Senior High School

English for Academic and

Professional Purposes
Quarter 1 - Module 3, Week 3
Summarizing, Paraphrasing
and Outlining
 Senior High School

English for Academic and

Professional Purposes
Quarter 1 - Module 3, Week 3
Summarizing, Paraphrasing
and Outlining
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English for Academic and Professional Purposes – Senior High School
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Quarter 1 - Module 3, Week 3: Summarizing, Paraphrasing and Outlining
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Development Team of the Module
Authors: Marionne P. Melencion, Angel Rose Marie L. Ybañez
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EPS in English
Language and
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 Table of Contents

What This Module is About ………………………… i

What I Need to Know ………………………… i
How to Learn from this Module ………………………… ii
Icons of this Module ………………………… ii

Lesson 3
Summarizing, Paraphrasing, Identifying Thesis Statement
and Outlining ………………………… 1
Reading Texts in Various Disciplines ………………………… 1
What’s New ………………………... 1
What is It: Summarizing ………………………… 1
What’s More: Summarizing Texts ………………………… 3
What is It: Paraphrasing ………………………... 4
What’s More: Paraphrasing Sentences ………………………… 6
What is It: Outlining ………………………... 7
What’s More: Practice with Outlining ………………………… 8
What I Have Learned: Synthesizing Learnings …………………… 10
What I Can Do: Paraphrasing and Summarizing an Article …….. 10

Summary ………………………… 13
Key to Answers ………………………… 14
References ………………………… 16
What This Module Is About
Welcome to this module especially made for you! This module is made easy and
interactive designed to meet your needs as a 21st century learner. What you need most
is to focus and take time so that you will be able to achieve what you need to do in this
module. It also aims to enhance your skills in reading academic texts. You will also be
introduced to the genre of academic text, and be trained to use efficient strategies in
reading texts to provide you with skills for you to be able to work independently.
Reading is a process that involves recognizing words, leading to the development
of comprehension. Reading is a process that negotiates the meaning between the text
and its reader.
In this module, you will acquire knowledge of appropriate reading strategies for a
better understanding of academic texts to be able to produce a detailed abstract of
information gathered from the various academic texts read. Concepts like the structure,
language used from various disciplines, ideas contained in various academic texts,
knowledge of the text structure to glean information that is needed, various techniques,
thesis statements, paraphrasing and outlining reading text in various disciplines are
discussed in the following lessons:
1. Structure of Academic Text
2. Language used in Academic Texts from Various Disciplines
3. Summarizing, Paraphrasing, Identifying Thesis Statement, and Outlining reading
texts in various disciplines
4. Writing a Precis or Summary

What I Need to Know

At the end of this module, you should be able to:

1 determine the structure of a specific academic text.
2 differentiate language used in academic texts from various disciplines.
3 explain the specific ideas contained in various academic texts.
4 use knowledge of text structure to glean the information he/she needs.
(CS_EN11/12A-EAPP-Ia-c-4)
5 use various techniques in summarizing a variety of academic texts.
(CS_EN11/12A-EAPP-Ia-c-4)
6 state the thesis statements of an academic text. (CS_EN11/12A-EAPP-Ia-c-6)
7 paraphrase/explain a text using one’s own words.
8 outline reading texts in various disciplines. (CS_EN11/12A-EAPP-Ia-c-8)

i
How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that are set
Know for you to learn as you go along the module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge.
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you.

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

ii
 Lesson
Summarizing, Paraphrasing
3 and Outlining
First Semester, Q2 – Week 3

What’s New

Suppose you told your friend that you just watched a great film, and your friend
asks what the story is. What would you do? Would you tell the story as it is from the
opening scene to the end credits, or would you simply talk about the essential parts of the
movie? You’ll probably agree that the latter is the more practical choice, and you are
correct. More often than not, the gist or the most significant or important part is what is
given out to provide a background, not only in talking about movie plots but also in writing
academic and professional papers.

