Learning in wartime cs lewis sparknotes

WR 121 University of Manitoba Learning in War Time by CS Lewis Summary
Subject
Writing

Course
WR 121

School
University of Manitoba

Department
WR

Question Description
Need a summary essay, word count at least 500, detailed reading and writing instruction is post in attached file. please check.

WR 121: Summary Assignment #1 This summary assignment will be a shorter, more condensed summary than what I will ask you to do for the second summary assignment. This summary assignment will invite you to practice identifying the main argument of an essay and summarizing only the points that are directly tied into the main argument. The length of this summary should be about a page. You are welcome to organize the summary in the way that makes the most sense to you. You might end up with one long paragraph or two paragraphs. Here’s a helpful description of summarizing from Brenda Spatt’s ​Writing from Sources​: “When writing a brief summary, you should add nothing new to the material in the source, nor should you change the emphasis or provide any new interpretation or evaluation. For the sake of clarity and coherence, you many rearrange the order of the ideas; however, as summarizer, you should strive to remain in the background” (75). Here are a few key things to keep in mind as you start your summarizing process: 1. In order to remain in the background, discard any language that looks like “I think C.S. Lewis is a truly incredible writer,” or “I think C.S. Lewis is saying that learning is a Christian duty, whether or not the material is “sacred” material.” 2. This summary should not include any quotations. You are welcome to paraphrase the author’s argument, but use your own words to represent the author’s argument. a. When I say, “use your own words,” I do not mean identify with the writer and the argument they are making by taking it on as your own argument. Similar to what communication specialists call “active listening,” you are attempting to show the speaker (in this case writer) that you heard and understood what they were saying. You do this by paraphrasing their statements, which might mean using a key term that they use but also “translating” a component of their argument into your own words, thus your own understanding. 3. Before you even start writing the summary, go through the essay and take notes in the margins. Identify what Lewis’ points are. Once you have a comprehensive list of Lewis’ points, you need to discern what his main argument (or thesis) is; then you need to discern what his main points are and what his secondary or tangential points are. It is likely that an author will repeat the same point but use different evidence to develop that point. In your summary you don’t want repeat points. 4. When you write your summary, you want to start with a framework that identifies the question at issue, or the problem, that C.S. Lewis is responding to. In ​They Say, I Say chapter 1, the authors talk about starting a conversation with what others are saying; well, Lewis’s speech is also adding to a conversation. Identify that conversation and the problem that conversation is attempting to resolve. 5. You may absolutely rearrange Lewis’ argument to better represent it in a more condensed way. Your summary should be coherent, and it should make sense to a reader who has never read Lewis’ essay. Don’t just list the points that you wrote down in your notes. You want to craft those points into a coherent and comprehensive set of paragraphs. Here is a sample summary taken from Brenda Spatt’s ​Writing from Sources​. You will notice that the first sentence establishes the framework that identifies the conversation the writer (in this case Bertrand Russell) responds to in his essay. You should also note that the author of the essay and the essay title are included near the beginning of this summary.