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T he ability to write a tight, concise, accurate summary of information is an essential entry point to other writing genres, especially analytical and technical writing. The purpose of a sum-mary, after all, is to convey correct infor-mation in an efficient manner so that the reader can learn the main idea and essen-tial details through a piece tha...
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... order to ensure that students could make decisions about what infor- mation to include and exclude, the copies of the text did not include stop points. We used a rubric to assess their work (see Table 2) and were pleased to see that after three weeks of instruction, most Not surprisingly, the writing activity created quite a bit of conversation. After each group had written their survivor advice, they taught the rest of the class what to do if they found themselves in the same unfortunate circumstances. ...
Citations
... It also involves creative inspiration, problem-solving, reflection, and editing, culminating in a complete manuscript [25,57]. From a student's perspective, writing an abstract can be a daunting task, both in terms of getting ideas on paper and mastering writing rules such as logic, summary, argument, and grammar [25,40]. To help students develop the abstract writing skills typically included in paper writing skills, institutions, such as universities, have conventionally recommended that students attend thematic writing training courses, such as scientific paper writing and biology essay writing, during which it is important for individual students to receive ongoing formative feedback [16]. ...
... First, rephrasing is considered to be one of the core skills for paraphrasing key content, which is the essence of abstract writing [9]. However, students, especially L2 learners, resort to copying sentences from other parts of the paper rather than rewriting the main ideas in their own words [9,40]. Second, when it comes to organizing the ideas in each section of the paper, most junior students are not skilled at integrating them in a logical and cohesive manner while making the essay fluent and clear [9]. ...
... To address the idea organization problem, we run a re-trained sentence classification model that classifies abstract sentences into five genres (i.e. background, objective, method, result, and conclusion) [20,34,40,52] and show the results in different colors. Considering the classification feedback, self-regulation [5] regarding the organization of the abstract will be evoked, which will lead the user to discover which parts of the paper need to be included in specific areas and whether the ideas are expressed in a logical and cohesive order. ...
The significance of novice researchers acquiring proficiency in writing abstracts has been extensively documented in the field of higher education, where they often encounter challenges in this process. Traditionally, students have been advised to enroll in writing training courses as a means to develop their abstract writing skills. Nevertheless, this approach frequently falls short in providing students with personalized and adaptable feedback on their abstract writing. To address this gap, we initially conducted a formative study to ascertain the user requirements for an abstract writing training tool. Subsequently, we proposed a domain-specific abstract writing training tool called ALens, which employs rhetorical structure parsing to identify key concepts, evaluates abstract drafts based on linguistic features, and employs visualization techniques to analyze the writing patterns of exemplary abstracts. A comparative user study involving an alternative abstract writing training tool has been conducted to demonstrate the efficacy of our approach.
... Summary is an important educational skill in academic writing and one that presents challenges. As Frey et al. (2003) note, being able to restate another author's thesis accurately and efficiently is the foundation for research papers and academic writing. Yet, some students see summarizing as an activity where "excessive copying" is permitted, putting them at risk for plagiarism (Yoshimura, 2018, p. 2). ...
... The decision to instruct students in summary writing through scaffolding is not new. It is a technique often used with middle and high school writers (Dollins, 2011;Frey et al., 2003). The decision to provide this kind of breakdown for students at the college level may seem unnecessary or even like "handholding" to some. ...
First-year college students often struggle with summary writing, especially when summarizing a text that is lengthy or complex. Some students, for example, see summarizing as an activity where “excessive copying” is permitted, putting them at risk for plagiarism (Yoshimura, 2018, p. 2). Other students struggle with summaries because they are not effective at picking out the main ideas in a text (Spirgal & Delaney, 2016). As Frey et al. (2003) note, being able to accurately and efficiently restate another author’s thesis is a necessary skill for research papers and academic writing. Based on Kolb’s experiential learning theory, which posits a four-stage learning cycle consisting of concrete experience, reflective observation, abstract concepts, and active experimentation (Kolb et al., 1999), I incorporated scaffolding techniques into my pedagogical approach to summaries. To improve students’ comprehension of the document’s main points, I asked them to organize it into clusters of paragraphs that focused on the same topic for the same audience. When students finished “clustering” the 30 paragraphs in the court document that we were analyzing (Oregon v. Kinkel, 2002), the essential information came into sharp focus, which enabled them to create summaries that accurately reflected the main points and disregard non-essential information.
