Summary Writing Assignment Overview: A Summary Is A Distilla ✓ Solved

Summary Writing Assignment Overview A Summary Is A Distillation Of

A summary is a distillation of an original non-fiction work, like an essay, an article, or a chapter from a book. A well-written summary demonstrates an understanding of the argument or essential ideas in the original text without merely quoting or extensively paraphrasing. It should use few quotations, integrating short quotations within your own sentences when necessary. The focus should be on conveying the main ideas, excluding detailed examples or supporting details, and presenting ideas in order of importance or logical flow. The summary should be transparent, avoiding critique, praise, interpretation, or personal opinions, and not use first-person pronouns.

The title of the summary should be formatted as a work cited entry, placed one line below your name. The opening sentence must include the full title, the author's full name, and the core argument or main idea. The length of the summary should generally be about one-quarter to one-half the length of the original work, adjusted based on complexity. The evaluation emphasizes understanding the author's argument and the relationships among ideas, along with proper academic English usage.

Sample Paper For Above instruction

In the article “The Effectiveness of Self-Recording Procedures,” the author discusses how self-recording techniques significantly contribute to behavior change. The author highlights two primary reasons for this success: the increased self-awareness that results from tracking one's behaviors and the reinforcement of behavioral goals through self-monitoring. These mechanisms foster accountability and motivation, making self-recording a powerful tool in behavior modification programs.

Moreover, the article emphasizes several factors influencing the effectiveness of self-instruction strategies. Factors such as the clarity of instructions, the individual's motivation levels, the consistency of practice, and the learner's cognitive abilities all impact the success rate of self-instruction. Ensuring these factors are adequately addressed can optimize outcomes for learners employing self-guided strategies.

Meichenbaum’s five-step self-instruction procedure is systematically designed to help individuals internalize supportive self-talk. The five steps are: (1) modeling — demonstrating the task and the appropriate self-instruction; (2) joint practice — performing the task together with guidance; (3) as independent practice — practicing the task alone while using self-instruction; (4) fading — gradually reducing external prompts; and (5) self-evaluation — assessing one's own performance and self-instructions for future improvement. This structured approach promotes autonomous self-regulation and problem-solving skills.

An example of a self-recording strategy in use is a student maintaining a daily journal to track study hours and topics covered. This strategy helps the student observe patterns in studying behavior, identify areas needing improvement, and reinforce consistent study habits. The act of recording itself also serves as a form of self-motivation, encouraging continued effort toward academic goals.

Similarly, self-reinforcement procedures involve rewarding oneself after accomplishing specific behavioral goals. For instance, a person might permit themselves a favorite treat after completing a set number of fitness exercises or reaching a study milestone. Such reinforcements serve to strengthen the desired behavior through positive associations, increasing the likelihood of its repetition in the future.

References

• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
• Meichenbaum, D. (1977). Cognitive-behavior modification: An integrative approach. Springer-Verlag.
• Kazdin, A. E. (2001). Behavior modification in applied settings. Waveland Press.
• Carlson, K. A., & Furr, R. M. (2018). Principles of behavior change. In Behavioral Interventions (pp. 45-67). Routledge.
• Mooney, P. (2014). Self-monitoring strategies in education. Journal of Educational Psychology, 106(3), 731–744.
• Schunk, D. H. (2012). Self-regulated learning and academic achievement: Theoretical perspectives. Educational Psychologist, 47(1), 45–53.
• Skinner, B. F. (1953). Science and human behavior. Free Press.
• Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82-91.
• Wolters, C. A., & Hussain, M. (2015). Internal and external motivation and self-regulated learning. Educational Psychologist, 50(3), 259–280.
• Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media.