university essay summary

Summary: Using it Wisely

What this handout is about.

Knowing how to summarize something you have read, seen, or heard is a valuable skill, one you have probably used in many writing assignments. It is important, though, to recognize when you must go beyond describing, explaining, and restating texts and offer a more complex analysis. This handout will help you distinguish between summary and analysis and avoid inappropriate summary in your academic writing.

Is summary a bad thing?

Not necessarily. But it’s important that your keep your assignment and your audience in mind as you write. If your assignment requires an argument with a thesis statement and supporting evidence—as many academic writing assignments do—then you should limit the amount of summary in your paper. You might use summary to provide background, set the stage, or illustrate supporting evidence, but keep it very brief: a few sentences should do the trick. Most of your paper should focus on your argument. (Our handout on argument will help you construct a good one.)

Writing a summary of what you know about your topic before you start drafting your actual paper can sometimes be helpful. If you are unfamiliar with the material you’re analyzing, you may need to summarize what you’ve read in order to understand your reading and get your thoughts in order. Once you figure out what you know about a subject, it’s easier to decide what you want to argue.

You may also want to try some other pre-writing activities that can help you develop your own analysis. Outlining, freewriting, and mapping make it easier to get your thoughts on the page. (Check out our handout on brainstorming for some suggested techniques.)

Why is it so tempting to stick with summary and skip analysis?

Many writers rely too heavily on summary because it is what they can most easily write. If you’re stalled by a difficult writing prompt, summarizing the plot of The Great Gatsby may be more appealing than staring at the computer for three hours and wondering what to say about F. Scott Fitzgerald’s use of color symbolism. After all, the plot is usually the easiest part of a work to understand. Something similar can happen even when what you are writing about has no plot: if you don’t really understand an author’s argument, it might seem easiest to just repeat what he or she said.

To write a more analytical paper, you may need to review the text or film you are writing about, with a focus on the elements that are relevant to your thesis. If possible, carefully consider your writing assignment before reading, viewing, or listening to the material about which you’ll be writing so that your encounter with the material will be more purposeful. (We offer a handout on reading towards writing .)

How do I know if I’m summarizing?

As you read through your essay, ask yourself the following questions:

• Am I stating something that would be obvious to a reader or viewer?
• Does my essay move through the plot, history, or author’s argument in chronological order, or in the exact same order the author used?
• Am I simply describing what happens, where it happens, or whom it happens to?

A “yes” to any of these questions may be a sign that you are summarizing. If you answer yes to the questions below, though, it is a sign that your paper may have more analysis (which is usually a good thing):

• Am I making an original argument about the text?
• Have I arranged my evidence around my own points, rather than just following the author’s or plot’s order?
• Am I explaining why or how an aspect of the text is significant?

Certain phrases are warning signs of summary. Keep an eye out for these:

• “[This essay] is about…”
• “[This book] is the story of…”
• “[This author] writes about…”
• “[This movie] is set in…”

Here’s an example of an introductory paragraph containing unnecessary summary. Sentences that summarize are in italics:

The Great Gatsby is the story of a mysterious millionaire, Jay Gatsby, who lives alone on an island in New York. F. Scott Fitzgerald wrote the book, but the narrator is Nick Carraway. Nick is Gatsby’s neighbor, and he chronicles the story of Gatsby and his circle of friends, beginning with his introduction to the strange man and ending with Gatsby’s tragic death. In the story, Nick describes his environment through various colors, including green, white, and grey. Whereas white and grey symbolize false purity and decay respectively, the color green offers a symbol of hope.

Here’s how you might change the paragraph to make it a more effective introduction:

In The Great Gatsby, F. Scott Fitzgerald provides readers with detailed descriptions of the area surrounding East Egg, New York. In fact, Nick Carraway’s narration describes the setting with as much detail as the characters in the book. Nick’s description of the colors in his environment presents the book’s themes, symbolizing significant aspects of the post-World War I era. Whereas white and grey symbolize the false purity and decay of the 1920s, the color green offers a symbol of hope.

This version of the paragraph mentions the book’s title, author, setting, and narrator so that the reader is reminded of the text. And that sounds a lot like summary—but the paragraph quickly moves on to the writer’s own main topic: the setting and its relationship to the main themes of the book. The paragraph then closes with the writer’s specific thesis about the symbolism of white, grey, and green.

How do I write more analytically?

Analysis requires breaking something—like a story, poem, play, theory, or argument—into parts so you can understand how those parts work together to make the whole. Ideally, you should begin to analyze a work as you read or view it instead of waiting until after you’re done—it may help you to jot down some notes as you read. Your notes can be about major themes or ideas you notice, as well as anything that intrigues, puzzles, excites, or irritates you. Remember, analytic writing goes beyond the obvious to discuss questions of how and why—so ask yourself those questions as you read.

The St. Martin’s Handbook (the bulleted material below is quoted from p. 38 of the fifth edition) encourages readers to take the following steps in order to analyze a text:

• Identify evidence that supports or illustrates the main point or theme as well as anything that seems to contradict it.
• Consider the relationship between the words and the visuals in the work. Are they well integrated, or are they sometimes at odds with one another? What functions do the visuals serve? To capture attention? To provide more detailed information or illustration? To appeal to readers’ emotions?
• Decide whether the sources used are trustworthy.
• Identify the work’s underlying assumptions about the subject, as well as any biases it reveals.

Once you have written a draft, some questions you might want to ask yourself about your writing are “What’s my point?” or “What am I arguing in this paper?” If you can’t answer these questions, then you haven’t gone beyond summarizing. You may also want to think about how much of your writing comes from your own ideas or arguments. If you’re only reporting someone else’s ideas, you probably aren’t offering an analysis.

What strategies can help me avoid excessive summary?

• Read the assignment (the prompt) as soon as you get it. Make sure to reread it before you start writing. Go back to your assignment often while you write. (Check out our handout on reading assignments ).
• Formulate an argument (including a good thesis) and be sure that your final draft is structured around it, including aspects of the plot, story, history, background, etc. only as evidence for your argument. (You can refer to our handout on constructing thesis statements ).
• Read critically—imagine having a dialogue with the work you are discussing. What parts do you agree with? What parts do you disagree with? What questions do you have about the work? Does it remind you of other works you’ve seen?
• Make sure you have clear topic sentences that make arguments in support of your thesis statement. (Read our handout on paragraph development if you want to work on writing strong paragraphs).
• Use two different highlighters to mark your paper. With one color, highlight areas of summary or description. With the other, highlight areas of analysis. For many college papers, it’s a good idea to have lots of analysis and minimal summary/description.
• Ask yourself: What part of the essay would be obvious to a reader/viewer of the work being discussed? What parts (words, sentences, paragraphs) of the essay could be deleted without loss? In most cases, your paper should focus on points that are essential and that will be interesting to people who have already read or seen the work you are writing about.

But I’m writing a review! Don’t I have to summarize?

That depends. If you’re writing a critique of a piece of literature, a film, or a dramatic performance, you don’t necessarily need to give away much of the plot. The point is to let readers decide whether they want to enjoy it for themselves. If you do summarize, keep your summary brief and to the point.

Instead of telling your readers that the play, book, or film was “boring,” “interesting,” or “really good,” tell them specifically what parts of the work you’re talking about. It’s also important that you go beyond adjectives and explain how the work achieved its effect (how was it interesting?) and why you think the author/director wanted the audience to react a certain way. (We have a special handout on writing reviews that offers more tips.)

If you’re writing a review of an academic book or article, it may be important for you to summarize the main ideas and give an overview of the organization so your readers can decide whether it is relevant to their specific research interests.

If you are unsure how much (if any) summary a particular assignment requires, ask your instructor for guidance.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Barnet, Sylvan. 2015. A Short Guide to Writing about Art , 11th ed. Upper Saddle River, NJ: Prentice Hall.

