2.12 Summary Writing
What is a summary?
A summary is a condensed version of an original text that is presented in the writer’s own words. In that sense, a summary is an extended paraphrase. The length of a summary varies, for it is dependent on the length of the original work. As a rule of thumb, articles that are summarized are usually about a third of the original text. On the other hand, a summary of an entire book would not be a third of the book’s length; instead, it would be a few paragraphs.
When is it used in business contexts?
Summaries are used in a variety of business contexts. For example, an employee might be asked to summarize an article which might be a discussion point in a meeting. Additionally, summaries are used in report writing. Reports begin with a brief summary that outlines the details of a report. For example, an employee who wants to introduce a new, complex design idea might begin by summarizing what that design would accomplish in order to give people an overall sense of the plan.
Points to Remember
When writing a summary ensure that you
- cover the original article as a whole,
- present the material in a neutral fashion,
- present the material in your own words, and
- cite your source.
How to write a summary
Thoroughly understanding a reading is key to good summary writing. The activity below provides an opportunity to practice reading and summary writing skills.
- Access the following article: “STEAM not STEM: Why scientists need arts training” (https://theconversation.com/steam-not-stem-why-scientists-need-arts-training-89788) by Richard Lachman (2018) licensed under CC BY-NC-SA 4.0.
- Using the strategies outlined in 2.2, carefully read the article entitled “STEAM not STEM: Why scientists need arts training”.
- Reread the article and note the comments and questions provided in the table below.
- In your own words, record the main points of each section.
- As you read your main points, delete repeated information or include any points you may have missed.
- Using a variety of sentence types, write out your summary.
- Proofread your summary for grammar and sentence structure.
The following table will help guide you through the article.
| Paragraphs 1-2 | These two paragraphs establish how arts and sciences were separated.
Ignore the specific details in your summary. |
|---|---|
| Paragraphs 3-4. | This section explains how such division is detrimental today. Note the emphasized words. |
| Paragraphs 5-6. | This section established the author’s credibility.
It reiterates the main point and expands on it. Do you need to include the reiteration in the summary or could you incorporate it into the main point? |
| Paragraphs 7 -11 | This section contrasts STEAM and STEM.
It provides an example from the 1960s or the stifling of creativity. Is it relevant? What is the author trying to say here? How is this example connected to the one below? Should this example be included in the summary? |
| Paragraph 12-14 | The problem mentioned above is explained within today’s context and its dire effects are alluded to.
Should this be included in the summary? Pay attention to the highlighted words. |
| Paragraphs 15-17 | This section provides examples about technology and its effects on society. Should this be included in the summary?
Could the examples be condensed into one general sentence? Carefully read each example. Which general area does each address? |
| Paragraph 18 | This section concludes that the above issues are not merely technological, but societal. |
| Paragraphs 19 -21 | This section provides examples of instances when, in the past, science has addressed moral issues.
Look up the Manhattan Project and DARPA to ensure you understand the point being made. How much of this content should be included in the summary? Can it be condensed to a single sentence? This section also reiterates the main point. |
| Paragraphs 22-26 | This section suggests curriculum modifications and provides some general examples.
Should this section be included in the summary? Could this be condensed? |
| Paragraphs 27 -29 | This section provides examples of initiatives in curriculum integration. How much of this information should be included? |
| Paragraph 30 | The conclusion reiterates the main point. |
Sample summary
Richard Lachman, Computer Science Associate Professor, argues that liberal arts courses be included into STEM (science, technology, engineer, and math) university programs so that graduates in those fields could make ethical decisions about how the work they do affects society as a whole. Therefore, STEM should be changed to STEAM to reflect that inclusion. The divide between arts and sciences occurred in the 1960s when universities focused on offering specialized areas of study. This dichotomy still exists in most university programs of study. Lachman contends that the rapid rate of technological and scientific advancement often in the hands of private firms and often without the consultation of stakeholders within the broader society are not technological issues, but societal ones. Since using algorithms, gene altering technology, or geoengineering affects the entire globe, thoughtful and inclusive consideration should be given to such initiatives before they are widely implemented. Currently some universities are including courses on science ethics as part of their programs, and several medical researchers engage in medical and bioethics concerns. Other disciplines in STEM should follow the examples and engage in thinking about inclusive representation and individual agency and voice (Lachman, 2018).
References
Lachman, R. (2018). STEAM not STEM: Why scientists need arts training. The Conversation. https://theconversation.com/steam-not-stem-why-scientists-need-arts-training-89788 CC BY-NC-SA 4.0.
