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Файл:Rendering and summary writing. Учебное пособие.pdf
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− your opinion of the problem (position) introduced in the passage.
There are several basic principles you are to follow in order to make a
successful rendering. You have to develop your power of judgment, so that you
may be able to decide what must be expressed and what must be suppressed. In
rendering, facts should be expressed as plain statements, with constant reference to
the author of the passage. Try to avoid evaluative words and phrases in the body of
the rendering, keep them for expressing your own opinion.
The term “rendering” is a name for a type of learning exercise that is usually
used in universities in Russia. In universities abroad the term “abstracting” or
“summarizing” is used to mean an independent work and is also translated into
Russian as “реферирование”. An abstract is usually done in written form and
presupposes no personal opinion or inte rpretation.
Check yourself. Ha vi ng st udie d the st ruc tu re of re ndering be sure you
can answer the questions below.
What are the structural parts of a text rendering?
What is the most important thing if one wants to avoid repetitions and not to
repeat the same idea twice while rendering the text? C heck the ideas given below:
− singling out the main idea;
− compression of information;
− transform ing give n te xt s;
− avoiding transformation of the give n text.
Analysing the scheme of rendering wha t part reveals the main idea ?
Analysing the scheme of rendering what part of it is used to provide all
necessary background information such as the title and source of the passage and
state the m ain idea?
What is the d ifference, if any, between t he terms abstracting, summarizing
and реферирование?
To make rendering coherent one should use clichés and
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connectors. Here is the chart representing the general scheme and useful
The stage of rendering
Expressio ns to be used in rendering
It draws our attention to ...
vocabulary for rendering. A cliché /ˈkliː.ʃeɪ/ in rendering is an expression or phrase
that is used to introduce each logical s tep or point of the plan.
The schem e and useful vocabulary for rendering is given in the chat below.
1 The title of the article The article is headlined ...
The headline of the article I have read is. ..
As the title implies the article describ es ...
2 The author of the artic le The author of the article is ...
The article is written by ...
It is (was) printed in ...
It is (was) p ublished in ...
3 The main idea of the article The main (basic) idea of the article is .. .
The article deals with...
The article is devoted to...
The article touc hes u pon. ..
The purpose of the ar tic le is to gi ve th e rea der
some information about...
The aim of the article is to provide the reader
with some material (data) on...
4 The contents of the ar ti cle,
some facts, names, figures,
terms
At the beginning of the text the author ...
The author starts by telli ng the reader (about,
that) ...
The author writes (states ) that ...
According to the text ...
The text gives a valuable information a bout...
Much attenti on is giv en ( pai d) to ...
It gives a de tailed analysis of ...
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5 Your personal opinion
(only for rendering done for
As for me (personally) ...
What concerns me personally ...
educational purpose)
To my mind ...
In my opinion ...
As far as I have come to understand ...
I consider (think) that ...
It should be noted that every article has got credentials, i.e. the title of the
article, the author and date of publishing (picture 3). Sometimes the source is
included. One should start rendering pointing out this general information of the
article.
the passage? Sta te the m ain idea .
2 The main ide a of the article is revealed in the … .
3 Does rendering as a learning task include your opini on of the problem
discussed in the article?
phrases:
4 What do we mean by “credentials of the article”?
5 What structural part or stage of rendering may contain the following
Picture 3 – Credentials of the article
Check yourself a nsw e ri n g the que st i on s on ren de r ing str uc t ur al par ts.
1 What is the structural part of the renderin g in which you provide
all necessary background information such as the title and source of
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− to my mind;
− the author states;
− the head-line of the article is … .
1.3 Identifying the topic and supporting details
Understanding the topic or the larger conceptual framework of a textbook
chapter, an article, a paragraph, a sentence or a passage is a sophisticated reading
task. Being able to draw conclusions, evaluate, and critically interpret articles or
chapters is important for overall comprehension in college reading. Textbook
chapters, articles, paragraphs, sentences, or passages all have topics and main ideas.
