Directions: Read the concepts provided.

On a one whole sheet of paper, summarize the concepts read

using graphic organizers. Submit the papers after the class.

COMMON TEXT STRUCTURES

Text structures (WDPI, 2012) refer to the way authors organize information in text. Recognizing the underlying
structure of texts can help students focus attention on key concepts and relationships, anticipate what is to come,
and monitor their comprehension as they read.
Text structure Definition Graphic Organizer Transitions Questions
Narrates an Descriptive  Who is the narrative
event/story with language about?
characters, (adjectives, adverbs,  Where is it set?
Narrative setting, conflict, similes, and  What is the conflict?
point of view, metaphors)  Who is telling the
and plot narrative?
 What is happening?
Present ideas or  First, second,  What items, events,
events in the third… or steps are listed?
order in which • later  Do they have
they happen • next to/always happen
• before in this order?
• then  What sequence of
Chronological,
• finally events is being
Process, or
• after/later described?
Sequence
• when  What are the major
• since incidents that
•now/previously occur?
•actual use of dates  How is this structure
revealed in the
text?
Provide if/then  What happened?
explanations or • reasons why  Why did it happen?
reasons for • as a result  What caused it to
phenomena • therefore happen?
Cause and • because
Effect • consequently
• since
• so that
• for
• due to
Identify problem is  What is the
problems and • dilemma is problem?
pose solutions • if/then  Why is this a
• because problem?
Problem/ • so that  Is anything being
Solution •question/answer done to try to solve
• puzzle is solved the problem?
 What can be done
to solve the
problem?
Discuss two However/yet  What items are
ideas, events, or • nevertheless being compared?
phenomena, • on the other hand  In what ways are
showing how • but/where as they similar?
they are • similarly Different? What
different and • although conclusion does
Compare and
how they are • also/likewise the author reach
Contrast
similar •in about these
contrast/comparison items?
• different  What conclusion
• either/or does the author
•in the same reach about these
way/just as items?
Describes a  for example  What are the most
topic by listing  characteristics important
characteristics,  for instance characteristics?
Definition or features,  such as  How is it being
Description attributes, and  including described (what
examples  to illustrate does it look like,
 how does it work,
etc.)?
 What is important
to remember
about it?
Why is Text Structure Important?
The readers can significantly improve their comprehension and retention of information when they can identify
and recognize the text structure of a text. It can also help them:
1. Organize information and details they are learning in their minds while reading.
2. Make connections between the details being presented in a text
3. Summarize the important details shared in a text

TECHNIQUES IN SUMMARIZING VARIETY OF ACADEMIC TEXTS

Summarizing is how we take larger selections of text and reduce them to their bare essentials: the gist,
the key ideas, the main points that are worth noting and remembering. Webster's calls a summary the
"general idea in brief form"; it's the distillation, condensation, or reduction of a larger work into its primary
notions. (“Reading Quest Strategies | Summarizing”)
Basic Rules:
A. Erase things that don’t matter. Delete trivial material that is unnecessary to understanding.

B. Erase things that repeat. Delete redundant material. In note taking, time and space is precious. If a
word or phrase says basically the same thing you have already written down, then don’t write it
again!

C. Trade, general terms for specific names. Substitute superordinate terms for lists
(e.g., flowers for daisies, tulips for roses). Focus on the big picture. Long, technical lists are hard to
remember. If one word will give you the meaning, then less is more.

D. Use your own words to write the summary. Write the summary using your own words but make sure
to retain the main points.

TECHNIQUES
1. Somebody Wanted But So. The strategy helps students generalize, recognize cause and effect relationships,
and find main ideas.
Somebody Wanted But So Then
(Who is the text (What did the main (What was the (How was the (Tell how the story
about?) character want?) problem problem solved?) ends.)
encountered?)
Little Red Riding She wanted to take She encountered a She ran away, A woodsman
Hood cookies to her sick wolf pretending to crying for help. heard her and
grandmother. be her saved her from the
grandmother. wolf.
Little Red Riding Hood wanted to take cookies to her sick grandmother, but she encountered a wolf.
He got to her grandmother’s house first and pretended to be the old woman. He was going to eat
Little Red Riding Hood, but she realized what he was doing and ran away, crying for help. A
woodsman heard the girl’s cries and saved her from the wolf.
2. SAAC Method. This method is particularly helpful in summarizing any kind of text. SAAC is an acronym for
“State, Assign, Action, Complete.” Each word in the acronym refers to a specific element that should be
included in the summary.
State Assign Action Complete
(the name of the (the name of the author) (what the author is doing (complete the sentence or
article, book, or story) (example: tells, explains) summary with keywords and
important details)

“The Boy Who Aesop (a Greek tells what happens when a

Cried Wolf” storyteller) shepherd boy repeatedly lies
to the villagers about seeing
a wolf
"The Boy Who Cried Wolf," by Aesop (a Greek storyteller), tells what happens when a shepherd boy
repeatedly lies to the villagers about seeing a wolf. After a while, they ignore his false cries. Then,
when a wolf really does attack, they don’t come to help him.
3. 5 W's, 1 H. This technique relies on six crucial questions: who, what, when where, why, and how. These
questions make it easy to identify the main character, important details, and main idea.
(To) Who(m) What did they When did the Where did Why did the How did
is the (he/she) do? action take the story main the main
story about?) place? happen? character do character
what s/he do what
did? s/he did?
 The tortoise He raced a When isn’t An old country The tortoise was The tortoise
quick, boastful specified in this road tired of hearing the kept up his
hare and won. story, so it’s not hare boast about slow but
important in this his speed. steady pace.
case.

4. First Then Finally. This technique helps students summarize events in chronological order.
First: What happened first? Include the main character and main event/action.
Then: What key details took place during the event/action?
Finally: What were the results of the event/action?
First, Goldilocks entered the bears' home while they were gone. Then, she ate their food, sat in their
chairs, and slept in their beds. Finally, she woke up to find the bears watching her, so she jumped up
and ran away.
5. Give Me the Gist. This type of techniques is like giving a friend the gist of a story. In other words, they want
a summary – not a retelling of every detail.

Source:
Kris Bales, “5 Easy SUMMARIZING Strategies for Students,” ThoughtCo, accessed August 4, 2021,
https://www.thoughtco.com/summarizing-strategies-for-students