Fæder ūre þū þe eart on heofonum; sī þīn nama ġehālgod, tōbecume þīn rīċe, ġewurþe ðīn willa, on eorðan swā swā on heofonum. Ūrne ġedæġhwāmlīcan hlāf syle ūs tō dæġ, and forgyf ūs ūre gyltas, swā swā wē forgyfað ūrum gyltendum, and ne ġelǣd þū ūs on costnunge, ac ālȳs ūs of yfele. Sōþlīċe.
Our Father who art in heaven, hallowed be Thy name. Thy kingdom come, Thy will be done, on earth as it is in heaven. Give us this day our daily bread, and forgive us our offenses, as we forgive our offenders, and lead us not to temptation, but free us from evil. Truly.
Here is a site dedicated to sharing with us what Old English sounded like:
Where did the original Britons Go and the Old English Anglo-Saxon kingdoms.
Because the Reading Quiz 1 was quite bad, I have decided to institute, for each chapter we cover, that each student will write a Chapter Summary to be turned in.
Due dates for these will be forthcoming, but you should know that your first one will be due this coming Wednesday evening for Ch. 3.
We will do this for future chapters going forward.
All of these will be uploaded to Moodle.
Chapter 3 – Sunday, 9/5/21 by 11:59 PM
Assignment: Writing a Summary
Proficient students understand that summarizing, identifying what is most important and restating the text in your own words, is an important tool for college success.
After all, if you really know a subject, you will be able to summarize it. If you cannot summarize a subject, even if you have memorized all the facts about it, you can be absolutely sure that you have not learned it. And, if you truly learn the subject, you will still be able to summarize it months or years from now.
Proficient students may monitor their understanding of a text by summarizing as they read. They understand that if they can write a one- or two-sentence summary of each paragraph after reading it, then that is a good sign that they have correctly understood it. If they can not summarize the main idea of the paragraph, they know that comprehension has broken down and they need to use fix-up strategies to repair understanding.
Summarizing consists of two important skills:
- identifying the important material in the text, and
- restating the text in your own words.
Since writing a summary consists of omitting minor information, it will always be shorter than the original text.
How to Write a Summary
- A summary begins with an introductory sentence that states the text’s title, author and main thesis or subject.
- A summary contains the main thesis (or main point of the text), restated in your own words.
- A summary is written in your own words. It contains few or no quotes.
- A summary is always shorter than the original text, often about 1/3 as long as the original. It is the ultimate “fat-free” writing. An article or paper may be summarized in a few sentences or a couple of paragraphs. A book may be summarized in an article or a short paper. A very large book may be summarized in a smaller book.
- A summary should contain all the major points of the original text, but should ignore most of the fine details, examples, illustrations or explanations.
- The backbone of any summary is formed by critical information (key names, dates, places, ideas, events, words and numbers). A summary must never rely on vague generalities.
- If you quote anything from the original text, even an unusual word or a catchy phrase, you need to put whatever you quote in quotation marks (“”).
- A summary must contain only the ideas of the original text. Do not insert any of your own opinions, interpretations, deductions or comments into a summary.
- A summary, like any other writing, has to have a specific audience and purpose, and you must carefully write it to serve that audience and fulfill that specific purpose.
SAMPLE OF YOUR LAYOUT:
Ch. # Summary
WRITE THE ACTUAL SUMMARY HERE.
End with a Works Cited entry for that Ch. Written on a second page.
The Game Plan!
I hope everyone is safe and well. I want to quickly bring you to speed on things for now and when we are back in class on Monday, Sept. 9.
- Please plan to discuss Ch. 3 of our book, Old English. If participation in discussions is low, there may be a pop quiz.
- Please go ahead and be looking at Ch. 4 to be discussed later next week.
- I will also discuss with you Monday the results of our first reading quiz, along with a change to the syllabus/assignments going forward.
- I also plan to assign discussion leaders for upcoming chapters in the book.
- I am extending the deadline on your first Assignment from Sunday night, Sept. 8 via Moodle to Monday night, Sept. 9 via Moodle to accommodate any last minute questions from you.
Any questions, please email me.