Summarizing and Paraphrasing

Summarizing

A summary is a more general and condensed version of a source text written in your own words. Stephen Wilhoit, in his textbook A Brief Guide to Writing from Readings, lists three qualities of an effective summary:

• Neutrality – The writer avoids inserting his or her opinion into the summary. Also, keep “I” out of the summary.
• Brevity–Highlight the most important information from that text while leaving out unnecessary details. Summaries are much shorter than the original material—a general rule is that they should be no more than 10% to 15% the length of the original, and they are often even shorter than this.
• Independence – The summary should make sense to someone who has not read the original source.

How to Write a Summary

Regardless of the length, a summary should include an introduction, main idea section, and a conclusion.

• Introduction: You will almost always begin a summary with an introduction to the author, article, and publication so the reader knows what we are about to read.
• Main Ideas: You will introduce the main ideas throughout your text with transitional phrasing, such as “One of [Author’s] biggest points is…,” or “[Author’s] primary concern about this solution is….”
• Conclusion: Tie up any loose ends to help your reader fully understand the points being made in this text or restate whatever is most important for your readers to remember. If the summary is part of a larger piece of writing, discuss how the summary supports, illustrates, or gives new information about the overall point you are making in your writing.
• Citation: Include an in-text citation and works cited entry for the original source.

Summary Template

In “Title of Article,” a (state year) adaptation/excerpt/chapter/article from Publication where it appeared, Author (first and last name) argues/explains/describes/outlines/highlights that Thesis (main point of article) in your own words. First, he/she/they claim(s) first supporting point. For instance, specific example from the text to illustrate this point (can be paraphrase or quote). Next, he/she/they examine(s) second supporting point. For example, specific example from the text to illustrate this point (can be paraphrase or quote). Third, he/she/they suggest(s) third supporting point. For instance, specific example from the text to illustrate this point (can be paraphrase or quote). To conclude, he/she/they state(s) sum up the conclusion (may be a solution, a forecast for the future, etc.)

Plagiarism Risk

Too closely imitating the author’s language structure in your summary or paraphrase is a form of plagiarism, even if you provide a citation, because it gives the false impression that the words are your own when they are not. This includes rearranging the author’s sentences but using mostly the same wording or simply inserting synonyms into the author’s sentence arrangement.

Summarizing Example

Original Text: Like many anuran species worldwide, the frogs and toads of North Carolina have a difficult road ahead. Worldwide, scientists have documented drastic declines in many frog and toad populations. For many of these disappearances and declines, the exact causes are difficult to determine. In some parts of the United States, scientists have documented strange body malformations in some species. These alarming developments have prompted an increased interest in the threats facing amphibians. Many organizations have developed programs to monitor the status of frogs and toads throughout the world.

In North Carolina, loss of quality habitat is one of the greatest threats frogs and toads face. Habitat destruction and fragmentation threaten entire populations by:

• Eliminating wetland habitats necessary as breeding sites.
• Removing forested areas and other upland habitats where many species live most of the year, and
• Creating barriers between these two habitats that prevent individuals from migrating to and from breeding areas.

Scientists estimate that one-half of North Carolina’s original wetlands have been lost due to urban development and conversion to cropland. Our state ranked sixth in the nation for total acres of land developed between 1992 and 1997.

Dorcas, Michael E., et al. The Frogs and Toads of North Carolina: Field Guide and Recorded Calls. Raleigh, NC: North Carolina Wildlife Resources Commission, 2007.

Proper Summary: Environmental conditions in North Carolina pose a threat to frogs and toads. According to scientists, wetland destruction has already occurred on a massive scale. The destruction of wetlands, along with forests, uplands, and migration routes, could destroy vast numbers of these species. This is a concern not just in North Carolina, as frog and toad populations are declining around the world (Dorcas 8).

Plagiarism: Like most species in the world, frogs and toads have a hard road ahead. Scientists have recorded major declines in many populations of frogs and toads. In North Carolina, loss of good habitats is one of the greatest problems, caused by the elimination of wetlands, removal of forests and upland habitats, and creation of barriers that prevent migration (Dorcas 8).

The words highlighted in yellow come directly from the original text. This summary is far too similar to the original source text and would, therefore, be considered plagiarism.

Paraphrasing

A paraphrase is a restatement of an idea in roughly the same length as the author originally described it. It’s the information in your own words, and you should provide a citation. Paraphrasing contributes to the cohesiveness of a draft.

Paraphrasing Example

Original Text: Yet, the condition of the town remained primitive well into the 1890s, largely due to the high cost of acquiring a rock crusher and macadamizing roads. Life in the village was still rustic. With red clay streets, alternatively dirty or muddy, rock crossings, plank sidewalks, a line of wooden storefronts, horses and wagons tied up along Main Street and livestock pens next to homes, Davidson looked more like Dodge City with farmers and students instead of cowboys than a pristine college town of dignified homes and orderly appearance.

Blodgett, Jan, and Ralph B. Levering. One Town, Many Voices: A History of Davidson, North Carolina. Davidson, NC: Davidson Historical Society, 2012.

Proper Paraphrase: The streets in the town of Davidson looked quite different in the 1890s than they do today. With the absence of any proper pavement, the clay roads often became mud-filled and plank sidewalks and rock crossings provided a minimal shield for pedestrians. In addition, it was common practice to keep horses and other animals in close vicinity to residential dwellings. This contributed to the grubby appearance of Davidson, a far cry from the order and cleanliness normally associated with small college towns. The expense of paving materials was the main deterrent for not improving the roads (Blodgett and Levering 62-63).

Plagiarism: The condition of the town streets was undeveloped far into the 1890s, mainly because of the high cost of rock crushers and macadamizing roads. Life was rustic in Davidson with red clay streets, wooden storefronts, and livestock pens close to houses. Davidson looked more like a frontier town with cowboys than a college town with stately homes and a clean and organized presence” (Blodgett and Levering 62-63).

The words highlighted in yellow come directly from the original text. And so, this would be considered plagiarism.