This study aims to answer two questions: (a) to what extent do university students improve their summary writing through instruction; and (b) what attitudinal changes do students experience in writing a summary after instruction? Given fact that previous studies on summary writing of Korean college students have shown that they are lacking in this skill and need to be taught explicitly, this study demonstrates the effects of instruction. In total, 12 students were taught how to write a summary using a lesson module. Then, using the assessment tool that I created, students’ learning outcomes were evaluated. The findings showed that they became better at organizing the structure of summaries, paraphrasing, finding main ideas, avoiding trivial details and redundant ideas, and judging grammar and word choice. Along with positive changes in their scores, students reported desirable changes in their attitude, such as avoiding plagiarism and gaining confidence in organizing a summary.
125 영어교육 64권 2호 2009년 여름 Summary Writing Instruction to University Students and Their Learning Outcomes Myong Hee Ko (Korea University) Ko, Myong Hee (2009) Summary writing instruction and student learning outcomes English Teaching, 64(2), 125-149 This study aims to answer two questions: (a) to what extent university students improve their summary writing through instruction; and (b) what attitudinal changes students experience in writing a summary after instruction? Given fact that previous studies on summary writing of Korean college students have shown that they are lacking in this skill and need to be taught explicitly, this study demonstrates the effects of instruction In total, 12 students were taught how to write a summary using a lesson module Then, using the assessment tool that I created, students’ learning outcomes were evaluated The findings showed that they became better at organizing the structure of summaries, paraphrasing, finding main ideas, avoiding trivial details and redundant ideas, and judging grammar and word choice Along with positive changes in their scores, students reported desirable changes in their attitude, such as avoiding plagiarism and gaining confidence in organizing a summary I INTRODUCTION Summary writing is a necessary skill if students are to succeed in English reading courses as well as in other subject areas Summary writing is a type within general writing skills that is predominantly associated with reading and writing According to Hudson (2007), a combination of reading and writing instruction can be effective because the two skills can reinforce each other Connecting these two skills can facilitate deeper reading comprehension since they are interactive and interrelated, and further the connection can help solve problems within each area By combining these two skills, a more complete view of literacy is created: writing can be used as a check on readers’ comprehension Readers may be exposed to rich language inputs and may experiment with them in their 126 Myong Hee Ko writing Actually, a reading course with graded readers creates and increases the context in which to write Students can be involved in a lot of writing to enhance deep comprehension and to promote critical thinking According to student survey that I conducted before, summary writing was a necessary skill for college students to learn in order to succeed in other subject areas, not to mention in English reading courses Twenty-two students taking the same level English reading course participated in the written survey designed to check students’ current and future needs, along with their previous education in summary writing They reported that they need summary writing skills in other content subjects although the frequency may be different depending on the subject area They reported that summary writing skills are useful since they need them in their everyday lives for tasks such as writing reports, preparing for exams, and comprehending reading materials In addition, they expressed that this skill will be useful when they get a job, since they may need to summarize documents, reports, and articles, either in Korean or in English Furthermore, some students who are thinking of going to graduate school indicated that summary writing would be important in pursuing graduate studies, although the amount of summary writing they will may depend on their majors Coady (1993) indicated that college-level students are required to complete a variety of academic literacy tasks, and academic literacy skills such as summarizing texts are not acquired naturally, unlike many oral language skills Thus, these skills need to be taught by instruction or training Summarization is a complex process a learner needs in order to comprehend a written text, condense the information, and transform it into his/her own words (Kamhi-Stein, 1997) Research on L2 summary writing is still limited, and there are a few previous studies that relate to Korean college students Prochaska and Young-In Moon (2004) investigated causes of plagiarism in summary writing in L1 and L2 among Korean college students Twenty-three students enrolled in an English writing class were asked to summarize in both L1 and L2 after reading Korean and English source texts, respectively The authors surmised that the main cause of over-reliance on the text was not only lack of L2 proficiency because the participants showed reliance on both source texts Instead, lack of formal writing education was attributed as the main cause Further analysis revealed that most of the participants had not received any type of writing instruction throughout their primary and secondary school years in their L1, not to mention in their L2 Sung-Ae Kim (1998a) and Sung-Ae Kim (1998b) further supported Prochaska and Young-In Moon (2004)’s claim Sung-Ae Kim (1998a) was interested in Korean college students’ behaviors during summarization of English texts Twenty-eight college sophomores in an English course participated in the study They read two English expository texts (less and more difficult) taken from the same college-level English reading book, and were asked to produce two summaries in English without any time limit Summary Writing Instruction to University Students and Their Learning Outcomes 127 The three main findings were: (a) L2 language difficulty was a variable that forced students to rely on extra-textual elements such as world knowledge or opinion; (b) many of them were not good at distinguishing more important from less important ideas; (c) despite their level of education, they did not have the summarization skills efficient readers possess Based on these findings, the author claimed that Korean university students were lacking in summarization skills, and these skills have to be taught explicitly since summarization skills develop through practicing summary writing, not through anything else Sung-Ae Kim (1998b) further examined the relationship between Korean college students’ English proficiency and their summary writing behavior Her participants were divided into two levels, high- and low-ability groups, according to their scores on the TOEIC The findings showed that there was not a significant relationship between their L2 proficiency and their behaviors in summary writing Thus, findings again suggested that Korean college students need to be taught summary writing skills through direct instruction, regardless of their L2 proficiency Jeongsoon Joh (2000) investigated the effect of summarization in L2 reading and writing She taught 20 college students who enrolled in an English course integrating reading and writing skills Throughout the semester, as part of post-reading activities, the students read eight short texts (mostly expository texts) and wrote six summaries of them The teacher provided written feedback twice or three times on their summaries Student performance was assessed at the beginning and end of the semester Students produced higher quality summaries when assessed by the number of idea units (the degree of copying, integration of information, and paraphrasing) Previous studies (Sung-Ae Kim, 1998a; 1998b; Prochaska & Young-In Moon, 2004) on the summary writing behavior of Korean college students have revealed that they are lacking in summarization skills and pointed out that they need to be explicitly taught since these skills only develop through practicing summary writing Jeongsoon Joh (2000) appears to be the only study that attempted to show the effect of summary