difference essay summary

The Difference between an Essay and a Summary

If you sat down to write your essay and realized that what you've been assigned to write is a summary, you may be asking yourself what the difference is. Don't worry, there are just a few things you need to know.

What is an Essay?

An essay is a short, informative piece of writing that requires an introduction with a thesis statement that explains the writer's point in writing the essay. The introduction is followed by a body of at least three paragraphs with topic sentences that relate back to the thesis statement and expand on it. Finally, an essay should end with a conclusion that sums up the points and explains why those points led the writer to the conclusions they made on the topic.

Traditionally, an essay comes in four basic types: expository, descriptive, narrative, and persuasive. While essays are short in length, they should fully lay out the writer's thoughts in a concise way.

What is A Summary?

While an essay includes a summary at the end, the definitions of an essay and a summary are quite different. A summary is usually a very short piece of writing that is concise yet thorough. When all the main points in a piece of writing are explained in a much shorter way, a summary is complete.

What Should You Include in Each?

For most essays, you should include relevant information from outside sources and a bibliography or works cited page that gives proper credit to the writers of those sources. A clear thesis statement is key, as every essay should have a point that's easy to understand to anyone reading your essay. You should also include a summary of all your main points.

A summary should include only a quick recap of what's written in your essay or any other piece of writing you're summarizing. Give only the main points and a brief description of why they're important without expanding on them or adding additional commentary not found in the writing itself. A summary is never the place to introduce new information.

If you've been assigned a summary to write, your teacher or professor just wants to know that you understood the writing and were able to clearly identify the most relevant points. For an essay, you're being asked to offer new thoughts or information in a way that is solely yours.

Introduction

Goals and Goal Setting

Goals Common to All RST Writers

Other Goals to Consider

Defining My Own Goals

Advice about Assignments

Getting Started: Listing Topics to Write about in the Tutorial

Narrative One: Personal Piece on a Significant Experience

Narrative Two: Academic Piece on a Significant Experience

Summary/Response One

Summary/Response Two

Tutorial Evaluation Postscript

On Using the Resources for Writers

Generating and Developing Ideas

Finding/Expressing Main Ideas

Showing v. Telling Sentences

Focusing Topic Sentences

Thesis Statements

Reading Strategies

Assessing Your Reading Strategies

Summarizing

Writing Effective Summary and Response Essays

Discourse Analysis Worksheet

Trade Magazines

Selecting Readings

A summary is a concise paraphrase of all the main ideas in an essay. It cites the author and the title (usually in the first sentence); it contains the essay's thesis and supporting ideas; it may use direct quotation of forceful or concise statements of the author's ideas; it will NOT usually cite the author's examples or supporting details unless they are central to the main idea. Most summaries present the major points in the order that the author made them and continually refer back to the article being summarized (i.e. "Damon argues that ..." or "Goodman also points out that ... "). The summary should take up no more than one-third the length of the work being summarized.

The Response:

A response is a critique or evaluation of the author's essay. Unlike the summary, it is composed of YOUR opinions in relation to the article being summarized. It examines ideas that you agree or disagree with and identifies the essay's strengths and weaknesses in reasoning and logic, in quality of supporting examples, and in organization and style. A good response is persuasive; therefore, it should cite facts, examples, and personal experience that either refutes or supports the article you're responding to, depending on your stance.

Two Typical Organizational Formats for Summary/Response Essays:

1. Present the summary in a block of paragraphs, followed by the response in a block:

Intro/thesis Summary (two to three paragraphs) Agreement (or disagreement) Disagreement (or agreement) Conclusion

Note: Some essays will incorporate both agreement and disagreement in a response, but this is not mandatory.

2. Introduce the essay with a short paragraph that includes your thesis. Then, each body paragraph summarizes one point and responds to it, and a conclusion wraps the essay up.

Intro/thesis Summary point one; agree/disagree Summary point two; agree/disagree Summary point three; agree/disagree Conclusion

Comparing and Contrasting

What this handout is about.

This handout will help you first to determine whether a particular assignment is asking for comparison/contrast and then to generate a list of similarities and differences, decide which similarities and differences to focus on, and organize your paper so that it will be clear and effective. It will also explain how you can (and why you should) develop a thesis that goes beyond “Thing A and Thing B are similar in many ways but different in others.”

Introduction

In your career as a student, you’ll encounter many different kinds of writing assignments, each with its own requirements. One of the most common is the comparison/contrast essay, in which you focus on the ways in which certain things or ideas—usually two of them—are similar to (this is the comparison) and/or different from (this is the contrast) one another. By assigning such essays, your instructors are encouraging you to make connections between texts or ideas, engage in critical thinking, and go beyond mere description or summary to generate interesting analysis: when you reflect on similarities and differences, you gain a deeper understanding of the items you are comparing, their relationship to each other, and what is most important about them.

Recognizing comparison/contrast in assignments

Some assignments use words—like compare, contrast, similarities, and differences—that make it easy for you to see that they are asking you to compare and/or contrast. Here are a few hypothetical examples:

• Compare and contrast Frye’s and Bartky’s accounts of oppression.
• Compare WWI to WWII, identifying similarities in the causes, development, and outcomes of the wars.
• Contrast Wordsworth and Coleridge; what are the major differences in their poetry?

Notice that some topics ask only for comparison, others only for contrast, and others for both.

But it’s not always so easy to tell whether an assignment is asking you to include comparison/contrast. And in some cases, comparison/contrast is only part of the essay—you begin by comparing and/or contrasting two or more things and then use what you’ve learned to construct an argument or evaluation. Consider these examples, noticing the language that is used to ask for the comparison/contrast and whether the comparison/contrast is only one part of a larger assignment:

• Choose a particular idea or theme, such as romantic love, death, or nature, and consider how it is treated in two Romantic poems.
• How do the different authors we have studied so far define and describe oppression?
• Compare Frye’s and Bartky’s accounts of oppression. What does each imply about women’s collusion in their own oppression? Which is more accurate?
• In the texts we’ve studied, soldiers who served in different wars offer differing accounts of their experiences and feelings both during and after the fighting. What commonalities are there in these accounts? What factors do you think are responsible for their differences?

