Reading is “a confrontation between self and ‘other…Text and reader are necessarily
foreign to each other in some ways, and so the exchange between them involves an
imbalance” (Flynn, 1986, pp. 267–68).
“Generally speaking, a summary must at once be true to what the original author says
while also emphasizing those aspects of what the author says that interest you, the writer.
Striking this delicate balance can be tricky, since it means facing two ways at once: both
outward (toward the author being summarized) and inward (toward yourself)” (Graff &
Birkenstein, 2010, p. 31).
Assignment #4: Scholarly Conversation Tracker and Critical
Summary
The purpose of this assignment is to encourage rhetorical reading and writing. Rhetorical
reading calls attention to the author’s intentions on readers and focuses on how texts
work to change readers’ minds. As you read, you’re not just learning about the world;
rather, you’re learning about the author’s worldview demonstrated in the text. Use
chapter two, “’Her Point Is’: The Art of Summarizing” in They Say, I Say to guide your
writing. This assignment will support:
▪ Reading academic texts
▪ Writing academic texts that are concise and analytical.
▪ Learning how scholarly communication functions in a specific field
▪ Citing sources accurately in context
▪ Reading and finding particular citations
▪ Recognizing how scholarly research functions in a particular discipline
▪ Summarizing academic texts without bias
▪ Supporting a claim or interpretation about an academic text and supporting your claim
with textual evidence
Part I: Reading and Summarizing
Reading
1. PREVIEW: Do a fast preview of the text for as much information as possible—
length, complexity, original publication context, author, time required to read it
thoroughly, etc.
2. ACTIVELY READ: Slowly and carefully read the essay; take marginal notes so
you’ll remember your reactions (or use sticky notes). Jot down any questions you
have.
Writing
1. Write a summary in your own words (with no words borrowed directly from the
text):
a. Last name of author, date in parentheses, genre, and title of work; a
rhetorically active verb (such as claims, argues, asserts, defines, explores,
suggests, claims, discusses, describes, interprets, speculates, compares,
implies, contemplates, or explains); and a “that” clause containing the
major assertion, main idea, or thesis statement in the work.
b. An explanation of how the author develops and supports the thesis (i.e.,
evidence), usually in chronological order. Remember to play the believing
game but avoid a list summary.
c. A statement of the author’s apparent purpose, followed by an “in order to”
phrase.
d. A description of the intended audience and/or the relationship the author
establishes with the audience.
Part II: Tracking a Scholarly Conversation
1. Beginning with the single research study, book, or article that you summarized in
Part I, you will locate other articles that cite this original text, using library
databases such as Web of Science.
2. Make a notation of how many times the original text is cited.
3. Choose two of the new articles that reference and build on information in the
original text that you summarized to read. Choose carefully.
Part III: Read and Summarize Two Texts
1. Repeat Part I with each of the articles that you read.
Part IV: Critical Response and Reflection to Original Text
1. How have the two texts that you traced from your original text influenced the way
that you think about your original text? What challenged or interested you about
the pieces? Confused you? Annoyed you? Delighted you? Do you agree?
2. Write an analytical paragraph about the original text in which you make an
interpretive claim about the text and support it. Use plenty of examples from all
three texts to support your claim, citing as appropriate. This does not mean that
you must quote from the texts, but you must refer to them.
Assignment adapted from:
Lamb, M. (2010). Teaching nonfiction through rhetorical reading. English Journal. pp. 43-49.
Flynn, E. A. (1986). Gender and reading. In Gender and Reading: Essays on Readers, Texts, and Contexts.
Ed. Elizabeth A. Flynn and Patrocinio P. Schweickart. Baltimore: Johns Hopkins University
Press, pp. 267–88.