An Example of Reasonably Good
Executive Summary

There are a lot of things to get right in an executive summary:

• Summarize
  • don't judge; don't give an opinion; don't wax philosophical
  • be sure to cover the most important points
• Follow the same method of development as the essay/article/report/proposal you are summarizing
• Be concise; your summary should possess conciseness
  • executive summaries are usually about one-tenth of the size (length) of the original essay/article/report/proposal
• Be accurate
  • Inaccurate information leads to inaccurate decisions
• Be clear; your summary should possess clarity
  • an important part of clarity in an executive summary is presenting a reasonably complete picture of the entire essay/article/report/proposal

I. M. Astudent
ENG 145.13.01
February 30, 2004

Executive Summary

Donald M. Murray begins his 1972 essay, “Teach Writing as a Process Not Product,” by suggesting most teachers of English teach writing as a product. However, Murray points out that writing is a process. Therefore, writing should be taught as a process.

Murray identifies three stages in the writing process: prewriting, writing, and rewriting. Prewriting is the stage in which the writer prepares to write a first draft, and this initial stage may represent up to 85% of the total writing effort. Writing “is the act of producing a first draft,” and composing this first draft may represent only a very small percentage of the total writing effort. Rewriting, the final stage of the writing process, involves a writer’s effort to reshape the first draft with regard to “subject, form, and audience.” This final stage takes much more effort to complete than the casting of the first draft, and rewriting may represent up to 14% of the total writing effort.

The writing as a process teacher is reader, a coach, and someone who creates an environment in which students experience the writing process. Among the ten listed implications of teaching writing as a process are: the “student finds his own subject,” “mechanics come last,” and “there are no rules [. . .] just alternatives.” Finally, Murray asserts that teaching writing as a process does not require new schedules, materials, texts, and funds—merely teachers who respect and respond to their students.

There are also a lot of things one can get wrong in an executive summary. To find out more, follow the links below:

1. The First Poor Example of an Executive Summary
2. The Second Poor Example of an Executive Summary
3. The Third Poor Example of an Executive Summar