The topic is the broad, general theme or message. It is what some scholars call the
subject. The main idea is the «key concept» being expressed. Details, major and
minor, support the main idea by telling how, what, when, where, why, how much,
or how many (picture 4). Locating the topic, main idea, and supporting details
helps you understand the point(s) the writer is attempting to express. Identifying
the relatio nship between these will increase your comprehension.
Picture 4 – Topic, main idea , details in the process of rendering
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Check your under st a nd ing of th e top ic an d sup p orti ng details in an
article.
1 How does understanding the topic and conceptual framework of a
text contribute to colle ge reading comprehension?
2 What is the diffe rence betwee n the topic and main idea in a text?
3 Why are detail s important in supporting t he main idea of a text?
4 How can identifying the topic, main idea, and supporting details enhance
comprehension for readers?
5 What role do conclusions, evaluations, and critical interpretations play in
understanding a text?
6 How can one determine the key concept being expressed in a paragraph
or passage?
7 What strategies can be used to locate the topic, main idea, and
supporting de ta ils in a text effectively?
Grasping the Main Idea
A paragraph is a group of sentences related to a particular topic, or central
theme. Every paragraph has a key concept or main idea. The main idea is the most
important piece of information the author wants you to know about the concept of
that paragraph.
When authors write they have an idea in mind that they are trying to get
across. This is especially true as authors compose paragraphs. An author organizes
each paragraph's main idea and supporting details in uphold of the topic or central
theme, and each paragraph supports the paragraph preceding it. An author will
state his/her main idea explicitly somewhere in the paragraph. That main idea may
be stated at the beginning of the paragraph, in the middle, or at the end. The
sentence in which the ma in idea is stated is the topic sentence of that paragraph.
The topic sentence announces the general theme (or portion of the theme) to
be dealt with in a paragraph. Although the topic sentence may appear anywhere in
a paragraph, it is usually first
– and for a very good reason. This sentence provides
the focus for the author while writing and for the reader while reading. When you
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find the topic sentence, be sure to under lin e it so that it wi ll sta nd out n ot on ly now,
but also later when you review (picture 5) [3].
Picture 5 – Illustration of a topic sentence in a paragraph
Check yourself. Answer the questions on grasping the main idea:
1 How do we define a paragraph?
2 What is the main idea of every paragraph according to the
informatio n given above?
3 Why do authors explicitly state the main idea in a paragraph?
4 Where can the topic sentence typically be found in a paragraph, and why
is it usually place d there?
5 How does the topic sentence help both the author and the reader?
6 In what ways do supporting details contribute to the main idea of a
paragraph?
7 What role does each paragraph play in relation to the one before it in the
text?
Identifying the Topic
The first thing you must be able to do to g et at the main idea of a paragraph
is to identify the topi c
– the subject of the paragraph. Thin k of the par a gra ph a s a
wheel with t he topic being the hub - the central core around which the whole wheel
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(or paragraph) spins. Your strategy for topic identification is simply to ask yourself
the question, “What is this about?” Keep asking yourself that question as you read
a paragraph, until the answer to your question becomes clear. Sometimes you can
spot the topic by looking for a word or two that repeat. Usually you can state the
topic in a few words.
Let us try thi s topic-finding strategy. Reread the fir st paragraph on this page
– the first paragraph under the heading Grasping the Main Idea. Ask yourself the
question, “What is this paragraph about?” To answer, say to yourself in your mind,
“The author keeps talking about paragraphs and the way they are designed. This
must be the topic
– paragraph organization”. Reread the second paragraph of the
same section. Ask yourself “What is this paragraph about?” Did you say to
yourself, “This paragraph is about different ways to organize a paragraph?” That is
the topic. Next, reread the third paragraph and see if you can find the topic of the
paragraph. How? Write the topic in the margin next to this paragraph. Remember,
getting the main idea of a p aragraph is crucial to reading.
The bulk of an expository [ɪkˈspɒzɪt(ə)rɪ] paragraph is made up of
supporting sentences (major and minor details), which help to explain or prove the
main idea. These sentences present facts, reasons, examples, definitions,
compariso n, contrasts, and other pertinent details. The y are most important because
they sell the main idea. The last sentence of a paragraph is likely to be a
concluding sentence. It is used to sum up a discussion, to emphasize a point, or to
restate all or part of the topic sentence so as to bring the paragraph to a close. The
last sentenc e may also be a transitional sentence leading to the next paragraph.
