StudyOSStudyOS CBSE Study Material, Class 5–12

Summarising

NCERT Class 11 · English Based on NCERT Class 11 English textbook · Free CBSE study kit

Everything you need to ace this chapter, in one place.
Notes · Mind Map · Quiz · Assertion-Reason · Case Studies · Question Bank · Past Papers

Get Full Study Kit →
Studying with friends? Send them this chapter.

Chapter Notes

Overview
This chapter teaches the skill of summarising, which follows note-making and involves selecting and paraphrasing all important information from a source into a concise, coherent form. It exists in the syllabus to develop students' ability to extract main ideas, avoid repetition and examples, and express them precisely using full sentences and connectors. The one big idea a student must walk away with is that a summary is about one-third the length of the original passage and must cover all main points without personal commentary or unnecessary detail.
Key Concepts (10)
Summarising
The selection and paraphrasing of all important information of the original source, done by analysing the paragraphs/passage in order to formulate a plan of writing.
e.g. After making notes on a chapter about the solar system, you write a summary that includes only the key facts about planets, orbits, and the sun, leaving out examples of each planet's moons.
Note-making
The process of underlining important ideas, writing them down, abridging verbs, and avoiding examples, explanations, and repetition, usually for one's own personal reference.
e.g. While reading a history lesson, you underline dates and events, then write them as short points like '1857: Revolt' instead of full sentences.
Paraphrasing
Restating information in one's own words while retaining the original meaning, used in summarising to express main points concisely.
e.g. Changing 'Children who show intelligence far beyond their age often turn out to be mediocre in adult life' to 'Precocious children often turn out to be mediocre in adult life.'
Nominalising
Changing verbs into nouns, a technique used in note-making but avoided in summarising, where points are expanded into full sentences.
e.g. In note-making, 'She runs fast' becomes 'fast running' (nominalised), but in a summary you write 'She runs fast' as a full sentence.
Connectors
Words or phrases used to link sentences in a summary to ensure smooth flow and coherence.
e.g. Using 'however', 'therefore', 'in addition', or 'as a result' to connect ideas from different parts of the original text.
Precise expression
Using exact and concise language to convey meaning without unnecessary words, achieved by practice in using one word for many.
e.g. Instead of 'Her genius was marked by excellence in the various arts, languages and science', write 'She was a versatile genius.'
Phrases in apposition
A grammatical structure where a noun or noun phrase is placed next to another noun to explain or identify it, used to reduce word count in summaries.
e.g. In 'Soybean, a legume, growing in a variety of soil...', the phrase 'a legume' is in apposition to 'Soybean'.
Present participles
Verb forms ending in '-ing' used to reduce clauses and make summaries more concise.
e.g. Using 'growing' instead of 'which grows' in the sentence 'Soybean, a legume, growing in a variety of soil...'
Fossil water
Water stored in underground aquifers that was deposited in prehistoric times, some possibly a million years old, as mentioned in the 'Green Sahara' passage.
e.g. The vast aquifers beneath the Sahara contain fossil water that is clean and refreshing, used as drinking water in Egypt.
Paleo-monsoon
An ancient monsoon system that migrated north and south due to changes in Earth's motion, responsible for the greening of the Sahara 10,000 years ago.
e.g. The green Sahara was the product of the migration of the paleo-monsoon, which shifted north when the Northern Hemisphere tilted sharply towards the sun.
How It Works
Process of Summarising
  1. Step 1: Underline important ideas in the original passage.
  2. Step 2: Write down the important points, abridging verbs (but not nominalising).
  3. Step 3: Avoid including examples, explanations, and repetition.
  4. Step 4: Expand the points into full sentences.
  5. Step 5: Link the sentences using suitable connectors.
  6. Step 6: Ensure precise expression, using one word for many where possible.
  7. Step 7: Reduce the summary to about one-third the length of the original passage.
💡 Students often forget to expand notes into full sentences and instead submit a list of points, which is not a summary. Also, they must avoid adding personal opinions or new information.
Steps in Note-making (as a precursor to summarising)
  1. Step 1: Underline important ideas in the text.
  2. Step 2: Write them down, abridging the verbs (e.g., changing 'runs' to 'running').
  3. Step 3: Avoid examples, explanations, and repetition.
  4. Step 4: Nominalise points (change verbs into nouns) for brevity.
💡 Note-making is for personal reference and is more severely shortened than a summary. In summarising, you do NOT nominalise; you expand into full sentences.
Techniques for Reducing Word Count in Summaries
  1. Step 1: Use phrases in apposition (e.g., 'Soybean, a legume,' instead of 'Soybean is a legume.').
  2. Step 2: Use present participles (e.g., 'growing' instead of 'which grows').