writing instruction on Korean college students The present study intends to add further evidence for the effect of summary writing instruction on Korean college students In this study, instruction refers to teaching students how to write a summary using a summary writing lesson module The lesson took two days and, after the instruction, students were given summary writing assignments either once or twice a week Compared to Jeongsoon Joh (2000), it attempts to demonstrate student learning outcomes using different data collection methods and analysis First, it demonstrates how students were taught using a summary writing lesson module Second, in order to score student summaries in a systematic manner, a rubric for assessing summary writing was created based on the student own writing samples This analysis is 128 Myong Hee Ko used to measure student learning outcomes Student leaning outcomes refer to learner performance in summary writing after instruction Their improvement is measured by criteria based upon a rubric for a good summary that students came up with during the lesson Third, it also provides student self-reports on their attitudinal changes after the instruction Accordingly, this study addressed the following two questions: To what extent students improve their summary writing through instruction? What attitudinal changes students experience in writing a summary after instruction? II METHODS Participants In total, 12 students participated in the study They were taking English Reading course at a university in Seoul during summer session 2008, which was a four-week intensive course Based on the attendance roaster, their ages ranged from 19 to 27 They were from various class grades and various majors I taught the English Reading course, which aimed to improve student reading skills while integrating other skills, such as writing, speaking and vocabulary Accordingly, this course was designed to make students read a lot For the course, they read four storybooks, (graded reader) which are modified texts for L2 readers Students were encouraged to improve oral skills through small group work They were also trained to improve their writing skills through writing activities using a summary writing module Materials Based on the previous study (see Ko, 2008), I revised the lesson module according to students’ reactions Overall, students and a teacher-participant provided three suggestions: (a) reduce the number of tasks; (b) combine student-centered learning and a teacher-fronted class; and (c) find a way to motivate students to actively participate in small group work I reduced the tasks from eight to six, based on students’ reactions to each task I tried to maintain a teacher’s authoritative voice for explanations or confirmations of student generated knowledge I also tried to encourage students to participate in small group activities, making participation as a part of holistic assessment This study collected data through both quantitative and qualitative instruments In the case of quantitative data collection, in order to check the effects of instruction, I assessed student learning outcomes using their writing samples As mentioned in the analysis section, their summary leaning outcomes were measured by the rubric described in Table Summary Writing Instruction to University Students and Their Learning Outcomes 129 The rubric categories were based on features of a good summary that the participants devised with while performing their tasks In the case of qualitative instruments, text analysis was supplemented to provide additional evidence of student improvement in summary writing Observations were also carried out to add evidence from other perspective Two observers (inside and outside) conducted observations as mentioned in the procedure In order to hear about student attitudinal changes after the instruction, one open-ended question was given to the students as part of a course evaluation: What changes did you experience when writing a summary after learning how to it? Procedure I collected their writing samples (a book chapter summary) twice: a pre-test on the beginning day and a post-test in the last week The instructions for the pre- and post-tests were the same Regarding sample summaries, I tried to select two chapters of a book which seemed comparable in terms of length, difficulty, content coverage, and structure Among the four storybooks for the course, I chose the fourth book (The Surgeon of Crowthorne), that they read in the last week The first summary (a pre-test) was given on the first day I assigned half the class to summarize Chapters and 2, and the other half, Chapters and of the book It seemed it might take too much time for the students to read the chapters and write a summary; thus, they were asked to write the summary after class and email it to me on the same day The length of the summary was given as half a page for Chapters and 2, and two thirds of a page for Chapters and On the following two days, students were taught summary writing in the class as presented in the lesson module since they would be assigned to write summaries in the course After the instruction, summary writing assignments were given either once or twice a week, and feedback was provided on their summaries Near the end of the course, when they were to read the last storybook, they were asked to write another summary (post-test) in the class and email their product to me on that day In order to counterbalance, those who had summarized Chapters and were asked to summarize Chapters and 4, and the rest the other way around In other words, the order for the post-test was reversed, while conditions were kept the same as for the pre-test In order to provide additional perspectives on students’ learning, observations were conducted by two observers I recorded teacher’s notes as an insider The outside observer was a graduate student who had an MA degree in applied linguistics from America Before each observation, we discussed key aspects of the course implementation After that, I prepared an observation sheet which explained the purpose of each activity, things to 130 Myong Hee Ko observe, and indicators for each category, for both observers The outside observer made notes, using the observation form as a guideline, while sitting in on my class He observed my class twice for the first two weeks and once in a separate two week period I (the inside observer) jotted down my observations very briefly whenever I found space/time during class and I completed the notes after class Regarding students’ follow-up perspectives, at the end of the course, they were asked to describe any changes they experienced after learning about the summary writing as part of a course evaluation A Lesson Module Previous studies indicated that summary writing skills have to be taught explicitly to college students in Korea through practicing summary writing Thus, a lesson module was designed with a series of tasks in order to teach students the skills via hands-on experience, not through lectures or any more distant method The framework of the lesson was based on Ellis (2003) It consists of three phases: pre-task, during task, and post-task The role of the teacher in task-based instruction is either to monitor or facilitate learners from a distance and to provide assistance when learners need help The role of students is to learn in an independent setting by experimenting with the language through various tasks (Willis, 1996) The module of tasks that follow is revised based on the previous testing (see Ko, 2008) It is presented with information on how the tasks were sequenced and how they were implemented in the class 1) Pre-Task Phase The purpose of this pre-task phase is to provide inputs and skills needed for a smooth transition to an actual task (during-task) The pre-task for the current model consists of three tasks: input task, genre analysis task, and selecting a best summary task (1) Input task Two example summaries were chosen to provide inputs to students Summaries of A Christmas Carol and Forrest Gump were selected from the books and polished a little (see Appendix A) Then, the texts were glossed in Korean for difficult words in order to assist comprehension This sub-task is to make students observe a model by presenting them with an example of the ideal performance of the task (Ellis, 2003) Instruction: A teacher distributed the summaries of A Christmas Carol and Forrest Gump and let students read them Then, the teacher and