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The summaries are still surprised. When you sit down and think about all the skills that a reader must coordinate to summarize a text, it is amazing that the readers can even summarize at all. The readers must understand the text that capture the structure, identify important ideas of less important and synthesize a new way to express the ideas in the text.
It can also be composite for its entire fascination. Ten years of the summaries of teaching have shown me that there is no fast fix, no one's eye-catching lesson that fixes all problems. That's why I feel so strong that the lesson in the summary must be woven in all reading lessons. Activities such as the choice of the best summary, the search for important ideas or search for "seductive details", which depart the reader from the main point, are all short possibilities to build together all year round capabilities.
With these activities behind us, I am to make in some deeper summaries with students. As part of this, I thought about evaluating the summary. One way to judge summaries is to consider a student overview and count the number of important ideas that are included. (I wrote about this method in this blog post.) This is fast and especially good for younger writers.However,
This method does not evaluate the other aspects of a good summary, e.g. B. paraphrasing and according to the structure of the text. To try to get into these aspects, I created this 6-point category. The basic structure of the category follows the category to summarize, surrounding and attributable. Instead of only 4 points, however, this section contains 6th
i Permanent ideas: A good summary should contain the important ideas from the text. With this section it is okay that a reader receives a few more details as strictly necessary.
Paraphrasierung I like to distinguish between summaries that try to write, but so inaccurate to do, and summaries that simply copy from the text.
Structure of the text : It is this component that led me to write the new heading first. On the one hand, a summary should reflect the structure of the text - in reason. I like to think of the television program "Lost" as an example of when a skilful summary could deviate from the structure of a text. If you would summarize this show - what I do not recommend! - You would probably rearrange the ideas to create a simpler chronology. Sometimes authors play with a structure in the facts. An arrangement of ideas can help to make the summary clearer. In these cases, a highly qualified summary would not necessarily correspond to the structure of the text.
I am pleased to try this in the next few weeks. I would like to hear your comments about it!
(Oh, and I have also posted a huge folder with the collection of resources in TeacherPayTeacher. 30 files with different types of combined activities, paraphrasing lessons and more!)
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