Do we summarize in our daily lives? YES! Like?

-You have had experience summarizing in reading courses. -In future translation courses, you will read, summarize, and then translate your summaries. -This semester, you will develop your summary skills through this assignment.

A brief statement that presents the main points in concise form. Briefly gives the gist of something. Picking out the main important points.

You should keep the ideas in the same order as they are in the original paper. You should NOT use the same words mentioned in the article. You have to paraphrase. Be objective and do not add any personal opinions.

1. Read the original passage several times until you understand it fully. 2. Take notes while you read. Write only few words for each idea 3. Make a brief outline 4. Write your paraphrase from your notes. Don’t look at the original while you are writing. 5. Check your paraphrase against the original to make sure you have not copied anything. 6. Make sure you have not changed the meaning of the original paper.

The Process Find a suitable article. Your teacher will direct you to types and topics suitable for this assignment. Then start skimming it. Look for the headings that begin each major section. This will help you a lot. Major headings include:  Introduction  Literature review  Methods and methodology  Results (or Findings)  Discussion of Results  Conclusion Keep in mind that you do not need to read each word; doing so may actually confuse you. For this assignment, you just need to read enough to answer specific questions. You can go back and read the article more thoroughly later on.

What is the name of the article being summarized? -Hint: The title is centered at the top of the article and abstract. -Use words like: The name of the article is... Or [Name of Article] was published in [year]. Who is the author and what is the research about? -Hint: The author(s) and purpose of the research/article are usually cited in abstract. The title itself can gives clues about the purpose of the study. -Use words like: A study was conducted by... in order to... When and where was the research conducted? -Hint: The date and location are also often given in the abstract. If not, look to the article itself to find this information. -Use words like: The study was conducted in (year) at (location). What is the aim of the research? What did the author(s) stress, emphasize, or focus on? -Hint: the aim of the research explains why the researchers conducted the study, e.g., to examine the use of online shopping compared to traditional shopping methods; to determine if teaching vocabulary through etymology is more effective that not; etc. -Use words like: The author(s) focused on...

How the research was conducted? -Hint: “How” a study was conducted will be found in the article within the “Methods and Methodology” section. It may also be found in the abstract although in less detail. Researchers use many types of methods including surveys, interviews, qualitative or quantitative data, field observations, case studies, etc. -Use words like: The research was conducted using... What are the results or findings? -Hint: Results or findings of the study can be found in the section titled “Results” or “Findings.” The results may also be mentioned in the abstract, but more detail will be provided in the article itself. -Use words like: The results of the research were... OR The researchers found that... What are the implications of the results? -Hint: This information can be found in the section titled “Implications of Results (or Findings) -Use words like: The findings indicate that...

A study was conducted by Serkan Gurkan and Dogan Yuskel of Kocaeli University in Turkey to evaluate the contributions of native (NT) and non-native (NNT) teachers of an English Language teaching program. The study, entitled “Evaluating the Contributions of Native and Non-native Teachers to an English Language Teaching Program,” was published in The aim of the research was to examine the contribution of NTs and NNTs, according to the perceptions of the participants in an English Language program. Participants included 26 preparatory students and 46 regular students. The research was based on a survey and four interviews. The interviews used a likert scale and open-ended questions. The results indicated that while NTs were successful in pronunciation and providing positive attitudes, NNTs were successful in speaking and listening. Both NTs and NNTs had strengths and weaknesses in diverse situations and contexts. These findings indicate that student participants needed, and preferred, both NTs and NNTs in their classes.