M.Regan/SummaryWritingWorkshop/Oct.

2012 1
SummaryWritingWorkshop 12October2012

A.Stepstowritingasummary
1.Readandunderstandthetext.
2.Analyzethestructureofthetext.
3.Selectthemainideasandmostimportantdetails.
4.Draftthesummary.
5.Reviseandeditthesummary.

B.BeforetheGtoP
1.Knowyourstrengthsandweaknesses.Dosteps1and2abovecomeeasilytoyou?Do
youdraftquickly?
2.Knowwhatstrategiesworkbestforyou.Doyouprefertounderlineasyoureadthe
firsttimeorreadonceandthenunderline,ornotunderlineatall?Doyouprefertoskim
thearticleoncetogetaglobalunderstanding,thenreadmorecarefully?
3.Relatedtotheabovesteps,figureoutyourowntimeline.Doesittakeyoumoretimeto
readandunderstandandlesstodraftadrevise?Orviceversa?Timeyourselfathome
andseewhatworksbestforyou.
4.Knowabouthowmanywordsyouwriteperlineorperpagesoyoucanestimateyour
wordcount.
5.ReadalotofmagazineandnewspaperarticlesonUNtopics(butnothingtoopolitical
ortootechnical),e.g.,climatechange,MDGs,biodiversity,etc.
6.ReviewindirectspeechguidelinesontheUNEditorialManualonline
(iSeek/Topics/Manuals/EditorialManual).

C.Duringtheexam
1.Trynottopanicorfreezeuptakeadeepbreath.
2.Scanthetextveryrapidlyandgaugeyourfamiliaritywiththesubjectandthelevelof
difficultyofthetextforyou.
3.Trytofindsomesortofstructure.Canyouchunkthetextintotwoorthreemain
sections?E.g.,problemandsolution(s);causesandeffects;advantagesanddis
advantages;stepsinaprocess;argumentsandcounterarguments;etc
3.Allocateanappropriateamountoftimeforthereading/analyzingandthe
drafting/revisingafterconsideringwhatyouknowaboutyourself(cf.steps13above)
andafterskimmingthetext,e.g.15minutestoreadandanalyze/underlineand30
minutestodraft,reviseandedit.Or25minutestoreadandanalyzeand20todraftand
edit,etc.
4.Ifyouknowthetopicwell,greatbutdontfallintothetrapofincludingstuffthatis
notinthetextevenifthetextisincorrect.Dontaddyouowninterpretation.
5.Dontstayonanysectionfortoolong.Moveonandcomebacklater,ifyouhavetime.
Ifyouarealreadywriting,skipsomelinesonthepapersoyouhaveroomtoinsertthis
partlater.
6.Dontgetstuckontechnicaltermsorwordsthatyoudontunderstandtrytograsp
theglobalmeaningandfocusonthat.
7.Useyouownwordsbutdonttrytofindsynonymsfortechnicalorveryspecificterms,
suchassustainabledevelopment,signatories,internationalmigration,climatechange,etc.
8.Dontwastetimewhiledraftingstrugglingwithindirectspeech.Saveafewminutesat
theendtochangeverbstopasttenses.Choosethesimplepastwhenindoubt.

M.Regan/SummaryWritingWorkshop/Oct2012 2
Readthetextandanswerthequestionsbelow.

1.Whatisthemainideaofthetextstateitinonesentence.Whereinthetextdoyou
findit?

2.Canyouchunkthistextintosections?Whatarethemainideasofeachofthese
sections?

3.Shouldyouincludequestionsinyoursummary?Whataboutexamples,suchasthe
exampleaboutAntaandAssiatouinthistext?

4.Howshouldyouhandlethefiguresandstatisticsgiveninthetext?

5.Howoftenshouldyourefertothewriterorthetext?