Corrigan, Timothy. 2014. A Short Guide to Writing About Film , 9th ed. New York: Pearson.

Lunsford, Andrea A. 2015. The St. Martin’s Handbook , 8th ed. Boston: Bedford/St Martin’s.

Zinsser, William. 2001. On Writing Well: The Classic Guide to Writing Nonfiction , 6th ed. New York: Quill.

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

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How to Write an Academic Summary

January 18, 2017

by Megan Webster

A summary is a shortened or condensed version of a reading.

• Only includes the most important concepts or ideas.
• Used to explain the content of the reading to someone who has not read it.
• Written in your own words with a minimal use of direct quotes.

What do you need in a summary?

• Did you report the author’s ideas accurately?
• Did you include all the key points or main ideas?
• Did you replicate the importance the author placed on certain ideas?
• Did you write it in an easy-to-understand paragraph form?
• Did you mostly use your own words and put all of the author’s words in quotation marks?

Reading for a Summary:

To write a summary, you need to understand the reading and its main ideas. This will include:

• The thesis or overall main idea. If possible, paraphrase it in your own words.
• The sections into which the paper is divided. Identify the sections or divisions that the author used to organize the work. This is similar to making an outline for the reading.
• The support used to back up the author’s key points. Take note of what the author used to support his/her statements, e.g., the most important examples, arguments, statistics, expert opinion, etc.

Create an Outline:

Writing a summary is much easier to do from an outline, which will also provide you a writing plan for your summary.

• At the top of the outline, write the thesis.
• Make an outline of the supporting ideas you would like to include in the summary.

Two Types of Summaries:

• The author’s name is mentioned throughout the text of your summary.
• The author is only mentioned in brackets at the end of the summary.

Three Tips for Writing a Summary:

• In the first sentence, identify the author, the title of the work, and the thesis statement.
• Write in paragraph form with clear transitions between major points.
• Organize the ideas in the same order as the original.

What to Avoid when Writing a Summary:

• Repetition of similar ideas.
• Minor details (e.g., examples, anecdotes, descriptions, statistics, and dialogue).
• Direct quotes (unless there is no other way to give the information).
• Digressions from the main points.
• Your own personal opinions or comments on the subject.

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• How to Write a Summary | Guide & Examples

How to Write a Summary | Guide & Examples

Published on 25 September 2022 by Shona McCombes . Revised on 12 May 2023.

Summarising , or writing a summary, means giving a concise overview of a text’s main points in your own words. A summary is always much shorter than the original text.

There are five key steps that can help you to write a summary:

• Read the text
• Break it down into sections
• Identify the key points in each section
• Write the summary
• Check the summary against the article

Writing a summary does not involve critiquing or analysing the source. You should simply provide an accurate account of the most important information and ideas (without copying any text from the original).

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Table of contents

When to write a summary, step 1: read the text, step 2: break the text down into sections, step 3: identify the key points in each section, step 4: write the summary, step 5: check the summary against the article, frequently asked questions.

There are many situations in which you might have to summarise an article or other source:

• As a stand-alone assignment to show you’ve understood the material
• To keep notes that will help you remember what you’ve read
• To give an overview of other researchers’ work in a literature review

When you’re writing an academic text like an essay , research paper , or dissertation , you’ll integrate sources in a variety of ways. You might use a brief quote to support your point, or paraphrase a few sentences or paragraphs.

But it’s often appropriate to summarize a whole article or chapter if it is especially relevant to your own research, or to provide an overview of a source before you analyse or critique it.

In any case, the goal of summarising is to give your reader a clear understanding of the original source. Follow the five steps outlined below to write a good summary.

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You should read the article more than once to make sure you’ve thoroughly understood it. It’s often effective to read in three stages:

• Scan the article quickly to get a sense of its topic and overall shape.
• Read the article carefully, highlighting important points and taking notes as you read.
• Skim the article again to confirm you’ve understood the key points, and reread any particularly important or difficult passages.

There are some tricks you can use to identify the key points as you read:

• Start by reading the abstract . This already contains the author’s own summary of their work, and it tells you what to expect from the article.
• Pay attention to headings and subheadings . These should give you a good sense of what each part is about.
• Read the introduction and the conclusion together and compare them: What did the author set out to do, and what was the outcome?

To make the text more manageable and understand its sub-points, break it down into smaller sections.

If the text is a scientific paper that follows a standard empirical structure, it is probably already organised into clearly marked sections, usually including an introduction, methods, results, and discussion.

Other types of articles may not be explicitly divided into sections. But most articles and essays will be structured around a series of sub-points or themes.

Now it’s time go through each section and pick out its most important points. What does your reader need to know to understand the overall argument or conclusion of the article?

Keep in mind that a summary does not involve paraphrasing every single paragraph of the article. Your goal is to extract the essential points, leaving out anything that can be considered background information or supplementary detail.

In a scientific article, there are some easy questions you can ask to identify the key points in each part.

If the article takes a different form, you might have to think more carefully about what points are most important for the reader to understand its argument.

In that case, pay particular attention to the thesis statement —the central claim that the author wants us to accept, which usually appears in the introduction—and the topic sentences that signal the main idea of each paragraph.

Now that you know the key points that the article aims to communicate, you need to put them in your own words.

To avoid plagiarism and show you’ve understood the article, it’s essential to properly paraphrase the author’s ideas. Do not copy and paste parts of the article, not even just a sentence or two.

The best way to do this is to put the article aside and write out your own understanding of the author’s key points.

Examples of article summaries

Let’s take a look at an example. Below, we summarise this article , which scientifically investigates the old saying ‘an apple a day keeps the doctor away’.

An article summary like the above would be appropriate for a stand-alone summary assignment. However, you’ll often want to give an even more concise summary of an article.

For example, in a literature review or research paper, you may want to briefly summarize this study as part of a wider discussion of various sources. In this case, we can boil our summary down even further to include only the most relevant information.

Citing the source you’re summarizing

When including a summary as part of a larger text, it’s essential to properly cite the source you’re summarizing. The exact format depends on your citation style , but it usually includes an in-text citation and a full reference at the end of your paper.

You can easily create your citations and references in APA or MLA using our free citation generators.

APA Citation Generator MLA Citation Generator

Finally, read through the article once more to ensure that:

• You’ve accurately represented the author’s work
• You haven’t missed any essential information
• The phrasing is not too similar to any sentences in the original.

If you’re summarising many articles as part of your own work, it may be a good idea to use a plagiarism checker to double-check that your text is completely original and properly cited. Just be sure to use one that’s safe and reliable.

A summary is a short overview of the main points of an article or other source, written entirely in your own words.

Save yourself some time with the free summariser.

A summary is always much shorter than the original text. The length of a summary can range from just a few sentences to several paragraphs; it depends on the length of the article you’re summarising, and on the purpose of the summary.

With the summariser tool you can easily adjust the length of your summary.

You might have to write a summary of a source:

• As a stand-alone assignment to prove you understand the material
• For your own use, to keep notes on your reading
• To provide an overview of other researchers’ work in a literature review
• In a paper , to summarise or introduce a relevant study

To avoid plagiarism when summarising an article or other source, follow these two rules:

• Write the summary entirely in your own words by   paraphrasing the author’s ideas.
• Reference the source with an in-text citation and a full reference so your reader can easily find the original text.

An abstract concisely explains all the key points of an academic text such as a thesis , dissertation or journal article. It should summarise the whole text, not just introduce it.

An abstract is a type of summary , but summaries are also written elsewhere in academic writing . For example, you might summarise a source in a paper , in a literature review , or as a standalone assignment.

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the ‘Cite this Scribbr article’ button to automatically add the citation to our free Reference Generator.