  3. Step 3: Postpone the main verb in the sentence (e.g., 'Rich in protein, it has...' instead of 'It is rich in protein and has...').
  4. Step 4: Replace multiple words with a single word (e.g., 'precocious' for 'children who show intelligence far beyond their age').
💡 Students often over-reduce and omit key information. The summary must still cover all main points of the original.
Exam Traps — Don't Make These Mistakes
⚠ Confusing Note-making with Summarising
✗ They submit a list of bullet points or nominalised phrases as a summary.
→ A summary requires full sentences and connectors, not the abbreviated, nominalised style of notes. The chapter explicitly states that in summarising, 'instead of nominalising the points, we expand the points into full sentences and link them using suitable connectors.'
✓ Write a coherent paragraph with complete sentences, e.g., 'Soybeans are the seeds of the leguminous soybean plant. They grow in a variety of soils and climates...'
⚠ Including Examples and Repetition
✗ They list all examples from the original, such as every food item made from soybeans (soy milk, tofu, tempeh, etc.) or every detail about the Sahara.
→ The chapter instructs to 'avoid examples, explanations, repetition.' Including them makes the summary too long and unfocused.
✓ Use a general phrase like 'a variety of food items' instead of listing each one. For the Sahara, say 'prehistoric rock art shows hippopotamuses' without detailing each art piece.
⚠ Adding Personal Commentary or Opinions
✗ They add sentences like 'This is very interesting' or 'I think soybeans are healthy.'
→ A summary must be objective and only contain information from the original source. Personal opinions are not part of summarising.
✓ Stick strictly to facts from the text, e.g., 'Soy is an excellent source of high quality protein and is low in saturated fats.'
⚠ Making the Summary Too Long or Too Short
✗ They either copy large portions of the original (making it too long) or omit crucial main points (making it too short).
→ The chapter states a summary is 'usually one-third the length of the original passage.' Being too long shows poor selection; being too short means key ideas are lost.
✓ Aim for about one-third of the original word count. For a 225-word passage, target around 75 words. Ensure all main ideas (e.g., soybean uses, health benefits, soymilk) are included.
⚠ Misusing Connectors or Omitting Them
✗ They write disjointed sentences without any linking words, or they use connectors incorrectly (e.g., 'however' where 'therefore' is needed).
→ Connectors are essential for coherence. Without them, the summary reads like a list. Incorrect connectors change the meaning.
✓ Use appropriate connectors like 'also', 'in addition', 'as a result', 'however' based on the logical relationship between ideas. For example, 'Soy is rich in protein. Additionally, it is low in fat.'
Compare & Contrast
Purpose and format
Note-making
Summarising
Note-making is for personal reference and uses abbreviated, nominalised points; summarising is for reporting to others and uses full sentences linked by connectors.
Length and detail
Note-making
Summarising
Note-making is more severely shortened than a summary; a summary is about one-third the length of the original, while notes can be even shorter and more fragmented.
Exam Focus
Marks pattern: 1 MCQ (1 mark) on definition or process, 1 short answer (2-3 marks) on steps or differences, 1 long answer (5 marks) requiring students to summarise a given passage of 150-250 words
Most asked: Writing a summary of a given passage (usually a factual or descriptive text like 'Green Sahara' or 'Soybeans') · Distinguishing between note-making and summarising · Using techniques like phrases in apposition and present participles to reduce word count
Don't skip: Summarising a given passage (5 marks) — this is the most common and highest-scoring question; Explaining the process of summarising with steps (3 marks)
One-Line Revision (read aloud before the exam)
  1. Summarising is the selection and paraphrasing of all important information from a source into a concise form.
  2. A summary is usually one-third the length of the original passage.
  3. Note-making is for personal reference and uses nominalised points; summarising uses full sentences and connectors.
  4. In summarising, avoid examples, explanations, and repetition.
  5. Use phrases in apposition and present participles to reduce word count.
  6. Practice using one word for many to achieve precise expression.
  7. Connectors like 'however', 'therefore', and 'in addition' link sentences in a summary.
  8. The green Sahara was caused by the migration of the paleo-monsoon due to changes in Earth's motion.
  9. Soybeans are versatile and can be used as whole beans, sprouts, or processed food items.
  10. Soy is rich in protein, low in saturated fats, and cholesterol-free.
  11. Soymilk is lactose-free and can be consumed by people allergic to normal milk.
  12. Fossil water beneath the Sahara is a treasure laid down in prehistoric times.
  13. The Sahara dried out due to a runaway drying effect caused by loss of vegetation and soil moisture.
  14. A summary must cover all main ideas of the original without adding personal opinions.