Of course, the paragraphs you'll be reading will be part of some longer piece
of writing
– a textbook chapter, a section of a c hapter, or a newspaper or magazine
article. Besides expository paragraphs, in which new information is presented and
discussed, these longer writings contain three types of paragraphs: introductory,
transitional, and summarizing.
Introductory paragraphs tell you, in advance, such things as the main ideas
of the chapter or section; the extent or limits of the coverage; how the topic is
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developed; and the writer's attitude toward the topic. Transitional paragraphs are
usually short; their sole function is to tie together what you have read so far and
what is to come
– to set the stage for succeeding ideas of the chapter or section.
Summarizing paragraphs are used to restate briefly the main ideas of the chapter or
section. The writer may also draw some conclusion from these ideas, or speculate
on some conclus ion b ased on the evidence he/ she has pre se nted (picture 6) [3].
Picture 6 – Introductory, transitiona l, summarizing paragraphs
in the structure of an article
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Check yourself. Answer the questions on Identifying the topic:
1 How do we describe the importance of identifying the topic in a
paragraph?
2 What analogy is used to explain the relationship between the topic and the
rest of the paragraph?
3 What strategy does the author suggest for identifying the topic of a
paragraph?
4 Why are supporting sentences considered crucial in an expository
paragraph?
5 What types of details do supporting sentenc es typically present?
6 What is the last sentence of a paragraph usually used for?
7 Can you differentiate between introductory, transitional, and summarizing
paragraphs based on the i nformation above?
Exercise 1. While reading the following article find a topic sentence
in each of the paragraphs, point out the main idea. Mark the
paragraphs I (Introductory), T (Transitional), S (Summarizing).
Write down in your own words what you are able to concl ude from the information.
Pay attention to the italicized words and phrases before you read. Be sure to
use them while doing the task.
Presentation skills are an essential aspect of the modern-day educational
system, and students who can effectively deliver a presentation have a distinct
advantage over those who cannot. Presentations allow students to communicate
their ideas, thoughts, and perspectives in a compelling and engaging manner. In
this article, we will discuss the importance of presentation skills for students and
why they should work to improve their skills in this area.
Presentation skills help students to develop their self-confidence. When a
student has the confidence to stand in front of an audience and deliver a
presentati on, it can ha ve a sign if ic a nt impact on their overal l se lf-esteem. This
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newfound confidence can help them in other ar eas of their life , such as job
interviews, social situations, and public speaking events.
Presentation skills allow students to develop their communication skills.
Communication skills are essential in almost every aspect of life, and presentations
are an excellent way for students to practice and improve these skills. Presentations
require students to organize their thoughts and ideas in a coherent and structured
manner, ensuring that their message is conveyed ef fectively to their audienc e.
Presentation skills help students to develop critical thinking skills. The
process of preparing a presentation requires students to research, analyze, and
synthesize information from various sources. This process helps students to
develop critical thinking skills, which are essential for problem-solving and
decision-making in almost every area of life.
Presentation skills help students to stand out from their peers. In today's
competitive world, it is essential for students to differentiate themselves from their
peers. Having strong presentation skills can help students to do just that, as it
demonstrates their ability to communicate effectively, organize their thoughts, and
present their ide a s in a compelling and engaging manner.
Presentation skills help students to develop their creativity. Presentations
allow students to showcase their creative abilities by presenting their ideas in a
visually appealing and engaging way. This can be done through the use of graphics,
videos, and other multimedia elements, all of which can help to bring their ideas to
life.
Presentation skills are crucial for students to develop, as they can have a
significant impact on their personal and professional lives. By developing their selfconfidence, communication skills, critical thinking skills, differentiation from their
peers, preparation for future careers, and creativity, students are better equipped to
succeed in all aspects of life. Therefore, it is essential for students to work on
improving their presentation skills to ensure their success in the future [6].