A Selective Annotated Bibliography of Resources on the Summary in French and English Bibliographie selective annotee sur le resume de texte, en Fran~ais et en Anglais

This annotated bibliography lists selected resources in English and French on the topic of the summary. The authors have focussed primarily on frequently cited works in the field, on recent publications, and on publications likely to be of particular interest to the Technostyle readership. The bibliography lists only books and articles devoted specifically to the summarization process or to the summary in one of its many forms. The bibliographic references are organized thematically under five headings: pedagogical perspectives; empirical research; professional applications; abstracts; and automatic summarization. Both paper and web resources are included.


INTRODUCTION
Summaries and the summarizing process have been used and studied for a wide variety of purposes: by educators as a tool for evaluating language skills; by teachers as a method of improving their students' abilities to process information and write coherently; by reading specialists and psycholinguists interested in memory, reading and comprehension; by linguists interested in discourse processing strategies, semantic and rhetorical structure, and intertextual relations; by information specialists in the field of library science; and, most recently, by computer scientists interested in artificial intelligence and automatic information retrieval systems. The summary has been taught, studied, written about and researched from such a variety of approaches and across so many disciplines that it is truly an interdisciplinary topic. To give insight into the breadth ofliterature on the summary, the following selective annotated bibliography presents a list of works representative of the applications made of the summary in both teaching and professional practice and the type of research done into summarizing and abstracting by researchers in a number of fields.
This bibliography lists only a selection of texts available; far from comprehensive, it is designed primarily to identify some of the more useful works on the summary. Where certain authors have published extensively on the summary, only selected references to their work are included. An attempt has been made to focus on frequently cited works in the field, on recent publications, and on publications likely to be of particular interest to the Technostyle readership. The bibliography lists only books and articles devoted specifically to the summarization process or to the summary in one of its many forms. Textbooks on composition and technical writing which include sections on summarizing and abstracting have not been included, nor has related research into discourse comprehension, rhetorical structure and textual analysis that does not focus primarily on the summary.
Items in this bibliography have been selected according to their pertinence to the subject. We have examined all of the references listed. Our sources include but are not limited to indexes and bibliographies such as the MLA, the LLBA and ERIC, as well as to the on-line bibliographies listed below and the individual bibliographies found in reference works consulted. We also refer readers to the bibliographies in the other articles in this issue of Technostyle, and we thank Louise Lariviere for having shared some of her bibliographic listings with us. This bibliography has been organized thematically around specific approaches to the summary. Any system of classification adopted is bound to pose problems of classification for works that overlap categories, but the systematic organization of Bibliography on the Summary/Bibliographie sur le résumé de texte references under specific themes makes the resource material more accessible and reflects the various types ofwork that has been done on the summary. Consequently, the entries are classified under the following headings: Les études portant sur le résumé de texte et sur les procédures et compétences qu'il suppose traduisent une diversité de préoccupations, autant de la part des chercheurs dont ces études émanent que des utilisateurs auxquels elles s'adressent. Certains enseignants utilisent le résumé comme un outil de mesure des habiletés langagières de leurs élèves ou bien ils voient le résumé comme un outil méthodologique d'apprentissage du traitement de l'information et de la production de textes cohérents. Les didacticiens de la lecture et les psycholinguistes s'intéressent au résumé comme indicateur des liens entre la mémoire, la lecture et la compréhension. Les linguistes envisagent le résumé sous l'angle des stratégies de traitement des discours, des structures sémantiques et rhétoriques ainsi que des relations intertextuelles. Le résumé intéresse également les chercheurs en sciences de l'information et, plus récemment, les chercheurs en intelligence artificielle et linguistique computationnelle, développant des systèmes de repérage automatique des données.