MCQs — 10 Questions with Answers

Q1. According to the study material, what is the PRIMARY purpose of summarising compared to note-making?

  • A. Summarising uses more technical vocabulary than note-making.
  • B. Summarising is intended for reporting main points while note-making is for personal reference. ✓
  • C. Summarising is longer and more detailed than note-making.
  • D. Summarising eliminates the need to read the original passage.

Answer: B — The study material clearly states that note-making is for personal reference, while summarising is used when main points are to be reported to others.

Q2. What should be the approximate length of a well-written summary in relation to the original passage?

  • A. One-half of the original length
  • B. One-third of the original length ✓
  • C. Two-thirds of the original length
  • D. The same length as the original

Answer: B — The material states that a summary is usually one-third the length of the original passage, as demonstrated with the 225-word passage reduced to approximately 75 words.

Q3. Which of the following should be AVOIDED when writing a summary?

  • A. Using connectors to link sentences
  • B. Paraphrasing ideas in your own words
  • C. Including examples and detailed explanations from the original ✓
  • D. Expanding notes into full sentences

Answer: C — The study material explicitly states that examples, explanations, and repetitions should be avoided in summarising to keep it concise.

Q4. In the soybean example, the phrase 'a legume' placed between commas is an example of which technique for reducing summary length?

  • A. Nominalisation of verbs
  • B. Using present participles
  • C. Phrases in apposition ✓
  • D. Postponing the main verb

Answer: C — The material explains that phrases in apposition (like 'a legume' between commas) provide essential information without expanding the sentence structure.

Q5. How does the phrase 'precocious children' function as a compression technique compared to 'children who show intelligence far beyond their age'?

  • A. It uses a longer phrase to explain the concept better.
  • B. It replaces a lengthy phrase with a single word while maintaining the same meaning. ✓
  • C. It removes important information about the children.
  • D. It changes the original meaning of the statement.

Answer: B — This example demonstrates using one word to replace many words—'precocious' efficiently conveys what would otherwise require multiple words.

Q6. Which of the following statements about connectors in summarising is correct? Assertion (A): Connectors like 'however', 'therefore', and 'also' are essential for linking summarised points into coherent sentences. Reason (R): Connectors show relationships between ideas and improve readability of the summary. Options: A. Both A and R are correct, and R is the correct explanation of A. B. Both A and R are correct, but R is not the correct explanation of A. C. A is correct but R is incorrect. D. Both A and R are incorrect.

  • A. Both A and R are correct, and R is the correct explanation of A ✓
  • B. Both A and R are correct, but R is not the correct explanation of A
  • C. A is correct but R is incorrect
  • D. Both A and R are incorrect

Answer: A — The material explicitly states that points should be expanded into full sentences and linked using suitable connectors, making both assertion and reason correct and logically connected.

Q7. Read the following sentence: 'The Sahara, which was green 6,000 years ago, later became the world's driest desert due to monsoon migration.' Which technique would BEST compress this in a summary?

  • A. The Sahara was green 6,000 years ago and is now the world's driest desert.
  • B. The Sahara, once green and habitable 6,000 years ago, transformed into the world's driest desert following monsoon migration. ✓
  • C. The Sahara being green was due to monsoon migration 6,000 years ago.
  • D. The driest desert is the Sahara, which was green 6,000 years ago because of the monsoon.

Answer: B — This option uses apposition ('once green and habitable') and participial phrases ('following monsoon migration') to compress information efficiently while maintaining all key ideas.

Q8. What is the KEY difference between 'nominalising verbs' (used in note-making) and the approach used in summarising?

  • A. Note-making nominalises verbs to create abbreviated forms; summarising expands these into full sentences with connectors. ✓
  • B. Summarising nominalises more verbs than note-making to save space.
  • C. There is no difference; both processes use nominalisation equally.
  • D. Note-making expands verbs while summarising nominalises them.

