2.4 – Writing with a purpose: Assignments to summarize, to analyze, to synthesize, and to evaluate.
Learning Objectives
- Identify the four common academic purposes: to summarize, to analyze, to synthesize, and to evaluate.
Imagine reading one long block of text, with each idea blurring into the next. Even if you are reading a thrilling novel or an interesting news article, you will likely lose interest in what the author has to say very quickly. During the writing process, it is helpful to position yourself as a reader. Ask yourself whether you can focus easily on each point you make. One technique that effective writers use is to begin a fresh paragraph for each new idea they introduce.
Paragraphs separate ideas into logical, manageable chunks. One paragraph focuses on only one main idea and presents coherent sentences to support that one point. Because all the sentences in one paragraph support the same point, a paragraph may stand on its own. To create longer assignments and to discuss more than one point, writers group together paragraphs.
Three elements shape the content of each paragraph:
- Purpose. The reason the writer composes the paragraph.
- Tone. The attitude the writer conveys about the paragraph’s subject.
- Audience. The individual or group whom the writer intends to address.
Figure 1 – Purpose, Audience, Tone, and Content Triangle
The assignment’s purpose, audience, and tone dictate what the paragraph covers and how it will support one main point. This section covers how purpose, audience, and tone affect reading and writing paragraphs.
Identifying Common Academic Purposes
The purpose for a piece of writing identifies the reason you write a particular document. Basically, the purpose of a piece of writing answers the question “Why?” For example, why write a play? To entertain a packed theatre. Why write instructions to the babysitter? To inform him or her of your schedule and rules.
In academic settings, the reasons for writing fulfill four main purposes: to summarize, to analyze, to synthesize, and to evaluate. You will encounter these four purposes not only as you read for your classes but also as you read for work or pleasure. Because reading and writing work together, your writing skills will improve as you read. Identifying these purposes by reading paragraphs will prepare you to write individual paragraphs and to build longer assignments.
Summary Paragraphs
A summary shrinks a large amount of information into only the essentials. You probably summarize events, books, and movies daily. Think about the last blockbuster movie you saw or the last novel you read. Chances are, at some point in a casual conversation with a friend, coworker, or classmate, you compressed all the action in a two-hour film or in a two-hundred-page book into a brief description of the major plot movements. While in conversation, you probably described the major highlights, or the main points in just a few sentences, using your own vocabulary and manner of speaking.
Similarly, a summary paragraph condenses a long piece of writing into a smaller paragraph by extracting only the vital information. Summaries need not contain all the specific facts and figures in the original document; they provide only an overview of the essential information.
A good summary accomplishes the following:
- It identifies or names the piece and its author(s) and states the main purpose of the text.
- It captures the text’s main points.
- It does not include the reader’s opinions, feelings, beliefs, counterarguments, etc.
- It is short. The idea of a summary is to “boil down” or condense a text to just a few sentences.
Consider the example of this journal report and the summary of it that follows:
Example: Journal report – “Underage Alcohol Use”
According to the Monitoring the Future Study, almost two-thirds of 10th-grade students reported having tried alcohol at least once in their lifetime, and two-fifths reported having been drunk at least once (Johnston et al. 2006a). Among 12th-grade students, these rates had risen to over three-quarters who reported having tried alcohol at least once and nearly three-fifths who reported having been drunk at least once. In terms of current alcohol use, 33.2 percent of the Nation’s 10th graders and 47.0 percent of 12th graders reported having used alcohol at least once in the past 30 days; 17.6 percent and 30.2 percent, respectively, reported having been drunk in the past 30 days; 21.0 percent and 28.1 percent, respectively, reported having had five or more drinks in a row in the past 2 weeks (sometimes called binge drinking); and 1.3 percent and 3.1 percent, respectively, reported daily alcohol use (Johnston et al. 2006a).
Alcohol consumption continues to escalate after high school. In fact, 18-to 24-year-olds have the highest levels of alcohol consumption and alcohol dependence of any age-group. In the first 2 years after high school, lifetime prevalence of alcohol use (based on 2005 follow-up surveys from the Monitoring the Future Study) was 81.8 percent, 30-day use prevalence was 59 percent, and binge-drinking prevalence was 36.3 percent (Johnston et al. 2006b). Of note, college students on average drink more than their noncollege peers, even though they drank less during high school than those who did not go on to college (Johnston et al. 2006a,b; Schulenberg and Maggs 2002). For example, in 2005, the rate of binge drinking for college students (1 to 4 years beyond high school) was 40.1 percent, whereas the rate for their noncollege age mates was 35.1 percent.
Alcohol use and problem drinking in late adolescence vary by sociodemographic characteristics. For example, the prevalence of alcohol use is higher for boys than for girls, higher for White and Hispanic adolescents than for African-American adolescents, and higher for those living in the north and north central United States than for those living in the South and West. Some of these relationships change with early adulthood, however. For example, although alcohol use in high school tends to be higher in areas with lower population density (i.e., rural areas) than in more densely populated areas, this relationship reverses during early adulthood (Johnston et al., 2006 a,b). Lower economic status (i.e., lower educational level of parents) is associated with more alcohol use during the early high school years; by the end of high school, and during the transition to adulthood, this relationship changes, and youth from higher socioeconomic backgrounds consume greater amounts of alcohol.