M.Regan/SummaryWritingWorkshop/Oct2012 3
Chunked text
Surrounded by the cracked and flood-stained walls of her primary school in Dakar,
Senegal, Anta attends classes and dreams of becoming a pediatrician. Anta knows
she is lucky to be in school because she knows that many of her peers are not so
fortunate. Her friend Aissatou had to drop out of school to help her grandmother.
Unfortunately, Aissatous story is not uncommon. What does failing to finish
elementary school mean for the life and future of an 11-year old girl in Senegal? In
sub-Saharan Africa or South Asia? What does it mean for every child? The answer is
simple: almost everything. Education is essential to every childs ability to thrive, to
become a productive adult, to contribute to society and it is every childs right.
Education is imperative to empowering girls and women which is itself a critical
lever in lifting the standard of living in even the most disadvantaged communities.
And education is central to breaking the cycle of poverty for millions of the worlds
most disadvantaged and vulnerable people.
Ten years ago, world leaders came together to pledge themselves to an
unprecedented effort to build a more peaceful, equitable world. The Millennium
Declaration recognised the transformative role education plays in building stronger
societies and set a global goal, now known as MDG 2, of ensuring universal primary
education for the worlds children. Since then, we have made significant progress in
meeting MDG 2. The number of children out of school has decreased by 33m since
1999, with the sharpest declines in the places with the greatest difficulties, sub-
Saharan Africa and South Asia. Many countries also have made significant progress
in achieving gender parity in primary school enrolment. Since 1999, the number of
girls out of school has declined from 58 percent to 54 percent.
This shows that progress is possible, even in the most challenging circumstances
but while there is cause for encouragement, there is also deep cause for concern. In
fact, UNICEF estimates that over 72m children of primary school age were out of
school in 2007. If we continue at our current rate of progress, this means that by
2015, around 56m will still be out of school far short of the goal. We know who
these 56m children are: the overwhelming majority are growing up in the most
disadvantaged countries, living through the most chronic crises. Fully 75 percent of
the children out of school today live in sub-Saharan Africa and South Asia. More than
half are girls. And these disparities are growing not only among countries, but
within countries. Children from the poorest 20 percent of their societies are two to
three times less likely to attend primary school than those in the richest 20 percent.
Girls are still less likely than boys to attend primary school. Children from ethnic and
indigenous minorities are likely to be excluded at even higher rates. And children with
disabilities are the least likely to go to school at all. These same children are missing
out on critical health services; on adequate nutrition; on access to clean water.
As we work to meet these needs, we must make sure that our progress is
sustainable. And that means a focus on education. For in the long run, it is education
that lifts communities and nations out of poverty. Consider the impact of education in
the life of a girl like Anta and on her societys health and progress. Educated girls
M.Regan/SummaryWritingWorkshop/Oct2012 4
are less likely to marry or have children early; they are better able to protect
themselves from HIV and Aids, from sexual exploitation and abuse. Educated women
are more likely to seek antenatal care and are both less likely to die in childbirth and
more likely to have healthy babies who survive their infancy and thrive. Secondary
education for a girl will increase her future income and greatly raise her familys
standard of living. And educated girls and women are far more likely to send their
own children to school.
So, as world leaders gather this September at the Summit on the Millennium
Development Goals to review our collective progress in meeting the MDGs and to
plot a course to accelerate that progress as we approach 2015 we should also
renew our collective commitment to providing education for all. This means
eliminating school fees and other school-related costs like uniforms and school
books. It also means supporting policies specifically designed to help girls stay in
school, by improving sanitary facilities and security policies. And we need to
encourage programmes that enable girls to re-enter school, when their education has
been interrupted by pregnancy or for economic reasons. And it means focusing on
children from countries in conflict or other chronic emergencies, children whose
educations are frequently interrupted, often never to resume. The net result of a less
educated population is a society more prone to instability and this affects us all.
And let me emphasise: it means focusing our efforts on the most disadvantaged
children, in the greatest need. By investing in their individual futures, we invest in our
collective future; just as supporting the rights of all children especially the forgotten
