing , which parts need elaboration, and whether you have comprehended the
information you have collected.
Source: http://anisariska1598.blogspot.com/2018/12/what-is-summarizing.html

WHAT'S MORE

Task 4
Directions: Read the following texts. Write a summary of the following text
using the assigned technique/strategy.

A.

A tornado is a powerful, twisting windstorm. It begins high in the air,

among the winds of a giant storm cloud. People who have watched a tornado’s
howling winds reach down from the sky have said it’s the most frightening thing
they have ever seen. In some parts of the United States, these windstorms are
called twisters or cyclones.

Source: www.edgalaxy.com-cool stuff for Nerdy Teachers

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 Give Me the Gist/ Outlining

B.

Coronavirus in the Philippines: The COVID-19 risk, impact and measures

By Praveen Duddu (An Excerpt)

Preventive measures by the Philippine government The Philippine

government is taking several steps to control the spread of the virus,
including travel restrictions, closure of schools and colleges, as well as
training schools of the Philippine National Police.
Educational institutes in the country are announced to be closed
from March 9 to March 15, whereas in Metro Manila the classes will be
suspended until April 12.
Stringent social distancing measures will be in place in the National
Capital Region (NCR) for 30 days from March 15.
The government announced earlier on February 2, 2020 that all
persons except Filipino citizens and permanent resident visa holders were
temporarily barred from entering the country.
A temporary ban on Filipinos from traveling to China or its special
administrative region was also imposed. A mandatory 14-day quarantine for
Filipinos returning to from China or its special administrative region was
announced.

Source:https://www.pharmaceuticaltechnology.com/features/coronavirus-
affected-countries-philippines-measures-impact-tourism-economy/

SAAC Method

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 WHAT I HAVE LEARNED

Task 5
Directions: Write your reflection in your notebook by completing the
unfinished statements below.

I have learned that .

I have realized that .

I will apply .

WHAT I CAN DO

Task 6
Directions: Summarize your personal experience in Modular Distance
Learning into a one-paragraph only. You may use the technique
that you think best fits the nature of your summary.

Task 7
Directions: Read each statement carefully and identify whether each statement
is true or false. Write T if the statement is true and F if it is false.

1. When you write a summary, you can add your own opinions and
other information that you know.
2. When you write a summary, you can present the author’s ideas in
any order you like.
3. Summaries should be only percent as long as the original selection.

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 4. Writing a summary means copying the sentences from the original
text.
5. Vagueness is acceptable in a summary.

A. Read the text below. Write a summary of the given text using the technique
stated below.

Tom and Bill were walking to school. They passed over a bridge, as they did
every day. But on this day, the river was full, the water was clear, and the sun
was shining in a cloudless sky.

Tom said, “Let’s go fishing!”

Bill wasn’t so sure. “We have a test today. Shouldn’t we go to class?”

“None sense, “said Tom. “ You only live once. A day like this won’t come along
again.”

Bill wasn’t sure this was a good idea, but suddenly a fish jumped from the
sparkling water. He decided Tom was right; they should definitely skip class on
such a nice day!

Technique/ Strategy: Somebody Wanted But So Then

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Answer Key

12 NegOr_Q3_EAPP_Module3_v2
Author, No. n.d. StudyLib. Accessed December 15, 2021.
https://studylib.net/doc/14139507/summarizing.
Buckley, J. 2004. The Canadian Students' Guide to Essay Writing . Toronto: Nelson.
Davis, Minnie Rose B. 2015. Slideshare . March 6. Accessed December 14, 2021.
https://www.slideshare.net/Davis_1304/paraphrasing-45527718.
Elder, J. n.d. Enterways into College Reading and Learning . McGraw-Hill Companies, Inc. .
Evnagelista, April. 2017. Slideshare . December 12. Accessed December 15, 2021.
https://www.slideshare.net/evangelista_015/basics-of-summarizing-83920040.
Lachica, Tine. 2017. Slideshare . August 18. Accessed December 15, 2021.
https://www.slideshare.net/tinelachica04/eappparaphrasing-and-summarizing.
Saya, Mengenai. 2018. we love english education. December 18. Accessed December 15, 2021.
http://anisariska1598.blogspot.com/2018/12/what-is-summarizing.html.

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 For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net