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OFICINA DE REDAÇÃO EM LÍNGUA INGLESA
Lesson 8 - SUMMARY
Tema da Apresentação
Lesson 8 - SUMMARY
OFICINA DE REDAÇÃO EM LÍNGUA INGLESA
Class content:
 As especificidades do Gênero Resumo.
 As etapas para a elaboração de Resumos. 
 Leitura e analise de Resumos apresentados em diversos contextos 
 
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Lesson 8 - SUMMARY
OFICINA DE REDAÇÃO EM LÍNGUA INGLESA
Fall 2003: Example 1.  Summary written by a Psych 209 student for the article
 
Yoder, J. D., Hogue, M. Newman, R., Metz, L. & LaVigne, T. (2003).  Exploring moderators of gender differences: Contextual differences in door-holding behavior.  Journal of Applied Social Psychology, 32, 1682-1686.
 
The social roles theory suggests that social contexts have different gender role expectations and those gender role expectations can maximize or minimize gender differences. For instance, there are three competing hypotheses as to why and in what situations certain people hold doors for others. The gender neutral stance hypothesizes an equal amount of door holding would consistently be done by both
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Lesson 8 - SUMMARY
OFICINA DE REDAÇÃO EM LÍNGUA INGLESA
sexes for both sexes. Chivalry is associated with male roles and is another hypothesis that predicts that men hold doors open for women as an act of helpfulness. Yet another stance looks at male dominance and how it is expressed in door holding behavior. This stance adds to the social role theory hypothesizing that door holding behaviors will be different depending on the emphasis on gender roles in the social context. The research done by Yoder, Hogue, Newman, Metz and LaVigne (2003) looks at door holding behavior in a dating situation as opposed to everyday life situations, predicting that males will hold open doors more often during a dating situation than in an everyday life situation. Seven hundred and sixty-nine mixed-gender, college-age, male-female pairs were unobtrusively observed in 16 different locations. The locations selected were places where either dating or non-dating
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OFICINA DE REDAÇÃO EM LÍNGUA INGLESA
couples were most likely to be found. These locations included shopping malls, universities and fast-good restaurants, for non-dating couples, and sit down restaurants and skate rinks, for dating couples. The amount of door holding for the other, either male of female, was measured. In an everyday context 55.2% more women, in the couples observed, held the door open for men than men did for women. In a dating context the reverse was found, 66.8% more men, in the couples observed, held the door open for women than women held the door open for men. This study contradicts studies done about 20 years ago, which suggests that door holding practices and gender roles have changed somewhat over the years in everyday life scenarios but remain similar in dating scenarios. Applying these results to the social role theory also suggests that door holding behavior may be
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OFICINA DE REDAÇÃO EM LÍNGUA INGLESA
different in dating versus everyday life scenarios because gender roles are more prominent in dating scenarios.
 
GRADER'S FINAL COMMENT:
15/15
Excellent summary. Good work on the intro and conclusion.
Tema da Apresentação
Lesson 8 - SUMMARY
OFICINA DE REDAÇÃO EM LÍNGUA INGLESA
Fall 2003: Example 2.  Summary written by a Psych 209 student for the article
 
Yoder, J. D., Hogue, M. Newman, R., Metz, L. & LaVigne, T. (2003).  Exploring moderators of gender differences: Contextual differences in door-holding behavior.  Journal of Applied Social Psychology, 32, 1682-1686.
 