McCombes, S. (2023, May 12). How to Write a Summary | Guide & Examples. Scribbr. Retrieved 22 April 2024, from https://www.scribbr.co.uk/working-sources/how-to-write-a-summary/

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Narrative Essay

How to write a summary.

Proficient students understand that  summarizing , identifying what is most important and restating the text (or other media) 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.

Summary Writing Format

• When writing a summary, remember that it should be in the form of a paragraph.
• A summary begins with an introductory sentence that states the text’s title, author and main point of the text as you see it.
• A summary is written in your own words.
• A summary contains only the ideas of the original text. Do not insert any of your own opinions, interpretations, deductions or comments into a summary.
• Identify in order the significant sub-claims the author uses to defend the main point.
• Copy word-for-word three separate passages from the essay that you think support and/or defend the main point of the essay as you see it.
• Cite each passage by first signaling the work and the author, put “quotation marks” around the passage you chose, and put the number of the paragraph where the passages can be found immediately after the passage.
• Using source material from the essay is important. Why? Because defending claims with source material is what you will be asked to do when writing papers for your college professors.
• Write a last sentence that “wraps” up your summary; often a simple rephrasing of the main point.

Example Summary Writing Format

In the essay Santa Ana , author Joan Didion’s main point is ( state main point ). According to Didion “… passage 1 …” (para.3). Didion also writes “… passage 2 …” (para.8). Finally, she states “… passage 3 …” (para. 12) Write a last sentence that “wraps” up your summary; often a simple rephrasing of the main point.

• Provided by : Lumen Learning. Located at : http://lumenlearning.com/ . License : CC BY: Attribution
• Authored by : Paul Powell. Provided by : Central Community College. Project : Kaleidoscope Open Course Initiative. License : CC BY: Attribution
• Authored by : Elisabeth Ellington and Ronda Dorsey Neugebauer. Provided by : Chadron State College. Project : Kaleidoscope Open Course Initiative. License : CC BY: Attribution

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

MigrationConfirmed set by Tish

Courtesy the Odegaard Writing & Research Center

http://depts.washington.edu/owrc

Essay and dissertation writing skills

Planning your essay

Writing your introduction

Structuring your essay

• Writing essays in science subjects
• Brief video guides to support essay planning and writing
• Writing extended essays and dissertations
• Planning your dissertation writing time

Structuring your dissertation

• Top tips for writing longer pieces of work

Advice on planning and writing essays and dissertations

University essays differ from school essays in that they are less concerned with what you know and more concerned with how you construct an argument to answer the question. This means that the starting point for writing a strong essay is to first unpick the question and to then use this to plan your essay before you start putting pen to paper (or finger to keyboard).

A really good starting point for you are these short, downloadable Tips for Successful Essay Writing and Answering the Question resources. Both resources will help you to plan your essay, as well as giving you guidance on how to distinguish between different sorts of essay questions. 

You may find it helpful to watch this seven-minute video on six tips for essay writing which outlines how to interpret essay questions, as well as giving advice on planning and structuring your writing:

Different disciplines will have different expectations for essay structure and you should always refer to your Faculty or Department student handbook or course Canvas site for more specific guidance.

However, broadly speaking, all essays share the following features:

Essays need an introduction to establish and focus the parameters of the discussion that will follow. You may find it helpful to divide the introduction into areas to demonstrate your breadth and engagement with the essay question. You might define specific terms in the introduction to show your engagement with the essay question; for example, ‘This is a large topic which has been variously discussed by many scientists and commentators. The principle tension is between the views of X and Y who define the main issues as…’ Breadth might be demonstrated by showing the range of viewpoints from which the essay question could be considered; for example, ‘A variety of factors including economic, social and political, influence A and B. This essay will focus on the social and economic aspects, with particular emphasis on…..’

Watch this two-minute video to learn more about how to plan and structure an introduction:

The main body of the essay should elaborate on the issues raised in the introduction and develop an argument(s) that answers the question. It should consist of a number of self-contained paragraphs each of which makes a specific point and provides some form of evidence to support the argument being made. Remember that a clear argument requires that each paragraph explicitly relates back to the essay question or the developing argument.

• Conclusion: An essay should end with a conclusion that reiterates the argument in light of the evidence you have provided; you shouldn’t use the conclusion to introduce new information.
• References: You need to include references to the materials you’ve used to write your essay. These might be in the form of footnotes, in-text citations, or a bibliography at the end. Different systems exist for citing references and different disciplines will use various approaches to citation. Ask your tutor which method(s) you should be using for your essay and also consult your Department or Faculty webpages for specific guidance in your discipline. 

Essay writing in science subjects

If you are writing an essay for a science subject you may need to consider additional areas, such as how to present data or diagrams. This five-minute video gives you some advice on how to approach your reading list, planning which information to include in your answer and how to write for your scientific audience – the video is available here:

A PDF providing further guidance on writing science essays for tutorials is available to download.

Short videos to support your essay writing skills

There are many other resources at Oxford that can help support your essay writing skills and if you are short on time, the Oxford Study Skills Centre has produced a number of short (2-minute) videos covering different aspects of essay writing, including:

• Approaching different types of essay questions  
• Structuring your essay  
• Writing an introduction  
• Making use of evidence in your essay writing  
• Writing your conclusion

Extended essays and dissertations

Longer pieces of writing like extended essays and dissertations may seem like quite a challenge from your regular essay writing. The important point is to start with a plan and to focus on what the question is asking. A PDF providing further guidance on planning Humanities and Social Science dissertations is available to download.

Planning your time effectively

Try not to leave the writing until close to your deadline, instead start as soon as you have some ideas to put down onto paper. Your early drafts may never end up in the final work, but the work of committing your ideas to paper helps to formulate not only your ideas, but the method of structuring your writing to read well and conclude firmly.

Although many students and tutors will say that the introduction is often written last, it is a good idea to begin to think about what will go into it early on. For example, the first draft of your introduction should set out your argument, the information you have, and your methods, and it should give a structure to the chapters and sections you will write. Your introduction will probably change as time goes on but it will stand as a guide to your entire extended essay or dissertation and it will help you to keep focused.

The structure of  extended essays or dissertations will vary depending on the question and discipline, but may include some or all of the following:

• The background information to - and context for - your research. This often takes the form of a literature review.
• Explanation of the focus of your work.
• Explanation of the value of this work to scholarship on the topic.
• List of the aims and objectives of the work and also the issues which will not be covered because they are outside its scope.

The main body of your extended essay or dissertation will probably include your methodology, the results of research, and your argument(s) based on your findings.

The conclusion is to summarise the value your research has added to the topic, and any further lines of research you would undertake given more time or resources. 

Tips on writing longer pieces of work

Approaching each chapter of a dissertation as a shorter essay can make the task of writing a dissertation seem less overwhelming. Each chapter will have an introduction, a main body where the argument is developed and substantiated with evidence, and a conclusion to tie things together. Unlike in a regular essay, chapter conclusions may also introduce the chapter that will follow, indicating how the chapters are connected to one another and how the argument will develop through your dissertation.

For further guidance, watch this two-minute video on writing longer pieces of work . 

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Organizing Your Social Sciences Research Paper

• Executive Summary
• Purpose of Guide
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An executive summary is a thorough overview of a research report or other type of document that synthesizes key points for its readers, saving them time and preparing them to understand the study's overall content. It is a separate, stand-alone document of sufficient detail and clarity to ensure that the reader can completely understand the contents of the main research study. An executive summary can be anywhere from 1-10 pages long depending on the length of the report, or it can be the summary of more than one document [e.g., papers submitted for a group project].

Bailey, Edward, P. The Plain English Approach to Business Writing . (New York: Oxford University Press, 1997), p. 73-80 Todorovic, Zelimir William and Marietta Wolczacka Frye. “Writing Effective Executive Summaries: An Interdisciplinary Examination.” In United States Association for Small Business and Entrepreneurship. Conference Proceedings . (Decatur, IL: United States Association for Small Business and Entrepreneurship, 2009): pp. 662-691.

