How to write a summary SIMPLE!

! Study the text: read it first fairly quickly to get a sense of the general meaning !hen read more carefully" following the writer#s argument and noticing what is fact and what is o$inion" what is general statement and what is $articular e%am$le It is often hel$ful to summarise each $aragra$h in a few words at this stage Identify the key points: check the instructions for the summary & some $arts of the te%t may 'e com$letely irrele(ant )o through the te%t again and mark the $laces where im$ortant information is gi(en & 'y underlining" highlighting with a coloured $en or sim$ly making a mark in the margin Make notes: write down the key $oints you#(e identified in note form in your own words If you use the original words you may ha(e difficulty in fitting all the necessary information into the word limit It is also es$ecially im$ortant in an e%am 'ecause the e%aminer needs to know you understand what you#(e written Put points in order: look at the list of $oints you#(e made and see if there are many which go together !hen decide the 'est order to $ut the $oints in & this may 'e different from the order in which they a$$eared in the original te%t *um'er the $oints in this order Leave out unnecessary detail: eg lists" anecdotes" figures of s$eech

FIRST DRAFT Edit your first draft: check the s$elling and grammar+ count the num'er of words If you ha(e many fewer than the limit" you#(e $ro'a'ly left out something im$ortant so check the original te%t again If you ha(e more than the limit" look for ways of com'ining $oints in one sentence" or of ,losing, words here and there

FI AL DRAFT

!here-s no dou't that teaching is a tough $rofession" and it doesn-t seem to 'e getting any easier !eachers manage an incredi'le array of roles and res$onsi'ilities including $lanning and teaching lessons" communicating with $arents" colla'orating with colleagues" and staying current on educational trends and new legal $olicies .rom *o /hild Left 0ehind to $eanut&free cafeteria ta'les to $rofessional learning communities to arts and technology in the classroom" teachers ha(e a lot of res$onsi'ilities to 1uggle 2hether good or 'ad" these new trends seem to 'e accelerating at an alarming rate and show no signs of slowing down