Source: The article “Underage alcohol use: summary of developmental processes and mechanisms: ages 16-20” by Brown et al. (2009), is in the Public Domain (U.S.A.), reused here for educational purposes. Full citation in references section.
A summary of the report should present all the main points and supporting details in brief. Read the following summary of the report written by a student:
Sample summary of report
In the article “Underage alcohol use: summary of developmental processes and mechanisms: ages 16-20”, authors Brown et al. (2009) inform us that by tenth grade, nearly two-thirds of students have tried alcohol at least once, and by twelfth grade this figure increases to over three-quarters of students. After high school, alcohol consumption increases further, and college-aged students have the highest levels of alcohol consumption and dependence of any age group. Alcohol use varies according to factors such as gender, race, geographic location, and socioeconomic status.
Some of these trends may reverse in early adulthood. For example, adolescents of lower socioeconomic status are more likely to consume alcohol during high school years, whereas youth from higher socioeconomic status are more likely to consume alcohol in the years after high school.
Notice how the summary retains the key points made by the writers of the original report but omits most of the statistical data. Summaries need not contain all the specific facts and figures in the original document; they provide only an overview of the essential information.
Watch Summarizing Non-fiction | Reading (3 min) on YouTube
Video source: Khan Academy. (2020, March 27). Summarizing non-fiction [Video]. YouTube. https://youtu.be/as7xe8UQEr4
Analysis Paragraphs
An analysis separates complex materials in their different parts and studies how the parts relate to one another. The analysis of simple table salt, for example, would require a deconstruction of its parts—the elements sodium (Na) and chloride (Cl). Analysis is not limited to the sciences, of course. An analysis paragraph in academic writing fulfills the same purpose; it takes apart a primary source (an essay, a book, an article, etc.) point by point. It communicates the main points of the document by examining individual points and identifying how the points relate to one another.
Take a look at a student’s analysis of the journal report.
Student analysis of the journal report
At the beginning of their report, Brown et al. (2009) use specific data regarding the use of alcohol by high school and college-aged students, which is supported by several studies. Later in the report, they consider how various socioeconomic factors influence problem drinking in adolescence. The latter part of the report is far less specific and does not provide statistics or examples.
The lack of specific information in the second part of the report raises several important questions. Why are teenagers in rural high schools more likely to drink than teenagers in urban areas? Where do they obtain alcohol? How do parental attitudes influence this trend? A follow-up study could compare several high schools in rural and urban areas to consider these issues and potentially find ways to reduce teenage alcohol consumption.
Notice how the analysis does not simply repeat information from the original report, but considers how the points within the report relate to one another. By doing this, the student uncovers a discrepancy between the points that are backed up by statistics and those that require additional information. Analyzing a document involves a close examination of each of the individual parts and how they work together.
Synthesis Paragraphs
A synthesis combines two or more items to create an entirely new item. Consider the electronic musical instrument aptly named the synthesizer. It looks like a simple keyboard but displays a dashboard of switches, buttons, and levers. With the flip of a few switches, a musician may combine the distinct sounds of a piano, a flute, or a guitar—or any other combination of instruments—to create a new sound. The purpose of the synthesizer is to blend together the notes from individual instruments to form new, unique notes.
The purpose of an academic synthesis is to blend individual documents into a new document. An academic synthesis paragraph considers the main points from one or more pieces of writing and links the main points together to create a new point, one not replicated in either document.
Take a look at a student’s synthesis of several sources about underage drinking.
Student synthesis of several sources
In their 2009 report, Brown et al. consider the rates of alcohol consumption among high school and college-aged students and various sociodemographic factors that affect these rates. However, this report is limited to assessing the rates of underage drinking, rather than considering methods of decreasing these rates. Several other studies, as well as original research among college students, provide insight into how these rates may be reduced.
One study, by Spoth et al. (2009) considers the impact of various types of interventions as a method for reducing alcohol consumption among minors. They conclude that although family-focused interventions for adolescents aged ten to fifteen have shown promise, there is a serious lack of interventions available for college-aged students who do not attend college. These students are among the highest risk level for alcohol abuse, a fact supported by Brown et al. (2009).
I did my own research and interviewed eight college students, four men and four women. I asked them when they first tried alcohol and what factors encouraged them to drink. All four men had tried alcohol by the age of thirteen. Three of the women had also tried alcohol by thirteen and the fourth had tried alcohol by fifteen. All eight students said that peer pressure, boredom, and the thrill of trying something illegal were motivating factors. These results support the research of Brown et al. (2009). However, they also raise an interesting point. If boredom is a motivating factor for underage drinking, maybe additional after school programs or other community measures could be introduced to dissuade teenagers from underage drinking. Based on my sources, further research is needed to show true preventative measures for teenage alcohol consumption.
