Writing a Formal Summary

Not only are formal summaries helpful for condensing information through the process of note-taking,
but they also allow you to meaningfully incorporate the ideas of others into an academic paper.

What is a formal summary?

A formal summary is also known as a “stand-alone summary” because it provides all the information
necessary to act “alone” or in place of the original work. This type of summary is a piece of writing often
used when writing a college paper to show an instructor that you have read and understood the
reading. Because summarizing requires you use your own words to write the overall main idea in a clear
and organized way, a formal summary helps you actively process what you read.

What are the features of a formal or ‘stand-alone’ summary?

▪ This type of summary clearly identifies the original work, including type of work, title, author
and year written. The formal summary covers all the important points from the original source
and is usually written in the present tense.

▪ A formal summary never includes any of your own ideas or opinions.

▪ As this piece of writing is for academic purposes, it is often useful to include “summarizing
language.” At various points in your summary, remind your reader that this is summary by using
phrases such as “the article claims,” “the author suggests” and other like phrases.

A Six Step Approach to Writing a Formal Summary

Step 1: Actively read the text. Annotate and Highlight.
Annotating and highlighting the text while looking for the main idea is the best way to understand a
reading well. Remember to use the SQ3R method and survey the entire text first. Text features, such as
title, subtitle, headings and subheadings, are often clues to how an article is organized.

Step 2: Identify the author’s main idea and major supporting points.
Look for clues to finding the main idea and major supporting details. Continue to annotate and highlight
these main points as you find them. An author may use headings and subheadings to organize key
points; be sure to paraphrase the ideas.

• How to find the main idea with a passage that has a stated main idea:
If the main idea is stated in a sentence, it is called the thesis (topic sentence). Locating the thesis
or topic sentence in a passage is the easiest and most efficient to find the main idea. List words
and number clues also help locate the main idea because they indicate where and how many
major supporting details support the main idea.

List Words and Number Clues

advantages four main functions methods five steps

categories six key goals three points types
causes groups reasons six varieties
factors eight kinds stages ways
 • How to find the main idea with a passage that has an implied main idea:
If an article does not have a thesis statement (central main idea stated) finding the major
supporting details will help you to come up with the central main idea. Often transition words
are clues to the major supporting details.

Note: Only include a minor detail if it is essential for understanding the main idea. If the passage is about
a key concept or theory, and the minor detail is the definition of that key concept, then include it.

Step 3: Organize paraphrased main points into an outline or concept map.

Once you have identified the main points, create an outline or concept map to visually organize the
main idea and major supporting points. Be sure to paraphrase these points by using your annotations.

Step 4: Use transition words to combine main points into a clear and unified summary.
Using your outline or concept: write your summary. Include one sentence to put the main idea of the
entire passage in your own words, followed by one sentence for each of the major details using
transition words to make the summary flow and read clearly.

Step 5: Include an introductory sentence with author tag and source information.
The first sentence should provide the author and title of the article, as well as a clear restatement of the
main idea. That is, in a single sentence, tell your reader what the article is called, who wrote it, and what
the author is trying to say. Use your own words. When you write about someone else’s ideas or facts,
you must clearly give credit them, or you may be plagiarizing.
Sample Introductory Sentence:
According to John Smith (2015), author of Pocahontas is My Love, Native American women
value a deep spiritual connection to the environment.

Start your summary with a frame of the following elements:

• the title of the article
• the author’s full name
• the year the article was written
• a reporting verb* that introduces the main idea
*A reporting verb is a verb (such as says or states) used to report information that has been said or
written, and lets the reader know the information is quoted or paraphrased. See the list of
suggested reporting verbs.

Sample Frames for Introductory Sentences

• According to ___________________ (year), author of "_____________ ,” __________________________.

(author's name) (title of article) (main idea)

• In his/her article "____________________ ,” _______ (year) states _ that __________________.

(title of article) (author) (reporting verb) (main idea/argument)

• ________________'s article “_____________ “ (year) discusses_____ _______________________

(author's name) (title of article) (reporting verb) (main idea)

• _________________ (year), in his/her article, "_____________" _argues that _________________.