... Instrument are tools taken to help researchers collect data. The instrument that will be used by the researcher in this research are rubric that researcher adopted from (Frey, N., Fisher, D., & Hernandez, 2003). ...
... In this indicator, the statement must be accurate and verified by the text. (Frey, N., Fisher, D., & Hernandez, 2003) said that students need to write with precise grammar and choose their words carefully in order to accurately relay the important topics without compromising the integrity of the original work. This is because the integrity of the original work is at stake. ...
... This indicator relates to the number of sentences contained in the student summary. (Frey, N., Fisher, D., & Hernandez, 2003) said is a version of another text that has been condensed to emphasize the most important aspects while deleting features and frills that are not necessary in order to emphasize the most important aspects in the original text. When the total number of sentences in the summary is cut down, the efficiency of the summary will improve in a manner that is directly proportionate to the amount of that cut. ...
This research was motivated by several obstacles experienced by students in writing, especially in writing summaries at the English Education Study Program, PGRI University, West Sumatra. This study is a descriptive study with a quantitative approach that aims to analyze how the student summary. The data source of this research is a document in the form of twenty-two student assignments on writing summaries that the researcher obtained from the lecturer in charge of the course. The researcher conducted an analysis using a rubric, and analyzed the indicators achieved from the summary writing assessment, namely length, accuracy, paraphrasing, focus, and grammar, punctuation or spelling error. With the results of the most achieved indicators to the least achieved, the researcher will present the results of the analysis and draw conclusions. The results of this study indicate that the summary of students in the English Education Study Program is 51.13% in length, 95.45% in accuracy, 29.54% in paraphrasing, 68.18 in focus, and 87.5% in convention. From the results obtained, it can be concluded that summarizing is very important, because it can improve the quality of students, especially in writing, developing ideas and making it easier for students to understand the text.Keyword : writing, summaryAbstrakPenelitian ini dilatar belakangi oleh beberapa hambatan yang dialami siswa dalam menulis, khususnya dalam menulis ringkasan di Program Studi Pendidikan Bahasa Inggris Universitas PGRI Sumatera Barat. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kuantitatif yang bertujuan untuk menganalisa bagaimana rangkuman siswa. Sumber data dari penelitian ini adalah dokumen yang berupa dua puluh dua tugas siswa tentang menulis ringkasan yang didapatkan peneliti dari dosen yang mengampu mata kuliah tersebut. Peneliti melakukan analisis dengan menggunakan rubrik, dan menganalisa indikator yang tercapai dari penilaian menulis ringkasan yaitu panjang, keakuratan, parafrase, fokus, dan grammar, punctuation or spelling error. Dengan hasil indikator yang paling banyak dicapai sampai yang paling sedikit tercapai, peneliti akan memaparkan hasil analisa tersebut dan membuat kesimpulan. Hasil penelitian ini menunjukan bahwa ringkasan siswa di Program Studi Pendidikan Bahasa Inggris ini pada panjang mencapai 51,13%, kekuratan 95,45%, parafrase 29,54%, fokus 68,18, dan konvensi 87,5%. Dari hasil yang didapat dapat disimpulkan bahwa meringkas sangatlah penting, karena dapat meningkatkan kualitas siswa terutama dalam menulis, mengembangkan ide dan mempermudah siswa memahami teks.Kata kunci : menulis, meringkas
... The GIST strategy is type of reading teaching strategy that activates students' schemas to understand and comprehend the content of the text (Yousif, 2018). The procedure of GIST strategy according to Frey, Fisher & Hernandez (2003) are as follow: (1) Distributing a short piece of text that is divided into four or five sections. (2) Explaining the GIST format-Read the text and write a summarizing statement for each paragraph or section. ...