          Researchers Yoder, Hogue, Newman, Metz, and LaVigne (2002) conducted a study to determine how gender salience affects door-holding behavior in the contexts of dating and everyday life. They hypothesized that, if door holding is a gender-neutral behavior, men and women would have the same rates of door holding in both contexts. If it is a helping behavior influenced by notions of chivalry, men would have
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Lesson 8 - SUMMARY
OFICINA DE REDAÇÃO EM LÍNGUA INGLESA
higher rates in both contexts. Lastly, if it is a benevolent sexist behavior, men would have higher rates of door holding during dates than in everyday life. To obtain data for the study, five undergraduate students observed 769 college-age female-male pairs in 16 public places. Seven were everyday locations, pairs were only included in the study if a member of a non-courting pair was observed holding a door for the other member. In the dating locations, pairs were only included if a member of a courting pair exhibited door-holding behavior. The result of the study revealed that, in the context of everyday life, women held the door for men more than men did for women. However, in the dating context, men held the door for women more than women did for men. The data supported the benevolent sexism hypothesis but not the gender-neutral and helping behavior
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OFICINA DE REDAÇÃO EM LÍNGUA INGLESA
hypotheses. The outcome of this study implied that male door-holding behavior was more likely to occur in the context of dating because gender was more conspicuous. It supported the social role theory that the context variable is an important factor in influencing behavior.
GRADER'S FINAL COMMENT:
15/15
Overall good summary. Well written.
The conclusion could be improved, particularly the last sentence. You could also add further implications of the study.
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Lesson 8 - SUMMARY
OFICINA DE REDAÇÃO EM LÍNGUA INGLESA
Writing a Summary    
A summary is a short explanation of the main ideas in a text. Learning to summarize is a very important skill. When writing and responding to a text (essay, article, lecture, story, novel, or video), as you are often expected to do in college, you will be expected to summarize what you read, often in the introduction of each essay you write. It takes a careful reading of a text to write a good summary, and writing a good summary will illustrate your level of comprehension of a text.
When you write a summary, you are answering the question, “What was the essay (or article, or lecture, or story, or video) really about?” Summaries vary in length depending upon the purpose of the summary and/or scope of the specific assignment given. A general summary differs from a detailed summary in that fewer supporting details are stated. 
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OFICINA DE REDAÇÃO EM LÍNGUA INGLESA
Summary Dos and Don'ts
A good summary:
Reports the overall topic right away 
Begins with the name of the essay and the author
Is written in present tense
Gives the main points covered in the text
Includes supporting details as needed depending upon the length and depth of the summary desired
Mentions any important conclusions drawn
Uses language that shows the information is being reported on rather than being provided by the writer himself or herself
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Lesson 8 - SUMMARY
OFICINA DE REDAÇÃO EM LÍNGUA INGLESA
Reporting Verbs
When writing a summary, it is very important to make it clear that you are describing the ideas in the text, not your own ideas. The use of reporting verbs shows that you are reporting on someone else's (the author's) ideas. Below are some reporting verbs that you might use:
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Lesson 8 - SUMMARY
OFICINA DE REDAÇÃO EM LÍNGUA INGLESA
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Lesson 8 - SUMMARY
OFICINA DE REDAÇÃO EM LÍNGUA INGLESA
Summary of an Article
Below is an example summary of Michael Moore's article, "Why Doesn't GM Sell Crack?"
Notice that the summary has the following strong aspects:
It begins with the title and author.
It is much shorter than the orginal.
It focuses on the most important parts of the argument
It uses reporting verbs
It remainsobjective
 
In the article "Why Doesn't GM Sell Crack?" Michael Moore argues that companies need to be regulated so that they do not take actions that hurt the community or environment. He explains that many people believe that companies should have the right to do whatever will make the most money. 
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Lesson 8 - SUMMARY
OFICINA DE REDAÇÃO EM LÍNGUA INGLESA
However, he disagrees with this philosophy. He gives the example of selling crack, which would be very profitable for companies but bad for the consumers and community. This example shows how the government does make some laws to restrict companies and protect society. Moore points out that most Americans agree that a company should not be able to sell crack just to make a profit. Therefore, he argues, we might extend this reasoning to other harmful actions, such as polluting the environment or treating workers unfairly. Moore believes that companies should be restricted from committing actions that hurt society.
http://dogeatdog.michaelmoore.com/whydoes.html 
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Lesson 8 - SUMMARY
OFICINA DE REDAÇÃO EM LÍNGUA INGLESA
Summary of a Story
Below is an example summary of the Brother’s Grimm version of the story “Little Red Riding Hood.” While “Little Red Writing Hood” is not an argumentative/non-fiction work (the type you’ll most likely be expected to summarize in college) it is a story that most people know, making it a good story to summarize and provide as an example. Notice that the summary has the following strong aspects:
It begins with the title and author.
It is much shorter than the orginal.
It focuses on the most important parts of the story rather than the details.
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Lesson 8 - SUMMARY
OFICINA DE REDAÇÃO EM LÍNGUA INGLESA
Summary of "Little Red Riding Hood"
The Brother’s Grimm version of the traditional tale “Little Red Riding Hood” is a story about a girl who wears a red riding hood and who is asked by her mother to take some food to her ailing grandmother who lives across the woods. Little Red Riding Hood, who is quite young, walks from her house, through the woods from her house to her grandmother’s house, carrying a basket of food. On the way to her grandmother’s house, she meets a wolf who asks her many questions about what she’s doing and where she’s going. After a bit, the wolf goes on his way, leaving Red Riding Hood to continue on her way alone. Once at her grandmother’s house, Little Red Riding Hood, notices that her grandmother looks different, that her eyes, ears, nose, and teeth are much bigger than she remembers. After a long
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OFICINA DE REDAÇÃO EM LÍNGUA INGLESA
conversation about the “grandmother’s appearance,” the wolf, who had eaten Little Red Riding Hood’s grandmother and had dressed in her clothing, jumps from the bed and eats Little Red Riding Hood. At the very end of the story, a hunter comes by the grandmother’s house and cuts the grandmother and Little Red Riding Hood from the wolf’s stomach and they are removed alive.
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Lesson 8 - SUMMARY
OFICINA DE REDAÇÃO EM LÍNGUA INGLESA
Guidelines for writing a SUMMARY
The purpose of a summary is to give the reader, in a about 1/3 of the original length of an article/lecture, a clear, objective picture of the original lecture or text.  Most eimportantly, the summary restates only the main points of a text or a lecture without giving examples or details, such as dates, numbrs or statistics.  
Skills practiced: note-taking, paraphrasing (using your own words and sentence structure), condensing Examples of acceptable paraphrases and unacceptable paraphrases (= plagiarism) 
 