Photo Credit: https://www.istockphoto.com/vector/highschool-friend-clique-gm1050049312-280805029

What is it

What is Summarizing?

Summarizing refers to providing an abridged version of the narrative.

1
What is Summary?

Summary is a synopsis or digest of the essence of an entire text.

Below are the Helpful Techniques in Summarizing:

1. Read the text you are about to summarize over and over again.
2. Identify the main idea of the text you are planning to summarize.
3. Put your feet into your readers’ shoes.
4. Ensure a smooth flow of ideas.
5. Limit your summary to a few sentences.
6. Do not forget to proofread your work.

Main Idea

Supporting Supporting Supporting

Detail Detail Detail

Figure 3: Summarizing Technique

Source: www.edgalaxy.com

Example 1: Taken from the excerpt Understanding Calories

A calorie, also known as kilocalorie, is a unit of energy. This unit represents the
energy required to heat a kilogram of water on degree Celsius. While people generally
link the term calorie with food, it is a unit of measurement that can be applied to any
substance possessing energy. For instance, there are 8200 calories in a liter (about one
quart) of gasoline.

Source: Cruz, Rosalina, Laurel, Ma. Milagros, and Lucero, Adelaida. English for Academic and Professional
Purposes Reader Learner’s Material. Quezon City. Department of Education. 2016

Calorie is a unit of
energy

Represents the A unit of 1 liter of gasoline is

energy required measurement composed of 8200 calories

2
Sentence summary…

A calorie is a unit of energy that represents the energy required to heat a kilogram
of water on degree Celsius. This is also a unit of measurement where 1 liter of gasoline
is composed of 8200 calories.

You are now equipped on how to summarize. Here is what you should do next.

What’s More

Activity 1. Summarize in 5 sentences the following text below. Do the same as the
given example. Write your answer in your ACTIVITY NOTEBOOK.

1. Taken from the excerpt “Wrigley’s Chewing Gum “

Wrigley’s chewing gum was actually developed as a premium to be given away

with other product rather than as a primary product for sale. As a teenager, William
Wrigley Jr. was working for his father in Chicago selling soap that has been manufactured
in his father’s factory. The soap was not very popular with merchants because it was
priced at 5 cents, and this selling price did not leave a good profit margin for the
merchants. Wrigley convinced his father to raise the price to ten cents and to give away
cheap umbrellas as a premium for the merchants. This worked successfully, confirming
to Wrigley that the use of premium was an effective sales tool.
Source: Cruz, Rosalina, Laurel, Ma. Milagros, and Lucero, Adelaida. English for Academic and Professional
Purposes Reader Learner’s Material. Quezon City. Department of Education. 2016

1.

2. 3. 4.

Sentence summary…
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

3
2. “The movement toward education by computer is developing fast. Massive Open
Online Courses, called MOOCs, are changing how people could receive study materials
from colleges or universities and take part in online classes. But such classes were not
designed for many thousands of students at one time, as MOOCs are.” (5 points)

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
.

Activity 2. Write S if the statement describes good summarizing and N if not. Write
your answer in your EFAPP ACTIVITY NOTEBOOK.

_____1. Mario copied everything from the book.

_____2. Juan extracted the key ideas in the text.
_____3. Pedro concentrated on the important details.
_____4. Concepcion looked for key words and phrases.
_____5. Lucio simplified ideas.
_____6. Leonor revised the main idea.
_____7. To add more information, Rosa added her analysis and comments to the ideas
of the author.
_____8. Maria wrote down the general and specific ideas of the texts.
_____9. Teodoro added some of his related research to the information presented in the
text.
_____10. Pamela extended the message of the text and include some of her
interpretations.

What is It

What is Paraphrasing?

Paraphrasing is restating text giving the meaning in another form.

What are the steps to paraphrase?