This research focused on GIST (Generating Interaction between Schemata and Text) strategy in increasing students’ reading comprehension. The objective of the research is to find out the significant effect on students’ reading comprehension after applying the GIST (Generating Interactions between schemata and text) strategy. This research used a quasi-experimental design. The sample consists of 60 students which were from two classes. This research used test instrument (pre-test and post-test) with multiple choice questions. The hypothesis was calculated by using t-test in which the analysis result obtained tcount = 4.33 ttable = 2.00 with α = 0.05. From the result, it can be concluded that GIST strategy can improve students’ reading comprehension in narrative text. Keywords: Generating Interaction between Schemata and Text (GIST) strategy; reading comprehension; narrative text.
... Summarizing strategy can help the student comprehend the text. According to Frey, Fisher, and Hernandez (2003) they explained that the purpose of a summary as being "to convey correct information in an efficient manner so that the reader learns the main idea and essential details through a piece that ismuch shorter than the original. ...
The objectives of this research are (1) to find out the strategies that the English teachers use in teaching reading comprehension at SMP Labschool Palu, (2) to find out the reasons why the English teachers chose the strategies in teaching reading comprehension. The subject of this research all the English teachers at SMP Labschool Palu. This research was descriptive qualitative research. The technique of collecting data were questionnaire and interview. The researcher analyzed the data by using descriptive qualitative research. The result of this research showed that there were five strategies mostly used by the English teachers in teaching reading comprehension to be applied in the classroom. There were (monitoring comprehension, recognizing story structure, question answer relationship, graphic and semantic organizers, and summarizing). Based on the analysis of interview to the teachers, those strategies can help the teachers because the students more active and the students could exchange their opinion with their friends.
... ck the readability of the texts, the writer used the Flesch-Kincaid grade level. To know the students reading level, the teacher gave IRI test. The result showed the students were in level 3. For summary writing test, the students were assigned to write a summary narrative text. The scoring system is based on the rubric for summary writing text by Frey at. al (2003). The rubric consists of 4 categories. They are lengths, paraphrasing, focus and conventions. Each aspect gave score 4 in which the students have good summary writing, their score will be 16. ...
This study aimed to investigate the students’ writing achievement between before and after the students were taught by using RAP strategy with 100 Famous Stories application. It involved 68 students as pasrticipants and used quasi experimental research method. The result of this study were analyzed by using paired sample t-test and independent sample t-test with the SPPS Version 22.The result of the study for the experimental group showed that the significance level of p was 0.05. The critical value of t-table was lower than t-obtained (22.3332.036) for reading and (9.1622.036) for writing. In other words, there was a significance difference in reading comprehension and writing achievement before and after the treatments in experimental group. Furthermore, the result of the independent t-test showed that the critical value of t-table was lower than t-obtained (5.9361.997) for reading and (7.8521.997) for summary writing, that is to say there was a significance difference in reading comprehension and writing summary acheievement of the eleventh grade students of SMA Srijaya Negara who were taught by using RAP Strategy with 100 Famous Stories Application and those who were not. It concludes that RAP strategy with 100 famous stories application could improve the students’ reading comprehension and writing achievements.
... To get the gist of a text, readers must overcome the limitations of working memory by ignoring extraneous or re dundant information and focusing specifically on macrolevel information, such as topic sentences (Bean & Steenwyk, 1984;Kintsch & van Dijk, 1978). This process of eliminating and reworking information can be promoted through summarization instruction (Armbruster et al., 1987;Bean & Steenwyk, 1984;Elledge, 2013;Frey, Fisher, & Hernandez, 2003;Taylor, 1985;Westby, Culatta, Lawrence, & Hall-Kenyon, 2010). Teaching summarization improves both the quality of written summaries and students' overall text comprehension (Duke, Pearson, Strachan, & Billman, 2011;Taylor & Beach, 1984). ...