(author's name) (title of article) (reporting verb) (main idea)
Choosing Reporting Verbs Carefully
Before selecting a verb it is important that you carefully read the source and clearly understand the
author’s main point or argument. When you choose a verb, ask yourself whether it is really what the
author intended. You must make sure that you report others’ work accurately.

Consider how strong of an argument the author makes of his or her point in the article. Then find the
closest reporting verb that fits the author’s attitude. If an author is simply providing information, then a
neutral verb might be a good choice.

Below is a table of other useful reporting verbs that you might use with citations.

Function and strength Example verbs

NEUTRAL: articulates, assumes, believes, concludes, defines,
demonstrates, describes, discovers, discusses,
These verbs are most often used in summaries to evaluates, explains, examines, finds, highlights,
say what the writer describes in factual terms. identifies, indicates, lists, mentions, notes,
observes, outlines, points out, reports, reveals,
shows, states, studies, suggests, takes into
consideration, thinks, writes

WEAK:
These verbs are used to say that the writer hypothesizes, implies, intimates, poses the view
suggests or speculates on a topic (without being that, postulates, proposes, questions the view
absolutely certain). that, recommends, speculates, suggests

STRONG:
argues, asserts, challenges, claims, contends,
These verbs are used to say that the writer denies, emphasizes, maintains, negates, refutes,
makes strong arguments and claims for the main rejects, supports the view that, strongly counters
idea. the view/argument that, theorizes

Step 6: Check summary against original. Revise as needed.

Target your draft for approximately 1/4 the length of the original. This means edits or deletions of
repetitive words and ideas. Less is more in a summary. Note loosely constructed sentences and revise
for accuracy. It is helpful to keep the same order of points from the original so reread your notes and
make sure your overall main idea is clear and restates the author’s main points in the same order. Check
to see if it all makes sense and for length. Make sure you are clearly giving credit of ideas and facts to
the author of your source to distinguish them from your own ideas.

Once you believe your summary is pretty much together, it would be ideal to ask someone to read it
critically. See if your reader understands the basic points of the article after reading your summary. After
making the necessary changes, edit and proofread. Ideally, give yourself time before handing in your
paper. At the end you should have a well-written and accurate summary.
 Example of Writing a Formal Summary

Original Passage

"Slimness vs. Cardiovascular Fitness: Which is More Crucial?"

Researchers have long debated whether it's healthier to be slim or physically fit. One recent study conducted at
Brigham and Women's Hospital in Boston examined data on 38,000 women 45 and older, whose weight,
height, and physical activity were recorded for about seven years. The researchers found that women who were
overweight were three times more likely than normal-weight women to develop diabetes. Even walking four or
more hours per week did not lower the overweight women's risk of getting diabetes. In another study by the
University of Florida, researchers examined 906 women who had been tested for possible heart problems.
They found that an obese woman who was physically fit, with a strong cardiovascular system, had a low risk
of developing heart disease. But they also discovered that a slim woman who was not physically fit had a
relatively high risk of developing heart disease.
(Source of information: Anita Manning, "Slimness vs. Cardiovascular Fitness: Which is More Crucial?" USA Today, September 8, 2004, p. 90.)

Steps 1-2

Step 3

Outline Concept Map

I. Some research suggests that women who want to avoid Some research suggests that
certain major health risks may need to stay slim as well as women who want to avoid
fit. certain major health risks may
need to stay slim as well as fit.
A. Overweight women were three times
likely to develop diabetes than normal weight.
However, even if they walked, this did not help
lower this risk. Overweight women were Obese woman who was fit
B. Obese woman who was fit had low risk three times likely to had low risk of heart
of heart disease, but found slim woman who was develop diabetes than disease, but found slim
normal weight. However, women who was not fit
not fit had high risk. even if they walked, this had high rjsk.
did not help lower this risk.

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 Step 4
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well as fit. Studies found Overweight obese and slim women were both likely to develop diabetes than
normal weight. However, even if they walked, this did not help lower this risk. Obese woman who have
health problems if they were not fit [.] was fit had low risk of heart disease, but found slim woman who
was not fit had high risk.

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