1. Repeatedly read the passage to be paraphrased until you have completely understood
what it says.
2. Do not look at the passage while you are writing your paraphrase.
3. After writing your paraphrase, read the original passage once again to check if you
were able to accurately capture its meaning. By doing this, you will avoid misquoting
your source.
4
4. Check whether your paraphrase has errors in grammar or mechanics.
5. Always cite your source.

Example 1
Original: Giraffes like Acacia leaves and hay and they can consume 75
pounds of food a day.

Paraphrase: A giraffe can eat up to 75 pounds of Acacia leaves and hay

everyday.

Example 2
Original: A group of US researchers has carried out trials on a new
vaccine.

Paraphrase 1: A team of American scientists has conducted tests on a

new vaccine.

Paraphrase 2: Trials on a new vaccine were carried out by a group of US

researchers.

Paraphrase 3: Tests on a new vaccine were conducted by a team of

American scientists.

Example 3
Original: An unhealthy lifestyle can be the cause of many diseases.

Paraphrase 1: An unhealthy way of living can result in a multitude of

illnesses.

Paraphrase 2: Many diseases can be caused by an unhealthy lifestyle.

Paraphrase 3: A multitude of illnesses can be caused by an unhealthy

way of living.

Example 4
Original: Usually, female kangaroos give birth to one joey at a time. Newborns
weigh as little as 0.03 ounces at birth. After birth, the joey crawls into
its mother’s pouch, where it will nurse and continue to grow and
develop. Red Kangaroo joeys do not leave the pouch for good until
they are more than eight months old.

Paraphrase: After a female kangaroo gives birth to a joey, the newborn

crawls into its mother’s pouch where it feeds and grows until
it’s eight months old.
5
 Remember:
✓ A paraphrase must also be attributed to the original source.
✓ A paraphrase includes both the main idea and minor details from the text.
✓ If rewording is too similar to the original, it is plagiarism.

Table 2: Techniques in Paraphrasing

Technique Original Sentence Paraphrased Sentence

1. Change word form American news coverage When American

or part of speech. is frequently biased in journalists cover events,
favor of Western views. they often display a
Western bias.
2. Use synonyms of Budget shortfalls at the Higher university tuition
“relationship words” state level have resulted costs are due to lack of
such as contrast, in higher tuition costs at money in the state
cause, or effect, universities. budget,
and substitute a
word or phrase that
conveys a similar
meaning.
3. Use synonyms of There was a resurgence of At the beginning of the
phrases and words. tuberculosis at the start of 1980s, the incidence of
the decade. tuberculosis increased.
4. Change passive The entrance exam was Over one-third of the
voice to active and failed by over one-third of applicants failed the
move phrases and the applicants. entrance exam.
modifiers
5. Do not change Gamma rays consist of High-energy photons
concept words, high energy photons that that do not have mass or
special terms, or have neither mass nor charge form Gamma
proper names. charge. rays.

What’s More

Activity 3. Paraphrase the following sentences. Write your answers in your ACTIVITY
NOTEBOOK.

1. We need more proof that active learning really works.

2. They will build a huge medical center on the old site in the near future.
3. The organizers cancelled the talk because the main speaker was ill.

6
Activity 4. Compare paraphrasing and summarizing using a Venn diagram. Aim from
at least three similarities and three differences.

Paraphrasing

1.
2.
3.

1.
2.
3.
Summarizing

What Is It

What is Outlining?

An outline is a design to follow when writing a structure, a discourse, or an article.

It arranges a material in a logical way into main ideas, supporting ideas, and supporting
details.

The main idea or topic is the main topic of the outline. All main topics are indicated
by Roman Numeral. Subtopics are noted by letters and supporting details are indicated
by Arabic Numerals.

An outline can be a sentence outline or topic outline. A sentence outline is

written in full sentence while a topic outline is in words or phrases.

