1. Summarising skills and professional standards
Tutorial and LEM2011

2. 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?

3. 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

4. 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

5. 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

6. 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?

7. Watch the video and summarise the key points made
Summarising media
Watch the video and summarise the key points made
open in Chrome

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

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

10. 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

11. 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…..

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

13. 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.

14. 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

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

16. 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.

17. 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!

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

19. 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.

20. 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!

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