students discussed the contents of the stories They talked about general things briefly, such as you remember the stories; when did you read them; to what extent the summaries remind you of the stories? Summary Writing Instruction to University Students and Their Learning Outcomes 131 (2) A genre analysis task Students had already received input through two sample summaries However, they also needed to study a summary of a book chapter because they often are asked to write a chapter summary in class A genre analysis task is inserted in order to model how to analyze a piece of text Students need to internalize the particular genre (summary) in order to reproduce it appropriately In this respect, a genre analysis helps learners understand different features of discourse about a summary Instruction: Students were asked to read the first two chapters of a book (graded readers), Gone With the Wind, and were given a summary of them Then, students, in small groups of three, were asked to discuss what constitutes a good summary, in terms of text structure, language style, and functional aspects of genre (text content, author’s purpose) After that, as they shared their thoughts as a whole class, the teacher listed the key features of a good summary on the chalkboard as in Table TABLE Key Features of a Good Summary • Needs to be organized well • Combine ideas from different paragraphs and paraphrase accurately (restate in your own words) • Present main ideas • Avoid redundant and minor details (present the big picture and not worry about details) • Use connecting words like “furthermore,” “moreover,” “in addition” to make the summary easy to follow • Do not add your own concluding paragraph (exclude personal opinions.) (3) Selecting the best summary task This sub-task seeks to check whether students know how to apply what they have learned from previous sub-tasks (1 and 2) and also to get ready for the next phase, the during-task The story was chosen from a well-known Korean folk tale in order not to disturb students with an unfamiliar topic So far, students had received input, thought about features of a good summary, and analyzed the genre They needed to check, in a less challenging situation, whether they knew how to apply these tasks Accordingly, they were instructed to choose a good summary instead of writing one In other words, they completed a similar but easier task than the forthcoming main task Instruction: In small groups of three, students were asked to carry out the ensuing sub-tasks one by one Then, the teacher went over the answers with them in order to confirm whether and what they had learned of summary writing and to review some of the points so far Sub-task A) Read The Queen Swallow’s Gift and choose the best summary among three 132 Myong Hee Ko examples given and discuss why (see Appendix B) Sub-task B) Discuss with your partners how the other summaries are written 2) During-Task Phase During-task is the phase in which learners will attempt this kind of task on their own out in the real world A type task (summary writing) is broken down into three sub-tasks in order to reduce the learners’ cognitive load and to help them manage their work more efficiently A type task is a representative task made up of several common linguistic and non-linguistic features that share among sub-tasks (Van Avermaet & Gysen, 2006) In other words, the task leads them to write a summary step by step Through the three stages, students are led to focus on meaning (content) Steps and help students gather material and organize it in the hopes of making the drafting stage (step 3) easier After finishing the task, students submitted their summaries to the teacher for feedback Type task: Writing a chapter summary Instruction: Read Chapter of the book and complete the following sub-tasks alone Step What is the main idea of the chapter? Write it down Step Read the story again quickly, underline the important ideas of the story, and then list the main points Step Based on your note, write a first draft of your summary in your own words 3) Providing Feedback (1) Process Writing Given the limited class time and the number of writing assignments, the teacher taught process writing briefly in order to teach students that writing is a process where a writer’s thoughts can be revised and refined constantly She went over, with an example, how important process writing is even in L1 so that students are aware of this and use the practice when writing summaries or any other writing When students submitted their first summary assignment, she asked whether they revised it before submission Since they said no, she asked them to revise the summary and to turn it in to her again the next day Then, she made students compare the two products to emphasize the importance of process writing (2) Written Feedback On the following day, when returning students’ summaries with written feedback, the teacher explained the importance of process writing again and encouraged them to draft Summary Writing Instruction to University Students and Their Learning Outcomes 133 their writing Each student received his/her summary back with the teacher’s written feedback Overall, the feedback was concerned with the five categories (features of a good summary): (a) how students organize; (b) whether they write in their own words; (c) whether they include all main ideas; (d) whether they are able to avoid minor details; and (e) to what extent they are able to write correctly The individual feedback would help them think again about their problems and give them an opportunity to improve their performances when revising Regarding conspicuous errors made by many students, the teacher addressed them explicitly before the whole class 4) Post-Task Phase After the feedback, a post-task was given to the students This stage was designed to help students focus on complexity and accuracy by repeating the task from the during-task phase In this stage, students may be able to: organize the summary clearly, try to find new wordings to express meaning more exactly, and try to avoid any mistakes, since they submit their summaries to the teacher for a grade (Willis, 1996) Task: Revising a summary individually Instruction: Students were asked to revise their summaries Based on what they had learned through written feedback, they had to revise them by themselves and to submit them to the teacher for assessment After the instruction, the students were assigned a summary three times before the post-test Students were not used to reading 15-20 pages and writing in English, and they seemed to be overwhelmed with the amount of reading homework for the course Summary writing assignments were given either once or twice a week, and feedback was provided on their summaries Analyses As I graded each individual’s written product, I used the assessment tool that I had created Students’ learning outcomes were evaluated, depending on how the students performed in terms of organization, paraphrasing, stating main ideas, avoiding minor details and redundant ideas, and accuracy The categories of rubric were mainly based on features of a good summary that students came up with themselves while performing their tasks (see Table 2) The rubric consists of five categories with five levels each from to 134 Myong Hee Ko TABLE Definitions of Rubric Categories Organization refers to how well a summary is organized overall Paraphrasing refers to how well ideas are combined and restated in one’s own words Main ideas refers to how well important ideas are presented Details refers to how well the summary is written without minor details and redundant ideas Accuracy refers to how well the summary is written accurately in terms of grammar and word choice Each level was described specifically, based on the extent to which a writer is able to write a summary (see Table 3) This method is intended to give a clear and systematic picture for raters (one internal and one external) in grading summaries As the summary writing rubric comprises five levels, each criterion ranges from to points depending on its corresponding level Accordingly, the total possible score is 20 points TABLE Organization Paraphrasing Main Ideas Details Accuracy Organization Paraphrasing Main Ideas Details Accuracy Organization Paraphrasing Main Ideas Details Accuracy Organization Paraphrasing Main Ideas Details Accuracy Summary Writing Rubric Level • Write logically with no lapses in cohesiveness • Restate ideas in one’s own words to an excellent