You may want to check out our handout on understanding assignments for additional tips.

Using comparison/contrast for all kinds of writing projects

Sometimes you may want to use comparison/contrast techniques in your own pre-writing work to get ideas that you can later use for an argument, even if comparison/contrast isn’t an official requirement for the paper you’re writing. For example, if you wanted to argue that Frye’s account of oppression is better than both de Beauvoir’s and Bartky’s, comparing and contrasting the main arguments of those three authors might help you construct your evaluation—even though the topic may not have asked for comparison/contrast and the lists of similarities and differences you generate may not appear anywhere in the final draft of your paper.

Discovering similarities and differences

Making a Venn diagram or a chart can help you quickly and efficiently compare and contrast two or more things or ideas. To make a Venn diagram, simply draw some overlapping circles, one circle for each item you’re considering. In the central area where they overlap, list the traits the two items have in common. Assign each one of the areas that doesn’t overlap; in those areas, you can list the traits that make the things different. Here’s a very simple example, using two pizza places:

To make a chart, figure out what criteria you want to focus on in comparing the items. Along the left side of the page, list each of the criteria. Across the top, list the names of the items. You should then have a box per item for each criterion; you can fill the boxes in and then survey what you’ve discovered.

Here’s an example, this time using three pizza places:

As you generate points of comparison, consider the purpose and content of the assignment and the focus of the class. What do you think the professor wants you to learn by doing this comparison/contrast? How does it fit with what you have been studying so far and with the other assignments in the course? Are there any clues about what to focus on in the assignment itself?

Here are some general questions about different types of things you might have to compare. These are by no means complete or definitive lists; they’re just here to give you some ideas—you can generate your own questions for these and other types of comparison. You may want to begin by using the questions reporters traditionally ask: Who? What? Where? When? Why? How? If you’re talking about objects, you might also consider general properties like size, shape, color, sound, weight, taste, texture, smell, number, duration, and location.

Two historical periods or events

• When did they occur—do you know the date(s) and duration? What happened or changed during each? Why are they significant?
• What kinds of work did people do? What kinds of relationships did they have? What did they value?
• What kinds of governments were there? Who were important people involved?
• What caused events in these periods, and what consequences did they have later on?

Two ideas or theories

• What are they about?
• Did they originate at some particular time?
• Who created them? Who uses or defends them?
• What is the central focus, claim, or goal of each? What conclusions do they offer?
• How are they applied to situations/people/things/etc.?
• Which seems more plausible to you, and why? How broad is their scope?
• What kind of evidence is usually offered for them?

Two pieces of writing or art

• What are their titles? What do they describe or depict?
• What is their tone or mood? What is their form?
• Who created them? When were they created? Why do you think they were created as they were? What themes do they address?
• Do you think one is of higher quality or greater merit than the other(s)—and if so, why?
• For writing: what plot, characterization, setting, theme, tone, and type of narration are used?
• Where are they from? How old are they? What is the gender, race, class, etc. of each?
• What, if anything, are they known for? Do they have any relationship to each other?
• What are they like? What did/do they do? What do they believe? Why are they interesting?
• What stands out most about each of them?

Deciding what to focus on

By now you have probably generated a huge list of similarities and differences—congratulations! Next you must decide which of them are interesting, important, and relevant enough to be included in your paper. Ask yourself these questions:

• What’s relevant to the assignment?
• What’s relevant to the course?
• What’s interesting and informative?
• What matters to the argument you are going to make?
• What’s basic or central (and needs to be mentioned even if obvious)?
• Overall, what’s more important—the similarities or the differences?

Suppose that you are writing a paper comparing two novels. For most literature classes, the fact that they both use Caslon type (a kind of typeface, like the fonts you may use in your writing) is not going to be relevant, nor is the fact that one of them has a few illustrations and the other has none; literature classes are more likely to focus on subjects like characterization, plot, setting, the writer’s style and intentions, language, central themes, and so forth. However, if you were writing a paper for a class on typesetting or on how illustrations are used to enhance novels, the typeface and presence or absence of illustrations might be absolutely critical to include in your final paper.

Sometimes a particular point of comparison or contrast might be relevant but not terribly revealing or interesting. For example, if you are writing a paper about Wordsworth’s “Tintern Abbey” and Coleridge’s “Frost at Midnight,” pointing out that they both have nature as a central theme is relevant (comparisons of poetry often talk about themes) but not terribly interesting; your class has probably already had many discussions about the Romantic poets’ fondness for nature. Talking about the different ways nature is depicted or the different aspects of nature that are emphasized might be more interesting and show a more sophisticated understanding of the poems.

Your thesis

The thesis of your comparison/contrast paper is very important: it can help you create a focused argument and give your reader a road map so they don’t get lost in the sea of points you are about to make. As in any paper, you will want to replace vague reports of your general topic (for example, “This paper will compare and contrast two pizza places,” or “Pepper’s and Amante are similar in some ways and different in others,” or “Pepper’s and Amante are similar in many ways, but they have one major difference”) with something more detailed and specific. For example, you might say, “Pepper’s and Amante have similar prices and ingredients, but their atmospheres and willingness to deliver set them apart.”