Importance of a Good Executive Summary

Although an executive summary is similar to an abstract in that they both summarize the contents of a research study, there are several key differences. With research abstracts, the author's recommendations are rarely included, or if they are, they are implicit rather than explicit. Recommendations are generally not stated in academic abstracts because scholars operate in a discursive environment, where debates, discussions, and dialogs are meant to precede the implementation of any new research findings. The conceptual nature of much academic writing also means that recommendations arising from the findings are distributed widely and not easily or usefully encapsulated. Executive summaries are used mainly when a research study has been developed for an organizational partner, funding entity, or other external group that participated in the research . In such cases, the research report and executive summary are often written for policy makers outside of academe, while abstracts are written for the academic community. Professors, therefore, assign the writing of executive summaries so students can practice synthesizing and writing about the contents of comprehensive research studies for external stakeholder groups.

When preparing to write, keep in mind that:

• An executive summary is not an abstract.
• An executive summary is not an introduction.
• An executive summary is not a preface.
• An executive summary is not a random collection of highlights.

Christensen, Jay. Executive Summaries Complete The Report. California State University Northridge; Clayton, John. "Writing an Executive Summary that Means Business." Harvard Management Communication Letter (July 2003): 2-4; Keller, Chuck. "Stay Healthy with a Winning Executive Summary." Technical Communication 41 (1994): 511-517; Murphy, Herta A., Herbert W. Hildebrandt, and Jane P. Thomas. Effective Business Communications . New York: McGraw-Hill, 1997; Vassallo, Philip. "Executive Summaries: Where Less Really is More." ETC.: A Review of General Semantics 60 (Spring 2003): 83-90 .

Structure and Writing Style

Writing an Executive Summary

Read the Entire Document This may go without saying, but it is critically important that you read the entire research study thoroughly from start to finish before you begin to write the executive summary. Take notes as you go along, highlighting important statements of fact, key findings, and recommended courses of action. This will better prepare you for how to organize and summarize the study. Remember this is not a brief abstract of 300 words or less but, essentially, a mini-paper of your paper, with a focus on recommendations.

Isolate the Major Points Within the Original Document Choose which parts of the document are the most important to those who will read it. These points must be included within the executive summary in order to provide a thorough and complete explanation of what the document is trying to convey.

Separate the Main Sections Closely examine each section of the original document and discern the main differences in each. After you have a firm understanding about what each section offers in respect to the other sections, write a few sentences for each section describing the main ideas. Although the format may vary, the main sections of an executive summary likely will include the following:

• An opening statement, with brief background information,
• The purpose of research study,
• Method of data gathering and analysis,
• Overview of findings, and,
• A description of each recommendation, accompanied by a justification. Note that the recommendations are sometimes quoted verbatim from the research study.

Combine the Information Use the information gathered to combine them into an executive summary that is no longer than 10% of the original document. Be concise! The purpose is to provide a brief explanation of the entire document with a focus on the recommendations that have emerged from your research. How you word this will likely differ depending on your audience and what they care about most. If necessary, selectively incorporate bullet points for emphasis and brevity. Re-read your Executive Summary After you've completed your executive summary, let it sit for a while before coming back to re-read it. Check to make sure that the summary will make sense as a separate document from the full research study. By taking some time before re-reading it, you allow yourself to see the summary with fresh, unbiased eyes.

Common Mistakes to Avoid

Length of the Executive Summary As a general rule, the correct length of an executive summary is that it meets the criteria of no more pages than 10% of the number of pages in the original document, with an upper limit of no more than ten pages [i.e., ten pages for a 100 page document]. This requirement keeps the document short enough to be read by your audience, but long enough to allow it to be a complete, stand-alone synopsis. Cutting and Pasting With the exception of specific recommendations made in the study, do not simply cut and paste whole sections of the original document into the executive summary. You should paraphrase information from the longer document. Avoid taking up space with excessive subtitles and lists, unless they are absolutely necessary for the reader to have a complete understanding of the original document. Consider the Audience Although unlikely to be required by your professor, there is the possibility that more than one executive summary will have to be written for a given document [e.g., one for policy-makers, one for private industry, one for philanthropists]. This may only necessitate the rewriting of the introduction and conclusion, but it could require rewriting the entire summary in order to fit the needs of the reader. If necessary, be sure to consider the types of audiences who may benefit from your study and make adjustments accordingly. Clarity in Writing One of the biggest mistakes you can make is related to the clarity of your executive summary. Always note that your audience [or audiences] are likely seeing your research study for the first time. The best way to avoid a disorganized or cluttered executive summary is to write it after the study is completed. Always follow the same strategies for proofreading that you would for any research paper. Use Strong and Positive Language Don’t weaken your executive summary with passive, imprecise language. The executive summary is a stand-alone document intended to convince the reader to make a decision concerning whether to implement the recommendations you make. Once convinced, it is assumed that the full document will provide the details needed to implement the recommendations. Although you should resist the temptation to pad your summary with pleas or biased statements, do pay particular attention to ensuring that a sense of urgency is created in the implications, recommendations, and conclusions presented in the executive summary. Be sure to target readers who are likely to implement the recommendations.

Bailey, Edward, P. The Plain English Approach to Business Writing . (New York: Oxford University Press, 1997), p. 73-80; Christensen, Jay. Executive Summaries Complete The Report. California State University Northridge; Executive Summaries. Writing@CSU. Colorado State University; Clayton, John. "Writing an Executive Summary That Means Business." Harvard Management Communication Letter , 2003; Executive Summary. University Writing Center. Texas A&M University;  Green, Duncan. Writing an Executive Summary.   Oxfam’s Research Guidelines series ; Guidelines for Writing an Executive Summary. Astia.org; Markowitz, Eric. How to Write an Executive Summary. Inc. Magazine, September, 15, 2010; Kawaski, Guy. The Art of the Executive Summary. "How to Change the World" blog; Keller, Chuck. "Stay Healthy with a Winning Executive Summary." Technical Communication 41 (1994): 511-517; The Report Abstract and Executive Summary. The Writing Lab and The OWL. Purdue University; Writing Executive Summaries. Effective Writing Center. University of Maryland; Kolin, Philip. Successful Writing at Work . 10th edition. (Boston, MA: Cengage Learning, 2013), p. 435-437; Moral, Mary. "Writing Recommendations and Executive Summaries." Keeping Good Companies 64 (June 2012): 274-278; Todorovic, Zelimir William and Marietta Wolczacka Frye. “Writing Effective Executive Summaries: An Interdisciplinary Examination.” In United States Association for Small Business and Entrepreneurship. Conference Proceedings . (Decatur, IL: United States Association for Small Business and Entrepreneurship, 2009): pp. 662-691.

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Writing a Summary

• About this Guide
• What Is a Summary?
• Getting Started
• Components of a Summary Essay

Types of Summaries

A summary can be present in essays that also require you to provide your opinion or present an argument. You can find summaries in:

• Introductions
• Conclusions
• Research essays
• Argument essays
• Response essays
• Book reports

... and many other types of writing!

A summary exists to provide basic knowledge or information for readers who may otherwise be unfamiliar with a work or concept.

Defining Summary

A summary  focuses on the main ideas  within a resource. It requires critical reading  and attention to detail but does not   include any opinion . Writing a summary requires a " just the facts " approach. Summaries may be important components of other types of essays, such as critiques , where a reader must have an understanding of what is discussed in an unfamiliar work or concept before following along with an evaluation of that work or concept.

For quick reference, you can use the following chart in order to determine if your paper is a summary or a critique.

