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Effective paraphrasing - Greatest Writing Service - Top Essay (Dissertation) Writing Services

Teaching students to paraphrase

Ideas for scaffolding paraphrasing, so students really learn this valuable, but hard to serve heavy ability.

If you discuss the text in the classroom, it is difficult for students to move from the words of an author (copy) to accept the challenge to express the idea of ??the author in their own words (red-paraphum).

, but teaching effective paraphrasing is necessary because the use of paraphrasing facilitates important literacy capabilities: it promotes repeatedly reading, developing well-known habits, as the students follow quotes and outline text details, as they expand the vocabulary because they are adequate The description of the original considerably text. The ability can appear daunting the student because it takes time to find the right words to implement a sentence, but that's good at the time.

Of course, we also have to teach paraphrasing so that students develop the required ability to unintentionally avoid the plagiarism.

Student Tools

One way to support the students is to draw their attention to the tools that can help when they paraphrase around each other. Remember that these training wheels do not use them forever.

Academic PhraseBank: Created phrases help students to organize their phrases when they rewrite. The website offers sentence starts to define ideas, comparison and contrasting ideas that describe the cause and effect and evidence to support instructions.

For example, if a student describes a vocabulary of vocabulary, you could find space starters, z. B. "The word X includes." "The word X is challenging because." And "The word X is intended."

Writing Center by Ashford University: This website has a five-point quiz to check the paraphrasing process. It allows students to identify examples and non-examples of paraphrasing for a specific text.

When examining non-examples, the students are displayed on how to replace or decrease words copying and paste on a computer to a computer. Students see examples of effective paraphrasing, including a change in sentence structure or personal preparation in combination with limited listed information.

Tone Analyzer: With this tool, the students can enter a short sample from a text and obtain an analysis of the sound. When using this tool, the students may request an assessment of whether the text is anger, joy, sadness, etc. In addition to these emotions, the website contains voice descriptions such as confident (used to describe texts to use texts Active voice and / or words like will , must , etc.) or tentative (texts with words such as seems , appears , possibly , etc.). This tool is useful in contributing to the students to successfully extract the sound of their paraphrased material with the tone of the original text.

Self-check prompts from students

Students should grow up the tools mentioned above, and teachers can promote this growth by showing them how they can monitor their own progress with the transcription. The students can check themselves to determine how on the way with the paraphrasing they ask themselves from these questions:

  • Can I identify elements of the text that is most important (and thus appropriate to get it), if I put it in my own words?
  • Can I recite elements of the text from memory to prepare it in my own words?
  • How can I set the sentence structure to get the meaning of the text?

Student Prepings

Since the path to paraphrasing can include a few Hiccups, it is a good idea to identify students's potential challenges.Remember the students you should if you want to surround:

  • Try to gradually describe the text in your own words to describe a component at a time (thanks to Doug Lemov and Maggie Johnson for this close reading strategy). For example, you can first use your own words to describe significant phrases in reading, and then strive to explain one or two key phrases, and finally try to write a whole paragraph.
  • monitor the similarities between the text and the paraphrase. After all, after describing specific sentences or paragraphs, you should find how many words are shared. Instead of using the same words as the author, focus on mirroring the same basic idea. The Poorvu Center for Lessons and Learning at Yale offers easily access to the following models.
  • make sure that there is a sufficient number of Word substitutions in the paraphrased material. (Only a few words to replace plagiarism.) The students should focus on changing the structure of the sentence. This can help convert a simple set to a composite set or add a prepositional set.
  • Avoid customizing the special language (acronyms, figurative language, jargon, etc.). These types of terms are considered general knowledge, so they do not represent the plagiarism in a paraphrase. Resources Like the online writebab of the Purdue, the students can help finding out if a particular term is common knowledge.

Teachers can push the students to go beyond copying by encouraging them to see them to see paraphrasing as a go-to-read response. If we equip students with needed resources, we make student voice usually instead of the exception.

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