ENGLISH GIL Semmarscine, r BieLoay WRITING SUMMARIES \Wiciting good summarigs requifes arcutute reading and the abil- fig, IEG Hal Oa cen ides and most important supporting evi- dence in a piece of writing, Summaries are always quite a bit Shorter than the original texts, perhaps 75 percent, sharter Sometimes, particularly for a book, the summary js much shorter than the original, perhaps 99 percent shorter. When you ‘write a summary, you give your readers an idea of the content of Sn article or book and save them the time and trouble of reading the entire original. ‘To write a good summary, keep the fallowing in mind 1, Read the oviginal earefully. 2. Mention the source and the author at the beginning af the summary. 3. State the author's main idea without distorting those adeas or adding your own, 4, State Une author's most important supporting evidence or subpoints without distorting them. Do not include de- tails. 5. Use your awn wording. Occasionally, however, phrase im the original may be especially striking, interesting, or controversial. In that ease, you may use the am thor's exact words if you pat quotation marks around them. 6 Dont include your own ideas or comments. The summary should inefude only the author's ideas. 7. Periodically remind the reader that you are summarizing idea. someone else's Steps to follows L. Undesline the key words in the topic 2, Underline the relevant parts of the texts, Write the points do in note form, using your own words — Make the notes as brief as possible. 4. Decide which order 10 put the points in ~ Organize the information inv logical fashion, 3. See which points can be combined in a complex sentence. Write your summary. If you want to start with an introductory sentence, make it brie Use linking words/pheases and paraphrase whei possible, Include only information which is refevamt to the topic. 7. Make sure your summary is within the set word limit, 8. Edit your summary, checking spelling, punctuation ete ‘Try to be relevant, concise and coherent, ane 4 Instructor: Met. ZervonENGLISH UL Summariine Biowey 2 PROFESSIONAL WRITING ‘The Dangers af Cramming ‘Midnight, and the spiral notebook i barefy half fu. The rest of is pages, scribbled with organic chemiatry equations, liter the dorm= oom floor. Every few minutes the figure hunched over the deci oars away anciher page, having memorized ae rich a he ean. and pateee iron to his fend. And thus the two roommates continue All night. dropping the pages to the carpet after each has absorbed his ‘Welcome to the al-night cramming session, which most students reson to at some desparate point in their collage careers. Armed ‘with the energy of youth, thay simply ignore their bocies’ eras for Sleep, ying to fend ot! fasgue wilh doses of coftes oF, occasionally, Gruge. Teachers and parenis have long argued that crarnming docs more harm than good—and ine latest research inio sleep needs ‘and patterns suggests at they are right For some pepe, disruptions inthe regular sleep cycle ean ‘cause temporary intellectual lapsve-—and stimulants can sat off so Wore sido effects. Thus, for every student wha manages *6 memorz= the chemical synthesis of bona-S-rubher at § a1 and then tr lumphantly finds that precio question on his test at 9, there are more than a few whe lament the “obvious” answers they blow on a. multiple-choice exam because they “just coulen't focus “The outcome of al-rightors is Unpredictable because the impact ‘of sleep loss varies s0 widaly. “Some people are markedly impaired by even a small decroase in sleep timo,” says David Buchnoltz. a neurologist and sloop therapist at The vonns Mopans Hospital a Baltimore, “whvie others can go without steep for a faw sights with ut any demonstrable loss of performance.” People also have vastly ‘ferent munumuim roquiromonte: a full night's rast ean ranga from 4 to 10 houre, it orfical, mxpers sirens, for each person to Know how much slagp he needs ‘Heavy use of stimulants can compaund the problem. Many stu- ‘denis assume that large quantiies of cotlee or a fow amphetamines will incroase alertness: Moy don't tn tact, stimulants merely dis- (guise —briefly —a reduced capacity to grasp, retain, and retrieve E formation. “Caffeine does pol correct the cogalive impairment ‘caused by lost sleep,” Bucnnottz saye. “A person may ba awake, Dut hell nave to deal wih an incliecual Guten, and his concentrat wont be there. He can actually have ‘microslecpe and taro at tha ‘Satna wor for Five minutes." ‘Nov ato unpredictable nape the oAly ponally of substance abuse. Golise drinkers should watch out for Caffeine Intoxication Syadrome, an onset of ansiety, panie, headaches and a frestrating inability 1 snap. Mast people would have to dink about 10 cups t© fall into this concition, but some are-so sensitive that it ean hit them after only 2 to 3 cups, Speed [an amphetamine] is far more haz- fadous, Overdoses can lead 10 auditory hallucinations and para hnoia. In addition, according to Lary Alessi, assistant professor of eyehiatty at The Jonns Hopkins Megicat Schoo, “i someone uses Speed for many weeks and then stops, Ne may ‘crast" into severe epression.” 2 University of Crete Instructors Mes. E. ZervouSS 810067 Uniaes a porson abuses his body win stimulants, he should be able to snap back falty quekly from an alightor. One full right of rest wil usvally produce complete recovery trom up to 48 hours of sleep deprvavon; normal, hesiny peapie Rave Desh known 10 Stay. awake for as long as a week without lasting il effects. On the sec ‘ond night, here is usually an increase in REM (rapid eye move ‘ment) sieep, the phaee in which deaming occurs. Normally, REM Slsep is Beneficial, but some people report particulary graphic and storing nightmares associated with a sudden increase in FEM. “Then there are ine problems of students who want to get a good, nights sicep before an exam but just cant. Stress often promotes ingomeia. If may eause the reticular actvating system, the stucture in the brain that is responsible for aleriness, to stay on toa long; this [revents sleep-nducing mechanisms from doing thelr job. What do ‘experts advise a student who finds himself tossing and turing for 2 hal Nou® or