Macrorules for summarizing texts: the development of expertise

By Ann L. Brown, J. Day. 1983

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On Faithfulness and Factuality in Abstractive Summarization (2020, background): “As such, it is natural to construct summaries that integrate with the author’s background knowledge (van Dijk and Kintsch, 1978; Brown and Day, 1983).”
Metacognition and Self-Regulated Comprehension (2004, background): “Thus, Bean and Steenwyk (1984; inspired by Brown & Day, 1983) taught grade 6 students to summarize by (a) deleting trivial information, (b) deleting redundant information, (c) substituting superordinate terms for lists of terms, (d) integrating a series of events with a superordinate action term,…”
The role of attribution beliefs, motivation and strategy use in Chinese fifth-graders' reading comprehension (2009, background): “The ability to summarise is an important skill in reading to learn (Brown and Day 1983).”
Students’ Adaptation of Study Strategies When Preparing for Classroom Tests (2007, background): “For instance, summarizing may involve deletion, transformation and condensation of information ( Brown & Day, 1983 ).”
Cognitive effort during note taking (2005, background): “…on learning have focused on the quality of the selection and the organization of the information that is recorded (Boyle & Weishaar, 2001; Brown & Day, 1983; Dyer, Riley, & Yekovitch, 1979; Einstein, Morris, & Smith, 1985; Horton, Lovitt, & Christensen, 1991; Howe, 1974; Kiewra et al.,…”
Tutor learning: the role of explaining and responding to questions (2008, background): “For example, simply generating and articulating these explanations may improve recall of the material (Osborne & Wittrock, 1983; Pressley et al., 1987), and similar benefits may arise from selecting and summarizing main ideas (e.g. Brown & Day, 1983).”
Active-Constructive-Interactive: A Conceptual Framework for Differentiating Learning Activities (2009, methodology): “…repeating sentences verbatim or copying problem solution steps (VanLehn et al., 2007), summarizing paragraphs using delete and substitution rules (Brown & Day, 1983), manipulating video tapes such as pausing and rewinding them (Chi, Roy, & Hausmann, 2008), rotating objects (James et al., 2002),…”
Cognitive Strategy Instruction (2014, methodology): “In a series of related studies, Brown and Day (1983) measured developmental growth in children's and adults' ability to use five basic " macrorules " of summarizing expository texts.”
Contributions of Study Skills to Academic Competence (2002, methodology): “As a method of inquiry, think-aloud protocols reveal much about the strategies that skilled students use to understand and retain text information, and that unskilled students need to learn in order to be more successful ( Brown & Day, 1983; Collins, Brown, & Larkin, 1980).”
TWA + PLANS Strategies for Expository Reading and Writing: Effects for Nine Fourth-Grade Students (2006, methodology): “The instructor modeled RAP steps (Ellis & Graves, 1990) and the five rules for summarization (Brown & Day, 1983) throughout the process of developing main ideas and summaries for each paragraph.”
The Effect of Concept Mapping to Enhance Text Comprehension and Summarization (2002, methodology): “Brown and Day (1983) found that most fifth graders were already able to correctly delete unimportant or redundant messages in an article, which means that they might be able to grasp the main ideas of an article.”