Summarising

In our daily interactions with others, we say things about ourselves, about people around us, and even about other creatures in our environment. All the talk we make are in one way or the other considered stories. We may be doing this to convince our listeners to accept what we are saying to let them understand a particular idea or to let them be informed about the situation we are talking about.

Parts of a Story

The parts of a story are the sections that are put together to give the frame or the structure of the story. The aim here is to focus on the language used in writing in general, and in the specific areas of the text. These main parts include the introduction, the main body and the conclusion.

1. Introduction: The introduction serves as an opening to a story or a text. In the introductory statement, the writer or the speaker hints to the audience about what is going to happen in the text. With this hint, the audience prepare their minds on what is going to be given to them.

2. The main body: The main body of a text is the section in which the detailed information of the text is brought out. Here, the writer outlines all that is needed to be known by the audience. This can be done by discussing the ideas in paragraphs but making sure the paragraphs are well linked or connected to form a unified story or text.

3. Conclusion: After saying all that is needed in the body, the speaker draws curtains on the information that is delivered. This is to signal to the audience that everything is said and done.

Elements of a Story

The elements of a story are the components or characteristics that combine or work together to make the story real. These elements are the plot, setting, characters, conflict/ climax, and point of view.

1. Plot: the plot is the chronological arrangement of the events or the actions that drive the story. It describes what the story is told about. The plot lets the reader know what is happening, describes the problems the characters are trying to solve, and gives details on how they attempt to solve them. To keep your readers engaged and interested, your story should include these plot elements: exposition (exposing or declaring the content of the story), rising action (increasing the tempo of the actions), climax (the peak or highest point), falling action declining or coming down), and resolution (when a problem is solved).

2. Setting: This is the physical location and the point in time in which the plot takes place. It could be at home, marketplace, farm, church (place setting), or could be in the morning, afternoon, evening (time setting) or even seasonal (dry season, Christmas festivities etc.,).

3. Characters: The characters are the people, animals, beings or personified objects driving your story. The writer or persona makes the characters carry out the actions in the story. A story can have many characters or just one main character as its focus.

4. Conflict/Climax: The conflict is the problem or issue of the story. This is what the main character is trying to resolve (solve).

5. Point of view (POV): Point of View describes the lens through which the story is being told. There are different points of view to consider. These include first- person (I, we, our etc.,), second person (you), and third person (he, she, they etc.)

Activity 5.4

Read the following story carefully and carry out the activities on it.

One day, Clement was making fun of his sister, Afua, for being so slow.

“Do you ever get anywhere?” he asked with a mocking laugh.

“Yes,” replied Afua, “and I get there sooner than you think. I’ll run you a race and prove it.”

Clement was much amused at the idea of running a race with Afua, but for the fun of the thing, he agreed. So, Mr. Jacob, their father, who had agreed to act as judge, marked the distance and started the runners off.

Clement was soon far out of sight, and to make Afua feel very deeply how ridiculous it was for her to try a race with him, he met some little children beside the road and decided to stop and watch them play until Afua was catching up, then he will speed up again. As he watched on, he got caught up in the children’s play and soon forgot that he was running a race with his sister.

Afua meanwhile kept going slowly but steadily, and after a time, passed the place where Clement was playing with other children. When he remembered that he was in a racing competition with Afua, he ran as fast as his legs could carry him but could not overtake Afua in time.

The race is not always to the swift.

Activity 5.5

1. With the aid of the story above, identify the main parts, and the paragraphs that contain each of them. Note: You can do this with a friend.

2. Identify the elements of the story above.

3. Give a summary of the story above.

4. With the help of the elements identified, think creatively and write a story in your own words. Post the story on the classroom wall for your colleagues to critique.

Summary writing is the act of reducing a text or speech to a simple form. In other words, when we are given a task or opportunity to summarise a text/story, we are to put it in the shortest possible form. This does not mean that when we are summarising a text/ story we are required to cut part of the text (a sentence or a paragraph) away because the summarised version has to be in the shortest possible form. The idea here is that the summary has to be brief/short but should contain the important information.

There may be a lot of words, sentences or paragraphs in a text that you are dealing with.

