Précis practice as a component of an academic writing course

Abstract

Précis as a specific type of summary is frequently included in academic writing courses. This genre is of great use in the development of academic reading and writing skills, particularly with the view to the final thesis whose basic elements involve paraphrasing and summarising techniques. The objective of the article is to present the problems which arise when précis is introduced to students. The findings are based on a survey conducted among the students of English Philology at Pope John Paul II State School of Higher Education in Biała Podlaska. The survey proves that it is advisable to carefully introduce the genre of précis since students tend to neglect the significance of summary writing and to focus on more technical aspects like bibliographical notes or references. The knowledge concerning précis writing may increase students’ awareness of summary techniques and of their proper place in the creation of academic writing courses.