Be careful, though—although this thesis is fairly specific and does propose a simple argument (that atmosphere and delivery make the two pizza places different), your instructor will often be looking for a bit more analysis. In this case, the obvious question is “So what? Why should anyone care that Pepper’s and Amante are different in this way?” One might also wonder why the writer chose those two particular pizza places to compare—why not Papa John’s, Dominos, or Pizza Hut? Again, thinking about the context the class provides may help you answer such questions and make a stronger argument. Here’s a revision of the thesis mentioned earlier:

Pepper’s and Amante both offer a greater variety of ingredients than other Chapel Hill/Carrboro pizza places (and than any of the national chains), but the funky, lively atmosphere at Pepper’s makes it a better place to give visiting friends and family a taste of local culture.

You may find our handout on constructing thesis statements useful at this stage.

Organizing your paper

There are many different ways to organize a comparison/contrast essay. Here are two:

Subject-by-subject

Begin by saying everything you have to say about the first subject you are discussing, then move on and make all the points you want to make about the second subject (and after that, the third, and so on, if you’re comparing/contrasting more than two things). If the paper is short, you might be able to fit all of your points about each item into a single paragraph, but it’s more likely that you’d have several paragraphs per item. Using our pizza place comparison/contrast as an example, after the introduction, you might have a paragraph about the ingredients available at Pepper’s, a paragraph about its location, and a paragraph about its ambience. Then you’d have three similar paragraphs about Amante, followed by your conclusion.

The danger of this subject-by-subject organization is that your paper will simply be a list of points: a certain number of points (in my example, three) about one subject, then a certain number of points about another. This is usually not what college instructors are looking for in a paper—generally they want you to compare or contrast two or more things very directly, rather than just listing the traits the things have and leaving it up to the reader to reflect on how those traits are similar or different and why those similarities or differences matter. Thus, if you use the subject-by-subject form, you will probably want to have a very strong, analytical thesis and at least one body paragraph that ties all of your different points together.

A subject-by-subject structure can be a logical choice if you are writing what is sometimes called a “lens” comparison, in which you use one subject or item (which isn’t really your main topic) to better understand another item (which is). For example, you might be asked to compare a poem you’ve already covered thoroughly in class with one you are reading on your own. It might make sense to give a brief summary of your main ideas about the first poem (this would be your first subject, the “lens”), and then spend most of your paper discussing how those points are similar to or different from your ideas about the second.

Point-by-point

Rather than addressing things one subject at a time, you may wish to talk about one point of comparison at a time. There are two main ways this might play out, depending on how much you have to say about each of the things you are comparing. If you have just a little, you might, in a single paragraph, discuss how a certain point of comparison/contrast relates to all the items you are discussing. For example, I might describe, in one paragraph, what the prices are like at both Pepper’s and Amante; in the next paragraph, I might compare the ingredients available; in a third, I might contrast the atmospheres of the two restaurants.

If I had a bit more to say about the items I was comparing/contrasting, I might devote a whole paragraph to how each point relates to each item. For example, I might have a whole paragraph about the clientele at Pepper’s, followed by a whole paragraph about the clientele at Amante; then I would move on and do two more paragraphs discussing my next point of comparison/contrast—like the ingredients available at each restaurant.

There are no hard and fast rules about organizing a comparison/contrast paper, of course. Just be sure that your reader can easily tell what’s going on! Be aware, too, of the placement of your different points. If you are writing a comparison/contrast in service of an argument, keep in mind that the last point you make is the one you are leaving your reader with. For example, if I am trying to argue that Amante is better than Pepper’s, I should end with a contrast that leaves Amante sounding good, rather than with a point of comparison that I have to admit makes Pepper’s look better. If you’ve decided that the differences between the items you’re comparing/contrasting are most important, you’ll want to end with the differences—and vice versa, if the similarities seem most important to you.

Our handout on organization can help you write good topic sentences and transitions and make sure that you have a good overall structure in place for your paper.

Cue words and other tips

To help your reader keep track of where you are in the comparison/contrast, you’ll want to be sure that your transitions and topic sentences are especially strong. Your thesis should already have given the reader an idea of the points you’ll be making and the organization you’ll be using, but you can help them out with some extra cues. The following words may be helpful to you in signaling your intentions:

• like, similar to, also, unlike, similarly, in the same way, likewise, again, compared to, in contrast, in like manner, contrasted with, on the contrary, however, although, yet, even though, still, but, nevertheless, conversely, at the same time, regardless, despite, while, on the one hand … on the other hand.

For example, you might have a topic sentence like one of these:

• Compared to Pepper’s, Amante is quiet.
• Like Amante, Pepper’s offers fresh garlic as a topping.
• Despite their different locations (downtown Chapel Hill and downtown Carrboro), Pepper’s and Amante are both fairly easy to get to.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

Make a Gift

• school Campus Bookshelves
• menu_book Bookshelves
• perm_media Learning Objects
• login Login
• how_to_reg Request Instructor Account
• hub Instructor Commons
• Download Page (PDF)
• Download Full Book (PDF)
• Periodic Table
• Physics Constants
• Scientific Calculator
• Reference & Cite
• Tools expand_more
• Readability

selected template will load here

This action is not available.