Answer: A — The material states that note-making uses nominalisation for severe abbreviation, while summarising expands points into full sentences and connects them with suitable connectors.

Q9. Based on the Green Sahara passage, which of these is NOT one of the factors that caused the Sahara to become a desert? Assertion: The Northern Hemisphere's tilt towards the sun and perihelion alignment caused monsoons to shift northward 10,000 years ago, making the Sahara green. Reason: Around 5,000 years ago, the monsoon shifted back southward, and as vegetation decreased, soil lost its water retention, creating a runaway drying effect. Which combination correctly explains the desert formation? A. Only the monsoon shift caused desertification. B. Only reduced vegetation caused desertification. C. Both factors together (monsoon shift AND reduced vegetation feedback) caused the transformation. D. Human activity caused the primary desertification.

  • A. Only the monsoon shift caused desertification
  • B. Only reduced vegetation caused desertification
  • C. Both factors together (monsoon shift AND reduced vegetation feedback) caused the transformation ✓
  • D. Human activity caused the primary desertification

Answer: C — The passage shows a two-step process: first, the monsoon shift southward triggered drying, and then reduced vegetation created a feedback loop ('runaway drying effect') that permanently transformed the landscape.

Q10. HOTS: If you were to summarise the Green Sahara passage (approximately 480 words) to 160 words, which summarising strategies would you MOST need to apply to achieve this 67% reduction while retaining all main ideas?

  • A. Use more examples and detailed explanations to clarify each point.
  • B. Apply all compression techniques: apposition, present participles, verb postponement, and single words for multiple ideas; omit examples and repetitions. ✓
  • C. Simply delete sentences that seem less important; keep longer sentence structures.
  • D. Focus only on the 'Green Sahara' history and omit the explanation of monsoon dynamics and current aquifers.

Answer: B — A 67% reduction requires aggressive use of all techniques shown in the material: apposition phrases, participles, postponed verbs, and synonym compression, while maintaining essential cause-effect relationships that explain desertification.

Flashcards

What is the main difference between note-making and summarising?

Note-making uses abbreviated, nominalised points for personal reference, while summarising expands them into full sentences with connectors for reporting to others.

What is the target length of a good summary compared to the original?

A summary should typically be about one-third the length of the original passage.

Name three elements that should be avoided when summarising.

Examples, explanations, and repetitions should be avoided to keep the summary concise.

What does 'paraphrasing' mean in the context of summarising?

Paraphrasing means expressing the main ideas in your own words rather than copying directly from the original text.

What literary device is used in the example 'precocious children' instead of 'children who show intelligence far beyond their age'?

Compression or concise expression—using a single word to replace a longer phrase while maintaining the same meaning.

What are 'connectors' in summarising and why are they important?

Connectors are linking words (like 'however', 'therefore', 'also') that join summarised points into coherent sentences and show relationships between ideas.

Explain the role of 'underlining' in the summarising process.

Underlining important ideas while reading helps identify key points that must be retained in the summary.

What is meant by 'nominalising' verbs and when is it used?

Nominalising means converting verbs into nouns (e.g., 'grows' becomes 'growth'); it is used in note-making but not in summarising.

How can phrases in apposition help reduce a summary's length?

Phrases in apposition (like 'a legume' placed between commas) provide essential information without expanding the sentence structure.

What is a 'runaway drying effect' and what does it represent in the Green Sahara example?

It is a chain reaction where reduced vegetation prevents water retention, fewer clouds form, and the land becomes increasingly arid—showing cause-and-effect compression in summarising.

Important Board Questions

Define summarising and state two key ways it differs from note-making. [2 marks]

Summarising is paraphrasing all important information in full sentences with connectors. Differences: note-making is for personal reference and uses nominalisation; summarising is reportable and expands sentences.

Explain with an example how the phrase 'versatile genius' serves as a compression technique in summarising. What would be the fuller original phrase and why is compression important? [5 marks]

The phrase 'versatile genius' replaces 'excellence in various arts, languages and science.' Compression is important because it reduces word count while maintaining meaning and helps achieve the target length of one-third the original passage.