degree • State all the main ideas mentioned in the original text • Exclude all possible minor details and/or redundant ideas • Write at a rate of accuracy of approximately error per 50 words (1/50) Level • Write logically to a large extent with occasional lapses in cohesiveness • Restate ideas in one’s own words competently • State almost all the main ideas from the original text, missing one or more less important ideas • Exclude almost all minor details and/or redundant ideas, but 1-2 are included • Write at a rate of accuracy of approximately error per 40 words (1/40) Level •Write logically to some extent with lapses in cohesiveness • Restate ideas in one’s own words but copy a few (2-3) sentences or phrases w/out substantive changes • State main ideas from the original text, missing one or more important ideas • Exclude most minor details and/or redundant ideas, but include a few (3-4) • Write at a rate of accuracy of approximately error per 30 words (1/30) Level • Write with little logical sequencing and frequent lapses in cohesiveness • Restate ideas in one’s own words but copy several (more than 3) sentences/phrases w/out substantive changes • State main ideas from the original text, but miss some important ideas • Include several (5-7) of minor details and/or redundant ideas • Write at a rate of accuracy of approximately error per 20 words (1/20) Level Summary Writing Instruction to University Students and Their Learning Outcomes Organization Paraphrasing Main Ideas Details Accuracy 135 • Write in a way that it is neither logical nor cohesive • Restate ideas with severe limitations (more than half of the text is copied) • State few or no main ideas from the original text • Include many (more than 7) minor details and/or redundant ideas • Write at a rate of accuracy of approximately error per 10 words (1/10) A native speaker of English Ph.D student in applied linguistics department in America (external rater) and I (internal rater) graded the written products and compared our scoring for interrater reliability For the external rater, the summaries were mixed so that he could not identify which summaries were written at what point I also prepared a sample summary for Chapters and 2, and and 4, so that he and I could refer to these when necessary We decided not to count any mistakes in articles (a, an, and the) since even advanced English learners make this type of error Before scoring individually, in order to adjust/consent to our perspectives in rating, we picked four summaries (one each from pre- and post-tests of Chapters & and Chapters & 4), graded based on the rubric, and compared each other’s grading We refined the rubric while rating sample summaries After the sample scoring, the external rater and inside rater graded the rest separately In order to compare the ratings of each summary, we explicitly stated the scores for each category on the paper We highlighted copied parts from the book, circled grammatical errors with corrections, and pointed out minor details (or redundant parts) with arrows, and stated any necessary information for that particular score In order to measure interrater reliability between the raters, I checked two types of agreement An absolute agreement, which measured the exact overlap between two raters, was 0.858 However, agreement within point, which measured the overlap comprising point difference, was 0.983 The major gap in absolute agreement was about accuracy The inside rater, who is a non-native speaker, could not find grammatical errors as well as the native rater could The two raters were in agreement for those summaries very low or very high in accuracy However, for the rest, the native (external) rater tended to give point lower than the non-native (internal) rater since he could find more grammatical errors When analyzing the quantitative results, I supplemented text analysis in order to support the quantitative evidence I also provided data from observations were attached as excerpts to supplement the quantitative findings Data from an open-ended question from the survey were compiled and used, when answering the second research question on students’ attitudinal changes The 12 participants’ written protocols from the open-ended question were read repeatedly and my summary statements of their data were presented 136 Myong Hee Ko III RESULTS AND DISCUSSION Student Learning Outcomes Regarding the learning outcome, the students’ performance was compared in the beginning and near the end of the summer session, using a pre- and post-test design The results are descriptive only since this is not an experimental design with a control group In total 24 samples of 12 students’ summaries were compared Table shows their scores before and after instruction The first letter of each category in the column represents the five categories of the rubric (e.g., ‘O’ stands for organization; ‘D’ refers to minor details) ID in the very left column represents the summaries of the 12 students in the present study TABLE Students’ Scores Before and After the Instruction Before Instruction After Instruction ID 10 11 12 Total O 2 3 3 32 P 3 1 2 17 O = organization M 4 3 32 D 2 0 0 0 P = paraphrasing A 1 4 1 4 26 Total 11 17 11 7 12 11 10 116 O 4 4 4 42 M = main ideas P 3 4 4 33 M 4 3 3 3 41 D = details D 1 23 A 4 2 3 33 Total 19 14 19 11 10 15 12 10 19 12 18 13 172 A = accuracy The first research question was to what extent Korean college students improved through instruction In order to answer this question, student scores in Table and text analysis were discussed Regarding the text analysis, it was a little difficult to have direct comparisons between the pre- and post-tests since, due to counterbalancing purposes, they were from different chapters As shown in Table 3, based on the final agreed upon ratings, the total scores for 12 students improved from 116 to 172 The total score of each individual indicated that 11 among 12 students showed improvement, from point at least to 12 points at most One student (ID#5) earned point less on the post-test After examining his pre- and Summary Writing Instruction to University Students and Their Learning Outcomes 137 post-summary, I have learned that in the pre-test, he earned a perfect score for accuracy because he copied a great portion of his summary from the book In other words, his lower score on accuracy on the post-test was due to his post instruction awareness of plagiarism Improvement on each criteria indicated that the students showed improvement in every aspect “Paraphrasing” underwent the biggest improvement The difference was 16 points between pre- and post-test One student gained point less on the post-test, two students stayed at the same score, and the rest earned higher scores on the post-test The following excerpt shows one typical example of their improvement in paraphrasing Participant ID#9 was supposed to summarize Chapters and for pre-test and Chapters and for post-test On the pre-test, he copied the first three sentences from the book as underlined below, but on the post-test, he was able to put down his ideas in his own words It seemed that he learned that he should not plagiarize when writing Dr James Murray was editor of the great Oxford English Dictionary Oxford English Dictionary is a large and complicated set of books Some people criticize OED because of some problem but many people consider the OED to be one of the most important books He could make OED with Dr William C Minor’s helping, as an important contributor Minor was very strange person He was rich, but he killed a man So people thought he was insane murderer…… (ID#9, pre-test) James Murray was born in Hawick, and his family was poor Murry was extraordinary boy especially in learning language He was good at other field also, but he learned many kinds of languages even though he couldn’t enter upper stage of school Murray married twice in his life His first wife was Maggie Scott, a music teacher She was ill after their baby died In this reason, Murray went to London with Maggie After Maggie was dead, Murray married Ada Ruthven When he was thirty, Murray worked at museum, and he learned other languages At this time he entered Philological Society, and he met many languages scholars… (ID#9, post-test) The second greatest improvement occurred in “minor details and redundant ideas.” Fourteen points were gained, compared to the pre-test Three students stayed at the same score, and nine students improved scores on the post-test One example is shown