Guidelines in Writing an Outline:

1. Place the title at the center above the outline.
2. Every level of the outline must have at least two items (I and II, A and B, 1 and 2).
3. Put a period after each numeral and letter.
4. Indent each new level of the outline.
7
5. All items of one kind (roman numerals, capital letters, Arabic numerals) should line
up with each other.
6. Capitalize the first letter of each item.
7. The terms Introduction, Body, and Conclusion do not have to be included in the
outline. They are not topics; they are merely organizational units in the writer’s mind.

Example:
Benjamin Franklin – Scientist and Inventor

I. Experiments with Electricity

A. Studied nature of Electricity
B. Discovered Lightning Equals Electricity
C. Invented Lightning Rod

II. Other Scientific Work

A. Inventions
1. Bifocal Glasses
2. Franklin Stove https://www.bostonteapartyship.com/wp-
content/uploads//2013/06/ben-Franklin.jpg
3. Daylight Saving Time
B. Scientific Studies
1. Charted Gulf Stream
2. Worked on Soil Improvement

III. Importance as a Scientist

A. Scientific Honors
B. Writings Translated into Other Languages
C. Experts’ Comments

What’s More

Activity 5. Practice with Outlining. Read each paragraph. Then fill in the blanks in
the outlines that follow.

1. What makes an effective leader? To be sure, no one characteristic or trait defines an

effective leader. It is true, however, that effective leaders get the most out of employees
or group members by holding them to very high standards or expectations. Setting high
standards increases productivity because people tend to live up to the expectations set
for them by superiors. This is an example of the Pygmalion effect, which works in a subtle,

8
often unconscious way. When a managerial leader believes that a group member will
succeed, the manager communicates this belief without realizing that he or she is doing
so. Conversely, when a leader expects a group member to fail, that person will not usually
disappoint the manager. The manager’s expectation of success or failure becomes a self-
fulfilling prophecy. Thus it pays for a manager to expect the best from employees.
(Adapted from Andrew J. DuBrin, Leadership 4/e © Cengage Learning)

Main Idea: Effective leaders encourage a high level of performance by

expecting the best from their employees.

Support 1. People are likely to live up to a manager or superior expectations.

2. Called the “Pygmalion effect” i.e. expect the best and you will get it.

3. ____________________________________________________

a. leader who expects the best gets high achievement

b. leader who doesn’t expect much gets low achievement

c. _________________________________________________

d. pays for leaders to expect the best

2. We do not think enough about thinking, and much of our confusion is the result of
current illusions about it. Let us forget for the moment any impression we may have
derived from the philosophers, and see what seems to happen in ourselves. The first thing
that we notice is that our thought moves with such incredible rapidity that is almost
impossible to arrest any specimen of it long enough to have a look at it. When we are
offered a penny for our thoughts, we also find out that we have recently had so many
things in our mind that we can easily make a selection, which will not compromise us too
nakedly. On inspection, we shall find that even if we are not downright ashamed of a great
part of our spontaneous thinking it is far too intimate, personal, ignoble or trivial to permit
us to reveal more than small part of it. I believe this must be true to everyone. We do
know what goes on in other people’s heads. They tell us very little, and we tell them very
little. The spigot of speech, rarely fully opened, could never emit more than driblets of the
ever-renewed hogshead of thought-noch grösser wie’s Heidelberger Fass. We find it hard
to believe that other people’s thoughts are as silly as our own, but they probably are.

9
 What I Have Learned

Paraphrasing, summarizing and outlining are the cornerstones of good

academic writing. Paraphrasing involves writing from an original material
using your own words. Any written texts from a source material must be
attributed to the original source. Summarizing involves putting all the main
ideas into your own words, getting only the main points. It is also necessary
to attribute summarized ideas to the original source. Outlining is done at the
start of constructing or structuring any written texts to give you the direction
on how your written article will look like. All these three skills are needed for
any research task.

