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95
This summary could be condensed even more:
As Lynn Utzman-Nichols argues in her article, «Surviving the
Teen Years,» parents can cope with the moodswings of their adolescent
children by understanding that the main reason their children some-
times lash out at them is because they are frightened and unsure of their
place in society. Thus parents should not take their teenager's anger
personally, but remain calm and postpone talking about the source of
the anger until a calmer moment arrives.
This summary still covers the passage's main ideas: why adoles-
cents have emotional outbursts and what parents can do about them.
Notice though, how it has been condensed down to just two sentences
by making the first sentence of the summary specific about what the
emotional causes are, and by not restating the idea of «keeping their
cool» (i. e. «remaining calm) two different times and ways.
6. A successful summary:
As Lynn Utzman-Nichols argues in her article, «Surviving the
Teen Years,» parents can cope with the extreme moodswings of their
adolescent children by understanding that the main reason their chil-
dren sometimes lash out is because they are frightened and unsure of
their place in society. Thus parents should not take their teenager's an-
ger personally, but remain calm and postpone talking about the source
of the anger until a calmer moment arrives.
All the elements of an effective summary are here. The summary
covers only the passage's main ideas: why adolescents have emotional
outbursts and what parents can do about them. Notice that it is also ob-
jective (we can't tell the writer's attitude towards Utzman-Nichols'
ideas), very concise (only 2 sentences), and does not include specific
details or examples (like the fact that the author quoted a doctor and a
nurse).
96
V
V
I
I
.
.
R
R
E
E
A
A
D
D
I
I
N
N
G
G
F
F
O
O
R
R
M
M
E
E
A
A
N
N
I
I
N
N
G
G
After you've read an essay or an article once, use the following
set of questions to guide your re-readings of the text. The question on
the left-hand side will help you describe and analyze the text; the ques-
tion on the right hand side will help focus your response(s).
DESCRIPTION RESPONSE
I. Purpose
Describe the author's overall purpose
(to inquire, to convince, to persuade,
to negotiate or other purpose)
Is the overall purpose clear or mud-
dled?
How did the essay or text actually
affect you: did the author's purpose
succeed?
How does the author want to affect
or change the reader?
Was the author's actual purpose
different from the stated purpose?
II. Audience/Reader
Who is the intended audience? Are you part of the intended audi-
ence?
What assumptions does the author
make about the reader's knowledge or
beliefs?
Does the author talk to or talk down
to the reader?
From what context or point of view is
the author writing?
III. Thesis and Main Ideas
What question or problem does the
author address?
Where is the thesis stated?
This summary could be condensed even more: VI. READING FOR MEANING
As Lynn Utzman-Nichols argues in her article, «Surviving the
Teen Years,» parents can cope with the moodswings of their adolescent After you've read an essay or an article once, use the following
children by understanding that the main reason their children some- set of questions to guide your re-readings of the text. The question on
times lash out at them is because they are frightened and unsure of their the left-hand side will help you describe and analyze the text; the ques-
place in society. Thus parents should not take their teenager's anger tion on the right hand side will help focus your response(s).
personally, but remain calm and postpone talking about the source of
the anger until a calmer moment arrives.
This summary still covers the passage's main ideas: why adoles- DESCRIPTION RESPONSE
cents have emotional outbursts and what parents can do about them.
Notice though, how it has been condensed down to just two sentences I. Purpose
by making the first sentence of the summary specific about what the
Describe the author's overall purpose Is the overall purpose clear or mud-
emotional causes are, and by not restating the idea of «keeping their (to inquire, to convince, to persuade, dled?
cool» (i. e. «remaining calm) two different times and ways. to negotiate or other purpose)
6. A successful summary: How did the essay or text actually How does the author want to affect
affect you: did the author's purpose or change the reader?
As Lynn Utzman-Nichols argues in her article, «Surviving the
succeed?
Teen Years,» parents can cope with the extreme moodswings of their
adolescent children by understanding that the main reason their chil- Was the author's actual purpose
dren sometimes lash out is because they are frightened and unsure of different from the stated purpose?
their place in society. Thus parents should not take their teenager's an-
ger personally, but remain calm and postpone talking about the source II. Audience/Reader
of the anger until a calmer moment arrives.
All the elements of an effective summary are here. The summary Who is the intended audience? Are you part of the intended audi-
covers only the passage's main ideas: why adolescents have emotional ence?
outbursts and what parents can do about them. Notice that it is also ob-
What assumptions does the author Does the author talk to or talk down
jective (we can't tell the writer's attitude towards Utzman-Nichols' make about the reader's knowledge or to the reader?
ideas), very concise (only 2 sentences), and does not include specific beliefs?
details or examples (like the fact that the author quoted a doctor and a
nurse). From what context or point of view is
the author writing?
III. Thesis and Main Ideas
What question or problem does the Where is the thesis stated?
author address?
95 96
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