Summarise the Green Sahara passage in approximately 75 words, applying at least three compression techniques (apposition, present participles, or verb postponement). Retain all main ideas about how the Sahara transformed from green to desert. [6 marks]

Include: (1) Sahara was green 6,000 years ago due to monsoon migration; (2) monsoon shift southward 5,000 years ago triggered drying; (3) reduced vegetation created a runaway feedback effect; (4) current aquifers remain. Use apposition phrases like 'the Sahara, once green and habitable' and present participles like 'shifting southward' to compress information into full, connected sentences within 75 words.

Assertion-Reason Questions for Summarising

Q1. Assertion (A):

Summarising is more condensed than the original passage but less abbreviated than note-making.

Reason (R):

Note-making uses nominalised forms and abbreviated verbs for personal reference, while summarising expands points into full sentences linked by connectors for reporting purposes.

Answer: A — Both A and R are true, and R is the correct explanation of A — Both statements are true, and the reason correctly explains why summarising occupies a middle ground between the original text and highly abbreviated notes. The passage explicitly contrasts these approaches.

Q2. Assertion (A):

The technique of using single words to replace longer phrases (such as 'precocious' for 'children who show intelligence far beyond their age') is essential to effective summarising.

Reason (R):

This technique reduces word count while maintaining clarity and precision in conveying the original meaning.

Answer: B — Both A and R are true, but R is NOT the correct explanation of A — Both statements are true, but the reason doesn't explain why this technique is 'essential'—it merely describes what the technique does. The assertion emphasizes importance, but the reason only addresses function, not necessity.

Q3. Assertion (A):

The Green Sahara became a desert because the monsoon shifted southward around 5,000 years ago.

Reason (R):

The northward migration of monsoons 10,000 years ago was caused by changes in Earth's axial tilt and perihelion position, and these conditions reversed approximately 5,000 years ago.

Answer: C — A is true but R is false — The assertion is true—the text states the monsoon shifted dramatically southward. However, the reason is incomplete/misleading; while it correctly describes the initial green period, it doesn't directly explain why the shift caused desertification (the cascade effect with vegetation loss and water retention). The reason lacks the full explanation.

Unlock more Assertion-Reason questions in Premium — unlock →

Case-Based Questions (CBQ) for Summarising

Case Study:

A university library is implementing a new policy where all research materials must be indexed using summaries rather than full abstracts. Students submitting research proposals are required to condense their 2,000-word literature reviews into 600-700 word summaries. During a pilot study, librarians noticed that students who first created detailed notes (identifying key points and abbreviating them) before writing summaries produced significantly better quality summaries with fewer omissions of critical information. Students who attempted to summarise directly without the intermediate note-making step often lost important concepts and struggled with logical flow.

Q1. Why did the intermediate note-making step improve the quality of students' summaries?

  • A. Note-making forced students to identify and organise main ideas systematically before expanding them into full sentences with connectors ✓
  • B. Note-making made the writing process longer and allowed more time for editing
  • C. Students who made notes used larger vocabularies in their summaries
  • D. The library required note-making as a separate grading criterion

Answer: A

Q2. Based on the summarising principles from the passage, what was the most likely cause of 'fewer omissions of critical information' in summaries created after note-making?

  • A. Note-making prevented students from making writing mistakes
  • B. The initial underlining and identification of important ideas in note-making ensured main concepts weren't overlooked during summarisation ✓
  • C. Longer summaries always contain more complete information
  • D. Students spent more time reading when they made notes first

Answer: B

Q3. If a student must reduce a 2,000-word literature review to 600-700 words, approximately what percentage of the original length should the summary be?

  • A. About one-quarter (25%) of the original length
  • B. About one-third (33%) of the original length ✓
  • C. About one-half (50%) of the original length
  • D. About three-quarters (75%) of the original length

Answer: B

Q4. How could students apply the 'one word for many' technique to improve their 600-word summaries further while maintaining critical information?

  • A. Replace multi-word phrases with single precise words (e.g., 'precocious' instead of lengthy descriptions) ✓
  • B. Remove all adjectives and adverbs from their writing
  • C. Use abbreviations throughout the summary
  • D. Eliminate all examples and data from their summaries

Answer: A

Unlock more case studies in Premium — unlock →

Next chapterSub-titling →
Found this useful? Share it with your class group.

You've seen the free preview. Open the full interactive study kit — mind map, instant-graded quiz, progress tracking — free, no sign-in required.

Open Full Study Kit — Free →

Premium unlocks the full Question Bank, Daily Practice Papers, Chapter Quiz and Full Mock Papers for every chapter.