Practical Guidelines and Textbooks Guides méthodologiques et manuels
The references in this section are practical documents presenting varied pedagogical applications of the summary. Textbooks on composition which include sections on summarizing have not been included. Since, in France, the writing of a summary is an integral part of many exams for the baccalauréat and for various professional diplomas, as well as part of entrance exams to a number of postsecondary programs, the number of French language texts devoted to teaching summary-writing is impressive. We have attempted to include the most recent and the most frequently cited. '---' Les documents apparaissant dans cette section proposent diverses methodes d' enseignement du resume, assorties d'exemples et d'exercices pratiques. Nous n'avons pas retenu les manuels de redaction ne consacrant qu'un chapitre au resume. L'epreuve du resume faisant partie des examens de passage au baccalaureat et pour l'obtention d'autres diplomes professionnels, en France, il existe sur le marche une quantite impressionnante de manuels et guides methodologiques sur la redaction du resume, destines aux enseignants et aux eleves. Nous avons retenu les plus recents et les plus frequemment cites.

II Summaries and Summarization Strategies: Empirical Research, Theoretical Perspectives and Linguistic Representations Procedes de reduction : recherches empiriques, etudes theoriques et modeles linguistiques
The following references encompass empirical research into summarizing strategies and students' summarizing processes, as well as linguistic-, cognitive-, rhetorical-and discourse-based approaches to summarization. Included in this section of the bibliography are studies of summarizing as a pedagogical tool, research into summarizing strategies, as well research into the summary in relation to discourse studies, text linguistics and intertextuality.
Les references qui suivent ont trait a la recherche empirique sur les strategies d'ecriture du resume et sur les processus d'ecriture observes chez les etudiants ainsi qu'a la recherche sur l'activite resumante a partir de perspectives theoriques diverses, telles linguistique, cognitive, rhetorique, discursive, parmi d'autres. Sont inclus clans cette section des articles portant sur le resume comme outil pedagogique, sur les strategies d'ecriture du resume ou encore sur I' explication des processus et competences manifestes clans I' elaboration du resume a partir de notions relevant de I' analyse de discours, de la grammaire textuelle et des recherches en intertextualite .
Basham, C.S. (1986). Summary-writing: A study in textual and contextual constraints. Doctoral dissertation, University of Michigan. Ann Arbor, Michigan: UMI Dissertation Services, 8621250. The issue of culturally different views of summarization is addressed; the author examines the role of summary-writing as a pedagogical tool and the performance of inexperienced university students from non-Western cultural backgrounds.
Bean, J.C. (1986). Summary-writing, Rogerian listening, and dialectic thinking. College Composition and Communication, 37(3), 343-346. The author argues that a major benefit of summary-writing is that it forces students to articulate ideas different from their own, abandoning their own egocentric vision and assuming another's point of view.
Beaudet, c. (1994). Pour une typologie des resumes fonctionnels: reflexion Sur l'acte de classification. Technostyle, 11(3/4), 49-58. Cet article a pour postulat de depart que la connaissance des typologies de textes et de discours ouvre des perspectives didactiques importantes pour l'enseignement du resume. La reconnaissance, par le resumeur, de superstructures standardisees facilite le travail de lecture-analyse qui precede la redaction du resume. Il s'ensuit un apen;:u des principales propositions typologiques et des criteres de classification qu'elles impliquent. This frequently cited article examines and contrasts the summary-writing strategies used by public school students, college and university students, and college instructors. Using Kintsch and van Dijk's model as a theoretical framework, the authors observe a developmental pattern in the ability to use the macrorules and on this basis describe "mature" summarizing strategies.
This paper presents a method called Case-Based Reasoning (CBR), in which one reuses and adapts methods previously used in order to produce summaries for similar texts.This approach is applied to students learning to summarize French texts, and is intended to lead to the design of a computer-assisted summarization learning system.
Carter, L.M. (1986).  (1978). It describes various levels of representation of the information in a text base and examines the strategies used in their construction. Included are discussions of the macrorules used to reduce and organize semantic content and form the macrostructure of a text, schematic strategies used to process information, and the semantic representation of text. Much subsequent research into summarizers' strategies has been based on this model. The authors describe their study of the summarizing strategies of three summarizers, using a think-aloud protocol, and compare the mental models observed to those of professional abstractors.
Fl0ttum, K. (1985). Methodological problems in the analysis of student summaries. Text, 5, 291-307. This paper analyses summaries written by French lycee students using three methods: an analysis into semantic-pragmatic chains, an analysis using Kintsch and van Dijk's macrorules, and analysis by semantic/logical propositions.
Garner, R. (1982). Efficient text summarization: Costs and benefits. Journal of Educational Research,75,[275][276][277][278][279] This study measures the efficiency of summarization (calculated by the proportion of judged-important ideas to the total number of words) of student summary-writers and analyses the performance of"high-efficient" students.
Reading Research Quarterly, 20, 62-78. 117 This article describes a study in which high-school students were taught to summarize using either an inductive or a deductive, macrorule-based method of instruction, and their performance was then contrasted. The construction of new propositions implicit in the source text remained problematic for all students.
Hidi, S. (1983). Summarization of complex texts. Occasional Paper 4. Toronto: OISE. This paper describes an empirical study of the summarization process using complex expository prose and mature adult readers. The author distinguishes between "precis" (sequential summaries in which the order of ideas is not changed) and "synthesized summaries" (which involve the reorganization of material) and attempts to find a relation between high-quality protocols and synthesized summaries.
Johns, A.M. (1985). Summary protocols of"underprepared" and "adept" university students. Language Learning, 35(4), 495-512. This study examines the summarizing skills of remedial university students and contrasts them with those of academically adept students. Underprepared students had problems particularly in applying higher-level macrorules and combining ideas. Russell, P. (1992). The integration of theory and practice in the development of summary-writing strategies. Unpublished doctoral dissertation, Universite de Montreal. This thesis describes theoretical and practical approaches to summarywriting and explores the relationship between the two. An empirical study is used to identify criteria used to evaluate the quality of summaries written by students.
Russell P. (1994). Investigating summary typology: Considerations for classification. Technostyle, n (3/4), 37-47. This paper explores methods of describing and classifying summaries on the basis of structural, metatextual, cognitive, and contextual criteria in an attempt to provide a multidimensional framework for classifying summaries. Bibliographie.
Violi, Patrizia. (1996). Do good summaries exist? Some comments on defining summary as a textual genre. Versus, 75, 39-46. The author describes the summary as being defined by its relationship with the source text and intersecting with traditional genres to become a kind of hyper-genre. She identifies two types of constraints on the summary: extratextual constraints, determined by world experience, and textual constraints, determined by its relationship with the source text.
Winograd, P. N. (1984). Strategic difficulties in summarizing texts. Reading Research Quarterly, i9(4), 404-425. The author studies the summarization skills demonstrated by eighth-grade students, contrasts the strategies used by good and poor readers, and compares their summaries to those produced by adults. Poor performance in part reflected difficulty with the higher order strategic skill of identifying important ideas based on the author's intent.

