Different approaches have been used to teach EFL students summary writing, including a genre-based approach (Chen & Su, 2012), implementing key words and question generation (Chou, 2012), and automatic scaffolding and concept mapping (Yang, 2015). This study aims to explore the effectiveness of another approach--one that might be more appropriate to the participants in this study--using generalizing words (such as "solutions" and "difficulty"). Such words were intended to help students visualize the macro-structure of a passage. In the first phase of this approach, a template containing generalizing words was provided to students to guide them in finding the main points of the passage. In the second phase, students were expected to generate generalizing words themselves. Students were also taught how to achieve paragraph coherence by making use of the generalizing words produced. The experimental group scored slightly higher marks in three measures (i.e., Idea Flow, Paraphrasing Techniques and Total Score) than did the control group in the end-of-course summary writing examination, though the differences were not significant at the 95% confidence level. Questionnaire findings revealed the difficulties perceived by participants in completing a summary task and the ways in which this approach had helped them. [This report was published in: "Teaching and Practice in Language Studies" v8 n5 p482-491 May 2018.]