Notice how the synthesis paragraphs consider each source and use information from each to create a new thesis. A good synthesis does not repeat information; the writer uses a variety of sources to create a new idea.
Evaluation Paragraphs
An evaluation judges the value of something and determines its worth. Evaluations in everyday experiences are often not only dictated by set standards but also influenced by opinion and prior knowledge. For example, at work, a supervisor may complete an employee evaluation by judging his subordinate’s performance based on the company’s goals. If the company focuses on improving communication, the supervisor will rate the employee’s customer service according to a standard scale. However, the evaluation still depends on the supervisor’s opinion and prior experience with the employee. The purpose of the evaluation is to determine how well the employee performs at his or her job.
An academic evaluation communicates your opinion, and its justifications, about a document or a topic of discussion. Evaluations are influenced by your reading of the document, your prior knowledge, and your prior experience with the topic or issue. Because an evaluation incorporates your point of view and reasons for your point of view, it typically requires more critical thinking and a combination of summary, analysis, and synthesis skills. Thus evaluation paragraphs often follow summary, analysis, and synthesis paragraphs. Read a student’s evaluation paragraph.
Student evaluation paragraph
Notice how the paragraph incorporates the student’s personal judgment within the evaluation. Evaluating a document requires prior knowledge that is often based on additional research.
Tip
When reviewing directions for assignments, look for the verbs summarize, analyze, synthesize, or evaluate. Instructors often use these words to clearly indicate the assignment’s purpose. These words will cue you on how to complete the assignment because you will know its exact purpose.
Summarize, synthesize, analyze, or evaluate?
Summarize, synthesize, analyze or evaluate? (Text version)
Identify which paragraph is the best example of each paragraph purpose (summarize, synthesize, analyze, evaluate).
- During the opening scene, we learn that the character Laura is adopted and that she has spent the past three years desperately trying to track down her real parents. Having exhausted all the usual options—adoption agencies, online searches, family trees, and so on—she is on the verge of giving up when she meets a stranger on a bus. The chance encounter leads to a complicated chain of events that ultimately result in Laura getting her lifelong wish. But is it really what she wants? Throughout the rest of the film, Laura discovers that sometimes the past is best left where it belongs.
- The scene in which Campbell and his fellow prisoners assist the guards in shutting down the riot immediately strikes the viewer as unrealistic. Based on the recent reports on prison riots in both Detroit and California, it seems highly unlikely that a posse of hardened criminals would intentionally help their captors at the risk of inciting future revenge from other inmates. Instead, both news reports and psychological studies indicate that prisoners who do not actively participate in a riot will go back to their cells and avoid conflict altogether. Examples of this lack of attention to detail occur throughout the film, making it almost unbearable to watch.
- To create the feeling of being gripped in a vise, the director, May Lee, uses a variety of elements to gradually increase the tension. The creepy, haunting melody that subtly enhances the earlier scenes becomes ever more insistent, rising to a disturbing crescendo toward the end of the movie. The desperation of the actors, combined with the claustrophobic atmosphere and tight camera angles create a realistic firestorm, from which there is little hope of escape. Walking out of the theatre at the end feels like staggering out of a Roman dungeon.
- This film could easily have been cut down to less than two hours. By the final scene, I noticed that most of my fellow moviegoers were snoozing in their seats and were barely paying attention to what was happening on screen. Although the director sticks diligently to the book, he tries too hard to cram in all the action, which is just too ambitious for such a detail-oriented story. If you want my advice, read the book and give the movie a miss.
Check your Answers: [1]
Activity source: “Self-Practice 4.9” by Brenna Clarke Gray (H5P Adaptation) Writing for Success – 1st Canadian Edition by Tara Harkoff & [author removed], licensed under CC BY-NC-SA 4.0.
Writing at Work
Key Takeaways
- Paragraphs separate ideas into logical, manageable chunks of information.
- The content of each paragraph and document is shaped by purpose, audience, and tone.
- The four common academic purposes are to summarize, to analyze, to synthesize, and to evaluate.
Attribution & References
Except where otherwise noted, this chapter is adapted from “6.1 Purpose, audience, tone and content” In Writing for Success by University of Minnesota licensed under CC BY-NC 4.0. / Adaptations include: adding in relevant references for writing example content, updates for accessibility & CC licensing.
References in examples & summaries
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- Brown, S. A., McGue, M., Maggs, J., Schulenberg, J., Hingson, R., Swartzwelder, S., Martin, C., Chung, T., Tapert, S. F., Sher, K., Winters, K. C., Lowman, C., & Murphy, S. (2009). Underage alcohol use: summary of developmental processes and mechanisms: ages 16-20. Alcohol research & health : the journal of the National Institute on Alcohol Abuse and Alcoholism, 32(1), 41–52.
- Spoth, R., Greenberg, M., & Turrisi, R. (2009). Overview of preventive interventions addressing underage drinking: State of the evidence and steps toward public health impact. Alcohol Research & Health, 32(1), 53–66.
- 1. Summarize, 2. Analyze, 3. Synthesize, 4. Evaluate ↵