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So much is at stake in writing a conclusion. This is, after all, your last chance to persuade your readers to your point of view, to impress yourself upon them as a writer and thinker. And the impression you create in your conclusion will shape the impression that stays with your readers after they've finished the essay.

The end of an essay should therefore convey a sense of completeness and closure as well as a sense of the lingering possibilities of the topic, its larger meaning, its implications: the final paragraph should close the discussion without closing it off.

To establish a sense of closure, you might do one or more of the following:

• Conclude by linking the last paragraph to the first, perhaps by reiterating a word or phrase you used at the beginning.
• Conclude with a sentence composed mainly of one-syllable words. Simple language can help create an effect of understated drama.
• Conclude with a sentence that's compound or parallel in structure; such sentences can establish a sense of balance or order that may feel just right at the end of a complex discussion.

To close the discussion without closing it off, you might do one or more of the following:

• Conclude with a quotation from or reference to a primary or secondary source, one that amplifies your main point or puts it in a different perspective. A quotation from, say, the novel or poem you're writing about can add texture and specificity to your discussion; a critic or scholar can help confirm or complicate your final point. For example, you might conclude an essay on the idea of home in James Joyce's short story collection,  Dubliners , with information about Joyce's own complex feelings towards Dublin, his home. Or you might end with a biographer's statement about Joyce's attitude toward Dublin, which could illuminate his characters' responses to the city. Just be cautious, especially about using secondary material: make sure that you get the last word.
• Conclude by setting your discussion into a different, perhaps larger, context. For example, you might end an essay on nineteenth-century muckraking journalism by linking it to a current news magazine program like  60 Minutes .
• Conclude by redefining one of the key terms of your argument. For example, an essay on Marx's treatment of the conflict between wage labor and capital might begin with Marx's claim that the "capitalist economy is . . . a gigantic enterprise of dehumanization "; the essay might end by suggesting that Marxist analysis is itself dehumanizing because it construes everything in economic -- rather than moral or ethical-- terms.
• Conclude by considering the implications of your argument (or analysis or discussion). What does your argument imply, or involve, or suggest? For example, an essay on the novel  Ambiguous Adventure , by the Senegalese writer Cheikh Hamidou Kane, might open with the idea that the protagonist's development suggests Kane's belief in the need to integrate Western materialism and Sufi spirituality in modern Senegal. The conclusion might make the new but related point that the novel on the whole suggests that such an integration is (or isn't) possible.

Finally, some advice on how not to end an essay:

• Don't simply summarize your essay. A brief summary of your argument may be useful, especially if your essay is long--more than ten pages or so. But shorter essays tend not to require a restatement of your main ideas.
• Avoid phrases like "in conclusion," "to conclude," "in summary," and "to sum up." These phrases can be useful--even welcome--in oral presentations. But readers can see, by the tell-tale compression of the pages, when an essay is about to end. You'll irritate your audience if you belabor the obvious.
• Resist the urge to apologize. If you've immersed yourself in your subject, you now know a good deal more about it than you can possibly include in a five- or ten- or 20-page essay. As a result, by the time you've finished writing, you may be having some doubts about what you've produced. (And if you haven't immersed yourself in your subject, you may be feeling even more doubtful about your essay as you approach the conclusion.) Repress those doubts. Don't undercut your authority by saying things like, "this is just one approach to the subject; there may be other, better approaches. . ."

Copyright 1998, Pat Bellanca, for the Writing Center at Harvard University

The Idea of a University

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Evaluate Newman’s argument for the necessary place of theology in university education. Do you find it convincing? Why or why not?

To what extent could Newman’s arguments for the place of theology be used to defend other fields of study in education? Could they, for instance, be used to argue against cutting music programs from local schools? Why or why not?

Examine the way Newman describes the environment of a university campus in the beginning of Part 1, Chapter 5 (see especially page 76). How does this compare to the environment of colleges and universities today?

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Essay by UW–Madison’s Jones shares origins of ‘These Grand Places’ photography project

UW–Madison’s Tomiko Jones, an assistant professor in the School of Education’s Art Department, has written an essay about her long-form photography-based project, “These Grand Places,” for the digital magazine Edge Effects .

Jones’ photography and multidisciplinary installations explore social, cultural, and geopolitical transitions, considering the twin crises of too much and too little in the age of climate change. Running themes within her work include ecological concerns, questions of belonging, and activated cultural traditions.

In the essay, “Imagining National Belonging in American Landscapes,” Jones discusses the origins of “These Grand Places” in the road trips of her childhood and in her lived experience as a person of multiracial identity. “From elementary school to graduate studies, I often could not find myself in the history I was taught, the artwork I saw, or the archives I studied,” Jones writes. “The desire to repair the feeling of being outside official histories and search for a sense of belonging has ultimately defined my creative practice and shaped my scholarly research.”

“My project ‘These Grand Places’ arguably began during my graduate studies as an investigation into the construct of identifying land as ‘ours’,” Jones adds. “Photography, as an invention and tool, played a significant role in Manifest Destiny, in hegemonic narratives of how the nation was made, identified, and ‘conquered’.”

Jones notes the project, which got its start through a Seed Grant through the School of Education’s Grand Challenges grant program, was also informed by her participation in the First Nations Cultural Landscape Tour , led by Omar Poler.

During their walk, Jones writes, Poler asked the question: “What if we were to look at this place in a different way, through new eyes? How would that change how we acted?”

She adds that this question introduced a new philosophical idea to explore in her work: “How do we see differently?”

“These Grand Places” will premiere in a multimedia installation in Jan. 2025 as part of Jones’ mid-career exhibition.

To learn more, read Jones’ essay, “ Imagining National Belonging in American Landscapes .”

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Guest Essay

I Thought the Bragg Case Against Trump Was a Legal Embarrassment. Now I Think It’s a Historic Mistake.

By Jed Handelsman Shugerman

Mr. Shugerman is a law professor at Boston University.

About a year ago, when Alvin Bragg, the Manhattan district attorney, indicted former President Donald Trump, I was critical of the case and called it an embarrassment. I thought an array of legal problems would and should lead to long delays in federal courts.

After listening to Monday’s opening statement by prosecutors, I still think the district attorney has made a historic mistake. Their vague allegation about “a criminal scheme to corrupt the 2016 presidential election” has me more concerned than ever about their unprecedented use of state law and their persistent avoidance of specifying an election crime or a valid theory of fraud.

To recap: Mr. Trump is accused in the case of falsifying business records. Those are misdemeanor charges. To elevate it to a criminal case, Mr. Bragg and his team have pointed to potential violations of federal election law and state tax fraud. They also cite state election law, but state statutory definitions of “public office” seem to limit those statutes to state and local races.

Both the misdemeanor and felony charges require that the defendant made the false record with “intent to defraud.” A year ago, I wondered how entirely internal business records (the daily ledger, pay stubs and invoices) could be the basis of any fraud if they are not shared with anyone outside the business. I suggested that the real fraud was Mr. Trump’s filing an (allegedly) false report to the Federal Election Commission, and that only federal prosecutors had jurisdiction over that filing.

A recent conversation with Jeffrey Cohen, a friend, Boston College law professor and former prosecutor, made me think that the case could turn out to be more legitimate than I had originally thought. The reason has to do with those allegedly falsified business records: Most of them were entered in early 2017, generally before Mr. Trump filed his Federal Election Commission report that summer. Mr. Trump may have foreseen an investigation into his campaign, leading to its financial records. He may have falsely recorded these internal records before the F.E.C. filing as consciously part of the same fraud: to create a consistent paper trail and to hide intent to violate federal election laws, or defraud the F.E.C.

In short: It’s not the crime; it’s the cover-up.