3: Writing a Summary of Another Writer’s Argument

• Last updated
• Save as PDF
• Page ID 27107

• City College of San Francisco via ASCCC Open Educational Resources Initiative

\( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)

\( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)

\( \newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\)

( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\)

\( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)

\( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\)

\( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\)

\( \newcommand{\Span}{\mathrm{span}}\)

\( \newcommand{\id}{\mathrm{id}}\)

\( \newcommand{\kernel}{\mathrm{null}\,}\)

\( \newcommand{\range}{\mathrm{range}\,}\)

\( \newcommand{\RealPart}{\mathrm{Re}}\)

\( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)

\( \newcommand{\Argument}{\mathrm{Arg}}\)

\( \newcommand{\norm}[1]{\| #1 \|}\)

\( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\AA}{\unicode[.8,0]{x212B}}\)

\( \newcommand{\vectorA}[1]{\vec{#1}}      % arrow\)

\( \newcommand{\vectorAt}[1]{\vec{\text{#1}}}      % arrow\)

\( \newcommand{\vectorB}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)

\( \newcommand{\vectorC}[1]{\textbf{#1}} \)

\( \newcommand{\vectorD}[1]{\overrightarrow{#1}} \)

\( \newcommand{\vectorDt}[1]{\overrightarrow{\text{#1}}} \)

\( \newcommand{\vectE}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash{\mathbf {#1}}}} \)

Learning Outcomes

• Write a thorough summary of an author’s text that includes that text’s main claim, reasons, counterarguments, and limits.
• Choose phrases precisely to show the role of each point summarized within the larger argument.
• Identify key similarities and differences between two arguments.
• Write an essay summarizing and comparing two arguments that highlights what we can learn from their key similarities and differences.
• 3.1: What Is a Summary? A summary describes the purpose and reasoning of an argument in different words.
• 3.2: Introducing the Argument and the Main Claim We can introduce an argument and describe its main claim with common phrases chosen to reflect the writer’s purpose.
• 3.3: Describing the Reasoning A summary can use typical phrases to point out the reasons an argument gives for its main claims.
• 3.4: Describing How the Author Treats Counterarguments We can choose our wording in the summary to show the argument’s attitude toward any counterarguments it mentions.
• 3.5: Describing How the Author Limits the Claim The summary should reflect any limits the argument has put on its claims.
• 3.6: Putting the Summary Together We can combine our descriptions of the main claim, reasons, counterarguments, and limits into a summary essay.
• 3.7: Writing a Short Summary of a Long Argument Understanding the structure of the argument will help us pick what to focus on and what to leave out of the summary.
• 3.8.1: Sample Summary- "Spread Feminism, Not Germs"
• 3.8.2: Sample Summary- "Typography and Identity"
• 3.9: Comparing and Contrasting Arguments To compare two different arguments, we can start by summarizing each and then use common phrases to highlight key similarities and differences.
• 3.10.1: Annotated Compare-and-Contrast Essay
• 3.11: Common Summary Phrases A list of all the summary templates discussed in this chapter.

Get Started

Take the first step and invest in your future.

Online Programs

Offering flexibility & convenience in 51 online degrees & programs.

Prairie Stars

Featuring 15 intercollegiate NCAA Div II athletic teams.

Find your Fit

UIS has over 85 student and 10 greek life organizations, and many volunteer opportunities.

Arts & Culture

Celebrating the arts to create rich cultural experiences on campus.

Give Like a Star

Your generosity helps fuel fundraising for scholarships, programs and new initiatives.

Bragging Rights

UIS was listed No. 1 in Illinois and No. 3 in the Midwest in 2023 rankings.

• Quick links Applicants & Students Important Apps & Links Alumni Faculty and Staff Community Admissions How to Apply Cost & Aid Tuition Calculator Registrar Orientation Visit Campus Academics Register for Class Programs of Study Online Degrees & Programs Graduate Education International Student Services Study Away Student Support Bookstore UIS Life Dining Diversity & Inclusion Get Involved Health & Wellness COVID-19 United in Safety Residence Life Student Life Programs UIS Connection Important Apps UIS Mobile App Advise U Canvas myUIS i-card Balance Pay My Bill - UIS Bursar Self-Service Email Resources Bookstore Box Information Technology Services Library Orbit Policies Webtools Get Connected Area Information Calendar Campus Recreation Departments & Programs (A-Z) Parking UIS Newsroom The Observer Connect & Get Involved Update your Info Alumni Events Alumni Networks & Groups Volunteer Opportunities Alumni Board News & Publications Featured Alumni Alumni News UIS Alumni Magazine Resources Order your Transcripts Give Back Alumni Programs Career Development Services & Support Accessibility Services Campus Services Campus Police Facilities & Services Registrar Faculty & Staff Resources Website Project Request Web Services Training & Tools Academic Impressions Career Connect CSA Reporting Cybersecurity Training Faculty Research FERPA Training Website Login Campus Resources Newsroom Campus Calendar Campus Maps i-Card Human Resources Public Relations Webtools Arts & Events UIS Performing Arts Center Visual Arts Gallery Event Calendar Sangamon Experience Center for Lincoln Studies ECCE Speaker Series Community Engagement Center for State Policy and Leadership Illinois Innocence Project Innovate Springfield Central IL Nonprofit Resource Center NPR Illinois Community Resources Child Protection Training Academy Office of Electronic Media University Archives/IRAD Institute for Illinois Public Finance

Request Info

summary vs analysis

• Request Info Request info for....     Undergraduate/Graduate     Online     Study Away     Continuing & Professional Education     International Student Services     General Inquiries

In academic writing, writers are often expected to use a combination of summary and analysis in their papers. However, the two processes are often confused especially by beginning writers. This handout aims to help you better identify the differences between summary and analysis.

• The purpose of a summary is to reduce information already known down to its essential parts.
• The information stated usually consists of the main points and key supporting points.
• Summaries can use direct quotes or paraphrasing to convey the main or key points. However, more often, a paraphrase is used.
• Summaries do not evaluate, judge, or interpret the information. They present the facts as the original writer or speaker intended.
• When writing a summary, writers should avoid adding their personal reactions, biases, opinions, and beliefs.
• Summaries are typically substantially shorter than their source texts, as they contain only the key points presented in an abbreviated form.
• The purpose of an analysis is to interpret or find meanings or patterns in information.
• Analyzing statements will take a step beyond summary and describe the writer’s personal findings and interpretations of the source material.
• An analysis usually is presented after a statement of evidence, which can have direct quotes or summary. After the evidence is presented, the analysis of that evidence should not summarize or describe the information. Rather, an analysis will uncover something new about the evidence.
• Analysis can provide readers a more thorough understanding of the facts presented, but writers should avoid adding their personal reactions, biases, opinions, and beliefs.
• Although an analysis may be influenced by personal beliefs, an analysis tends to be based more in facts and patterns than thoughts and emotions.