below Participant ID#1, as underlined below, wrote some minor details on his pre-test The last three sentences were treated as minor details by the two raters because these facts were not important or necessary to understand the given chapters It is the story about the first meeting of Dr James Murray and Dr William C Minor 138 Myong Hee Ko who are the father of the Oxford English Dictionary Dr Murray is the editor of the great Oxford English Dictionary and Dr Minor is his contributor By the great efforts of the two people, Oxford English Dictionary had written and been the best important book in the world Dr Minor had been the Broadmoor Asylum for the Criminally Insane, because he murdered a man And Dr Murray didn’t know about that After knowing that fact, Dr Murray had visited the Asylum and he met Dr Minor They had talked for a long time and Dr Murray thought Dr Minor was as sane as himself The reason that Dr Minor had murdered George Merrett was his imagination that cause him to feel fear Dr Minor had thought that an Irish man had looked down him and had touched him when he slept (ID#1, pre-test) However, on the post-test, which covers Chapters and 4, he showed improvement in differentiating minor details from main ideas We both of the raters could not find any details which are not significant to the chapters, as shown below James Murray was the most famous editor of the Oxford English Dictionary In the early years of his life, he was very clever He admired to learn as many languages as he could When he was 14-year-old, he stopped going to school because of poverty He was still passionate, though He never stopped studying languages Finally, he became a member of the Philological Society even though he never entered a collage He met many scholars and got opportunities of studying languages He became an outstanding editor of the great OED Minor was born on the island Ceylon His parents were missionaries He went to America, studied at Yale University, and became a doctor After that, he entered the Union Army as a surgeon during the American Civil War He was responsible for branding deserts’ cheeks so he felt guilty He watched damaged soldiers passing away and seemed to go mad for the terrible war He was afraid of Irish people who he branded a lot After the war, he left for Europe to take a rest for one or two years (ID#1, post-test) “Organization” was improved by 10 points, compared to the pre-test Six students stayed at the same score and six students gained more points on the post-test One good example is the pre- and post-tests of the same person (ID#1) discussed above On the pre-test, the raters gave him points for organization because he was not skillful in developing his ideas logically We could not grasp what the story was about in Chapters and by reading his summary However, on his post-test as shown above, he was quite skillful to connect his thoughts coherently while explaining facts step by step “Main ideas” were improved by points Two students gained point less on the Summary Writing Instruction to University Students and Their Learning Outcomes 139 post-test, two students stayed at the same score, and eight students gained in their scores The following excerpt is an example The summary of participant ID#7 is deficient in main ideas In fact, his summary is full of trivial details which are not important at all As a result, he received point for stating main ideas from the two raters on his pre-test Apparently, he seemed to put down one main idea as underlined below although the subject of the incident was not clearly stated He was supposed to indicate that Minor shoots Merrett if he wanted to make his readers understand it more clearly This story started some of letter what Dr Murray wrote to Dr Minor Two men in the story of the father of the Oxford English Dictionary Dr Murray is editor about OED and Dr Minor is contributor of OED But there is never seen before So, Dr Murray always wants meet Dr Minor For that reason wrote letter by Dr Murray for ask for meet who Dr Minor Dr Murray got the chance for meet Dr Minor So he went to Crowthorne He upset for meet his greatest contributor And he arrive at guessing Dr Minor’s house, then he looking for his friend But he didn’t find Dr Minor Dr Murray heard “Dr Minor is American and he murdered a man, he quite insane” to some guy who Governor of Broadmoor Asylum for Criminally Insane And this story hooks up important of OED and Dr Minor’s life Chapter describe some gunfight in the area of London Know as Lambeth Marsh at Saturday night This is very shocking accident, because those day shots were so rare and a victim haven’t reason to taken a shoot Beside suspect was naturally recognize his criminal That suspect is Mr Minor Finally Mr Minor let going to insane hospital instead of jail That’s why he is American and he worked in surgeon of American Army In short Dr Minor wrote and suggest about OED in the insane Hospital during 17 years (ID#7, pre-test) However, on his post-test as shown below, he included most of the main ideas except one, although he also had several minor details He was able to express the important ideas of the two given chapters throughout the passage, although he made a lot of errors in grammar and word choice One missing main point is that Minor goes to Europe to paint and rest, which should be stated at the end of the summary Chapter is described the early life of Murray He was born poor house locate little town near the Scotland border on Hawick He has talent of language He continues study to knowledge by himself He fell in love with Maggie, although she was weakness After two year later when wedding, Maggie became ill from delivery baby who called Anna So they need moving warm place what is doctor suggest them for save her life In other words, Murray has to find other job what is earns enough money for a family Unfortunately, Maggie was death in spite of his effort But he 140 Myong Hee Ko marries Ada and he was become popular step by step among study person for language All in all he was charge of the Philological Society and he met charge of dictionary of Oxford University Press Chapter is also described the early life of Minor who is best contributor of OED He was born Ceylon cause of missionary of parent’s religion He grown up looks like local, but his parents realize he was almost became adult So he is going to New Haven even though he keeps a memory of mother’s death and childhood, picture of woman’s body He fell in love girl during at the ship thought they can’t success love At arrive American, he studies to be a doctor at Yale University When he becomes a doctor, the war is start He joins the Union, and he care for injured army Unfortunately, he could be branded with the letter D on soldiers who is ran away from Army, especially Irishmen After war, he contiues work doctor for army, but as time goes by he can’t control himself Finally, he enters the hospital (ID#7, post-test) “Accuracy” was an area which showed the least improvement in terms of score gains Two students scored either or points less on the post-test Four students stayed at the same score, and six students gained better scores on the post-test Participant ID#7 mentioned above is a good example of one showing no improvement in accuracy between the pre- and post-tests He made a lot of errors in grammar and word choice on both tests In fact, during the course, he showed quite poor skills in speaking and writing Although accuracy showed the least improvement, it is surprising that half the students showed better scores on the post-test The positive results may be attributed to two factors: process writing and dictionary use Given the limited class time and the number of writing assignments, I tried two things in order to enhance their accuracy in summary writing I briefly went over, with an example, how important process writing was even in L1 so that students were aware of this and used the practice when writing summaries or any other writings As mentioned in the lesson module, after students submitted their first summary assignment, I asked whether they ever revised before turning work in to me They told me that nobody tried So, I asked them to revise and email the summary to me again the next day Then, I made them compare the two products to emphasize the importance of process writing The following is the outside observer’s note on this lesson The instructor explained the importance of process writing During the lesson, she asked the students