Looking at the case in this way might address concerns about state jurisdiction. In this scenario, Mr. Trump arguably intended to deceive state investigators, too. State investigators could find these inconsistencies and alert federal agencies. Prosecutors could argue that New York State agencies have an interest in detecting conspiracies to defraud federal entities; they might also have a plausible answer to significant questions about whether New York State has jurisdiction or whether this stretch of a state business filing law is pre-empted by federal law.

However, this explanation is a novel interpretation with many significant legal problems. And none of the Manhattan district attorney’s filings or today’s opening statement even hint at this approach.

Instead of a theory of defrauding state regulators, Mr. Bragg has adopted a weak theory of “election interference,” and Justice Juan Merchan described the case , in his summary of it during jury selection, as an allegation of falsifying business records “to conceal an agreement with others to unlawfully influence the 2016 election.”

As a reality check: It is legal for a candidate to pay for a nondisclosure agreement. Hush money is unseemly, but it is legal. The election law scholar Richard Hasen rightly observed , “Calling it election interference actually cheapens the term and undermines the deadly serious charges in the real election interference cases.”

In Monday’s opening argument, the prosecutor Matthew Colangelo still evaded specifics about what was illegal about influencing an election, but then he claimed , “It was election fraud, pure and simple.” None of the relevant state or federal statutes refer to filing violations as fraud. Calling it “election fraud” is a legal and strategic mistake, exaggerating the case and setting up the jury with high expectations that the prosecutors cannot meet.

The most accurate description of this criminal case is a federal campaign finance filing violation. Without a federal violation (which the state election statute is tethered to), Mr. Bragg cannot upgrade the misdemeanor counts into felonies. Moreover, it is unclear how this case would even fulfill the misdemeanor requirement of “intent to defraud” without the federal crime.

In stretching jurisdiction and trying a federal crime in state court, the Manhattan district attorney is now pushing untested legal interpretations and applications. I see three red flags raising concerns about selective prosecution upon appeal.

First, I could find no previous case of any state prosecutor relying on the Federal Election Campaign Act either as a direct crime or a predicate crime. Whether state prosecutors have avoided doing so as a matter of law, norms or lack of expertise, this novel attempt is a sign of overreach.

Second, Mr. Trump’s lawyers argued that the New York statute requires that the predicate (underlying) crime must also be a New York crime, not a crime in another jurisdiction. The district attorney responded with judicial precedents only about other criminal statutes, not the statute in this case. In the end, the prosecutors could not cite a single judicial interpretation of this particular statute supporting their use of the statute (a plea deal and a single jury instruction do not count).

Third, no New York precedent has allowed an interpretation of defrauding the general public. Legal experts have noted that such a broad “election interference” theory is unprecedented, and a conviction based on it may not survive a state appeal.

Mr. Trump’s legal team also undercut itself for its decisions in the past year: His lawyers essentially put all of their eggs in the meritless basket of seeking to move the trial to federal court, instead of seeking a federal injunction to stop the trial entirely. If they had raised the issues of selective or vindictive prosecution and a mix of jurisdictional, pre-emption and constitutional claims, they could have delayed the trial past Election Day, even if they lost at each federal stage.

Another reason a federal crime has wound up in state court is that President Biden’s Justice Department bent over backward not to reopen this valid case or appoint a special counsel. Mr. Trump has tried to blame Mr. Biden for this prosecution as the real “election interference.” The Biden administration’s extra restraint belies this allegation and deserves more credit.

Eight years after the alleged crime itself, it is reasonable to ask if this is more about Manhattan politics than New York law. This case should serve as a cautionary tale about broader prosecutorial abuses in America — and promote bipartisan reforms of our partisan prosecutorial system.

Nevertheless, prosecutors should have some latitude to develop their case during trial, and maybe they will be more careful and precise about the underlying crime, fraud and the jurisdictional questions. Mr. Trump has received sufficient notice of the charges, and he can raise his arguments on appeal. One important principle of “ our Federalism ,” in the Supreme Court’s terms, is abstention , that federal courts should generally allow state trials to proceed first and wait to hear challenges later.

This case is still an embarrassment, in terms of prosecutorial ethics and apparent selectivity. Nevertheless, each side should have its day in court. If convicted, Mr. Trump can fight many other days — and perhaps win — in appellate courts. But if Monday’s opening is a preview of exaggerated allegations, imprecise legal theories and persistently unaddressed problems, the prosecutors might not win a conviction at all.

Jed Handelsman Shugerman (@jedshug) is a law professor at Boston University.

The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips . And here’s our email: [email protected] .

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Dozens arrested on California campus after students in Texas detained as Gaza war protests persist

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AUSTIN, Texas (AP) — Police peacefully arrested student protesters at the University of Southern California on Wednesday, hours after police at a Texas university aggressively detained dozens in the latest clashes between law enforcement and those protesting the Israel-Hamas war on campuses nationwide.

While tensions rose between police and protesters at USC earlier in the day, in the evening a few dozen demonstrators standing in a circle with locked arms were detained one by one without incident.

Police officers encircled the dwindling group, which sat in defiance of an earlier warning to disperse or be arrested. Beyond the police line, hundreds of onlookers watched as helicopters buzzed overhead. The school closed the campus.

Students protest at an encampment outside the Kresge Auditorium on the campus of the Massachusetts Institute of Technology, Tuesday, April 23, 2024, in Cambridge, Mass. (AP Photo/Charles Krupa)

While universities struggling to defuse unrest have quickly turned to law enforcement, the arrests in California were in sharp contrast to the chaos that ensued just hours earlier at the University of Texas at Austin.

Hundreds of local and state police — including some on horseback and holding batons — pushed into protesters, at one point sending some tumbling into the street. Officers made 34 arrests at the behest of the university and Texas Gov. Gregg Abbott, according to the state Department of Public Safety.

A photographer covering the demonstration for Fox 7 Austin was in the push-and-pull when an officer yanked him backward to the ground, video shows. The station confirmed that the photographer was arrested. A longtime Texas journalist was knocked down in the mayhem and could be seen bleeding before police helped him to emergency medical staff.

Dane Urquhart, a third-year Texas student, called the police presence and arrests an “overreaction,” adding that the protest “would have stayed peaceful” if the officers had not turned out in force.

“Because of all the arrests, I think a lot more (demonstrations) are going to happen,” Urquhart said.

Police left after hours of efforts to control the crowd, and about 300 demonstrators moved back in to sit on the grass and chant under the school’s iconic clock tower.

Pro-Palestinian protesters gather in front of Sproul Hall on the campus of the University of California, Berkeley in Berkeley, Calif., Tuesday, April 23, 2024. (AP Photo/Haven Daley)

In a statement Wednesday night, the university’s president, Jay Hartzell, said: “Our rules matter, and they will be enforced. Our University will not be occupied.”

North of USC, students at California State Polytechnic University, Humboldt, were barricaded inside a building for a third day, and the school shut down campus through the weekend and made classes virtual.

Harvard University in Massachusetts had sought to stay ahead of protests this week by limiting access to Harvard Yard and requiring permission for tents and tables. That didn’t stop protesters from setting up a camp with 14 tents Wednesday following a rally against the university’s suspension of the Harvard Undergraduate Palestine Solidarity Committee.

Students protesting the Israel-Hamas war are demanding schools cut financial ties to Israel and divest from companies enabling its monthslong conflict. Some Jewish students say the protests have veered into antisemitism and made them afraid to set foot on campus, partly prompting a heavier hand from universities.

At New York University this week, police said 133 protesters were taken into custody, while over 40 protesters were arrested Monday at an encampment at Yale University.

Columbia University averted another confrontation between students and police earlier Wednesday. University President Minouche Shafik had set on Tuesday a midnight deadline to reach an agreement on clearing an encampment, but the school extended negotiations, saying it would continue talks with protesters for another 48 hours.

On a visit to campus Wednesday, U.S. House Speaker Mike Johnson, a Republican, called on Shafik to resign “if she cannot bring order to this chaos.”