Below, we have provided an example of a summary paragraph and an analysis paragraph to help you identify the differences between them.

Prompt : You will choose a short film, and determine what the short film is communicating to its audience through the marriage of narrative and technique. Your job is to construct an analysis around a thesis statement arguing what the message is that is being communicated within this short piece. This message isn’t the plot; rather, you need to find out what the main theme of the story is, and then tell us how the short film conveys that through the use of various techniques.

Summary Paragraph Example

In “Mr. Foley,” a short film directed by D.A.D.D.Y., the sound effects are the star. In film production, a Foley artist is the person who generates sound effects artificially to play over footage. This important job is exaggerated into absurdity in this short film, where a man named Mr. Foley wakes up in a hospital and suddenly all the sounds he makes and hears is produced by a team sitting in his room. The first thing we hear as an audience is white noise, almost like a record player’s static. Next, as Mr. Foley’s bandages are removed we hear music start to swell. We also catch glimpses of hands manipulating cloth and ripping tape off a surface as well. Sounds are exaggerated to the extreme: as the nurse clicks her pen one of the men across the room clicks a giant pen.

• The preceding papragraph is a great example of a summary. It merely describes what is happening in this short film, without analyzing any meaning or providing any argument about the different sounds and shots it mentions.
• However, this would not be appropriate for the prompt given above. It clearly asks for an analysis of the short film’s use of technique, so some revision of the paragraph above is needed to make it appropriate for the assignment. Below is a paragraph with more analysis added.

Analysis Paragraph Example

In “Mr. Foley,” a short film directed by D.A.D.D.Y., the sound effects are the star. In film production, a Foley artist is the person who generates sound effects artificially to play over footage. This important job is exaggerated into absurdity in this short film, where a man named Mr. Foley wakes up in a hospital and suddenly all the sounds he makes and hears is produced by a team sitting in his room.  Through the exaggeration of sound effects, “Mr. Foley” emphasizes the artificiality of sound production in Hollywood, and questions its efficacy and representation of reality.  For example, the very first sound we hear as an audience is white noise, almost like a record player’s static.  This ambient sound represents blank, neutral noise in absence of other sounds, but is quite obviously artificial. Thus, the message of the film begins to take shape within even the first few seconds of the story.  As Mr. Foley’s bandages begin to be removed, music swells and the camera cuts to close up shots of hands manipulating cloth and ripping tape off of a surface.  When the camera cuts back to Mr. Foley’s face (with surprise spreading across it), we understand that these sounds represent the gauze rubbing against itself and tearing away from his skin.  In the next shots, we see both occurring in the same frame as the nurse clicks her pen and one of the men making the sounds clicks a giant pen to create an extreme exaggerated version of that sound. However,  by visually pointing out the artificial production of the sounds, the film highlights their fake, false nature, calling into question Hollywood’s overproduction of sounds.

• This version more appropriately responds to the above prompt, because it not only points out and describes details from the short film, but also follows through on them to connect them to the meaning presented in the thesis statement (italicized). The bolded portions indicate the analysis injected into this paragraph.

Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Quoting, Paraphrasing, and Summarizing

Welcome to the Purdue OWL

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

This handout is intended to help you become more comfortable with the uses of and distinctions among quotations, paraphrases, and summaries. This handout compares and contrasts the three terms, gives some pointers, and includes a short excerpt that you can use to practice these skills.

What are the differences among quoting, paraphrasing, and summarizing?

These three ways of incorporating other writers' work into your own writing differ according to the closeness of your writing to the source writing.

Quotations must be identical to the original, using a narrow segment of the source. They must match the source document word for word and must be attributed to the original author.

Paraphrasing involves putting a passage from source material into your own words. A paraphrase must also be attributed to the original source. Paraphrased material is usually shorter than the original passage, taking a somewhat broader segment of the source and condensing it slightly.

Summarizing involves putting the main idea(s) into your own words, including only the main point(s). Once again, it is necessary to attribute summarized ideas to the original source. Summaries are significantly shorter than the original and take a broad overview of the source material.

Why use quotations, paraphrases, and summaries?

Quotations, paraphrases, and summaries serve many purposes. You might use them to:

• Provide support for claims or add credibility to your writing
• Refer to work that leads up to the work you are now doing
• Give examples of several points of view on a subject
• Call attention to a position that you wish to agree or disagree with
• Highlight a particularly striking phrase, sentence, or passage by quoting the original
• Distance yourself from the original by quoting it in order to cue readers that the words are not your own
• Expand the breadth or depth of your writing

Writers frequently intertwine summaries, paraphrases, and quotations. As part of a summary of an article, a chapter, or a book, a writer might include paraphrases of various key points blended with quotations of striking or suggestive phrases as in the following example:

In his famous and influential work The Interpretation of Dreams , Sigmund Freud argues that dreams are the "royal road to the unconscious" (page #), expressing in coded imagery the dreamer's unfulfilled wishes through a process known as the "dream-work" (page #). According to Freud, actual but unacceptable desires are censored internally and subjected to coding through layers of condensation and displacement before emerging in a kind of rebus puzzle in the dream itself (page #).

How to use quotations, paraphrases, and summaries

Practice summarizing the essay found here , using paraphrases and quotations as you go. It might be helpful to follow these steps:

• Read the entire text, noting the key points and main ideas.
• Summarize in your own words what the single main idea of the essay is.
• Paraphrase important supporting points that come up in the essay.
• Consider any words, phrases, or brief passages that you believe should be quoted directly.

