Find out how to Write a Summary, Analysis, and Response Essay Paper

 

Steps in Writing a Summary

A summary is telling the main ideas of the article in your own words. These are the steps to writing a great summary:

1. Read the article, one paragraph at a time.
2. For each paragraph, underline the main idea sentence (topic sentence). (If you can't underline the book, write that sentence on your computer or a piece of paper.)
3. When you finish the article, read all the underlined sentences.
4. In your own words, write down one sentence that conveys the main idea. Start the sentence using the name of the author and title of article (see format below).
5. Continue writing your summary by writing the other underlined sentences in your own words. Remember that you need to change both the words of the sentence and the word order. For more information, see How to Write a Summary of an Article.
6. Don't forget to use transition words to link your sentences together. See my list of easy transition words to help you write your summary more effectively and make it more interesting to read.
7. Re-read your summary. Does it flow well? Are there too many details? Not enough? Your summary should be as short and concise as possible.  

Sample Summary Format

Author Tag: You need to start your summary by telling the name of the article and the author. Here are three examples of how to do that (pay close attention to the punctuation):

1. In “How the Civil War Began," historian John Jones explains...
2. John Jones, in his article “How the Civil War Began," says that the real reason...
3. "How the Civil War Began," by historian John Jones, describes....

First Sentence of Summary: Along with including the article's title and author's name, the first sentence of the summary should be the main point of the article. It should answer the question: What is this essay about? (thesis). Example:

In "How the Civil War Began" by John Jones, the author argues that the real reason for the start of the Civil War was not slavery, as many believe, but was instead the clash of cultures and greed for cash.

Rest of Summary: The rest of your summary is going to give the reasons and evidence for that main statement. In other words, what is the main point the writer is trying to make and what are the supporting ideas he or she uses to prove it? Does the author bring up any opposing ideas, and if so, what does he or she do to refute them? Here is a sample sort of sentence:

___________ is the issue addressed in “(article's title)” by (author's name). The thesis of this essay is ___________ . The author’s main claim is ___________ and his/her sub claim is ___________ . The author argues ___________ . Other people argue ___________ . The author refutes these ideas by saying ___________ . His/her conclusion is ___________ .

How often do you mention the author? While you don't have to use an author tag in every sentence of a summary, you need to be clear when you are giving ideas that are taken from the article, and when you are saying your own ideas. In general, you want to be sure that you always use the author's name and the article title when you start the summary, and that you use the author's last name in the last sentence of the summary to make it clear you are still talking about the author's ideas. In a research paper, you would then put an parenthetical citation or footnote, which tells the reader you are finished using that source.

EIGHT USEFUL TIPS TO IMPROVE YOUR PRONUNCIATION

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‘Be picky’ and 24 other great tips for teachers on how to manage a classroom

While an education reform policy debate becomes ever more furious around the country, teachers still have to teach every day. Here are 25 great tips to help teachers keep their classrooms in control. The most brilliant teacher can’t help kids learn if he/she can’t manage the classroom. Edutopia is a nonpartisan organization created and operated by the George Lucas Educational Foundation. It is dedicated to improving the K-12 learning process through innovative and evidence-based strategies that help kids thrive in school and beyond.

INTRODUCTION

Whether you’re a new or experienced teacher, strategies for effective classroom management are vital to keeping your class running smoothly and creating a positive learning environment. In this guide you’ll find the 25 best tips for classroom management contributed by the educators of Edutopia’s community.

RULES & BEHAVIOR

BE PICKY
Tip: Pick your rules wisely. More rules doesn’t always equate to better behavior.
“An environment that is dictated by too many rules is rigid, cold and likely to create an atmosphere of rebellion…Rules and routines are an excellent way to communicate your behavioral expectations, but not the way to completely ‘manage’ your classroom.” — Tracey Garrett, professor of teacher education, New Jersey
TAKE IT OUTSIDE
Tip: Avoid confronting misbehaving students in front of their classmates.
“Whenever I had confrontations in front of their peers, it often escalated….I began to ask the student to step out of the classroom to talk to me. I usually remained calm and reasoned, but firm in what behaviors I would and wouldn’t accept. 90% of the time, we’d return to the classroom, no one would lose face, and the situation would be resolved.” — Gary Latman, retired high school English teacher, Chicago
CHOOSE YOUR BATTLES
Tip: Don’t waste your energy reprimanding every small misbehavior.
“Pick your battles when it comes to student behavior issues…we waste precious energy and create more distraction when we jump on every single thing students do. Decide what your bottom line issues are…then be prepared to enforce them consistently every day of the year.” — Renee/TeachMoore, English teacher, Mississippi
STAY COOL
Tip: Keep calm and carry on.
“When every other element is out of your control, you can still manage your reaction.” —Instructional Specialist, AutismClassroom.com
“Try not to yell. Once you yell, they have won. I get a much better response from students when I simply count backwards or just look at them.” — Margie, 3rd grade teacher, Rochester, N.Y.
PLAN AHEAD
Tip: Always have a plan in mind for handling misbehavior.
“Always having a plan. From small to large infractions, being consistent with your plan is imperative. The students will always want to test you, but if your reaction is always the same, the game is over quickly.” —  Jo Ann Brass 