In this meta‐analysis, the authors synthesize results from 44 (quasi‐)experimental studies on informational and narrative text structure interventions involving students in grades 4–6 in regular school settings. Findings show that text structure instruction had positive immediate effects on students’ reading comprehension but that effect sizes varied largely across outcome measures: questions (Hedges’ g = 0.25), summarization (g = 0.57), recall (g = 0.37), and knowledge about text structure (g = 0.38). However, students who received text structure instruction no longer outperformed control groups at delayed posttests. Content‐related features, such as a focus on paragraph‐level structure, active construction of graphic organizers, and teaching rule‐based summarization techniques, moderated the effectiveness of text structure instruction, but these effects also varied across outcome measures. Instructional features moderated delayed effects: Interventions with opportunities for individual student practice resulted in higher delayed effects for comprehension questions. The authors argue that text structure instruction deserves a place in the primary school curriculum so the positive effects on reading will be maintained.
... To be able to write a summary, the students were nurtured to show their own perspective, to accept multiple interpretations, and to discuss with their classmates. Frey et al. (2003) suggested the five criteria to assess a written summary: length, accuracy, paraphrasing, focus, conventions. The length of the summary should be as short as possible but still cover the necessary points. ...
Group Reading Strategy (GRS), a collaborative reading activity, offers individual contributions to a shared goal in an active learning approach. This mixed-methods research examined the influence of group reading strategy of Thai EFL university learners on critical thinking and explored learners’ perceptions of the GRS process on critical thinking skills. The Critical Thinking Self-Assessment Questionnaire, the logbook, and semi-structured interviews were used to collect data. The analysis of quantitative findings revealed that, overall, GRS fostered critical thinking skills in Thai EFL university participants. The results also showed that some intrinsic characteristics of critical thinking skills were cultivated before others. Indeed, the current study indicated the increased development of critical thinking skills through the GRS learning process. The qualitative findings evinced constructive opinions of the GRS approach to facilitate active learning environments. Specifically, Thai EFL university participants viewed GRS as peer-assisted learning, collaborative learning approach, which could, in turn, lessen adverse learning factors. However, some factors, including culture, time-allocation for the GRS process, and types of assessment, also influenced the learning process of GRS activities. Overall, GRS could have an impact on Thai EFL university participants’ critical thinking skills, at least to some extent. Indeed, longitudinal studies are still a need for future investigations.
... One of several writing skills that have to be adopted by college students is summary writing. Frey et al. (2003) have stated on a point that the ability to write summary tightly, concisely, and accurately is an essential entry point to other writing genres, especially analytical and technical writing. It is clearly understood that the students need to be able to summarize before they can be successful at most of the other kinds of writing that they will be familiar with in college life. ...
... This case occurs to see whether the current rubric is effective to be implemented in class to assess the summary writing. Kind of rubric which is used in this case is the analytical rubric created by Frey et al. (2003) which consists of length, accuracy, paraphrasing, focus, and conventions. ...
... The lecturer gave the researcher an example of the analytical rubric. The rubric was created by Frey et al. (2003). This rubric has been used by her for about the last 1.5 years since she was obligated as an English lecturer. ...
... This finding was in line with previous studies showing that summarizing can foster greater students' reading comprehension [25,29,40]. Also, the results confirmed previous studies showing that summarizing a text allowed students to engage with the text and thus enhance their reading comprehension [13,17,23,29,50]. ...
English-as-a-Foreign-Language (EFL) students often encounter difficulties with English writing due to limited vocabulary and an inability to integrate reading and writing skills effectively. Summary writing is one of the most effective means of integrating English reading comprehension while developing writing skills. However, writing summaries requires unobservable cognitive processes of identifying main ideas in order to convert paragraphs into concise statements. This study contributes to the existing literature on summary writing by developing and testing an online summary writing system designed to support the cognitive processes of integrated reading and writing. The findings highlight the key factors and functions involved in the design system to support summary construction. The online writing system comprises Selecting, Organizing, and Integrating (SOI) modules with the functions of Vocabulary Helper, Online Dictionary, and Reference tools. The participants were 20 students in a reading class who were recruited to receive 11 weeks of English summary writing instruction. The data included pre- and post-TOEIC reading test scores, summary writing efficiency, action logs in the online system, and responses to a questionnaire. The results showed that the system functioned to scaffold students’ integrated reading and writing with the SOI functions, providing them with opportunities for repeated review of the selected vocabulary, main ideas, and important sentences. These were the fundamental factors in facilitating summary writing processes. Pedagogical implications are discussed.