What I want to say about the lesson:

____________________________________________________________
____________________________________________________________
______________________________________________________

What I found out:

____________________________________________________________
________________________________________________________

What I Can Do

Activity 6. Read the article below. Compare the amount of paraphrasing, and
summarizing that can be found in the article. Use the questions below as
your guide in your analysis.
A. What is the title of the article? What is the source of the article?
B. How many paraphrases does the article introduction contain? How many
summaries does the article introduction contain?
C. What can you say about the amount of paraphrases and summaries in the
article? Is there too much paraphrases and summaries? If there is too much
paraphrases and summaries, how do they affect the main idea of the text?
10
 D. Overall, what is your impression of the usage of paraphrases and summaries?
Do you find it effective?

World Health Organization Declares COVID-19 a 'Pandemic.'

Here's What That Means
By Jamie Ducharme
MARCH 11, 2020 12:39 PM EDT
Source: https://time.com/5791661/who-coronavirus-pandemic-declaration/

Photo Credit: https://time.com/5791661/who-coronavirus-pandemic-declaration/

The World Health Organization (WHO) on March 11 declared COVID-19 a

pandemic, pointing to the over 118,000 cases of the coronavirus illness in over 110
countries and territories around the world and the sustained risk of further global spread.

“This is not just a public health crisis, it is a crisis that will touch every sector,” said
Dr. Tedros Adhanom Ghebreyesus, WHO director-general, at a media briefing. “So every
sector and every individual must be involved in the fights.”

An epidemic refers to an uptick in the spread of a disease within a specific

community. By contrast, the WHO defines a pandemic as global spread of a new disease,
though the specific threshold for meeting that criteria is fuzzy. The term is most often
applied to new influenza strains, and the CDC says it’s used when viruses “are able to
infect people easily and spread from person to person in an efficient and sustained way”
in multiple regions. The declaration refers to the spread of a disease, rather than the
severity of the illness it causes.

In some ways, declaring a pandemic is more art than science. “Pandemics mean
different things to different people,” National Institute of Allergy and Infectious Diseases
Director Dr. Anthony Fauci said in February. “It really is borderline semantics, to be honest
with you.”

During multiple prior press briefings, WHO officials maintained that COVID-19 had
“pandemic potential,” but stopped short of declaring it one. The agency did, in January,

11
call it a public health emergency of international concern, a slightly different label that
refers to an “extraordinary event” that “constitute[s] a public health risk to other States
through the international spread of disease.”

“Pandemic is not a word to use lightly or carelessly. It is a word that, if misused,

can cause unreasonable fear, or unjustified acceptance that the fight is over, leading to
unnecessary suffering and death,” said Dr. Tedros on March 11. “Describing the situation
as a pandemic does not change WHO’s assessment of the threat posed by this
coronavirus. It doesn’t change what WHO is doing, and it doesn’t change what countries
should do.”

SARS-CoV-2, the virus that causes COVID-19, is thought to have first jumped from
an animal host to humans in Wuhan, China. At least at first, most cases were seen within
China and among people who had traveled there, as well as those travelers’ close
contacts. While these cases were concerning, they did not suggest a pandemic, because
there was not significant spread outside of China.

But as the total number of infections rose, so too did the number of cases that
spread from person-to-person within communities around the world. Cases have now
been confirmed on every continent except Antarctica, and secondary disease hotspots
have emerged in places such as South Korea, Italy and Iran.

All of these factors helped inform the WHO’s pandemic declaration, which signals
to the world that continued spread is likely, and that countries should prepare for the
possibility of widespread community transmission. It may also inform travel policy, and
prompt cities and countries to flesh out plans for quarantines and possible disruptions to
public events, if the need arises. It can also kickstart the expedited development of
therapeutics and vaccines.

Answer: (You may use a separate sheet)

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

12
Summary

Summarizing refers to providing an abridged version of the narrative. Paraphrasing

is restating text giving the meaning in another form. An outline is a design to follow when
writing a structure, a discourse, or an article. It arranges a material in a logical way into
main ideas, supporting ideas, and supporting details.

