Summarize Written Text section in Pearson Test of English can have a significant impact on your overall performance. This task assesses both writing and reading abilities, making it important to understand its complexities.
Summarize Spoken Text is a task where you listen to a short lecture and then write a summary of it in 50-70 words. This task tests your ability to comprehend spoken English and condense the information into a coherent summary. Failing to perform well in this task can significantly impact your overall writing and listening scores.
Key to success in any assessment lies in understanding the grading rubric. In “PTE Summarize Written Text”, seven points are distributed across four parameters: content, form, grammar and vocabulary. Content is of paramount importance, emphasizing the importance of including keywords relevant to the given paragraph. Maintaining the prescribed word limit (5 to 75 words) ensures a good score in the form aspect. Accuracy of grammar and spelling contribute significantly to the overall marks, with each mistake resulting in a deduction. Finally, a broad vocabulary, devoid of repetitions and contractions, earns points in the vocabulary area.
When reading a passage, pay close attention to keywords and repeated phrases. These are essential elements that should be included in your summary to demonstrate your understanding of the text. Aim to include at least six to seven keywords from the paragraph in your response.
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One of the most effective tools for presenting Summarize Written Text in PTE writing, is universal Template. This template streamlines the summarization process, making it accessible and efficient for test-takers. By following simple but structured guidelines, such as using a sentence with a full stop, employing appropriate connectors (e.g., and, but), and avoiding abbreviations and examples, candidates can significantly increase their performance. The template facilitates the selection of relevant sentences from the passage, ensuring comprehensive coverage of key points while maintaining coherence and brevity.
Success of Summarize Written Text in PTE Writing module depends largely on the strategic selection of sentences from a given paragraph. Choose sentences rich in nouns and devoid of excessive examples and repetition. Start by selecting two to four important sentences from the paragraph that capture its main ideas. Connect these sentences using appropriate transition words such as "furthermore," "furthermore," or "additionally." This creates a cohesive summary that flows logically from one point to the next. Aim to cover diverse aspects of the text by selecting sentences from different paragraphs, while ensuring an overall summary.
Additionally, prioritize clarity and coherence by avoiding complex sentences and focusing on simple connectors for smooth transitions between ideas.
How many words in PTE summarize written text?
It is important to balance conciseness with comprehensiveness to effectively meet the prescribed word limit. Aim for a concise but informative summary within the range of 60 to 70 words, ensuring adequate coverage of key concepts without exceeding the limit. In cases of lengthy sentences, consider paraphrasing or omitting non-essential information to maintain conciseness. Conversely, supplement shorter sentences with additional points to maximize content while staying within the word limit.
Remember, your summary should only be one sentence. Avoid the temptation to write too many sentences or exceed the word limit. Using proper punctuation, such as a full stop at the end, is important to maintain form and follow task requirements.
Read the passage below and summarize it in a single sentence. Type your response in the response box given at the bottom of the screen. You have 10 minutes to complete the task. Your response will be judged on the quality of your writing and on how well your response presents the key points in the passage.
Passage-1
The Home Office's periodic British Crime Survey estimates that the true level of crime (the sorts, anyway, which inform the official figures) is about four times than is registered in the annual statistics. Quite often, especially in the financial services sector, businesses do not report crimes against themselves for fear of lowering their public image. Many citizens today are not insured against car theft or property loss (because they cannot afford the premiums) so they have no incentive to tell the police if they become victims. A steep statistical rise in crime can sometimes arise not from a real growth in a particular type of conduct but from a new policing policy - offences of "lewd dancing" rose by about 300 per cent during 12 months in the 1980s in Manchester, but only because the zealous Chief Constable James Anderton had deployed a great many officers in gay night clubs.
Sometimes the enactment of a new range of offences or the possibility of committing old offences in a new way (like computer offences involving fraud and deception) can cause an upward jolt in crime levels. The figures just released show a startling jump in street robbery but much of this seems to be a very particular crime: the theft of the now ubiquitous mobile phones. Conversely, if crimes like joyriding and some assaults are kept out of the categories measured in the annual statistics, as is the case, the official figures do not reflect even what is reported to the police as criminal. The way that criminal statistics are compiled by the Home Office is also relevant.
From April 1998, police forces started to count crime in a way which, according to the government, will give "a more robust statistical measure.
Answer
The British Crime Survey estimates that actual crime levels are four times higher than official statistics. Businesses often avoid reporting crimes to protect their image, and many citizens lack insurance, discouraging crime reporting. Increases in crime statistics can result from new policing policies or new methods of committing crimes, such as mobile phone theft. Changes in crime categorization also impact official figures, making them less reflective of reality.
Passage-2
If women are so far ahead of men, why are they so far behind? Reports from both sides of the Atlantic show that female students dominate university courses, yet women still do not make it to the top. A report on inequality in the UK said last week that girls had better educational results than boys at 16, went to university in greater numbers and achieved better degrees once they got there. "More women now have higher education qualifications than men in every age group up to age 44," the report said. In the US, 57 per cent of college graduates in 2006-07 were women.
2 per cent last year, according to the Cranfield University School of Management, but that was only because of a fall in the size of the boards. In the US, women accounted for 15.2 per cent of board seats on Fortune 500 companies, according to Catalyst, the research organization, which said the numbers had barely budged for five years. The hopeful way of looking at this is that the rising generation of female graduates has yet to reach director age.
Give it 10 years and they will dominate boards as they do universities. If that were true, however, we would surely see the number of women director numbers moving up by now. The first year that women college graduates outnumbered men in the US was 1982. These graduates must be entering their 50s – prime director age.
Answer
Despite women dominating university courses and achieving better educational results, they remain underrepresented in top positions. In US, 57% of college graduates in 2006-07 were women, yet they hold only 15.2% of board seats in Fortune 500 companies. The expected rise in female directors has not materialized, even though women have been graduating in higher numbers since 1982, now reaching prime director age.
Mistake: Many students fail to take sufficient notes during the lecture, leading to incomplete or inaccurate summaries.
Solution: Practice active listening and jot down key points, keywords, and phrases as you listen. Focus on capturing the main ideas and supporting details. Use abbreviations and symbols to write quickly.
Mistake: Students often misuse articles, especially with specific nouns and names, resulting in grammatical errors.
Solution: Use articles correctly. For general nouns, remember to use "a" or "an." For specific nouns, such as "world" or "universe," use "the." Pay attention to names of countries, universities, and historical events that require "the," such as "the United States," "the University of New South Wales," and "the Civil War."
Mistake: Using inconsistent verb tenses can confuse the reader and lead to a loss of marks for grammatical accuracy.
Solution: Maintain consistent verb tenses throughout your summary. Typically, continuous forms (verbs ending in -ing) are preferred. For example, use "eating food" instead of just "eating."
Mistake: Students often write two nouns together without proper grammatical structure, leading to errors.
Solution: When using two nouns together, ensure correct grammatical structure. For possessive nouns, add an apostrophe and "s" (e.g., "animal's behavior" or "microphone's position"). Alternatively, use the "of" structure (e.g., "behavior of the animal" or "position of the microphone").
Mistake: Not using plural forms correctly can lead to grammatical mistakes and loss of marks.
Solution: Use plural forms where applicable to avoid the need for articles. For instance, instead of "a cat," write "cats." This reduces the chances of making article-related errors.
Mistake: Failing to include all relevant points and using limited vocabulary can affect your content and vocabulary scores.
Solution: Ensure that your summary includes all key points from the lecture. Expand your vocabulary by reading and listening to various English sources. Use synonyms to avoid repetition and demonstrate a broad range of vocabulary.
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