1. Setting Summary Questions The ‘P’s-ful way

2. The Passage  Choosing the passage When setting any comprehension paper, besides ensuring that the chosen passage has enough depth to craft questions from, teachers also have to check if there is a “rich-enough” section of the passage from which a Summary Question can be set.  For your task, the passage has already been chosen, so you need not  about this.

3. The Paragraphs  Delineating the paragraphs Now that the passage has been chosen, you need to mark out the paragraphs from which the summary points are to be taken from. Your choice will be determined again by the richness of the paragraphs.  See the next slide on how to go about this step.

4. The Paragraphs  Read through the whole passage.  Identify the gist of each paragraph.  Identify a series of consecutive paragraphs that deal with a certain aspect of the issue in the passage. E.g. (not exhaustive) Chronological unfolding of events Compare and contrast Pros and cons Past and present  Mark out your intended paragraphs This should not be anything less than 4 paragraphs.

5. The Points  Now, working on the aspect of the issue and paragraphs you have identified, mark out the possible content points in the paragraphs.  You should identify about 15 content points to ensure the intended summary question can work out.

6. The Powder Puff (touch-up, lah)  Now that you have ascertained a Summary Question can be set from the passage, tidy up your intended question and answer.  Ensure that your question leads to your answers.  See the next two slides to check the validity of your intended question.

7. The Powder Puff (touch-up, lah)  Check the phrasing of your QUESTION Are the key phrases clear? Do the key phrases lead the student to the content points you intended?  If yes, all well and good.  If no, you need to rephrase your question. Questions typically ask for (not exhaustive):  Account of events (for paragraphs in chronology)  Pros and Cons  Past and Present  Problem and Solution

8. The Powder Puff (touch-up, lah)  Check the content points of your ANSWER Are you led to these points by the question?  If yes, all well and good.  If no, then you either change your points, or change the question phrasing. Is there more than one point per mark awarded?  If yes, break up the points into smaller ones where you award one mark per point.  If no, all well and good. After the touch-up process, you should get between 18 and 22 content points.

9. The Powder Puff (touch-up, lah)  Putting it in your own words Now that your content points have been identified and confirmed, you should try phrase them in your own words as far as possible. See ‘Summary-Passage Sample’ and ‘Summary-Answer Sample’ for the format on the wording of the question and the structure of the answer scheme. Follow this same format.

10. Have fun playing teacher!