so on the eve ofa test? He should get up and try an or dinariy relaxing activity, tke snacking or watching television, uni he 's tied, Some people find that making notes about whats worrying them can exorcise those concerns until the morning. Sleeping too much. authorities agree, should not wory most peo ple. Even after an extended night of “rebound” sleep, the brain arouses Islf when iis needs have been fulled. Cnicaly de- pressed people do often retreat into stumber to avoid the waking hours, but tne sinical depression is accompanied by other natice- able symptoms such as loss of appetite, decreased self-esteem and even thoughts of suicide. In the end, the best formula to follow when finals arrive is one that stunts have been laughl for years—maderalion, There wil curely be times when excelling, or perhaps just passing, requires pushing Dedime back, but any major changes in sleep pattoms chauld be made cautiously, As Buchholz suggests, “The key is keeping per- spective and not ever overdoing it” ‘(Keith Ablow, Newsweek an Campus May 1905.69). Sumamarici ENGLISH EXERCISE 1: SUMMARY : Now read the selection again and summarize it in one sentence of not mora than 25 words. As with most summaries, use the present tense. (You needn't mention the name of the author or the title ofthe article yet.) Write several of the one-sentence summaries from the class on che boarel. Choose the best ones. Hore is one possibility Staying wp all night to study, eepecally with the help of stim Hoes not help you learn and ean have negative side fects lowSLASH HE Susmuarizis __ Bip Loay Remember that the summary should be in the present tense Begin by mentioning the original source. Here are possible ways to inclade the source In his article entitled “The Dangers of Cramming.” Keith Ablow [ informsus ) that |e howe or, In -The Dangers af Cratnmin the problems .7 Reith ablow explores | or, The article “The Dangors of Cramming” by Keith Ablow exsm- Ines the negative eects Or Cramating, according to Keith Ablow in his article “The Dangers tf Crammming.” can da more harm than good. (ifote the correct punctuation and eapitalization of the citation.) ‘Continue the summary, using your list of subheadings and your groupings as a guide to help You remember the main points Zovered in the article. At least once in your summary, remind Jour readers that you are summarizing by using a phrase like the fellowing: ‘The author foes on tosay Or Ablow alsa reports that Or: ‘The article further states that EXERCISE 2: SUMMARY Now read the following summaries of this article. Kuch sum- mary has good features, and ezcl also lias nome wealne Louk back to the beginning of this section to review the points to ‘keep in mind when writing a summary. After you have finished reading each summary, list ts strong and weak features. Use the following checklist. A good summary should do the following: + Teelnido mention af the source + Correctly interpret the origina + Include mo editorial comments. + Inchude onfy tho mast important points. without details + Use’ the Summurizer’s own words, aut those of the ori author ‘unless in quotation marks!in a BiO,0GS ERGLISH i summery 1 in “The Dangers of Cramming,” Ketth Ablow explains that stu- dents who try to stay up all nigh! studying for exams: are probably doing themselves more harm than good. Most of these students dig pot bother to atuely hard enough during the term and when exams Come thoy feel they Have to try to eateh up and learn everything all Ghance, The problem with eSarunting normal sleeo gattems in this thay la that the students may lal nto 3 temporary intelectual lapse, nd atter Lie exam Wie next day they lament the obvieus answers they biew bovauee they just couldn’ fecus. Ablow points cut that us. ing stmulants 10 stay aivake can be dangerous because they can cause Unexpected side eftects. On me otter hand, mest young pec: fle can recover from an albnigiter with one good night's slezp. Some students suffer from not being able to fall asieeb when they ‘re nesvous and others may worry about sleeping too muc?. But the ‘author acvises moderation and feguiar sleeping nabs as the best forma summary 2 Contrary 10 what many atucents think. staying up all night to tudy for an exam ie fot very efficient, Such a cisrupiion in sleening Rabits can netually make the student less mentally alert tho next cay dnd caine “micrasteape~ in which the student cannol concentrate Taking arugs to help stay awake ean couse “Caficine Intoxication Synarome min accompanying headaches and fealings of anscty. aecording fo neurologist and sivep therapist David Buchholz of Tae Jonna Hopkins Hosptel in Gaitimare, Astnough for most people i would! probably take af least 10 cups of coftes to produce this aye Grome, some people are so sensitive thal ney can develop unieas: Gnt sae affacts with anly 2 oF cups of cofiee. In mast young people other kinds of sleep cisordecs are rare or temporary and one good night's sleep can pet them back to nomal. As vath many other things. the Bost advice is to nel make major and drastic changes in sloaping habits and alwaye think in terms of moderation. summary ‘According to Koith Ablow in "Tha Dangers of Ceamming.” Wow Stay Up alf night ying te study for an_axam, you may find yoursslt fhe next moming actually less prepared for the: exam than if you had just gone fo ed, gollen 4 guou night's sleep. and taken your Shanges with the exam. The reason iG axa major Gsruptions ia sleeg pattems can cause a lack of mental alersiess, $0 that even if you Studied for tne exam you may not be able to remember much the Rox day. Furthermore. oo mater what people Say sbaut nat need: ing much sleep, sciemtisis know thal everyone needs & good night's sleep belore a big day, usually 7-9 hours. Stimulants used to help Sudene: stay up all sight may tnck the students into fealing awake ‘even when their minds are going to steep on them and they stare Sneanty lor inuios at a tim. In addition, even mild stimulants such UE catteine can couse unplanant sida oflacte f taken in tan great 2 Quantity, Moderation # the waten werd. Study during the whofe term, Rot fast borore the enainy you sre sure to do batar in echea! # you ont averes