Chapter 26. SUMMARY       Introduction   Basics   Advanced   Samples   Activities --- Activities Using Formal Summarizing See also "Activities & Groups." --- SPECIAL ACTIVITIES SUMMARY OF YOUR LIFE: Write a summary of your life.  Keep it short--about 100-150 words. SUMMARY OF GOOD MARRIAGE PARTNER: Write a 100-150 word summary of what you would like (or do like) in a good marriage/life partner.  Then gather in small groups, share your summaries, and write a 100-150 word summary of your summaries. BAD BOOK: Imagine that you have just read a book that is terribly written and with which you disagree strongly.  Name the author, title, and, in one sentence, the subject.  Then write a 100-150 word summary of its content without any reference to how poorly it is written, and without any sign that you disagree with it. JOB DESCRIPTION: In addition to summarizing texts, one can make summaries of people, events, jobs, and businesses. Individually or in groups, make a summary of a job by creating a job description for a newspaper "Wanted" ad. Then summarize the ideal person for it. Then summarize the minimum requirements a person would have to meet to be hired. INTERVIEW: Using the summaries in #1 above, interview one to two candidates from other groups. Candidates should be allowed to see the job description and the minimum requirements (but not necessarily the ideal-person summary) for a few minutes. During that time, the interviewing group should plan the specific procedure for conducting its job interviews. JOB DESIRABILITY: Summarize a job you have loved or hated, including normal and abnormal situations and best and worst situations and conditions. Form groups based on types of jobs summarized, and then in groups decide what level of desirability each job--as described--has. List a few things that are right about each one and a few things that could be changed about each one. DATING SCENARIO: Write as much as you can for ten to fifteen minutes on the perfect person for you to date or marry. Then, for four to seven minutes, summarize all you wrote in one-fourth the sentences. Gather into small interest groups (e.g., "dating" people and "marrying" people). Summarize for eight to twelve minutes all your summaries in just several sentences for the whole group. Report back to class. ---     OTHER ACTIVITIES THOUGHTS ABOUT THE CHAPTER: As an individual or a group, read the chapter and take notes about it using one or more of the methods in "General Study Questions." ROUGH DRAFT: As an individual or a group, write a paper as described in this chapter.  Use the subtitles shown in the "Introduction" or the "Basics" section as subtitles of your rough draft, and write at least 50+ words in each body section.  If you are working as a group, you may, if your instructor allows, develop a fictional and fanciful background and subject for your rough draft. GROUP MAPPING & PLANNING: Divide into small groups of 3-4 people randomly.  In each group, one person each should volunteer to be       (i) the facilitator (the person helping everyone to do the work), (ii) the writer/recorder (who does the writing for the group), (iii) the reader/announcer (who reports the group's works to the class), and (iv) if there is a fourth, the timekeeper, the observer taking notes about the group's way of working, and/or the "social encourager"--someone who finds questions to encourage quieter members of the group.         The group should then follow these steps using a timetable given by the instructor, either in a small, close circle with the writer using pen or laptop, or at a segment of the whiteboard with the writer using a marker:      (A) What is the key or essence of this type of paper?  Brainstorm an interesting, fun idea (serious or silly) to write about.     (B) Then look at the "map" or blocks of how to build this type of paper, from introduction through the body sections to the conclusion.  The instructor can either project it on a screen or draw it on the board.  Then fill in the parts with 50-100 words for each main body section, and 20-50 for the intro and conclusion (depending on the instructor's directions).    (C) If your instructor suggests this, add a good made up illustration, graphic, or quotation or two to each section from an "expert" and give credit to your made-up expert.  (Note: Never add made-up detail or experts to a real paper.)    (D) Have your reader/announcer read your result to the entire class.    (E) After all groups have gone, then the "observer" in each group--or the facilitator--should answer three brief comments on how the group process happened: "What worked well," "What didn't," and "How could it be changed?"       GROUP CRITIQUE OF A LATER DRAFT: If your class has a paper all of you are preparing for grading, gather in a group to critique each other's developed drafts:       (A) Simply pass the papers to each other; your paper preferably should be checked by three other people.   (Some instructors prefer that you make several copies, distribute them to your group members, take the copies home that you receive, and comment on them there.)      (B) Write comments for each other.  To do so, use a a set of grading guidelines (or "rubric"): for example, "How are the contents," "How is the organization of parts," "Do paragraphs work well," and "How well have editing errors been corrected?"  Preferably, you can use the guidelines your instructor applies when grading.         (C) For each question or requirement in your guidelines, write one or more comments.  Your comments should be substantial and specific (more like a complete sentence, and more specific than just "Nice!" or "Needs work").  Your comments also should be positive or helpfully constructive: when positive, they should offer specific praise of a particular part, detail, or method; when constructive, they should offer specific advice about what to add or do to make the paper better.         (D) Add a final positive or constructive comment about how you think the average reader of this paper might respond to it, and/or how the paper could be changed or fixed for a stronger or more positive response from its audience.   (E) After receiving your comments from others, take them home.  Review what they have written.  Remember that your readers are not commenting on you as a person, but rather on how easily (or poorly) they have been able to read your paper as its audience members.  Pay attention in particular to comments that may have been repeated by more than one of your readers. For a wide variety of other activities and exercises, go to "Activities & Groups." --- Return to top.