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Lesson 8 - SUMMARY
OFICINA DE REDAÇÃO EM LÍNGUA INGLESA
Before writing the summary:
For a text, read, mark, and annotate the original.  (For a lecture, work with the notes you took.)
highlight the topic sentence
highlight key points/key words/phrases
highlight the concluding sentence
outline each paragraph in the margin 
Take notes on the following:
the source (author--first/last name, title, date of publication, volume number, place of publication, publisher, URL, etc.)
the main idea of the original (paraphrased)
the major supporting points (in outline form)
major supporting explanations (e.g. reasons/causes or effects)
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Lesson 8 - SUMMARY
OFICINA DE REDAÇÃO EM LÍNGUA INGLESA
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 his/her 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.
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Lesson 8 - SUMMARY
OFICINA DE REDAÇÃO EM LÍNGUA INGLESA
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 areexpected to maintain your own voicethroughout the summary. Don't
simply quote the author; instead use your ownwords to express your understanding of what you have
read. After all, your summary is based on your interpretation of thewriter's points or ideas. However,
you should be careful not to create any misrepresentation or distortion by introducing comments or
criticisms of your own.
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Lesson 8 - SUMMARY
OFICINA DE REDAÇÃO EM LÍNGUA INGLESA
Guidelines for Summary Writing
1. Read the article carefully - twice!
Remember this: a summary is mostly a reading exercise.  It is impossible to write an accurate summary after reading an article quickly or just one time.  Most problems in summary writing have more to do with understanding the text than writing the summary.
2. Begin your summary by mentioning the author and title.  The publication and date may also be mentioned.
Margaret Talbot's essay "The Gender Trap" (Washington Post Magazine 11/20/94) examines the value of women's colleges today.
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Lesson 8 - SUMMARY
OFICINA DE REDAÇÃO EM LÍNGUA INGLESA
3. At least once more in your summary, remind the reader that you are summarizing by mentioning the author again - by last name, or full name (never refer to the author by first name only)
Talbot finds strong support for women's colleges from many of their graduates.
4. Avoid unnecessary details and direct quotes
Summaries are supposed to give general information only; if the reader needs details, he needs to read the original piece.  Direct quotes are almost always unnecessary details.
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Lesson 8 - SUMMARY
OFICINA DE REDAÇÃO EM LÍNGUA INGLESA
5. Don't give your own opinion
The form and expression of a summary makes it clear to the reader that you are accurately presenting the ideas of another author.  If you add your own opinion to an otherwise well-formed summary, your opinion will appear to be that of the author's.
6. Keep it short - one paragraph is best for many people
There's no strict law about how long a summary can be, but since part of its purpose is to save time, it needs to be short.
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Lesson 8 - SUMMARY
OFICINA DE REDAÇÃO EM LÍNGUA INGLESA
4. Summaries for Poetry...
Quite possibly the hardest thing to summarize is poetry. How do you makea summary of something that is already very short? It's not as difficult as it seems, although it is still very hard to do. Majority of all summaries that are ugly, or even bad, are for poetry. Poems generally convey a mood. Whether it be a dreary mood or a happy mood, it is important. It is an important part of a summary because your audience has to want to read that type of poem. If the poem is depressing and your summary is upbeat, then you are getting the wrong audience. Taking a line straight from the poem is a very useful technique.
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OFICINA DE REDAÇÃO EM LÍNGUA INGLESA
READ THE SUMMARIES BELOW AND CHOOSE THE BEST SUMMARY. TAKE INTO CONSIDERATION WHAT YOU HAVE JUST LEARNED ABOU SUMMARIES
Summary A
The aim of this project is to design a car using fuel cell technology. The technology is investigated and an outline of two designs is given. Each design is suitable for a different market, but both are designed to the same criteria. Sketches are provided for each design.
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Lesson 8 - SUMMARY
OFICINA DE REDAÇÃO EM LÍNGUA INGLESA
Summary B
Two alternative designs for a fuel cell powered car are presented.
Car A, which uses hydrogen fuel, is a sedan designed for the executive market. It provides extra luxury for the driver, but is spacious enough for family use. Car B, powered by hydrogen and oxygen, is a medium sized hatchback which offers a range of features for the family. While both cars are efficient for short trips, they lack the range and speed desirable for long journeys.
Both cars incorporate similar safety features and fulfil the design criteria of having low exhaust emissions and using environmentally friendly materials; however, Car B is recommended as it has slightly lower power consumption and is more economical to manufacture.
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Lesson 8 - SUMMARY
OFICINA DE REDAÇÃO EM LÍNGUA INGLESA
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