Summary: Why Multitasking Doesn't Work
Read a short text about multitasking and write a precise summary in your own words, then add a brief evaluation.
- Time
- 40 min
- Length
- 120-150 words
- Includes
- Reading text
Writadia · C2 · Summaries
NameClassDate
Read first
The myth of doing two things at once
Most of us believe we are good at multitasking. We answer emails during meetings, check messages while studying and listen to podcasts while writing reports, convinced that we are saving time. Research in cognitive psychology suggests otherwise. What feels like doing several things simultaneously is, in most cases, rapid switching between tasks, and every switch carries a cost.
When attention moves from one task to another, the brain needs a moment to "reload" the rules and goals of the new task. These switching costs are small, often fractions of a second, but they accumulate. Studies have found that people who switch frequently take longer to complete tasks and make more errors than those who work on one thing at a time. Perhaps more worryingly, heavy multitaskers are often worse at filtering out irrelevant information, even when they are not multitasking at all.
There are exceptions. We can combine a highly automatic activity, such as walking, with a demanding one, such as having a conversation. The problem arises when two tasks compete for the same mental resources, such as reading and listening to speech. The practical conclusion is not that we should never multitask, but that we should be honest about when it is costing us more than it saves.
209 words
Check your understanding
- What does most "multitasking" actually consist of, according to the text?Rapid switching between tasks.
- What happens to people who switch frequently?They take longer and make more errors.
- When can two activities be combined successfully?When one is highly automatic, such as walking.
Your task
Write a summary of the text in your own words (about 100 words), then add two or three sentences evaluating its main argument.
Write 120–150 words in total.
Writing toolkit
Open these only when you need them. Try the first draft on your own.
Plan it in steps
- Identify the main claim and the three supporting points.
- Don't copy phrases: paraphrase every idea.
- Leave out examples unless they are essential.
- Keep the summary neutral; save your opinion for the evaluation.
- Evaluation: is the argument convincing? What does it leave out?
Useful phrases
Summarising
Evaluating
Tap a phrase to add it to your text. Gaps (…) are selected so you can type over them.
Vocabulary
- switching cost
- time or accuracy lost when changing tasksEvery switch has a cost.
- accumulate
- gradually increaseSmall delays accumulate.
- compete for
- try to use the same limited thingTasks compete for attention.
- concede
- admit something is trueThe writer concedes that...
Model answer (119 words)
Read it after you’ve written your own version. Notice the highlighted parts. The numbers explain why they work.
The text challenges the widespread belief that people can do several things at once.1 It argues that what we call multitasking is usually fast alternation between activities, and that each change of focus costs a little time because the mind has to adjust to new goals.2 These small delays add up, so people who switch constantly work more slowly and less accurately, and may become generally more distractible. The writer concedes that combining an automatic activity with a demanding one is possible; difficulties arise when tasks draw on the same mental capacity.3
The argument is convincing and grounded in research, but it says little about how individuals differ, or about environments that make switching unavoidable, such as busy workplaces.4
- Main claim, paraphrased.
- Point 1 in own words.
- The exception.
- Evaluation: balanced and specific.
Teacher notes
C2 skill: compression. Ask students to reduce each paragraph of the source to one sentence before writing. The text is original, written for this task.
Extra challenge
Summarise the text in exactly 25 words.
Lesson plan
- 5 minWarm-up
Show the situation on the classroom screen and ask: “What would you write in this situation?” Take two or three quick answers.
- 12 minReading
Students read the text, then answer the comprehension questions in pairs.
- 10 minWord pool
Open “Word pool” on the classroom screen. Students make one sentence each with: switching cost, accumulate, compete for, concede.
- 12 minModel text
Reveal the model sentence by sentence in “Model text” mode. At each sentence ask: “What job does this sentence do?” Write these phrases on the board: “The text challenges the common belief that ... .”, “According to the writer, ... .”, “The writer concedes that ... .”.
- 26 minWriting
Start the timer. Students write their own text; anyone stuck can use the plan in the toolkit. (120-150 words)
- 10 minPeer review
Students swap texts and fill in the peer-review sheet.
- 5 minWrap-up
Set the extra challenge as homework.
The task’s own teacher notes give extra ideas for the warm-up and focus.
