Summarising skills and professional standards Tutorial and LEM2011

How to summarise What is the point of… - knowing how to summarise? - summarising the articles you read? How can you sum up someone else’s work, without plagiarising it?

How to summarise Read the article or text several times to develop a clear understanding of: The author's ideas and intentions The meaning and details How strongly ideas are expressed

Summary steps Make bullet-pointed notes using keywords this makes it easier to express the ideas in your own words Write a summary directly from your notes (without re-reading the passage) Refer back to the original (only) when you have finished to ensure that your summary is a true reflection Top tips The first sentence of a paragraph often outlines the paragraph’s main aim / idea The introduction and conclusion of an article are often a form of summary

Article: FRESHWATER USE AND FARM ANIMAL WELFARE Task Article: FRESHWATER USE AND FARM ANIMAL WELFARE Produce a summary of the above article in no more than 150 words You have ~10 minutes (please keep your hand-writing legible!) Pass your summary on to another person Now produce a summary of someone else’s summary, in no more than 60 words

Get your original summary back What information has been left in? Key points Get your original summary back What information has been left in? Do you agree with the points that have been kept?

Watch the video and summarise the key points made Summarising media Watch the video and summarise the key points made http://skillshub.northampton.ac.uk/2013/06/26/academic-writing-style-further-development-video/ open in Chrome

Swap your summaries again Summarising media Swap your summaries again Have you recorded similar things? Differences between your summaries?

Summarising summary Work on your summarising skills = an essential life skill

Professional Standards You are training to complete a scientific degree Therefore the following is expected from you during the course: To attend/participate in lectures, seminars/tutorials, self-study, coursework, practicals and fieldwork This is designed to enhance your academic skills and capabilities including your communication and problem-solving skills

Level 5 Expectations TASK: In a small group discuss what you believe are level 5 expectations for the following categories: Reading Writing Speaking & Listening Note down some ideas for each…..

TASK: Select the bullet points on the next slide that you think represent level 5 standard for reading.

Reading When I read a piece of writing, I can say what it is about (the themes). I use examples and quotations from what I have read to show what I mean. I can say what I think about books, poems and plays by looking at the way they are written (the language and the structure) and the themes. When I read a story I can say who is in it (the characters) and what happens (the events). I can understand what happens in what I read and can explain what I like and what I do not like. I can try to guess what happens in a story and make guesses about why characters do things. I can find out what I want to know from books and other sources of information. When I talk or write about something I've read I can show someone what I mean in the book. I can find out what I want to know from books. I can find books in the library, use a dictionary and an index because I know the alphabet. I can see that there may be more than one meaning to texts I have read and I can explain why these are important. I can research something I want to know from lots of different sources and write it down. I can say what is important about what I have read.

Reading When I read a piece of writing, I can say what it is about (the themes). I use examples and quotations from what I have read to show what I mean. I can say what I think about books, poems and plays by looking at the way they are written (the language and the structure) and the themes. When I read a story I can say who is in it (the characters) and what happens (the events). I can understand what happens in what I read and can explain what I like and what I do not like. I can try to guess what happens in a story and make guesses about why characters do things. I can find out what I want to know from books and other sources of information. When I talk or write about something I've read I can show someone what I mean in the book. I can find out what I want to know from books. I can find books in the library, use a dictionary and an index because I know the alphabet. I can see that there may be more than one meaning to texts I have read and I can explain why these are important. I can research something I want to know from lots of different sources and write it down. I can say what is important about what I have read. Red = level 5 Blue = level 6 – what you are aiming for next year! Mixture of levels 4/5/6 Discuss answers

TASK: Select the bullet points on the next slide that you think represent level 5 standard for writing.

Writing I can choose interesting words to make my writing more interesting. I can write neatly and so it is readable. I can use commas, paragraphs, apostrophes, and speech marks correctly. I can write clearly and in an interesting way, which is appropriate for the people I am writing for (the audience) and the reason I am writing (the purpose). I can choose words (vocabulary) and write sentences in particular ways to create effects. I can write long sentences correctly; I spell longer words correctly; and I can use punctuation, including commas correctly. I can write clearly in a joined up (cursive) style. I can spell complex words correctly. I can write interestingly enough to keep readers interested. I can use punctuation correctly. I can use interesting words correctly and I can spell difficult (complex) words correctly. I can write different types of writing (forms), which are interesting to read. I can organise ideas in to separate paragraphs.

Writing I can choose interesting words to make my writing more interesting. I can write neatly and so it is readable. I can use commas, paragraphs, apostrophes, and speech marks correctly. I can write clearly and in an interesting way, which is appropriate for the people I am writing for (the audience) and the reason I am writing (the purpose). I can choose words (vocabulary) and write sentences in particular ways to create effects. I can write long sentences correctly; I spell longer words correctly; and I can use punctuation, including commas correctly. I can write clearly in a joined up (cursive) style. I can spell complex words correctly. I can write interestingly enough to keep readers interested. I can use punctuation correctly. I can use interesting words correctly and I can spell difficult (complex) words correctly. I can write different types of writing (forms), which are interesting to read. I can organise ideas in to separate paragraphs. Red = level 5 Blue = level 6 – what you are aiming for next year!

TASK: Select the bullet points on the next slide that you think represent level 5 standard for speaking/listening.

Speaking / Listening I can explain my ideas and opinions and describe things which have happened (events). I can talk and listen in different contexts, some of them formal. I can change the way I talk in different contexts. I can speak clearly (fluently) in standard English. I can use standard English in formal situations I can listen to others carefully in a discussion and respond to their ideas and views. I can take an active part in discussions, understanding others ideas and responding sensitively. I can use standard English I can use different words (vocabulary) and talk in different ways to make what I say interesting. I can talk and listen with confidence in different situations (contexts). I can talk in ways which are interesting for the listener. I can change the way I talk depending on why I am talking (the purpose). I can ask questions in discussions and take in to account what others think.

Speaking / Listening I can explain my ideas and opinions and describe things which have happened (events). I can talk and listen in different contexts, some of them formal. I can speak clearly (fluently) in standard English. I can change the way I talk in different contexts. I can listen to others carefully in a discussion and respond to their ideas and views. I can use standard English in formal situations I can use standard English I can take an active part in discussions, understanding others ideas and responding sensitively. I can use different words (vocabulary) and talk in different ways to make what I say interesting. I can talk and listen with confidence in different situations (contexts). I can talk in ways which are interesting for the listener. I can change the way I talk depending on why I am talking (the purpose). I can ask questions in discussions and take in to account what others think. Red = level 5 Blue = level 6 – what you are aiming for next year!

Any Questions? Don’t forget to revisit the Level 5 Grade Criteria in your year 2 Course Handbooks!