III Professional Applications: The Summary as a Professional Document Applications professionnelles : le resume comme document professionnel
The summary has a number of practical workplace applications. This section lists publications which explore such uses. The authors conduct a schema-based analysis of summaries of tactical information produced by US army officers; they examine the characteristics of those summaries judged as most effectively communicating intelligencebased information.

125
The author offers a taxonomy of the various types of summaries and describes their characteristics and uses. He identifies seven types: the abstract, the precis, secretarial minutes, and the abridging digest (which are sequential summaries); and locational digests, restructuring digests, and reviews (which are synthesizing summaries). The authors analyse a selection of back-of-the-book summaries to determine summary features and then evaluate how useful these summaries are for young adult readers selecting books for recreational reading.

Rinehart
United Nations, Translation Division, English Service. (1981). Instructions for preciswriters. New York: United Nations. Unofficial document for internal use. "Summary records" are documents which record the main points of discussions that take place during meetings of various United Nations bodies. This publication gives detailed instructions about the procedures for note-taking and preparation of these summary records.

Etudes sur le resume analytique
This section lists references that deal with the abstract as a specialized form of summary. It includes practical works written for teachers of technical writing and for professional abstractors, as well as more theoretical investigations of abstracts and abstracting strategies. Practical guidelines for abstracting can also be found in a number of other texts: for example, many of the most popular textbooks on technical writing include sections on abstracting; abstracting services provide in-house directions for their abstractors; and many journals give minimal instructions on abstract form for those submitting articles for publication .
AFNOR. (1984) Bittencourt Dos Santos, M. (1996). The textual organization of research paper abstracts in applied linguistics. Text, 16(4), 481-499. This study investigates the actual discourse organization of 94 abstracts in three leading journals from the field of applied linguistics and describes their textual organization as a pattern of moves.
Borko, H., & Bernier, C. (1975). Abstracting concepts and methods. New York: Academic Press. The authors discuss the history and production of abstracts and present instructions, standards and criteria for abstracting. These instructions are supplemented by examples and exercises in the appendices.
Bureau de normalisation du Quebec. (1985).  ( 1990). Introduction to indexing and abstracting. 2nd edn. Englewood Cliffs: Libraries Unlimited. This book is intended as a guide for both students and practitioners in the field of librarianship and information science. It describes types, methods, practices, and evaluation of indexes and abstracts. Also covered are on-line thesauri and automatic and computer-assisted systems of indexing and abstracting. Illustrations of indexes, abstracts, and thesauri as well as a glossary and a bibliography are included. This book describes types and features of abstracts and analyses the abstracting process. It introduces a three-stage reading method for abstracting (retrieval reading, creative reading, and critical reading) and applies the method to sample articles. The profession and the professional relationships of the abstractor are also described. Included are sample abstracts and a select annotated bibliography on abstracting.
Curtis, D., & Bernhardt, S. A. (1991). Keywords, titles, abstracts, and online searches: Implications for technical writing. Technical Writing Teacher, 18(2), 142-161. This paper describes current indexing systems and the role of keywords, titles and abstracts in information retrieval. It suggests teaching strategies for helping students write for electronic literatures. Faber, B. (1996). Rhetoric in competition: The formation of organizational discourse in Conference on College Composition and Communication abstracts.
Written Communication, 13, 355-384. This study explores text features of 345 conference proposal abstracts submitted to the CCCC. High-rated and low-rated abstracts are compared in light of differences between discursive variables, and certain indicators of CCCC disciplinary discourse are identified.