children is the key to sustaining all of our progress and to building a more
prosperous and equitable world. in other words, our common humanity and our
common interest are as one. We have a chance to lay the foundation to serve both
now and we should take it. (904 words)
M.Regan/SummaryWritingWorkshop/Oct2012 5
Underlined text
Surrounded by the cracked and flood-stained walls of her primary school in Dakar,
Senegal, Anta attends classes and dreams of becoming a pediatrician. Anta knows
she is lucky to be in school because she knows that many of her peers are not so
fortunate. Her friend Aissatou had to drop out of school to help her grandmother.
Unfortunately, Aissatous story is not uncommon. What does failing to finish
elementary school mean for the life and future of an 11-year old girl in Senegal? In
sub-Saharan Africa or South Asia? What does it mean for every child? The answer is
simple: almost everything. Education is essential to every childs ability to thrive, to
become a productive adult, to contribute to society and it is every childs right.
Education is imperative to empowering girls and women which is itself a critical
lever in lifting the standard of living in even the most disadvantaged communities.
And education is central to breaking the cycle of poverty for millions of the worlds
most disadvantaged and vulnerable people.
Ten years ago, world leaders came together to pledge themselves to an
unprecedented effort to build a more peaceful, equitable world. The Millennium
Declaration recognised the transformative role education plays in building stronger
societies and set a global goal, now known as MDG 2, of ensuring universal primary
education for the worlds children. Since then, we have made significant progress in
meeting MDG 2. The number of children out of school has decreased by 33m since
1999, with the sharpest declines in the places with the greatest difficulties, sub-
Saharan Africa and South Asia. Many countries also have made significant progress
in achieving gender parity in primary school enrolment. Since 1999, the number of
girls out of school has declined from 58 percent to 54 percent.
This shows that progress is possible, even in the most challenging circumstances
but while there is cause for encouragement, there is also deep cause for concern. In
fact, UNICEF estimates that over 72m children of primary school age were out of
school in 2007. If we continue at our current rate of progress, this means that by
2015, around 56m will still be out of school far short of the goal. We know who
these 56m children are: the overwhelming majority are growing up in the most
disadvantaged countries, living through the most chronic crises. Fully 75 percent of
the children out of school today live in sub-Saharan Africa and South Asia. More than
half are girls. And these disparities are growing not only among countries, but
within countries. Children from the poorest 20 percent of their societies are two to
three times less likely to attend primary school than those in the richest 20 percent.
Girls are still less likely than boys to attend primary school. Children from ethnic and
indigenous minorities are likely to be excluded at even higher rates. And children with
disabilities are the least likely to go to school at all. These same children are missing
out on critical health services; on adequate nutrition; on access to clean water.
As we work to meet these needs, we must make sure that our progress is
sustainable. And that means a focus on education. For in the long run, it is education
that lifts communities and nations out of poverty. Consider the impact of education in
the life of a girl like Anta and on her societys health and progress. Educated girls
M.Regan/SummaryWritingWorkshop/Oct2012 6
are less likely to marry or have children early; they are better able to protect
themselves from HIV and Aids, from sexual exploitation and abuse. Educated women
are more likely to seek antenatal care and are both less likely to die in childbirth and
more likely to have healthy babies who survive their infancy and thrive. Secondary
education for a girl will increase her future income and greatly raise her familys
standard of living. And educated girls and women are far more likely to send their
own children to school.
So, as world leaders gather this September at the Summit on the Millennium
Development Goals to review our collective progress in meeting the MDGs and to
plot a course to accelerate that progress as we approach 2015 we should also
renew our collective commitment to providing education for all. This means
eliminating school fees and other school-related costs like uniforms and school
books. It also means supporting policies specifically designed to help girls stay in
school, by improving sanitary facilities and security policies. And we need to
encourage programmes that enable girls to re-enter school, when their education has
been interrupted by pregnancy or for economic reasons. And it means focusing on
children from countries in conflict or other chronic emergencies, children whose
educations are frequently interrupted, often never to resume. The net result of a less
educated population is a society more prone to instability and this affects us all.