whether it is possible to distinguish the difference between the first draft and the revised draft as an example, and why it is important to revise the draft One student chuckled while others nodded their heads Students made some comments and asked questions about process writing and their grammar (Outside observer, June 25, 2008) Summary Writing Instruction to University Students and Their Learning Outcomes 141 I also went over the importance of reducing grammatical mistakes I emphasized that one way is to use a dictionary or online concordance to check knowledge of verbs and adjectives While reading their summaries, I realized that students could reduce many grammatical mistakes if they simply gave more attention to what they were writing and used a dictionary or concordance appropriately They were encouraged to read their writing over carefully and to check prepositions following a verb or adjective when necessary Students cannot produce error-free summaries by doing this, but they may reduce grammatical mistakes as much as possible In order to raise awareness on this, I assigned them revision of their summaries as small group work The students were mostly underlining the wrong sentences, and some students were using electronic dictionary to find out word use The female foreign student asked a lot of questions to Joo-Hee, and a male student in a white shirt was asking his partner about sequencing the content (Outside observer, June 30, 2008) Once the “revising summary” activity began, students checked their word use with electronic dictionaries or asked their partners They also checked the organization of the summary how to structure the sequence (Outside observer, June 30, 2008) Student Attitudinal Changes The second research question was what changes Korean college students have experienced after the instruction As part of the course evaluation at the end of the session, students reported changes they experience, if any They frankly stated that summary writing assignments were a bit of a burden during the summer session They said that just having a reading assignment every day was overwhelming because each assignment was about 15-20 pages Summary assignments were a time consuming process since the students were not used to writing in English However, as time went by, they felt the work was getting less stressful and reported that they had learned something worthwhile At the end of the session, as part of a course evaluation, they were asked, “What changes did you experience when writing a summary after learning how to it?” The 12 participant responses were reported Table presents my summary statements of their data 142 Myong Hee Ko TABLE ID 10 11 12 Students’ Responses about Their Attitudinal Changes Students’ Responses I learned efficient ways to summarize Besides, I also learned that my summary gets better as it goes through first draft, second draft, and third draft One big improvement is that now I not have much anxiety in summarizing in English I did not know how to it, but now I have some ideas about it I got rid of copying sentences from the book I have learned that I should not plagiarize when writing I have learned how to condense a story without missing any main ideas I know what I should or should not include Before this class, I used to slightly change sentences from the book and connect these in order to construct the summary Now, I picture the story in my mind and state my thoughts in my own words I have learned how I should write something in English I felt there were differences between Korean and English in writing It could be something related to culture In order to write a summary, I had to understand the story clearly So, before writing a summary, I tried to understand the content first I feel that I may improve more if I keep writing summaries for a semester (not for a month) I have learned how to paraphrase instead of taking a block of sentences from reading materials I know that I need to reorganize my ideas and put them down in my own words when writing I have learned useful tips for a good summary I also learned that I should not add my own opinions to my summary I used to list sentences when writing a summary, but now I learned a summary is a genre I need to think about the audience when I write it If I had taken this course during a regular semester, I think I might have learned more I feel mush less stress about writing a summary in English I did not have any skills in summarizing, but now I feel that at least I have some thoughts about how to summarize Things like summaries should be condensed; no opinions are expressed, and so on As time went by, I imagined the story and, based on that, I was able to express my own thoughts I got rid of copying sentences from the book Their protocols were broadly divided into two categories First, they reported that they learned that they should not plagiarize, as stated by ID# 3, 5, 8, and 12 It seems that some of the students have not realized that copying sentences from reading materials is wrong As ID#5 reported, some of them may have thought that a summary can be written by taking sentences from the resources and arrange them skillfully Second, they indicated that they gained efficient ways to organize a summary, as mentioned by ID#1, 2, 4, 6, 7, 9, 10, and 11 They reported that they have learned good tips for writing a summary As ID#10 indicated, before the lesson, some of them may have thought that a summary can be written by listing sentences It seems that, however, they now feel confident on in writing a summary Summary Writing Instruction to University Students and Their Learning Outcomes 143 Overall, it appears that students have learned from their instruction in summary writing Most of them reported that they had a better idea of how to summarize However, a few students expressed that they needed more practice in order to be a good summary writer Two students indicated that they could have improved more if the session had been longer IV CONCLUSION The findings revealed that there were positive changes in students’ summary writing after the instruction, although it is hard to claim with complete certainty that they have improved their summary writing due to the instruction, since there is no control group The quantitative and qualitative analyses of the results of student summaries indicated that they became better at organizing the structure of summaries, paraphrasing, finding main ideas, avoiding trivial details and redundant ideas, and judging grammar and word choice Along with positive changes in their scores, after learning how to summarize, the students reported desirable changes in their behaviors, such as avoiding plagiarism and gaining confidence in organizing a summary It seems that summary writing instruction enhances students’ summary writing ability to some extent Although students have shown positive changes, it seems that they need more practice in order to become a more skillful summary writer A month long training, while focusing on English reading, may be far too short a time for shaping them as good summary writers It may be worthwhile to see how they improve their writing in the longer term (at least a semester or year) in order to draw better conclusions concerning summary writing instruction Duplicate future study is possible since the lesson module is described in detail and all materials are attached in the appendices Acknowledgment: I would like to express my special thanks to John Davis and Yong Hwan Kim for their assistance with this study I would like to express my appreciation to Thom Hudson, John Norris, J.D Brown, Lourdes Ortega, and Mee-Jeong Park for their valuable comments on an earlier draft I also wish to thank three anonymous reviewers for their constructive feedback for revising this article 144 Myong Hee Ko REFERENCES Coady, J (1993) Research on ESL/EFL vocabulary acquisition: putting it in context In T Huckin, M Haynes, & J Coady (Eds.), Second language reading and vocabulary learning (pp 3-23) New Jersey: Ablex Publishing Corporation Ellis, R (2003) Task-based language learning and teaching Oxford: Oxford University Press Hudson, T (2007) Teaching second language reading New York: Oxford University Press Joh, Jeongsoon (2000) Using the summarization task as a post-reading activity at college EFL classroom English Education, 55(3), 193-216 Kamhi-Stein, L D (1997) Enhancing student performance through discipline-based summarization-strategy instruction In M A Snow & D M Brinton (Eds.), The content-based classroom (pp 248-262) London: Longman Kim, Sung-Ae (1998a) An analysis of Korean EFL readers’ summarization of L2 texts English Teaching, 53(4), 63-91 Kim, Sung-Ae (1998b) An investigation of the relationship between L2 proficiency and summarization skills Journal of the Applied Linguistics Association of Korea, 14(2), 95-125 Ko, Myong Hee (2008) Korean college students’ and a teacher-participant’s reactions to TBLT English Teaching, 63(3), 25-44 Prochaska, E., & Moon, Young-In (2004) The relation of writing ability to instances of “plagiarism” in Korean EFL university students’ summary writings Foreign Language Education, 11(1), 1-26 Van Avermaet, P V., & Gysen, S (2006) From needs to tasks: Language learning needs in a task-based approach In K vanden Branden (Ed.), Task-based language education: From theory to practice (pp.17-46) Cambridge: Cambridge University Press Willis, J (1996) A framework for TBI Harlow, U K.: Longman Addition-Wesley Winchester, S (1998) The surgeon of crowthorne Essex: Pearson Education APPENDIX A Two Sample Summaries A Christmas Carol Scrooge is a hard man who loves money more than people For Scrooge, the very worst time of year is Christmas when everybody seems to be happy for no reason, as he sees it It is also the time when he has to give his clerk, Bob Cratchit, the day off and pay him 15 pence! Christmas, indeed happiness itself, is humbug (속이다) to Scrooge He scorns (경멸하다) Christmas and spurns (버리다) friendship even when it is repeatedly offered by his nephew (조카), Fred Then, one Christmas Eve, Scrooge is visited by the ghost of his long dead partner, Marley, who warns him that his heard-heartedness is making a heavy chain which he will carry for ever after his Summary Writing Instruction to University Students and Their Learning Outcomes 145 death, unless he takes heed of the advice of three ghosts that will visit him The first ghost, the Ghost of Past Christmases, shows him scenes from his life as a schoolboy and young man We learn that he had a lonely and probably unloved childhood, but that he won the heart of a lovely woman then lost her through his greater love for money The second ghost, the Ghost of Christmas Now, shows him that people can be happy without a lot of money, and also shows him Tiny Tim, the ailing(병든) son of his clerk Scrooge wants to know what will happen to the boy and he learns he will not survive The third ghost, the Ghost of Future Christmases, shows scenes after Scrooge’s death Nobody grieves (슬퍼하다) him His cleaner and his washerwoman are happy that he is dead – at least they were able to take and sell some of his things, including the bed clothes from his death bed and the nightshirt from his back One of his tenants is happy – they won’t have to pay the rent this week Only the Cratchit family are sad but not for Scrooge Tiny Tim, in his future, is dead, but Scrooge pleads with the ghost for a chance to change the future When Scrooge awakes after the visits of the three ghosts, he discovers it is still only Christmas morning He orders a large goose (거위) to be sent round to Bob Cratchit’s house, pledges (맹세하다) money for the poor and goes to dinner at his nephew’s house In the final paragraph, we are told that he became a second father to Tiny Tim and, we assume, changed the future through his change of behavior Forrest Gump If you say ‘Forrest Gump’ to people, most will think of the major film success of 1994 However, the novel Forrest Gump, on which the film is based, is extraordinary in its own right It is a superbly imaginative retelling of the last forty years of American history The book is written in the first person; the reader feels that someone is telling them his life story It narrates the adventures of Forrest Gump, an idiot savant (천재 백치) Forrest has a low IQ (intelligence), but is brilliant in certain areas, for example, mathematics At school, children laugh at him Only pretty Jenny Curran is kind to him Then it is discovered that the boy is brilliant at running and football At a result, he gets into university By now it’s the late sixties Forrest is drafted into the army and goes to fight in Vietnam He leaves Vietnam a hero and is awarded a medal by President Nixon This is only the beginning of many strange adventures Forrest meets Jenny again; they become lovers for a short while NASA, the space centre in Texas, sends Forrest into space with an ape (원숭 이) called Sue! Back on the ground, Forrest becomes a chess champion He starts a shrimping (새우) business in Bayou Then he hears that Jenny is married: ‘A part of me seemed to die when I heard it.’ He drowns his sorrows in work and becomes a wealthy man Time passes Forrest takes a holiday and by chance meets Jenny She is indeed married but her child, called Forrest, is his Forrest wants Jenny back but he realizes that it is better for his son ‘not to have an idiot for a father.’ The story ends with Forrest giving all his money away to Jenny, his mother and friends It’s time to start again 146 Myong Hee Ko APPENDIX B Choosing a Best Summary The Queen Swallow’s Gift (www.seattleartmuseum.org/Exhibit/Archive/grandfathershouse/kids/taleFrame.htm) Hung-bu was the younger brother of Nol-bu But ever since their father died, poor Hung-bu and his family had struggled to survive while selfish Nol-bu and his family enjoyed the comfort and wealth of their ancestral home One spring day when Hung-bu returned home from working in a nearby field, he noticed a snake near the corner of his house where a pair of swallows (제비)had nested He chased away the snake with a hoe, but soon realized that he didn’t hear any chirping coming from under the eaves (처마) The nest was empty and on the ground was a tiny swallow Hung-bu knew at once what had happened The snake had devoured (게걸스럽게 먹다) the other chicks but in doing so had pushed this one out of the nest Hung-bu picked up the baby swallow and found one of its legs broken Hung-bu gently bound the leg with string and put the bird back in its nest His children lovingly cared for it, feeding it worms and insects, and soon it was flittering about the yard In late autumn it flew southward with all the other birds The next spring Hung-bu and his family were glad to see the birds return, for it meant the end of another long, hard winter One warm day a lone (외로운) swallow perched on their roof and chirped loudly It then flew in a circle around the yard several times, dropped a seed at Hung-bu’s feet and flew away Hung-bu and his family carefully planted the seed and looked forward to harvesting gourds in the autumn The seed, a gift from the Queen Swallow to reply Hung-bu’s kindness, grew quickly into a vine and soon there were three small gourds (박) on it Hung-bu and his wife were surprised at how fast and big the gourds grew By autumn, when the gourds were ripe (익은) enough to eat, they were so big that Hung-bu and his children had to use a saw to cut them Happily they cut the first gourd They couldn’t believe their eyes Out tumbled strings of gold and silver coins, all kinds of precious jewels, and silk and brocade fabrics Once they were over the surprise, they cut the second gourd At once the yard became filled with sacks of rice They cut the last gourd Out marched hundreds of tiny carpenters Within a few minutes they constructed a large tile-roofed house surrounded by a wall with a large gate and then disappeared Hung-bu and his family danced for joy They were wealthy Word of Hung-bu’s newfound wealth spread quickly throughout the nearby villages and soon reached his brother Nol-bu It made him angry, and finally he had to go see for himself Hung-bu welcomed Nol-bu with open arms, but Nol-bu could not restrain himself, and he blurted out, “How could a bum like you become wealthy overnight? Tell me the truth Who did you rob (약탈하다)?” Hung-bu told him about the snake, the swallow, and the seed and how they were so surprised when they cut open the gourds “All I can imagine is that the swallow must have been the one we nursed back to health.” From that day on, Nol-bu’s thoughts were filled with images of swallows and magic gourd seeds Another spring arrived, and he and his wife anxiously waited for a pair of swallows to build a nest under the eaves of their house They even scattered grain in their yard and on their rooftop in hopes of attracting a pair At long last a pair of swallow did build a nest, and in a short time it was home to several baby birds Nol-bu watched for a snake to raid the nest but grew impatient He took one of the chicks