BUILDING RELATIONSHIPS

CONNECT AND RECONNECT
Tip: Greet your students at the door.
“Greet every child at the door first thing in the morning or at the beginning of class to help reconnect and set the tone for your day or class.” —Janofmi, MEA National Board candidate support provider, Michigan
WEAR THEIR SHOES
Tip: Try to look at things from your students’ perspective and be empathetic.
“I strongly, firmly believe that if teachers do not wear our students’ shoes when necessary, we are not doing our job well. This is especially true when dealing with teenagers…we have to be extremely careful about what we say and how we say what we need to.” —Roselink, ESL Teacher, Madrid, Spain
GET TO KNOW THEM
Tip: Build rapport with your students and show them you care.
“Spend time participating in their extracurricular activities, attend sporting events, concerts, etc. to support them. [This] has definitely paid off because if I need to have a talk with a student in terms of their academics or behavior, I am able to accomplish so much more because I have developed a trusting and honest relationship with them.” — Emily
SLAY THE DRAGON
Tip: Confront issues head-on to find a solution.
“I noticed that students that are difficult are usually masking something else. I find out what it is by ‘Slaying the dragon.’ I try to become a friend to the student. I go to their games. Talk to them at lunch etc. I notice how they react to the learning process. If a child has difficulty reading or math we privately work on those issues before or after school.” — Tanya Shank
NO HARD FEELINGS
Tip: Don’t take it personally when a student lashes out. Treat each day as an opportunity to start fresh.
“I started my teaching career in an alternative school in a rough part of town. My mentor told me, ‘Don’t take it personally. The students want you to hurt as much as they are hurting.’ I have never forgotten that and each day, the slate is wiped clean and I harbor no grudges towards my students.” — Lisa Brown 

COMMUNICATION

AT-HOME CONNECTIONS
Tip: Don’t be afraid to reach out to parents.
“They really are our allies. For every two phone calls that you have to make about a problem that you are dealing with in class, make one positive one to a parent just to say something nice about their child.” — Elizabeth Ramos, high school teacher, Chatsworth, Calif.
CURIOUS  Q’s
Tip: Ask students questions to help make them feel comfortable.
“…be friendly with students and make them comfortable. Communication is really very important to make them feel free with you. Engage them through discussions and asking them several questions, as this will boost up their confidence and interest level.” —  Jessica, math teacher and tutor at 1to1tutor.org

EXPECTATIONS

GREAT EXPECTATIONS
Tip: Make your expectations clear from the get-go.
“Take the time to teach expectations, and reteach them as needed. This may feel like you are wasting time that could be spent on curriculum, but when you add up the time it would take to do a menial task throughout your semester or year, you are actually adding time spent on instruction.” — Carey Rebecca, high school A.P English teacher
MUTUAL RESPECT
Tip: Embrace the “Golden Rule” in your class(es).
“I only have one rule: Treat me with the same respect and dignity that you want me to treat you. I always remind them when something is not right: How would you like it if I did that to you? This diffuses so many situations and the other children also look to the offender and ask the same question.” — Lorraine
CONSISTENCY IS KEY
Tip: Be consistent in expectations and discipline.
“Consistent execution of the rules helps to maintain the respect fostered in the classroom. Once these rules are in place, I feel the most vital piece of classroom management is developing relationships of trust and equality. If this is the ultimate goal of a student-teacher relationship, real learning can take place.” — Jennifer Hendren https://www.washingtonpost.com/news/answer-sheet/wp/2014/10/22/be-picky-and-24-other-great-tips-for-teachers-on-how-to-manage-a-classroom/