“If this is not contained quickly and if these threats and intimidation are not stopped, there is an appropriate time for the National Guard,” he said.

On Wednesday evening, a Columbia spokesperson said rumors that the university had threatened to bring in the National Guard were unfounded. “Our focus is to restore order, and if we can get there through dialogue, we will,” said Ben Chang, Columbia’s vice president for communications.

New York City Police Department officers arrest pro-Palestinian protesters outside a student-led encampment at New York University on Monday, April 22, 2024, in New York. (AP Photo/Noreen Nasir)

Columbia graduate student Omer Lubaton Granot, who put up pictures of Israeli hostages near the encampment, said he wanted to remind people that there were more than 100 hostages still being held by Hamas.

“I see all the people behind me advocating for human rights,” he said. “I don’t think they have one word to say about the fact that people their age, that were kidnapped from their homes or from a music festival in Israel, are held by a terror organization.”

Harvard law student Tala Alfoqaha, who is Palestinian, said she and other protesters want more transparency from the university.

“My hope is that the Harvard administration listens to what its students have been asking for all year, which is divestment, disclosure and dropping any sort of charges against students,” she said.

Police first tried to clear the encampment at Columbia last week, when they arrested more than 100 protesters. The move backfired, acting as an inspiration for other students across the country to set up similar encampments and motivating protesters at Columbia to regroup.

On Wednesday about 60 tents remained at the Columbia encampment, which appeared calm. Security remained tight around campus, with identification required and police setting up metal barricades.

Columbia said it had agreed with protest representatives that only students would remain at the encampment and they would make it welcoming, banning discriminatory or harassing language.

On the University of Minnesota campus, a few dozen students rallied a day after nine protesters were arrested when police took down an encampment in front of the library. U.S. Rep. Ilhan Omar, whose daughter was among the demonstrators arrested at Columbia last week, attended a protest later in the day.

A group of more than 80 professors and assistant professors signed a letter Wednesday calling on the university’s president and other administrators to drop any charges and to allow future encampments without what they described as police retaliation.

They wrote that they were “horrified that the administration would permit such a clear violation of our students’ rights to freely speak out against genocide and ongoing occupation of Palestine.”

Perry reported from Meredith, New Hampshire. Contributing to this report were Associated Press journalists in various locations including Joey Cappelletti, Will Weissert, Larry Lage, Steve LeBlanc, Dave Collins, Jim Salter, Haven Daley, Jesse Bedayn, John Antczak, Julie Walker and Joseph Krauss.

Wave of pro-Palestinian protests on campus meets forceful response

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Kanishka Singh is a breaking news reporter for Reuters in Washington DC, who primarily covers US politics and national affairs in his current role. His past breaking news coverage has spanned across a range of topics like the Black Lives Matter movement; the US elections; the 2021 Capitol riots and their follow up probes; the Brexit deal; US-China trade tensions; the NATO withdrawal from Afghanistan; the COVID-19 pandemic; and a 2019 Supreme Court verdict on a religious dispute site in his native India.

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Dozens arrested in California and Texas as campus administrators move to shut down protests – as it happened

More than 60 people, including a journalist, arrested at University of Southern California and University of Texas at Austin. This blog is now closed.

• Campus protests: full story
• 2d ago Summary: Dozens arrested across the US in student protests against war in Gaza
• 2d ago Journalist arrested in Texas amid tense protests at UT Austin
• 2d ago White House: Biden supports free speech on college campuses
• 2d ago At least 10 arrests at University of Texas in Austin
• 2d ago Johnson calls on Columbia University president to resign
• 2d ago Mike Johnson slams college protests in remarks at Columbia University
• 2d ago New York governor says Johnson 'adding to division' with Columbia University visit
• 2d ago Students forcibly arrested at University of Southern California in LA
• 2d ago Protesters arrested at University of Texas in Austin - reports
• 2d ago Two Ohio State students arrested at campus protest
• 2d ago UC Berkeley protest encampment grows on third day
• 2d ago Harvard University launches pro-Palestinian encampment
• 2d ago Biden does not plan to visit Columbia University protests - report
• 2d ago Biden signs foreign aid package including $26.3bn for Israel
• 2d ago Johnson to call on Columbia University president to resign
• 2d ago AOC says Columbia University calling police on protesters was a 'reckless, dangerous act'
• 2d ago Mike Johnson to visit Columbia University
• 2d ago Israel defense minister says 'antisemitic' campus protests 'inciting terrorism'
• 2d ago Biden faces risk of protests amid criticism of planned commencement speech
• 2d ago Which US universities are seeing campus protests?
• 2d ago Republicans demand Biden administration send in federal law enforcement to end protests
• 2d ago Columbia university extends deadline for talks to dismantle student protest camps

Journalist arrested in Texas amid tense protests at UT Austin

Police in Texas have arrested a journalist who was covering the protest at the University of Texas at Austin. A Fox 7 photographer was reportedly arrested after getting caught between protesters and law enforcement.

Law enforcement have now arrested a @fox7austin photographer. pic.twitter.com/cbARqGC12G — Grace Reader (@GraceReaderTV) April 24, 2024

That is one of our photographers https://t.co/YTewmNJoxO — Amanda Salinas (@AmandaOnFOX7) April 24, 2024

Officers have clashed with students after dozens of local police and state troopers formed a line to stop protesters from marching through campus. They have detained multiple people. Greg Abbott, the Texas governor, said arrests would continue until “the crowd disperses”.

“These protesters belong in jail,” he said.

Summary: Dozens arrested across the US in student protests against war in Gaza

Police arrested dozens participating in peaceful student-led protests against the war on Gaza on Wednesday.

Students have set up encampments at a number of universities in recent days to protest the war on Gaza and demand the schools divest from companies that are closely linked to Israel’s military operations.

Here’s the latest:

At least 34 protesters, including a member of the media from a local news station, were arrested during demonstrations at University of Texas in Austin on Wednesday.

Faculty at University of Texas, Austin have announced a strike in response to what they called a “militarized response” to a “peaceful, planned action” on campus.

At least 50 protesters were detained by Los Angeles police at University of Southern California (USC) during peaceful protests. Earlier in the day, police responding to a demonstration at USC got into a back-and-forth tugging match with protesters over tents.

Last week at Columbia University, the focal point of national student demonstrations, more than 100 students, faculty members and others were arrested.

More than 140 additional people were arrested on Monday night at a separate protest at New York University’s Manhattan campus.

House speaker Mike Johnson appeared at Columbia University on Wednesday where he called for the resignation of the president of the university over her handling of the protests at the school.

Democratic congresswoman Alexandria Ocasio-Cortez assailed authorities for the “reckless and dangerous act” of calling police to non-violent demonstrations.

US schools where protests have been reported include: University of Minnesota, Harvard University, Ohio State, University of California-Berkeley, University of Southern California, University of Texas-Austin, University of Michigan; Emerson College, MIT, Tufts University, Yale University, the New School, New York University, and Columbia University. Students at Sciences Po in Paris also began a solidarity protest on Wednesday.

The number of protesters arrested on USC’s campus has surpassed 50, according to a LA Times reporter on the scene.

Mass arrest of peaceful protesters continues. pic.twitter.com/mK6xDCOoS5 — Jeremy Lindenfeld (@jeremotographs) April 25, 2024

LAPD has arrested at least 15 protesters on the USC campus, according to a Los Angeles Times reporter on the scene.

The arrests came after law enforcement and university leadership told protesters to disperse. Protesters began to clash with law enforcement, some of whom shoved students, video shows.

Clashes with LAPD have begun @USC pic.twitter.com/Cq6ckDTXcf — angie (@angorellanah) April 25, 2024

The number of people arrested as part of the University of Texas protests on Wednesday is at least 54, according to a reporter for local news publication the Austin American-Statesman.