13
14
Activity 2
1. N 6. S
2. S 7. S
3. S 8. S
4. N 9. S
5. S 10. S
Sentence Summary…
Possible answer: Wrigley has developed premium to be given away. He has thought to
do this to his father’s factory where the manufactured soap was not popular for merchants
cannot get good profit. In the end, Wrigley’s father was convinced to give premium for sale
to grow. It was confirmed that using premium is an effective tool.
1. Answer may vary
Possible answer: According to a Voice of America article, a fast-growing MOOCs
movement allows thousands to take online classes at once, changing how we learn.
Activity 1 Answers may vary.
Lesson 3
Key of Answers
15
Activity 4
1. attributed to the original source
2. Highlight a particularly striking phrase,
sentence, or passage by quoting the
original
Activity 3
1. Additional evidence is required to show the benefits of active learning.
2. A large hospital will soon be constructed in the former location.
3. The key presenter had taken ill, which resulted in the speech being cancelled by the event planners.
References

A. Book Sources

Barrot, Jessie and Sipacio, Philippe John. Communicate Today English for Academic &
Professional Purposes for Senior High School. Quezon City: C & E Publishing, Inc.,
2016.

Cruz, Rosalina, Laurel, Ma. Milagros, and Lucero, Adelaida. English for Academic and
Professional Purposes Reader Learner’s Material. Quezon City. Department of
Education. 2016

Cruz, Rosalina, Laurel, Ma. Milagros, and Lucero, Adelaida. English for Academic and
Professional Purposes Reader Teacher’s Guide. Quezon City. Department of
Education. 2016

Gabelo, Nerissa, and Geron, Cristina. Reading-Writing Connection for the 21st Century
Learners for Senior High School. Malabon City. Mutya Publishing House, Inc. 2016.

Valdez, P. English for the globalized classroom series. English for Academic &
Professional Purposes. The Phoenix Publishing House Inc. 2016

Oracion, G. M. & Dalona, I. F. English for Academic and Professional Purposes. Tagum
City. Diocesan Printing Press and Publishing, Inc. 2018

B. Online Sources

Google. “Writing Structure” Accessed June 28, 2020.

https://sokogskriv.no/en/writing/structure.html

Google. “Academic and Non Academic Texts” Accessed June 28, 2020.
http://www.screencast.com/users/Uni_Rdg_Library/folders/Study%20Advice/me
dia/898c4360-f86d-4808-812a-758d4ef4ac02

Google. “Covid 19 Statement” Accessed June 28, 2020.

https://www.unicef.org/philippines/press-releases/unicef-philippines-statement-
covid-19

Google. “Academic Texts” Accessed June 28, 2020.

http://online-
resources.elc.cityu.edu.hk/ELSS/Resource/Language%20Features%20of%20A
cademic%20Texts/part2/index.html
16
Google. “Features of Academic Texts” Accessed June 28, 2020.
http://www.uefap.com/writing/feature/featfram.htm

Google. “Writing Exercise” Accessed June 28, 2020.

https://www.students.mq.edu.au/public/download.jsp?id=263142

Google. “Writing Exercise” Accessed June 28, 2020.

http://www.uefap.com/writing/exercise/feature/educat/edufram.htm

Google. “Talking with friends” Accessed June 28, 2020.

https://www.istockphoto.com/vector/highschool-friend-clique-gm1050049312-
280805029

Google. “Benjamin Franklin” Accessed June 28, 2020.

https://www.bostonteapartyship.com/wp-content/uploads//2013/06/ben-
Franklin.jpg

Google. “Pandemic declaration” Accessed June 28, 2020.

https://time.com/5791661/who-coronavirus-pandemic-declaration/

Google. “Thesis Statement” Accessed June 28, 2020.

https://courses.lumenlearning.com/suny-basicreadingwriting/chapter/outcome-
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Google. “Writing Style” Accessed June 28, 2020.

https://searchengineland.com/how-to-create-a-style-guide-for-your-seo-content-
writers-305893

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