There are several ways to integrate quotations into your text. Often, a short quotation works well when integrated into a sentence. Longer quotations can stand alone. Remember that quoting should be done only sparingly; be sure that you have a good reason to include a direct quotation when you decide to do so. You'll find guidelines for citing sources and punctuating citations at our documentation guide pages.

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

Dr. Sandi Van Lieu

In your classes, you may be asked to analyze text. Analysis is not simply summary—summary gives the reader a shortened overview of the topic.

A summary would be telling the reader what happened in the story. Take for example, summaries about the short story “The Lottery” by Shirley Jackson:

Example 1 Summary:

“The Lottery” is about a town that comes together every year for a tradition. The town’s people draw a name, and the person’s whose name is drawn is killed by everyone else.

Example 2 Summary:

The black box in “The Lottery” is used to hold slips of paper with the names of the townspeople. It is old and splintered, and every year the townspeople talk about replacing the box, but no one wants to break tradition.

The examples above tell us what the story is about. They present facts, but they are not arguments.

In your courses, you’ll be asked do higher-level thinking . Summary, which gives a brief overview of the main points, is a lower level of thinking. Using analysis and evaluation are higher levels of thinking. Analysis is when you break down something (in this case, breaking down the story) into parts in order to see how they relate.

Evaluation is to make a judgment about something based on evidence. Analysis and evaluation go above and beyond summary to explain, examine, and tell us what you think or what you believe about the text or topic. They give arguments . Take, for example, the same above summaries about “The Lottery,” but revised to show analytical thinking:

“The Lottery,” a fiction story by Shirley Jackson, was written to portray the point that tradition often overtakes reason, and humans sometimes stick to traditions that are outdated or irrelevant simply because they don’t want to make changes.

The above examples don’t just give facts; they make arguments about the text. The second example breaks down the symbol of the black box and makes arguments about what it represents.

Using Analysis for Arguments and Support

Each body paragraph of an essay should include analysis. When you’re revising your essay, look at each individual body paragraph and ask yourself: Am I simply re-telling the story/text and giving facts, or am I making an argument about the story?

In addition to having analysis in each body paragraph, you should also include support. You can tell me that “The Lottery” is an argument for breaking traditions, but I need to “see” that—you have to prove it to me. This is where using the text and outside sources as quotes, paraphrases, and summaries will come in.

Find a passage of something you have read for a college course—an article, a story, a textbook pages, etc. Then do the following:

1. Read the passage. Then without looking at it, write a summary of it.

2. Now, make an argument in the form of analysis  or evaluation of the passage.

Additional Resources:

• A professor’s explanation and examples of an analysis essay.
• OWL’s basic information on what is a literary analysis, with a presentation.
• OWL’s information on writing a thesis for a literary analysis.
• A college handout that breaks down writing an analysis essay in an easy format.
• This is a professor’s assignment and helps break the analysis down.
• A college document with great advice about how to write an analysis (and specific examples of such).

Attribution

• “Summary vs. Analysis,” created by Dr. Sandi Van Lieu and licensed under CC BY NC SA 3.0 .

The RoughWriter's Guide Copyright © 2020 by Dr. Sandi Van Lieu is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Share This Book

Conclusion vs. Summary

What's the difference.

Conclusion and summary are two different elements of a written piece, but they serve similar purposes. A conclusion is the final part of an essay or article where the writer wraps up their main points and provides a final thought or opinion. It is a more detailed and comprehensive section that often includes a synthesis of the main arguments presented throughout the text. On the other hand, a summary is a condensed version of the entire piece, highlighting the main ideas and key points without providing any new information or personal opinions. It is a brief overview that allows readers to quickly grasp the main content of the text. While a conclusion offers a more in-depth analysis and reflection, a summary provides a concise overview of the entire piece.

Further Detail

Introduction.

When it comes to writing, two terms that often confuse people are "conclusion" and "summary." While both serve the purpose of wrapping up a piece of writing, they have distinct attributes and play different roles. In this article, we will explore the differences and similarities between conclusions and summaries, shedding light on their unique characteristics and how they contribute to the overall structure and impact of a written work.

Definition and Purpose

A conclusion is the final part of a written work, be it an essay, research paper, or any other form of academic or non-academic writing. It aims to provide closure to the reader by summarizing the main points, restating the thesis or main argument, and offering a final thought or reflection. In essence, a conclusion is the author's last opportunity to leave a lasting impression on the reader and reinforce the key ideas presented throughout the text.

On the other hand, a summary is a condensed version of a larger piece of writing. It focuses on the main ideas, key arguments, and supporting evidence presented in the original work. The purpose of a summary is to provide a concise overview of the text, allowing readers to grasp the main points without having to read the entire piece. Summaries are commonly used in academic settings, such as when reviewing research articles or summarizing chapters of a textbook.

Content and Structure

When it comes to content, a conclusion typically includes a brief summary of the main points discussed in the body of the text. It may also restate the thesis statement or main argument in a slightly different way, emphasizing its significance and relevance. Additionally, a conclusion often offers a final thought or reflection, leaving the reader with something to ponder or consider after finishing the piece.

On the other hand, a summary focuses solely on the main ideas and key points of the original work. It does not include personal reflections or new information. Instead, a summary aims to provide an objective overview of the text, allowing readers to quickly grasp the main concepts without delving into the details.

In terms of structure, a conclusion is typically longer than a summary. It may span several paragraphs, depending on the length and complexity of the original work. A conclusion often begins with a transition phrase or signal word, such as "In conclusion" or "To sum up," to indicate that the writer is wrapping up the discussion. It then proceeds to summarize the main points and restate the thesis before offering a final thought or closing statement.

On the other hand, a summary is much shorter and more concise. It aims to capture the essence of the original work in a few sentences or paragraphs. A summary does not require a formal introduction or conclusion but should still provide a clear and coherent overview of the text.

