| 1. | Use the following explanations when introducing paraphrasing to students: | a. | Paraphrasing means putting what you have read into your own words. | | b. | You paraphrase by reading something, thinking about what it means, and then restating it in your own words. | | c. | Paraphrasing is a useful strategy to check to be sure that you have understood when reading something difficult or something that is important to remember. | | d. | If you cannot paraphrase after reading, it is important to go back and reread to clarify information. | Session 2: Review and Guided Practice With Paraphrasing | 1. | Review what paraphrasing is, how to do it, when to do it, and why it is important. This can be a brief review reminding students of what they have already learned.
| | 2. | Ask students what they know about the anaconda. Record their responses on the whiteboard. Direct them to look at the information about the anaconda from the website on the first screen. After everyone has had an opportunity to read the text with the first photograph, think aloud as you paraphrase it.
You might say, "Okay, I'm going to paraphrase this first paragraph by putting it in my own words. Remember that I do that to make sure that I have understood it and to help me remember the information. Let's see, the green anaconda is bigger than all other snakes in the world if you think about how long it is and how much it weighs. That must mean that some snakes are longer but don't weigh as much, and some snakes may weigh that much but aren't as long." Again, if you believe the length and weight are important, you could add: "It's 30 feet long and weighs 550 pounds."
| | 3. | Go to the second screen about the anaconda, and invite students to paraphrase it with you. You may want to write the paraphrase on the whiteboard. A possible paraphrase would be "The anaconda would be as long as 5 kids lying head to foot and would weigh as much as 11 kids all together. If you tried to reach around it, it would be like reaching around a man. There are other snakes like it that are big, too."
| | 4. | If students seem to get the idea of paraphrasing, ask them to get into pairs, go to the subsequent screens about the anaconda, read each of them, and paraphrase together. Walk around the classroom, checking the paraphrasing of each pair and providing support if needed.
| | 5. | If students are having difficulty, provide more guided practice as an entire group or group students who need more help into a small group and give more guided practice through the additional 10 screens about the anaconda.
| | 6. | At the end of the session, ask students to write what they have learned about the anaconda without referring to the computer screens. Ask if they remember more because they took time to paraphrase. Take the writing from them to check for content and whether they have used their own words. | Session 3: Review and Guided Practice With Paraphrasing | 1. | Remind students what paraphrasing is, how to do it, when to do it, and why it is useful. This explanation should be brief.
| | 2. | Tell students that you are going to use paraphrasing to find out more about another animal that may not be well-known to them. Show a picture of the echidna from the website, and ask students if they know what the animal is. Discuss what they already know about the echidna or what they could guess from looking at its picture. List the information on the whiteboard.
| | 3. | Read the first paragraph about the echidna together. This text is more difficult than the texts about the okapi and the anaconda, so you can use it to model your thought process as if you did not understand on the first read. Think aloud, modeling what you would do if you did not remember or understand what was in the paragraph and then reread.
For example, you might say, "Okay, I'm going to put this into my own words so I can be sure I have understood it and can remember it. The echidna has a long tongue and it has spines. Uh-oh, that's all I remember; there was something about curling inside, but I don't remember what. I'd better read it again!" Reread and then start again, "The echidna has a narrow nose and long tongue to catch insects. Its spines protect it from enemies, and it curls up when it's scared."
| | 4. | Have students read in pairs and paraphrase subsequent paragraphs about the echidna. For each paragraph, have both students read the paragraph. As one student paraphrases, the other student checks for "using your own words" and remembering the points in the paragraph. As pairs of students are practicing, listen to them to be certain that they have the idea. If there are some students who are having trouble, gather them into a small group and provide more guidance for their practice.
| | 5. | At the end of the session, ask students to write what they now know about the echidna without referring to the computer screens. Collect their writing to check to be sure that they have used their own words and that they have understood the information correctly. | