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ERIC Number: EJ1001313
Record Type: Journal
Publication Date: 2012-Jun
Pages: 0
Abstractor: ERIC
Reference Count: 3
ISSN: ISSN-0013-1784
Summarize to Get the Gist
Collins, John
Educational Leadership, v69 Online Jun 2012
As schools prepare for the common core state standards in literacy, they'll be confronted with two challenges: first, helping students comprehend complex texts, and, second, training students to write arguments supported by factual evidence. A teacher's response to these challenges might be to lead class discussions about complex reading or assign regular in-class argument essays. Yet the reality is that after discussing a difficult article with a class of 20 or more students, even the most engaging teacher cannot guarantee that every student will understand it. Meanwhile, one would be hard-pressed to find an English teacher who has not inwardly cringed at the thought of having to routinely grade stacks of in-class essays. Some teachers may even neglect to assign such essays, wanting to avoid the work that follows. The author would argue that frequent written summaries of complex texts are a great way to develop students' reading comprehension and argument-writing skills, while minimizing the time the teacher spends correcting. This article looks at the benefits of this strategy as well as how the process works. (Contains 1 endnote.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 10; Grade 9; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A