Usage and Application

Conclusions are commonly used in various forms of writing, including essays, research papers, reports, and even speeches. They serve as a way to tie together the main ideas and arguments presented throughout the text, leaving the reader with a sense of closure and understanding. A well-crafted conclusion can leave a lasting impact on the reader, reinforcing the main message and providing a sense of satisfaction.

Summaries, on the other hand, are particularly useful when dealing with lengthy or complex texts. They allow readers to quickly grasp the main points and decide whether they want to delve deeper into the full work. Summaries are commonly used in academic settings, such as when writing literature reviews, abstracts, or executive summaries. They also find application in journalism, where journalists often provide a summary of an event or news story in the opening paragraphs.

Conclusion vs. Summary: Key Differences

While conclusions and summaries share the common goal of wrapping up a piece of writing, they differ in several key aspects:

• A conclusion is the final part of a written work, while a summary is a condensed version of the original text.
• A conclusion includes a brief summary of the main points, restates the thesis, and offers a final thought, while a summary focuses solely on the main ideas and key points.
• A conclusion is typically longer and may span several paragraphs, while a summary is shorter and more concise.
• Conclusions are commonly used in various forms of writing, while summaries are particularly useful for condensing lengthy or complex texts.

In conclusion, while conclusions and summaries serve different purposes and have distinct attributes, they both play crucial roles in the overall structure and impact of a written work. A conclusion provides closure to the reader, summarizing the main points and leaving a lasting impression, while a summary offers a condensed overview of the text, allowing readers to quickly grasp the main ideas. Understanding the differences between these two elements is essential for effective writing and communication, enabling writers to craft compelling conclusions and concise summaries that enhance the reader's understanding and engagement.

Comparisons may contain inaccurate information about people, places, or facts. Please report any issues.

• Key Differences

Know the Differences & Comparisons

Difference Between Summary and Conclusion

In the absence of conclusion, the research paper might seem incomplete. It is often contrasted with a summary, but there are subtle differences between the two. A summary is nothing but a short and clear account of the text, covering the main points, facts or elements only.

Content: Summary Vs Conclusion

Comparison chart, definition of summary.

A summary is the compact account of the main text, i.e. an article, essay, drama, or some other form of literature. It gives an overview of the key points of the piece of writing. Moreover, one can also summarize anything which he/she has seen and heard, like speech, movie or lecture, etc.

It is typically about 5% to 15% of the original work, i.e. it may extend up to one to three paragraphs, which is around 100 to 300 words. It simply depends on the length of the text which is summarized. Its aim is to describe a piece of writing while including considerably less content than its original.

Ideal Summary

• An ideal summary is one that objectively highlights the entire form of literature.
• It should cover the focal point of every paragraph and the evidence supporting it.
• It should exclude all the irrelevant examples, details and information.
• It can make use of the keywords used in the original work, but should not use the same sentences and phrases, except if quotation marks are used.
• It must express the sense of the original work while using your own words and sentences.

Definition of Conclsuion

Conclusion refers to the epilogue which is given at the end of something, to deduce the findings. It forms part of the thought process, which combines all the points discussed, so as to reach a comprehensive idea or statement.

It is the final step in the process of reasoning, in which judgement, decision or opinion is formed after complete investigation and consideration. To conclude something, different types of perspectives are considered. It is only 10% of the research paper, which has two segments – summary and final thought .

Ideal Conclusion

• The conclusion is said to be ideal when it gives an interesting insight and should end on a positive note.
• Highlights the main argument presented in the piece of writing.
• Sums up the answer to the question, often stated in the introduction.
• Refer back the questions, states the key points and findings, and wind up the discussion with the final observation.
• Reinforces the primary theme of the study.
• Makes a strong and long-lasting impression on the reader.
• It should never introduce new points.

Key Differences Between Summary and Conclusion

The points stated below discuss the differences between summary and conclusion:

• A summary is an abridgement of the work of literature, which covers the key points succinctly. On the contrary, conclusion refers to the final part of the discourse which sums up the argument and gives a statement of opinion or judgement.
• A summary is written to provide the reader with a precise and objective narrative of the central ideas and aspects of the original text. Conversely, conclusion paragraph wraps up the text and presents the reader that you have accomplished, what you have set forth in the beginning.
• While a summary restates the facts and elements, which are discussed in the original text, conclusion tends to synthesize all the points and wrap up the discussion. It helps the reader understand the importance of the research.
• Ideally, the length of the summary is 5% to 15%, whereas the conclusion constitutes only 10% of the original work.
• A summary often demonstrates the central ideas of the text clearly and concisely. In contrast, the conclusion introduces a new outlook, proposes a course of actions, provides a solution to the problem, makes suggestions for further study, and makes deductions on the basis of the argument.
• A summary only includes the ideas of the original text. One should not insert their opinion, criticism, comments or interpretations. As against, the conclusion can include the researcher’s or writer’s views, ideas and criticisms at the end.

In a nutshell, a summary condenses the material as well as it informs the reader about the vital points. Contrastingly, a conclusion gives the reader the sense of completeness of the argument or topic, with a reason or final thought. It focuses on the final outcome of the argumentation or research.

You Might Also Like:

essay ordering says

September 23, 2022 at 10:59 pm

Irresistible! Thank you a lot for this type and precise carrier.your offerings is higher than higher.

September 25, 2022 at 2:50 am

I will recommend my students to visit and read the explanation you give here. Thank you.

Endalkachew Sisay says

January 24, 2023 at 2:09 pm

I really appreciate the points you have addressed for us. Keep up the good work!!!

