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A summary is not meant to reproduce the experience of reading or watching the work. In fact, readers might be here because they didn't understand the original. Just repeating what they have already seen or read is unlikely to help them. Do not attempt to re-create the emotional impact of the work through the plot summary.
Technical images like charts and diagrams may have captions that are much longer than other images. Prose should still be succinct, but the significance of the image should be fully explained. Any elements not included in a legend or clearly labelled should be defined in the caption.
Visual learning is a learning style among the learning styles of Neil Fleming's VARK model in which information is presented to a learner in a visual format. Visual learners can utilize graphs, charts, maps, diagrams, and other forms of visual stimulation to effectively interpret information.
Content such as text, images, links, and effects are added into each of the presentation programs to deliver useful, consolidated information to a group. Visual elements add to the effectiveness of a presentation and help emphasize the key points being made through the use of type, color, images/videos, graphs, layout, and transitions.
Summary: The student summarizes the topic, bringing his or her own understanding of the process. This may include written notes, spider diagrams, flow diagrams, labeled diagrams, mnemonics, or even voice recordings. Test: The student answers the questions drafted earlier, avoiding adding any questions that might distract or change the subject.
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In applying summary style to articles, care must be taken to avoid a POV fork (that is, a split that results in either the original article or the spinoff violating NPOV policy), a difference in approach between the summary section and the spinoff article, etc. Note that this doesn't mean that an article treating one point of view is ...
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