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just a summary sample for english 102 arguments and analysis...

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Summary What it is: A summary is exactly what it sounds like. However, effective summaries are more difficult than they seem. Think of a summary as providing brief highlights for someone who has not read the item that you’re summarizing. Your goal is to provide them with a picture of the article, but not to evaluate that article. A summary is not about what you think. It is only about what the author argues. Summaries come in many forms, some shorter and some longer. You might have a four-sentence summary of an argument at the beginning of your own essay. A movie reviewer provides a longer summary for viewers. In most cases, you’ll be asked to produce a summary that stands in for the piece itself—a reader should be able to read your summary and understand the original article. These summaries tend to be 300-500 words, but check your assignment sheet to make sure. The most important thing about a summary is that it is not about you. It is about the article or essay you are summarizing. What to do: Read the article more than once. It is almost impossible to write a good summary after a single reading. You need to have a good sense of the details in order to summarize something. Make a note of the following key points: The author’s argument, the purpose of the piece, the main ways the author supports her argument, and the audience of the piece. A good summary is organized purposefully. This means you shouldn’t just list “points the writer makes” as your summary. If you find yourself writing, “and then” or “next the author says,” then you’re not organizing your summary very well. Begin by stating the argument, purpose, audience, and main means of support. This information, as well as the title of the piece, the author’s name and type of essay, should form the first paragraph. In body paragraphs you should explain how the author supports his main point. If, for instance, a writer refers to a research study, you might explain that the writer uses the research to demonstrate how her argument is valid. A summary doesn’t need a formal conclusion, but you should give an indication that you have stopped writing on purpose. Summing up the argument is usually a helpful way to end a summary. Using a phrase such as, “Overall, Smith demonstrates that…” will indicate to your reader that you’ve come to the end of your summary. What it looks like:

Bunny, Bugs ID#1234567 Engl102(AS11) Sept. 20, 2018 Summary of Simon N. Young’s “Universities, Governments and Industry: Can the Essential Nature of Universities Survive the Drive to Commercialize?” In his article “Universities, Governments and Industry: Can the Essential Nature of Universities Survive the Drive to Commercialize?” Simon N. Young addresses the issue of change in universities. Since he “[has] spent 40 years in universities,” Young seems to be the perfect candidate for the task (216). His article is an informative description of the history of universities, and how they interact with the world at large. Young explains how universities are adapting to cater their research to the areas that governments and large businesses are interested in, instead of pursuing their own interests. He argues that this fact will change the essential nature of universities, which will in turn have a negative consequence on the world. Young writes his article to fellow psychiatrists, and spends time citing examples that apply directly to them. He uses the example of the amount of research being carried out on antidepressants, compared to the smaller amount of research on psychotherapy. His point is that drugs and psychotherapy are “approximately equal in efficacy” in the majority of cases of depression, yet drugs are focused on because they are more commercially viable (219). Young explains how this way of thinking will not serve the best needs of the patients, because the focus is on helping the business. This is a change from the past, when universities researched what they felt was important, and did not change their ideas to seek after grants. Young writes about universities of the past in order to make the point that this change is very difficult to avoid. He explains how universities in Europe were in part controlled by the Roman Catholic Church, and how there were some students and teachers who refused to accept this fact. They rose up against the circumstances they found themselves in, in order to retain the privileges and freedom that they felt was a part of belonging to a university. Young explains how this is similar to what is occurring today, although the outside influences are coming from “the dogma of business,” as opposed to “the dogma of religion” in the past (217). This example is useful as Young makes his point that even those who wish to retain the old style of university research will not be able to escape the changes that are occurring. There is no longer the option to simply move to a new location. Young writes to expose the problem that he sees in order to raise awareness. He does not offer a fix to the problem, but he does express his hope that universities will be able to make it through this ordeal with their essential nature unchanged....