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

the Difference between Latino and Hispanic: a Cultural Perspective

This essay about the differences between “Latino” and “Hispanic” clarifies the distinct meanings behind these commonly interchanged terms. “Hispanic” is defined by a connection to Spanish-speaking countries and emphasizes linguistic ties to the Spanish language, excluding non-Spanish-speaking countries in Latin America like Brazil and Haiti. In contrast, “Latino” refers to individuals from or descended from any country in Latin America, regardless of the predominant language, highlighting a geographic and cultural connection. The essay explores how personal identity, cultural expression, and social contexts influence the choice between these terms, particularly in the U.S., where they intersect with broader discussions about ethnicity and belonging. It also discusses the adoption of “Latinx” as a gender-neutral option that addresses the gender binary in Spanish and promotes inclusivity. The terms not only signify where individuals come from but also how they see themselves and their connections to their heritage and communities.

How it works

When delving into the vibrant and diverse cultures that make up the Latin American and Spanish-speaking communities, the terms “Latino” and “Hispanic” frequently pop up. These terms are often tossed around as if they were synonyms, but they actually have quite distinct meanings that can influence how people identify themselves and relate to others.

• 1 Hispanic: The Language Link
• 2 Latino: Geographic Bonds
• 3 Identity and Cultural Expression
• 4 In Summary

Hispanic: The Language Link

“Hispanic” is a term that ties directly to the Spanish language. It encompasses people from, or descendants of, Spanish-speaking countries. This includes a vast array of nations stretching from the European shores of Spain to the bustling cities and tranquil landscapes of Mexico, Cuba, and Colombia in the Americas.

The common thread among Hispanics is the Spanish language, which serves as a linguistic bridge linking these diverse cultures.

However, the term Hispanic leaves out individuals from Latin American countries where Spanish is not the primary language, like Brazil or Haiti. Brazilians, for instance, speak Portuguese, and thus, while they are part of the broader Latin American community, they aren’t considered Hispanic.

Latino: Geographic Bonds

On the other hand, “Latino” refers to people from Latin America or those of Latin American descent, encompassing all countries within the region. This term is not confined to language but rather geography and shared regional culture. Whether speaking Spanish, Portuguese, or French, Latinos share a connection to Latin America. This makes the term Latino inclusive of all Hispanic people from Latin American countries but also extends to include non-Hispanic individuals from regions like Brazil.

The term Latino captures the essence of Latin America’s rich cultural mosaic—from the samba rhythms of Brazil to the tango melodies of Argentina—highlighting the shared heritage and diverse traditions of the region.

Identity and Cultural Expression

Identity is personal and complex, influenced by many factors including family heritage, personal beliefs, and social experiences. Someone from Spain might choose to identify as Hispanic, emphasizing their linguistic and cultural ties to Spain, whereas a person of Mexican descent living in the U.S. might identify more strongly as Latino, connecting more with their Latin American roots rather than the broader Spanish-speaking world.

Moreover, these terms carry different connotations and implications in various contexts, especially in the U.S., where they intersect with broader discussions about immigration, ethnicity, and belonging. The term Hispanic was officially adopted by the U.S. government in the 1970s for census data, but its use has evolved and sometimes been contested due to its implications of colonialism and its focus on language over geography or culture.

Evolving Discussions on Identity

As discussions on identity continue to evolve, so too do the preferences for these terms within communities. Some prefer Latino or Latina to emphasize their cultural connections without highlighting the colonial history associated with the Spanish language. Others opt for “Latinx,” a gender-neutral term that challenges the gender binary prevalent in the Spanish language and aims to be more inclusive.

While the terms Latino and Hispanic may seem simple at a glance, they encapsulate deep and nuanced cultural, linguistic, and geographical histories. The choice between them can reflect personal identity, historical awareness, and cultural connection. Understanding the distinctions between these terms enriches our appreciation for the complexity of cultural identities and encourages more respectful and informed interactions within and across communities. Each term offers a window into the diverse ways people relate to their heritage and to each other in a multicultural world.

Cite this page

the Difference Between Latino and Hispanic: A Cultural Perspective. (2024, May 12). Retrieved from https://papersowl.com/examples/the-difference-between-latino-and-hispanic-a-cultural-perspective/

"the Difference Between Latino and Hispanic: A Cultural Perspective." PapersOwl.com , 12 May 2024, https://papersowl.com/examples/the-difference-between-latino-and-hispanic-a-cultural-perspective/

PapersOwl.com. (2024). the Difference Between Latino and Hispanic: A Cultural Perspective . [Online]. Available at: https://papersowl.com/examples/the-difference-between-latino-and-hispanic-a-cultural-perspective/ [Accessed: 13 May. 2024]

"the Difference Between Latino and Hispanic: A Cultural Perspective." PapersOwl.com, May 12, 2024. Accessed May 13, 2024. https://papersowl.com/examples/the-difference-between-latino-and-hispanic-a-cultural-perspective/

"the Difference Between Latino and Hispanic: A Cultural Perspective," PapersOwl.com , 12-May-2024. [Online]. Available: https://papersowl.com/examples/the-difference-between-latino-and-hispanic-a-cultural-perspective/. [Accessed: 13-May-2024]

PapersOwl.com. (2024). the Difference Between Latino and Hispanic: A Cultural Perspective . [Online]. Available at: https://papersowl.com/examples/the-difference-between-latino-and-hispanic-a-cultural-perspective/ [Accessed: 13-May-2024]

Don't let plagiarism ruin your grade

Hire a writer to get a unique paper crafted to your needs.

Our writers will help you fix any mistakes and get an A+!

Please check your inbox.

You can order an original essay written according to your instructions.

Trusted by over 1 million students worldwide

1. Tell Us Your Requirements

2. Pick your perfect writer

3. Get Your Paper and Pay

Hi! I'm Amy, your personal assistant!

Don't know where to start? Give me your paper requirements and I connect you to an academic expert.

short deadlines

100% Plagiarism-Free

Certified writers