Not all of these items are so important when it comes to summary writing. Most of these items serve as explanations or give further information to the main ideas in the text. So, when summarising, it is only the main ideas/points that are needed. Before we are able to summarise a text very well, we need to read carefully, paying attention to important areas that give hints to the main messages in the text. These hints could be words, phrases, clauses or sentences. The main points can be captured at the beginning, in the middle or at the end of a paragraph. For this reason, it is important that we pay much attention to what we read to be able to bring out the main points.

In academic summary, as part of assessment by examining bodies, one may choose to read a given text, read the questions on the text, and go back and read the text or passage again. With the second reading, we now have what is demanded of us about the text in our minds, since we have read the questions. This would help to identify the salient parts of the text that we can get our main points from. These main points are contained in what is known as topic sentences. (the sentences that contain the main points/ideas of a paragraph or passage). Some of the words in the topic sentence may not be necessary, and so, you can omit them because the meaning of the message would not be affected without them.

There may also be examples that seek to clarify the main point. Those examples are not also needed. Also, it is important to note that we are sometimes required by the question to write our summary using our own words as far as possible. This one is applicable if there are words in the topic sentence where we can find words to replace them without the meaning of the sentence being affected or changed. This avoids lifting and writing the entire sentence as a summary. Also, it shows the level of our understanding of the text or sentence.

Also, one could apply some innovative techniques or strategies to summarise a story or a narrative. These include but are not limited to SWBST and 5Ws.

Note: SWBST means:

1. Somebody: Who is the main character of the narrative?

2. Wanted: What does the main character want or want to do?

3. But: What is the problem? Why can’t the main character get what she or he wants?

4. So: How does the main character solve the problem?

5. Then: What was the resolution?

The ‘5Ws’ means:

1. Who is driving the story? Who is it about? Who is affected? Who benefits? Who loses?

2. What has happened? What are the consequences? What does this mean for the reader?

3. Where is this taking place (building, neighbourhood, city, country)? Where should readers go to learn more?

4. When did it happen (time of day, day, month, year)? When was the last update?

When can you expect to learn more? When will the effects be felt?

5. Why did this event take place? Why is this important in the big picture? Why should readers care?

With all the procedures and techniques discussed, one should be able to summarise a text or narrative very well if followed properly.

It is important to note that summary plays an important role in our lives. Apart from helping us to save time in our conversations, it also paves a way for us to develop critical thinking skills. This is because it enables us to know what is important or not important to us in our daily analysis of issues around us.

Activity 13.3

1. Compare the definition of summary that you wrote down with what you have been given. Is it in line? If yes, well done. If not, then study carefully what you have been given.

2. Invite three of your colleagues and form a group. Now, summarise what you do every day at home in turns.

3. Change the friends with whom you performed Activity 2 and perform this new activity with them. One tells a story, then the others listen to the story told to the group and summarise it. Do this also in turns.

PREPOSITION What is a preposition?

A preposition is a word used to connect nouns, pronouns or phrases to other words in a sentence. It often indicates the relationship of location, direction, time, cause, and place.

How to identify prepositions A preposition is normally followed by:

a. a noun E.g. The tourist drove to Ho We will meet at noon.

b. a noun phrase E.g. They jumped into the pool.

The children walked towards the park.

c. a pronoun E.g. The rock fell on them.

He sat next to her

d. a gerund E.g. Adjetey Sowah is known for dancing.

The workers are used to working late.

Types of Prepositions

₁. Simple Prepositions: They are made up of just one-word. Examples include beside, of, across, without, into, after and behind.

2. Complex Prepositions: These prepositions are made up of more than one word.

Examples include as a result of, in accordance with, in front of, in spite of, with regard to, in spite of and by means of.

Functions of Prepositions

Prepositions perform various roles in sentences. They are used to show time, place and instrument. Because prepositions are such important features of grammar, their correct usage is vital in English communication. The following list seems complex, but it will act as a useful reference check if you are in doubt about the correct employment of English prepositions.

1. Prepositions of Time

They answer the questions when or how long to indicate time or duration.

Examples:

a. I was born in May.

b. Christmas is always during Harmattan.

c. The meeting ends at 5pm.

2. Prepositions of Place

They show the location or position of something. Thus, they answer the question where.

