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Reading Analytically

10.3.2 Identifying Main Points, Concerns, and Images

If you ever watch TV shows with a serial plot, you might be familiar with the phrase “Previously, on .” The snippets at the beginning of an episode are designed to remind the viewer of the important parts of previous episodes—but how do makers of the show determine what a viewer needs to be refreshed on? And why am I watching full episodes if they’ll just tell me what I need to know in the first minute of the next episode?
Typically, the makers of the show choose short, punchy bits that will be relevant in the new episode’s narrative arc. For instance, a “Previously, on The Walking Dead” might have a clip from ten episodes ago showing zombies invading Hershel’s farm if the new episode focuses on Hershel and his family. Therefore, these “previously ons” hook the viewer by showcasing only exciting parts and prime the viewer for a new story by planting specific details in their mind. Summaries like this are driven by purpose, and consequently have a specific job to do in choosing main points.
You, too, should consider your rhetorical purpose when you begin writing summary. Whether you are writing a summary essay or using summary as a tool for analysis, your choices about what to summarize and how to summarize it should be determined by what you’re trying to accomplish with your writing.
As you engage with a text you plan to summarize, you should begin by identifying main points, recurring images, or concerns and preoccupations of the text. (You may find the Engaged Reading Strategies appendix of this book useful.) After reading and rereading, what ideas stick with you? What does the author seem distracted by? What keeps cropping up?


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Expression and Inquiry by Christopher Manning; Sally Pierce; and Melissa Lucken is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.

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