Why the “Thаt Test” Imprоves Acаdemic Summаries Writing effective summaries is an impоrtant academic skill, yet many students struggle with it. When students summarize an article оr essay, they often include too many small details or accidentally insert their own opinions. As a result, their summaries may fail to accurately represent the author’s central argument. Because academic writing requires clear attribution of ideas, this problem can make summaries confusing or misleading. One strategy that can help students avoid these problems is called the “That Test.” The “That Test” encourages writers to organize their summary sentences using a specific structure: Author + reporting verb + that + main idea. By forcing writers to include the word “that” followed by the author’s central claim, the test helps ensure that the sentence focuses on the author’s main argument rather than on personal commentary or minor details. For example, a student summarizing an article might write: “Garcia argues that technology has changed the way students interact in classrooms.” In this sentence, the structure clearly identifies both the author and the claim being made. Because the sentence emphasizes the author’s argument, readers can quickly understand the main idea of the original text. The “That Test” also helps students separate their own opinions from the author’s ideas. Inexperienced writers often write sentences such as “The author talks about technology, and I agree with her ideas.” Although this statement includes the author, it shifts attention away from the author’s argument and toward the writer’s opinion. Academic summaries should focus primarily on representing the author’s ideas accurately rather than evaluating them. Another advantage of the “That Test” is that it encourages the use of reporting verbs, such as argues, claims, explains, suggests, demonstrates, or emphasizes. These verbs help readers understand how the author presents their ideas. For instance, the verb argues suggests that the author is presenting a strong position, while suggests indicates a more cautious claim. Finally, the “That Test” helps writers identify the most important idea in a reading. Academic texts often include examples, statistics, and supporting evidence, but these details support the author’s thesis rather than replace it. By using the formula required by the “That Test,” students must decide which idea represents the author’s central claim. This process encourages deeper reading and stronger analytical thinking. Although the “That Test” is simple, it can significantly improve the clarity of academic summaries. By using the structure Author + verb + that + main idea, students can more effectively represent an author’s argument and avoid some of the most common summary-writing mistakes. The author includes the example sentence about Garcia mainly toA. show a real research studyB. demonstrate how the “That Test” structure worksC. criticize the use of technology in classroomsD. explain why reporting verbs are confusing
The аuthоr believes the “Thаt Test” is cоmplicаted and difficult fоr students to apply.
Why the “Thаt Test” Imprоves Acаdemic Summаries Writing effective summaries is an impоrtant academic skill, yet many students struggle with it. When students summarize an article оr essay, they often include too many small details or accidentally insert their own opinions. As a result, their summaries may fail to accurately represent the author’s central argument. Because academic writing requires clear attribution of ideas, this problem can make summaries confusing or misleading. One strategy that can help students avoid these problems is called the “That Test.” The “That Test” encourages writers to organize their summary sentences using a specific structure: Author + reporting verb + that + main idea. By forcing writers to include the word “that” followed by the author’s central claim, the test helps ensure that the sentence focuses on the author’s main argument rather than on personal commentary or minor details. For example, a student summarizing an article might write: “Garcia argues that technology has changed the way students interact in classrooms.” In this sentence, the structure clearly identifies both the author and the claim being made. Because the sentence emphasizes the author’s argument, readers can quickly understand the main idea of the original text. The “That Test” also helps students separate their own opinions from the author’s ideas. Inexperienced writers often write sentences such as “The author talks about technology, and I agree with her ideas.” Although this statement includes the author, it shifts attention away from the author’s argument and toward the writer’s opinion. Academic summaries should focus primarily on representing the author’s ideas accurately rather than evaluating them. Another advantage of the “That Test” is that it encourages the use of reporting verbs, such as argues, claims, explains, suggests, demonstrates, or emphasizes. These verbs help readers understand how the author presents their ideas. For instance, the verb argues suggests that the author is presenting a strong position, while suggests indicates a more cautious claim. Finally, the “That Test” helps writers identify the most important idea in a reading. Academic texts often include examples, statistics, and supporting evidence, but these details support the author’s thesis rather than replace it. By using the formula required by the “That Test,” students must decide which idea represents the author’s central claim. This process encourages deeper reading and stronger analytical thinking. Although the “That Test” is simple, it can significantly improve the clarity of academic summaries. By using the structure Author + verb + that + main idea, students can more effectively represent an author’s argument and avoid some of the most common summary-writing mistakes. Which of the following statements would the author of the passage most likely agree with? A. Summaries should contain the writer’s personal evaluation of the text.B. A strong summary focuses on representing the author’s central claim.C. Details and statistics are more important than the thesis in a summary.D. Reporting verbs are unnecessary in academic writing.