Glaser, R. (1991). The LSP genre abstract -revisited. UNESCO ALSED -LSP Newsletter, 13(4), 3-10. The abstract, as text genre, is in fact an umbrella term covering three subgenres: the conference paper abstract, the abstract of a research article, and the abstract that appears in an abstracting or reference journal. Each of these subgenres is described. This brief paper outlines a method for teaching students to write summaries and abstracts, suggesting that students be given progressively more difficult summarization tasks.
Haynes, R. B. (1993). More informative abstracts: Current status and evaluation. Journal of Clinical Epidemiology, 46 (7), 595-597. The author describes and critiques three published investigations of the content of MIAs (more informative abstracts), or "structured abstracts".
Holzem, M. (2000). Le resume de these: un exemple de reformulation explicative original clans I' ensemble de la production des textes scientifiques. This article describes characteristics observed in an analysis of a corpus of 294 abstracts submitted in response to a professional association "Call for Papers." Keogh, T. ]. (1994). The structure of abstracts: Stylistic and structural elements in 48 scientific and technical abstracts. Doctoral dissertation, Louisiana State University.
In this thesis, the author studies 48 published abstracts written by scientists and engineers, and compares their features with suggestions for structure and style given in 15 textbooks used in technical writing courses. He finds a marked difference between textbook suggestions and strategies actually used.
Kieras, D.E. (1982). A model of reader strategy for abstracting main ideas from simple technical prose. Text, 2, 47-81. This report presents results from a study in which readers devised brief summary statements of technical passages. Reader strategies and the importance of surface structure, especially initial mention, are described. A computer simulation of the readers' "subsuming" strategy is proposed.
Koltray, T. (1997) Based on an analysis of the discourse-level structure of 276 abstracts, the author develops three models of the structure of empirical abstracts and identifies common components and lexical clues typical of such a structure. Manning, A.D. (1990). Abstracts in relation to larger and smaller discourse structures. Journal of Technical Writing and Communication, 20(4), 369-390. Concerned with problems encountered in defining and teaching summary and descriptive abstracts, the author argues that problematic properties of abstracts can be explained in terms of the general discourse contrast between general and specific information.
National Information Standards Organization. (1997). Guidelines for abstracts: An American national standard. National Information Standards Series. Bethesda, Maryland: NISO Press. (ANSI Z39.14-1997) Approved by the American National Standards Institute, these guidelines present guidance for authors and editors preparing abstracts of texts reporting on experimental work or descriptive or discursive studies. Types of abstracts and their content are described; suggestions are given on the abstracting of specific documents, on abstract style, and on the placement of abstracts. Examples of abstracts are included.
O'Connor, B.C. (1996). In her investigation of the general abstracting process (GAP), the author describes the combined strategies involved in abstracting. After identifying specific stages (reading or preanalysis; analysis or interpretation; synthesis or writing), types of selection, and roles of various disciplines (cognitive psychology; general, formal and fuzzy logics; linguistics), she expands upon a four-step model that also incorporates documentary demands such as user needs.
Roundy, N. (1982). A process approach to teaching the abstract. The author describes how she teaches abstract writing to her professional writing students by comparing the information contained in descriptive and informative abstracts of student reports to elements in the reports' tables of contents. Roberts, D. (1982). Teaching abstracts in technical writing: Early and often.
Tenopir, C. & Jasc6, P. (1993). Quality of abstracts. Online, 17 (3), 44-55. The authors describe characteristics of and professional guidelines for abstracts and identify criteria used to judge the quality of abstracts. They use these criteria to compare the quality of abstracts found in three major general periodical indexes, focussing on readability, compatability with ANSI standards, and informativeness.