The number comes from the Austin Lawyers Guild, a leftist group that provides protest legal defense. The Guardian has reached out to the group for more details.

Some USC protesters dispersed after the arrival of LAPD officers on campus, but dozens who remained are now facing off with law enforcement.

LAPD and @usc protesters having a standoff pic.twitter.com/iGU6kYVpWY — angie (@angorellanah) April 25, 2024

In a statement posted on X at 5.50pm PST, the university said anyone remaining at the center of campus would be arrested.

Los Angeles police officers are moving onto the USC campus to arrest protesters for trespassing, as they believe many demonstrators are not students, they said.

LAPD marching towards @USC pic.twitter.com/MYDK5AmwyK — angie (@angorellanah) April 25, 2024

In an announcement made via helicopter, LAPD officers told the protesters “Your time is up. Leave the area or you will be arrested for trespassing.”

Benjamin Netanyahu, the Israel prime minister, said on Wednesday that student protests against the war in Gaza were “horrific”, characterizing protesters as “antisemitic mobs”.

While there have been reports of antisemitism on campuses in recent weeks, protest organizers have blamed such incidents on outside agitators, insisting that their movements are peaceful. A group of professors at New York University released an open letter denying that any NYU-affiliated protesters had engaged in antisemitism or intimidation of others.

Many Jewish-led groups protesting the war in Gaza have also pushed back against such allegations. As protests aligned with the Jewish Passover holiday this week, encampments at Yale and Columbia held Passover seders on Monday.

When asked this week whether he condemned “the antisemitic protests”, President Joe Biden said he did. “I also condemn those who don’t understand what’s going on with the Palestinians,” he said.

Local news station Fox 7 Austin has confirmed that one of its photographers was arrested on campus during the protests Wednesday.

A video shows the photographer being pulled backwards to the ground by Texas Department of Public Safety troopers. The station says he was then detained and taken to jail.

Texas cops aren’t just arresting journalists, they’re viciously assaulting them. pic.twitter.com/6D5OjfDcMZ — Read Let This Radicalize You (@JoshuaPHilll) April 24, 2024

Members of the faculty at the University of Texas at Austin have condemned what they call a “militarized response” to pro-Palestine protests on campus Wednesday.

The statement said the peaceful, planned action was disrupted by police and state troopers, who responded violently and “made our entire community unsafe”.

“We have witnessed police punching a female student, knocking over a legal observer, dragging a student over a chain-link fence, and violently arresting students for simply standing at the front of the crowd,” the statement said.

STATEMENT FROM CONCERNED UT AUSTIN FACULTY. #NotOurTexas pic.twitter.com/Rg8HI5ZgAb — Ashanté M. Reese (@AMReese07) April 24, 2024

In response, the faculty members stated that on Thursday there would be “no business as usual”, suspending classes, grading and homework. They called for a gathering on campus at 12.15pm on Thursday.

Many of the protesters at the University of Texas have dispersed , but others have returned to the south lawn as the large police presence has waned. The department of public safety confirmed in a public statement that there were 20 arrests as a result of protests today.

There were about 90 officers in riot gear on this lawn about 10 minutes ago. Not 5 minutes after they left, the protestors returned. Could be a long evening. pic.twitter.com/sTHde6EspD — Ryan Chandler (@RyanChandlerTV) April 24, 2024

As protests continue at the University of Texas in Austin, police have encouraged occupants to disperse via an audio announcement that could be heard across campus. From local news reporter Ryan Chandler:

This just played over the intercom across the entire UT Austin campus: “I command you in the name of the People of the State of Texas to disperse” Roads leading here are closed, buildings locked down pic.twitter.com/svsc8VRvtp — Ryan Chandler (@RyanChandlerTV) April 24, 2024

Here are photos from Austin where police, including some on horses and holding batons, blocked the main lawn at the University of Texas and pulled several students to the ground to stop demonstrators from marching through campus.

Cal Poly Humboldt, a public university on the far northern coast of California, where pro-Palestinian students are occupying a campus building, said on Wednesday that it would remain closed through the weekend.

Protesters have barricaded themselves in Siemens Hall since Monday evening despite a large showing of local law enforcement who unsuccessfully attempted to force them out. Police have arrested three protesters.

Students are reportedly also holding a sit-in in another campus building.

The university said it is considering keeping the campus closed beyond the weekend, and accused students of stealing items and breaking “numerous laws”.

Aside from the confrontation with police, media outlets report the mood on campus has been festive. Students there told the Sacramento Bee they felt compelled to take action.

“I think the solution is to get involved, because at least I can feel like I’m doing my part. Even if it’s not enough, I’m doing the best I can to make something of it. I find peace in that,” one student said.

White House: Biden supports free speech on college campuses

With protests under way at universities across the US, the White House said on Wednesday that Joe Biden supports freedom of expression on college campuses.

“The president believes that free speech, debate and nondiscrimination on college campuses are important,” Karine Jean-Pierre, the press secretary, said at a briefing.

At least 10 arrests at University of Texas in Austin

At least 10 protesters have been arrested at the University of Texas at Austin, according to the school.

Dozens of state troopers and police officers in riot gear were at the scene after hundreds of students walked out of class to protest the war in Gaza and demand the university divest from companies that manufacture machinery used in Israel’s war.

Police attempt to push the crowd, arresting one. This is happening directly under the UT Tower. Went here for 4 years, never saw anything like this. pic.twitter.com/EaYBphtTzh — Ryan Chandler (@RyanChandlerTV) April 24, 2024

This protest has at least tripled in size in the last two hours. The university banned them from protesting on this South Lawn, but they are setting up tents. Law enforcement having a hard time breaking it up. pic.twitter.com/KVqRDJL2Qh — Ryan Chandler (@RyanChandlerTV) April 24, 2024

hey @Austin_Police why target peaceful event organizers at @UTAustin ? what happened to texas free speech? pic.twitter.com/HgK9CxhmOv — Byron Xu (@shoebyron) April 24, 2024

“UT Austin does not tolerate disruptions of campus activities or operations like we have seen at other campuses,” a statement by the university’s division of student affairs said.

This is an important time in our semester with students finishing classes and studying for finals and we will act first and foremost to allow those critical functions to proceed without interruption.

Johnson calls on Columbia University president to resign

House speaker Mike Johnson , speaking on the steps outside the Low Library at Columbia University, called for the resignation of the president of the university, Minouche Shafik , over her handling of the protests at the school. Johnson said:

I am here today, joining my colleagues and calling on President Shafik to resign if she cannot immediately bring order to this chaos.

Johnson’s speech was repeatedly interrupted by a crowd of protesters. “Enjoy your free speech,” the speaker replied.

House Speaker Mike Johnson (R-LA) at Columbia University: “I'm here today joining my colleagues and calling on President [Minouche] Shafik to resign if she cannot immediately bring order to this chaos.” pic.twitter.com/90fUsRUGWF — The Recount (@therecount) April 24, 2024

Mike Johnson slams college protests in remarks at Columbia University

The House speaker, Mike Johnson, is giving a news conference surrounded by a group of House Republicans , amid boos and chants of “We can’t hear you” and “Free, free Palestine”.

Johnson urged that the “madness has to stop” and said Jewish students had shared with him experiences of “heinous acts of bigotry” because of their faith.

Quoting Winston Churchill, Johnson said “it is manifestly right that the Jews should have a National Home where some of them may be reunited.”

Johnson claimed Columbia University is being “overtaken by radical extreme ideologies” that “place a target on the backs of Jewish students”, adding:

Let me say this very simply: no American of any color or creed should ever have to live under those kinds of threats. That is not who we are in this country.

He said he met briefly with the president of Columbia University and encouraged her to take more action against the protesters.

• US universities
• Israel-Gaza war
• US politics
• Republicans

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