from the nest and injured its leg with his bare hands Then he bound up the leg with some cord and, saying, “Go, you little bird, I fixed your broken leg so next spring bring me a magic gourd seed,” placed it back in its nest The bird recovered and flew southward in the autumn Summary Writing Instruction to University Students and Their Learning Outcomes 147 The next spring Nol-bu watched for the swallow to return Finally he spotted a lone swallow It circled the air, then dropped a seed at Nol-bu’s feet and flew away Nol-bu was ecstatic He shouted to his wife to come out and together they planted the seed All summer they watched the seed grow into a vine and three of the biggest gourds they had ever seen ripen on it Autumn arrived and it was finally time to open the gourds Talking about how wealthy they were going to be, they sawed open the first gourd Out jumped hundreds of beggars In a blink of an eye they were all over the house, eating every edible thing they could find “This can’t be!” screamed Nol-bu “Something is wrong There’s been a mistake,” “Surely there must be gold in the next gourd,” cried his wife Quickly they sawed open the next gourd Out poured putrid (악취가 나는) night soil and covered them from head to foot But they still did not give up Slipping and sliding in the foul-smelling muck, they sawed open the last gourd Out tumbled an army of ogres (도깨비) carrying large spiny mallets (방망이), and at once they began breaking down Nol-bu’s house When nothing was left standing, they attacked Nol-bu and his wife Then the ogres disappeared along with the beggars When word of Nol-bu’s misfortune reached Hung-bu, Hung-bu and his wife rushed to help Nol-bu Hung-bu searched through the rubble of their ancestral home and finally found Nol-bu and his wife He gently propped (일으켜 세우다) them up and gave them some water After a few moments they regained their senses Nol-bu looked into Hung-bu’s eyes and said, “I was wrong, Hung-bu I was wrong to be so selfish I was wrong to turn my back (등을 돌리다) when you needed my help Please forgive me.” “Don’t talk now,” said Hung-bu “You and your family will come live with us and everything will be fine.” Sub-Task A) Read The Queen Swallow’s Gift and choose the best summary among three examples given and discuss why Summary “The Queen Swallow’s Gift” is a Korean folk tale – the story of Hung-bu, a younger brother, and Nol-bu, the older brother Hung-bu and his family help a swallow and she brings a seed to his family The seed grows into three big gourds As they open the gourds, the family becomes wealthy Nol-bu and his family break a baby swallow’s leg on purpose and bind it up Their swallow brings them a seed It also grows into three gourds As soon as they open these, they lose their fortune Summary This folk story is about two brothers: Hung-bu and Nol-bu A long time ago, there was a selfish older brother, Nol-bu and a kind younger brother, Hung-bu Nol-bu and his family enjoyed the comfort and wealth of their ancestral home while Hung-bu and his family were living in poverty One spring day, coming home from work, Hung-bu noticed that a snake was lying under the place where swallows had built a nest under his eaves All the babies in the nest were gone, but one baby swallow was lying on the ground with a broken leg He knew what had happened The snake had eaten most of the swallow babies and pushed the last baby onto the ground He and his family picked up the baby swallow and took care of her until she could fly again south in the autumn One warm day in next spring, a swallow perched on their roof, flew in a circle around the yard and dropped a seed in front of Hung-bu It was a gift from Queen Swallow as a reward for Hung-bu’s good deed When the family tended it carefully, the seed grew quickly and produced three huge gourds in the autumn They were so big that the family had to cut them with a saw The family found all kinds of precious jewels, coins, and silk in the first gourd The second gourd gave them many sacks of rice When they cut the last gourd, hundreds of tiny carpenters came out and built a large new house for 148 Myong Hee Ko them They became wealthy After hearing this news, the greedy Nol-bu was angry and wanted to be like his younger brother He and his wife waited for swallows to build a nest under their eaves When they finally had some swallows, they watched for a snake When nothing happened, they grew impatient and took one of the baby swallows out of the nest, broke its leg and bound it up with some cord The swallow survived and flew to the south in the autumn The next spring a lone swallow dropped a seed at Nol-bu’s feet His family was very excited, carefully planted the seed and watched the seed grow into a vine with three big gourds They had been thinking about how wealthy they were going to be Finally, the gourds grew big enough to harvest in the autumn They cut them one by one Hundreds of beggars jumped out of the first gourd eating everything the family owned Putrid night soil poured out from the second gourd and they slipped and slid around in it An army of ogres tumbled out from the third gourd and destroyed their house and attacked the family They lost their fortune and became miserable When Hung-bu heard, he came with his wife to help his old brother At last, Nol-bu realized how bad he had been to his younger brother Hung-bu took Nol-bu and his family home to live with him Summary In this moral tale, a poor but virtuous brother and his family save a baby swallow and are rewarded, while their wealthy relatives receive harsher gifts when they try to copy the good deed Hung-bu is the younger brother and he and his wife and children struggle in poverty, while his older brother Nol-bu is wealthy but selfishly shares nothing One day Hung-bu comes home from the field to see a snake has eaten baby swallows from their nest He finds one with a broken leg on the ground He binds its leg with string and his children feed it till it can fly away south in the autumn In the spring, a bird comes and drops a seed at Hung-bu’s feet, a gift from the Swallow Queen for his good deed He and his family carefully plant and nurture the gourd vine that grows from the seed In the autumn there are three very large gourds on the vine When they cut open the first one, coins, jewels, and rich cloth fall out The second one gives them huge amounts of rice The third opens to let out hundreds of tiny carpenters who build them a big beautiful house When Nol-bu hears of his brother’s fortune, he is angry and suspects foul play But Hung-bu tells him what has happened Nol-bu plans to repeat the scene for himself, but no snake comes to the swallows’ nest, so Nol-bu takes a baby swallow and hurts its leg Then he binds the leg and puts the baby back in the nest The swallow survives and flies away in the autumn In the spring, a lone swallow comes and drops a seed at Nol-bu’s feet He and his family plant the seed and in the autumn, there are three huge gourds They cut open the first one, and out jump hundreds of beggars who eat everything they have The second one pours a stinking cesspool all over them The third one contains an army of ogres who destroy their house and then attack them When Hung-bu hears, he and his wife come and dig Nol-bu out of the rubble Nol-bu apologizes for his selfishness and asks for forgiveness Hung-bu forgives him and takes the family home to live with him Summary Writing Instruction to University Students and Their Learning Outcomes 149 Sub-Task B) Analyze the other two summaries and discuss with your partner how they are written Summary # Summary # Applicable level: tertiary Key words: summary writing instruction, TBLT lesson module, summary writing Myong Hee Ko 1203-ho 102-dong Shinil Yootobil Plus Apt 461-bunji Howon-dong, Ujeongbu-si, Kyonggi-do 480-020 Korea Email: myongheeko@yahoo.co.kr Received in March 2009 Reviewed in April 2009 Revised version received in May 2009 ... on in writing a summary Summary Writing Instruction to University Students and Their Learning Outcomes 143 Overall, it appears that students have learned from their instruction in summary writing. .. of process writing again and encouraged them to draft Summary Writing Instruction to University Students and Their Learning Outcomes 133 their writing Each student received his/her summary back... points Two students gained point less on the Summary Writing Instruction to University Students and Their Learning Outcomes 139 post-test, two students stayed at the same score, and eight students