and
Paraphrasing
TWO SIDES OF THE
SAME COIN
Learning outcomes
At the end of this lesson, you should be
able to :
Understand the techniques of summarizing
Apply the techniques of summarizing
Understand the techniques of paraphrasing
Apply the techniques of paraphrasing
Understand the importance of paraphrasing
Introduce an outside source
What is a summary?
A shorter version of a piece of
information which
Presents the main ideas or most important
information
Demonstrates understanding of the material in a
condensed form
Reports without personal interpretation or opinion
Involves Writing, Reading and Critical Thinking
Summary example 1
Source:
Amphibians, which is the animal class or frogs
and toads, were the first creatures to crawl
from the sea and inhabit the earth.
Summary:
Summary example 2
Source:
People whose professional activity lies in the
field of politics are not, on the whole,
conspicuous for their respect for factual
accuracy.
Summary :
Summary example 3
Source:
Failure to assimilate an adequate quantity of
food over an extended period of time is
absolutely certain to lead, in due course, to a
fatal conclusion.
Summary:.
Summary example 4
Source:
The climatic conditions prevailing in the British
Isles show a pattern of alternating and
unpredictable periods of dry and wet weather,
accompanied by a similarly irregular cycle of
temperature change
Summary:.
Language use
Write in the present tense and omit personal
pronouns e.g. I and me
Use verbs to indicate summarized information
e.g. suggests, states, writes, argues, etc.
Use transitional words for a smooth, logical
flow of ideas.
Paraphrase using your own vocabulary and
sentence structure. Make the tone and style
your own.
If quotations are used, remember quotation
marks
Getting started
Read until you understand the text and feel
you can explain in your own words
Recall the information using the 6 question
words: Who? What? Where? When? Why?
How?
Remember to cite the writer of the text e.g.
Hanlon ( 1984) states or
According to Hanlon (1984)
Summarize the short article on saving books
Authors: Elizabeth Johnson, Franco San Giorgio, Katrine Schengen, Alaister
MacDonald Libraries Viking Press, Edinburgh 2003
Some people save books to make a good
impression. Some think that a library full of the
literary classics, dictionaries, and books about art,
science, and history makes them look well read and
therefore, sophisticated. Of course, this impression
may be inaccurate. Some have never bothered to
read the majority of those books at all! In fact, a few
people even have libraries with fake books. Also,
some people like to reveal to visitors their wide
range of tastes and interests. They can subtly
reveal their interests in economics, art, politics,
philosophy, or animals without saying a word.
Paraphrasing
Learning outcomes:
At the end of this lesson, you should be able to
A successful paraphrase is your own explanation or interpretation
of another person's ideas. Paraphrasing in academic writing is an
effective way to restate, condense, or clarify another author's
ideas while also providing credibility to your own argument or
analysis. While successful paraphrasing is essential for strong
academic writing, unsuccessful paraphrasing can result in
unintentional plagiarism. Look through the paraphrasing
strategies below to better understand what counts as an
effective paraphrase. - See more at:
http://writingcenter.waldenu.edu/295.htm#sthash.4K1RPgr0.dpuf
Defining paraphrase
Restate what has been said, or
written, in a different way.
Use your own words to express
another writers words or ideas.
The importance of paraphrasing
Attributes of a good paraphrase
The use of different words to convey the same
ideas and information as the original writing.
The grammar and vocabulary are not the
same with the exception of technical terms.
The use of multiple paraphrasing techniques
simultaneously.
Techniques in paraphrasing
Technique 1 Use of synonyms
Original Paraphrased
Stress Anxiety
Primary Main use
application
About six
At least 600 hundred
Technique 2 Varying sentence structure
Original Paraphrased
Although at least Britain has just
600 of the devices three devices,
are used in the US, whereas America
there are uses around 600.
apparently only
three in Britain.
Technique 3 changing the order of ideas
Original Paraphrased
Dektor claims that the An anxiety-inducing
muscle tightening word or phrase may
occurs very quickly, be obvious, as the
and can change from muscles can tighten
one word to the next, between words,
so that it is possible according to Dektor
to pick out a word or
phrase that causes
stress.
Technique 4 Breaking long sentences into shorter ones
Original Paraphrased
In the US, the PSE device is
used for pre-employment The PSE device is used in
interviews, with questions such America to ask
as Have you ever used prospective employees if
marijuana? and for monthly they have ever taken
checks with branch managers,
narcotics and to question
asking questions like, Do you
suspect any present employees financial managers about
of cheating the company? possible fraud in the
which at least prevents a company. This is a
manager from setting his own prevention against branch
pace to investigate possible
managers conducting
suspicious behavior.
their own investigations.
Technique 5 : simplifying abstract ideas
Original Paraphrased
Normally, but not The PSE analyses
under stress, these vibrations of muscles
voluntary muscles in the mouth and
vibrate at 8-12 Hz, throat which usually
and this adds a vibrate at 8-12Hz.
clearly noticeable However, under
frequency-modulated stress, these muscles
component to the tighten and the PSE
voice. The PSE works can identify the
by analyzing this change in the voice.
infrasonic FM
component.