And let me emphasise: it means focusing our efforts on the most disadvantaged
children, in the greatest need. By investing in their individual futures, we invest in our
collective future; just as supporting the rights of all children especially the forgotten
children is the key to sustaining all of our progress and to building a more
prosperous and equitable world. in other words, our common humanity and our
common interest are as one. We have a chance to lay the foundation to serve both
now and we should take it. (904 words)
M.Regan/SummaryWritingWorkshop/Oct2012 7
Underlined text only
Education is essential to every childs ability to thrive, to become a productive adult,
to contribute to society and it is every childs right. Education is imperative to
empowering girls and women which is itself a critical lever in lifting the standard of
living in even the most disadvantaged communities. And education is central to
breaking the cycle of poverty for millions of the worlds most disadvantaged and
vulnerable people.
Ten years ago, The Millennium Declaration recognised the transformative role
education plays in building stronger societies and set a global goal, now known as
MDG 2, of ensuring universal primary education for the worlds children. Since then,
we have made significant progress. The number of children out of school has
decreased the sharpest declines in the places with the greatest difficulties, sub-
Saharan Africa and South Asia. significant progress in achieving gender parity in
primary school enrolment. But there is also deep cause for concern. In fact, UNICEF
estimates If we continue at our current rate of progress, this means that by 2015,
around 56m will still be out of school far short of the goal. overwhelming majority
are growing up in the most disadvantaged countries most chronic crises. Fully 75
percent in sub-Saharan Africa and South Asia. More than half are girls. Children poor
less likely to attend primary school than rich. Girls less likely than boys ethnic and
indigenous minorities likely excluded at even higher rates. And children with
disabilities are the least likely to go to school. same children are missing out on
critical health services; on adequate nutrition; on access to clean water.
We must make sure progress is sustainable. focus on education. lifts communities
and nations out of poverty. the impact of education of a girl on her societys health
and progress. Educated girls are less likely to marry or have children early; better
able to protect themselves from HIV and Aids, from sexual exploitation and abuse.
more likely to seek antenatal care and less likely to die in childbirth and more likely to
have healthy babies who survive their infancy and thrive. Secondary education for a
girl will increase her future income and greatly raise her familys standard of living.
And educated girls and women are far more likely to send their own children to
school.
So world leaders at the Summit on the Millennium Development Goals to review
progress should also renew commitment to education for all. eliminating school fees
and other school-related costs supporting policies specifically designed to help girls
stay in school, encourage programmes that enable girls to re-enter school focusing
on children from countries in conflict or other chronic emergencies whose educations
are frequently interrupted, focusing on the most disadvantaged children. By investing
in their individual futures, we invest in our collective future; key to building a more
prosperous and equitable world. (479)
M.Regan/SummaryWritingWorkshop/Oct2012 8
Model Summary
Thearticlestatedthateducationwasessentialtothehealthanddevelopmentof
everychildandtoenablinghim/hertocontributetosociety.Itwasalsocriticaltothe
empowermentofgirlsandtoendingthepovertyofmanydisadvantagedpeopleand
nations.Worldleadershadrecognizedtheimportanceofeducationwhentheyadopted
theMillenniumDeclaration10yearspreviously.Sincethattime,significantprogresshad
beenmadetowardsrealizingMillenniumDevelopmentGoal2(MDG2)ofensuring
universalprimaryeducation,reflectedinincreasedenrolmentandgreatergenderparity
inprimaryschools.However,UNICEFestimatedthatmillionsofchildrenwerestilloutof
schoolandatthecurrentrate,MDG2wouldnotbereachedbythetargetdateof2015.
Fiftysixmillionchildrenwouldstillnotbeenrolledinprimaryschool,seventyfiveper
centinSubSaharanAfricaandmorethan50percentgirls.Ethnicminoritiesand
childrenwithdisabilitieswerealsomorelikelytobeexcludedfromschool.Moreover,
thesechildrenwouldhavelessaccesstohealthcareandother essentialservices.
Thewriterarguedthateducationwascriticaltoalleviatingalloftheseproblems
andcreatingsustainableprogressandemphasizedthepositiveimpactthateducated
girlsandwomencanhaveonthewelfareoftheircommunities.Theytendedtomarry
andhavechildrenlater;toseeksexualandmaternalhealthcare;toearnhigherincomes,
therebyimprovingthelivingstandardsoftheirfamiliesandcommunities;andtoenroll
theirchildreninschool.Thewriterthereforeurgedworldleaderstorecommit
themselvesattheupcomingMillenniumDevelopmentGoalsSummittoMDG2by
abolishingschoolfeesandestablishingguidelinestoensurethatgirlsstayedinschool.
Childrenfromcountriesincrisisrequiredspecialattention.Theauthorconcludedthat
universalprimaryeducationwouldensureabetterfutureforeveryone.(299words)