V Automatic Text Summarization Recherches et applications sur le resume automatique
Research into automatic summarization has grown enormously in recent years. Research in the field has been presented at conferences and workshops held by organizations such as ACL (Association for Computational Linguistics), !CCL (International Committee on Computational Linguistics), AAA! (American Association for Artificial Intelligence), and SIGIR (Special Interest Group on Information Retrieval). Research groups such as l'Universite de Montreal's RALI laboratory (le laboratoire de Recherche Appliquee en Linguistique Informatique), the University of Ottawa's Text Summarization Project, and the Sheffield University Summarisation Project have been created. Commercial automatic summarization products have been developed. Any attempt to present here a bibliography of publications in this field could not do justice to the burgeoning literature. A few representative texts are cited, but the much of the literature can be located by consulting other existing bibliographies. Since much information on this field is available on-line, the addresses for several extensive on-line bibliographies are given below, as well as some key electronic references.
Although automatic summarization draws on linguisitic and cognitive work on discourse, text, and discourse processing, the entries in this section are written primarily by and for specialists in the field of computer science and artificial intelligence. For a clear and comprehensive introduction to the field of automatic summarization for the non-specialist, see E. Hovy and D. Marcu's Pre-Conference Tutorial, listed below, at URL <http://www.isi.edu/-marcu/coling_acl98tutorial.html>. A good overview in French of the development of automatic summarization packages can be found at URL <http://www.lehmam.freesurf.fr/ autoresu.htm>.
La recherche sur le resume automatique a pris de l'importance ces dernieres annees. De nombreuses organisations internationales y ont consacre des colloques et des ateliers : parmi d'autres, mentionnons l'ACL, l'ICCL, l'AAAI et le SIGIR. Des groupes de recherche clans le domaine ont ete crees, comme le laboratoire RALI (Recherche appliquee en linguistique informatique) de l'Universite de Montreal, ou le Text Summarization Project de l'Universite d'Ottawa, ou encore le Sheffield University Summarisation Project. Des logiciels de resume automatique ont ete mis en marche. 11 est impossible ici de rendre compte du foisonnement de publications clans ce domaine de pointe. Nous avons choisi de mentionner des documents representatifs de cet ensemble, mais le lecteur devra consulter d'autres bibliographies pour cerner la documentation de ce domaine specialise. Plusieurs documents portant sur le sujet, incluant des bibliographies, sont disponibles clans le web; nous en avons inclus ici quelques-uns, en reproduisant les adresses.