Effective teaching: 10 tips on what works and what doesn’t 

The question of what makes a great teacher has been around for a long time. It’s an enquiry that poses many problems because there’s simply no set recipe for success, and different approaches work for different professionals and students.
The Sutton Trust has published a report that reviews the research into effective teaching, finding that popular practices, such as lavishing praise on students or allowing them to discover key things for themselves, actually have no grounding in research.
The author of the report, professor Robert Coe from Durham University, says this is a “starter kit” for thinking about what makes good teaching. So, what does the report recommend? Here are 10 salient points to take away:

1. Know your subject

The report, which looked at more than 200 pieces of research, found that there were six main elements to great teaching and one of the most important ones was subject knowledge. It may seem obvious, but the report found that the best teachers have a deep knowledge of their subject, and if that falls below a certain point it has a “significant impact” on students’ learning. Targeted help for teachers, giving them an understanding of particular areas where their knowledge is weak, could be effective.

2. Praise can do more harm than good

The wrong kind of praise can be harmful for students, the report found. A number of studies conducted by education experts, including Carol Dweck professor of psychology at Stanford University and Auckland University professors John Hattie and Helen Timperley, have observed this.
Deborah Stipek, the dean of the Stanford Graduate School of Education, said that praise is meant to be encouraging but it can actually “convey a teacher’s low expectations”. Stipek said that if a pupil’s failure was met with sympathy rather than anger then they were more likely to think they had done badly due to a lack of ability.
The report adds the caveat that the findings are open to interpretation, however, as teachers can do things well or badly, and some methods are not appropriate in all circumstances.

3. Instruction matters

The quality of teaching has a big impact on the achievement of students’ from poorer backgrounds, and effective questioning and assessment are at the heart of great teaching. This involves giving enough time for children to practise new skills and introducing learning progressively. Defining effective teaching isn’t easy, the report conceded, but research always returns to the fact that student progress is the yardstick by which teacher quality should be assessed.

4. Teacher beliefs count

The reasons why teachers do certain things in the classroom and what they hope to achieve has an effect on student progress. Mike Askew, the author of Effective Teachers of Numeracy, found that beliefs about the nature of maths and what it means to understand it, along with teachers’ ideas about how children learn and their role in that process, was an important factor in how effective they were.
Evidence to support this is not conclusive, however. A study by professor Steve Higgins of Durham University and the University of Newcastle upon Tyne’s David Moseley about teacher beliefs in ICT did not find a convincing relationships between beliefs and pupil progress.

5. Think about teacher-student relationships

This may also seem obvious, but the interactions teachers have with students has a big impact on learning – as well as the “classroom climate”. The report said that it was important to create a classroom environment that was “constantly demanding more” while affirming students’ self-worth. A student’s success should be atributed to effort rather than ability.

6. Manage behaviour

Interestingly, this wasn’t as significant as subject knowledge and classroom instruction as a factor contributing to teacher success. But classroom management – including how well a teacher makes use of lesson time, coordinates classroom resources and manages the behaviour of students – was noted as important.

7. There’s no evidence that setting works

Putting students in groups depending on their ability makes little difference to their learning. Although setting can in theory let teachers work at a pace that suits all pupils and tailor content, it can also create an exaggerated sense of all pupils being alike in the teacher’s mind. This can result in teachers not accomodating to the various different needs within one group and in some instances going too fast with high-ability groups and too slow with low ones.

8. Don’t worry about learning styles

A survey showed that more than 90% of teachers think individuals learn better when they get information in their preferred learning style. But despite the popularity of this approach psychological evidence shows that there is no evidence this actually works. You can read more about the evidence on learning styles here.

9. Learning should be hard at first

One finding that may surprise you is that approaches that appear to make learning harder in the short term can actually lead to students retaining more information in the long term. Elizabeth Ligon Bjork, professor at the University of Michigan and Robert Bjork, professor at the University of California, said that varying the type of tasks you ask pupils to do improves retention even though it makes learning harder initially.

10. Build relationships with colleagues and parents

A teacher’s professional behaviour, including supporting colleagues and talking with parents, also had a moderate impact on students’ learning. The report said that there may not be a direct link with these practices and student achievement, but to capture a broad definition of good teaching they should be included.http://www.theguardian.com/teacher-network/teacher-blog/2014/oct/31/effective-teaching-10-tips