Examples:

a. The dog is under the chair.

b. The school is behind the library.

c. The books are next to me.

3. Prepositions of Direction

They are used to show movement or direction.

Examples:

a. We walked through the tunnel.

b. The students ran across the field.

c. The child jumped on the bed.

4. Prepositions of Cause, Reason or Purpose

These prepositions explain why something happens.

Examples:

a. The learners are studying for their exams.

b. The event was cancelled because of the rain.

c. The project was delayed owing to a shortage of funds.

d. His lateness was due to sudden illness.

5. Prepositions of Manner

They describe the way something occurs.

Examples:

a. Abu opened the door with a key

b. Love completed the task in a hurry.

c. Selasie sings like a professional.

6. Prepositions of Instrument

They indicate the means by which an action is performed.

Examples:

a. The letter was written with a pen.

b. They travelled to Oguaa by car.

c. I heard the news from Ato.

7. Prepositions of Concession

They express concessive relations. In other words, these prepositions are used to indicate that one fact does not prevent another fact from being true. They show contrast and unexpectedness, emphasising that something happened, or something is true even if it did not seem likely.

Examples:

a. The team won the game notwithstanding their injuries.

b. The twins love reading even though they don’t have enough time.

c. The farmer harvested good crops despite the drought.

Activity 13.4

a. Join a friend or two to undertake the following activities. Get 7 bottle covers and 7 pebbles or small coins. Use them to depict these words – on, beside, inside, under and in front of.

b. Based on the activity above, you and your friend(s) should attempt to explain the concept of prepositions in turns.

c. Still with the same peers for Activity 1 and 2, read the extract below and underline all the prepositions you see:

Yesterday, I visited my friend who lives near the Kwame Nkrumah Circle in Accra.

We walked along the beach at Labadi, enjoying the sunset over the sea. Afterwards, we went to a nearby restaurant situated under a large baobab tree, to eat some delicious Fufu with light soup. The restaurant was surrounded by colourful stalls selling beautiful Kente cloth and wooden carvings.

Clue: Prepositions are followed by pronouns, nouns, noun phrases or gerunds (a verb ending in ‘-ing’ which functions as a noun - see Glossary).

d. What do you observe about the prepositions you have identified? Are they all made up of a single word?

Activity 13.5

1. In this activity, you are expected to give answers to some questions using given prepositions. The answers you give to these questions will help you understand the use of prepositions. Here is an example:

Question 1: How do you commute to school? Use prepositions like from, to, through and across.

Expected answer: I walk from my house to the main road. Then, I take ‘trotro’ through the traffic to get to school.

Apply the same process for ‘Question 1’ to the questions below:

a. Give directions to a popular spot in your community. Use prepositions like up, down, left and right.

b. Describe your daily routine. Use prepositions like at, during and until.

c. Describe how you perform your favourite activity. Use prepositions like with, in and by.

2. Join a friend to identify your answers as indicating time, location, place, direction and movement. Here is an example:

• I walk from my house to the main road. Then, I take trotro through the traffic to get to school. (Direction) Extended Reading ₁. Organised English Grammar (Second Edition), Prof. Wiredu pg. 103 – 107

2. New Gateway to English for Senior High School book 1, ABK Dadzie and N Grant, pg. 140

– 141

3. Ghana Senior Secondary School English Book 1, Naa Afarley Sackeyfio et al, pg. 19 – 21

4. Selected Passages from Subjects across the Curriculum such Social Studies, Agriculture, Geography.

Glossary Gerund It is a verb with the –ing form and functions like a noun. E.g.

Azumah Nelson is known for boxing.

Noun phrase it is a group of words without a finite verb that functions as a noun. E.g. The plane flew over the town.

Trotro A shuttle system, or a passenger or commercial vehicle.

References

• New Gateway to English for Senior High School book 1, ABK Dadzie and N Grant, pg. 140

• Ghana Senior Secondary School English Book 1, Naa Afarley Sackeyfio et al, pg. 17

– 21

• Warriner’s English Grammar and Composition, fifth course, Franklin Edition pg.

18 – 19

• Organised English Grammar (Second Edition), Prof. Wiredu pg. 103 – 106