Introducing an outside source
Always acknowledge Hanlon (2000) states /
the writer of the text writes / maintains /
e.g.
According to Hanlon
(2000) the PSE
Or
The introduction of the
PSE (Dektor) to Britain
is a cause for concern
as no law exists to
prohibit its use (Hanlon,
2000).
Example of a good summary
A plagiarized version:
Students often use too many direct
quotations when they take notes,
Original text: Students resulting in too many of them in the
frequently overuse direct final research paper. In fact, probably
quotation in taking notes, and only about 10% of the final copy
as a result they overuse should consist of directly quoted
quotations in the final material. So it is important to limit
[research] paper. Probably only the amount of source material copied
about 10% of your final while taking notes.
manuscript should appear as
directly quoted matter. An acceptable summary:
Therefore, you should strive to When
limit the amount of exact writing the final
transcribing of source research paper, students
materials while taking notes are advised to limit direct
(Lester, 1976).
quotations taken from
sources (Lester, 1976).
A good paraphrase
Original text: Students
frequently overuse direct Lesters (1976) advise is for
quotation in taking notes,
and as a result they students to limit direct
overuse quotations in the quotations and a good
final [research] paper. guide is to only have at
Probably only about 10% of least 10% of quoted text in
your final manuscript the final paper.
should appear as directly
quoted matter. Therefore,
you should strive to limit
the amount of exact
transcribing of source
materials while taking
notes (Lester, 1976).
On a final note:
Use a variety of paraphrasing
techniques.
Always ensure information
paraphrased is true to the
original.
Conclusion
THIS IS THE
END OF
TODAYS
LECTURE
Notes
1. Reread the original passage you wish to paraphrase, looking up any words you do not recognize, until you
think you understand the full meaning of and intention behind the author's words.
2. Next, cover or hide the passage. Once the passage is hidden from view, write out the author's idea, in your
own words, as if you were explaining it to your instructor or classmates.
3. After you have finished writing, check your account of the author's idea against the original. While
comparing the two, ask yourself the following questions:
Have I accurately addressed the author's ideas in a new way that is unique to my writing style and scholarly
voice?
Have I tried to replicate the author's idea or have I simply changed words around in his/her original
sentence(s)?
4. Next, look for any borrowed terms or particular phrases you have taken from the original passage. Enclose
these terms and phrases in quotation marks to indicate to your readers that these words were taken directly
from the original text.
5. Last, include a citation, which should contain the author's name, the year, and the page or paragraph
number (if available), directly following your paraphrase.
- See more at: http://writingcenter.waldenu.edu/295.htm#sthash.4K1RPgr0.dpuf
Paraphrase this:
Differentiation as an instructional approach
promotes a balance between a student's style
and a student's ability. Differentiated
instruction provides the student with options
for processing and internalizing the content,
and for constructing new learning in order to
progress academically. - See more at:
http://writingcenter.waldenu.edu/295.htm#sth
ash.7N1Q2QbE.dpuf
Weak paraphrase
Differentiation is a way to encourage equality
between the approach and talent of the
student (Thompson, 2009). This type of
instruction gives students different ways to
deal with and grasp information, and for
establishing new learning to move on in
education (Thompson, 2009). - See more at:
http://writingcenter.waldenu.edu/295.htm#sth
ash.7N1Q2QbE.dpuf
Strong paraphrase
Teachers use differentiated instruction to help
students learn, allowing the teacher to cater
lessons to the way each student learns and
each student's skill (Thompson, 2009). - See
more at:
http://writingcenter.waldenu.edu/295.htm#sth
ash.7N1Q2QbE.dpuf
More examples of paraphrasing
OriginalSentence: "It turns out to be very difficult, for instance, to unlearn or ignore bad
information--even when we know it is wrong or should be ignored." --Joseph T. Hallinan, Why We
Make Mistakes Get Why We Make Mistakes from Amazon.com
Paraphrase: Even when we are told that some information is wrong and should be disregarded, we
still find it hard to forget it or avoid it. --adapted from Joseph T. Hallinan, Why We Make Mistakes
OriginalSentence: "Leaders empower employees through consistent information sharing and
increased decision-making responsibility and autonomy." --Paul Marciano, Carrots and Sticks Don't
Work from Amazon.com
Paraphrase: When leaders regularly share information, give decision-making authority, and allow
autonomy, they empower their employees. --adapted from Paul Marciano, Carrots and Sticks Don't
Work
OriginalSentence: "Learning occurs best when new information is incorporated gradually into to
the memory store rather that when it is jammed in all at once. --John Medina, Brain Rules
Get Brain Rules from Amazon.com
Paraphrase: The best way to learn something it is to study it a little at a time instead of trying to
memorize it all at the same time. --adapted from John Medina, Brain Rules