Assessment rubric
| Criterion | 4 · Excellent | 3 · Good | 2 · Developing | 1 · Beginning | Score |
|---|---|---|---|---|---|
| Task and content | In-depth, persuasive, fully suited to the reader. | Strong; one idea could go further. | Adequate but surface-level. | Below the task. | |
| Organisation and coherence | Seamless flow; elegant, unobtrusive transitions. | Clear structure; transitions sometimes mechanical. | Structure present but uneven. | Weak organisation. | |
| Vocabulary and style | Precise, natural collocations; consistent style. | Wide range; a few unnatural phrases. | Memorised phrases and repetition. | Style does not fit the task. | |
| Grammar and accuracy | Complex structures, flexible and accurate. | Minor, occasional slips. | Errors in complex structures. | Errors strain the reader. | |
| Total | / 16 | ||||
Each criterion scores 1–4 (total 16). Use the task checklist below to tick what the student actually did.
Task checklist
- My summary is about 100 words.
- I used my own words throughout.
- My evaluation is separate from the summary.
Teacher comment
Peer-review sheet
Students swap texts and give each other feedback with this sheet.
Before you finish
Before you finish
- My summary is about 100 words.
- I used my own words throughout.
- My evaluation is separate from the summary.
Answer key
- Rapid switching between tasks.
- They take longer and make more errors.
- When one is highly automatic, such as walking.
Writadia · C2 · Summaries
Assessment rubric: Summary: Why Multitasking Doesn't Work
| Criterion | 4 · Excellent | 3 · Good | 2 · Developing | 1 · Beginning | Score |
|---|---|---|---|---|---|
| Task and content | In-depth, persuasive, fully suited to the reader. | Strong; one idea could go further. | Adequate but surface-level. | Below the task. | |
| Organisation and coherence | Seamless flow; elegant, unobtrusive transitions. | Clear structure; transitions sometimes mechanical. | Structure present but uneven. | Weak organisation. | |
| Vocabulary and style | Precise, natural collocations; consistent style. | Wide range; a few unnatural phrases. | Memorised phrases and repetition. | Style does not fit the task. | |
| Grammar and accuracy | Complex structures, flexible and accurate. | Minor, occasional slips. | Errors in complex structures. | Errors strain the reader. | |
| Total | / 16 | ||||
Each criterion scores 1–4 (total 16). Use the task checklist below to tick what the student actually did.
Task checklist
- My summary is about 100 words.
- I used my own words throughout.
- My evaluation is separate from the summary.
Teacher comment
Writadia · C2 · Summaries
Peer-review sheet: Summary: Why Multitasking Doesn't Work
WriterReviewer
Read your partner’s text carefully. Be kind and specific: say why, not just “good”.
Task checklist
| Yes | Partly | No | |
|---|---|---|---|
| My summary is about 100 words. | |||
| I used my own words throughout. | |||
| My evaluation is separate from the summary. |
Questions
- Is the main point clear in the first paragraph? Write it in one sentence.
- Which sentence is the most convincing? Why?
- Is there any repetition or memorised phrasing? Underline it.
- Does the style suit the reader and purpose?
Two stars and a wish
★ Something I liked
★ Another thing I liked
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Writadia · C2 · Summaries
Lesson plan: Summary: Why Multitasking Doesn't Work
- 5 minWarm-up
Show the situation on the classroom screen and ask: “What would you write in this situation?” Take two or three quick answers.
- 12 minReading
Students read the text, then answer the comprehension questions in pairs.
- 10 minWord pool
Open “Word pool” on the classroom screen. Students make one sentence each with: switching cost, accumulate, compete for, concede.
- 12 minModel text
Reveal the model sentence by sentence in “Model text” mode. At each sentence ask: “What job does this sentence do?” Write these phrases on the board: “The text challenges the common belief that ... .”, “According to the writer, ... .”, “The writer concedes that ... .”.
- 26 minWriting
Start the timer. Students write their own text; anyone stuck can use the plan in the toolkit. (120-150 words)
- 10 minPeer review
Students swap texts and fill in the peer-review sheet.
- 5 minWrap-up
Set the extra challenge as homework.
The task’s own teacher notes give extra ideas for the warm-up and focus.
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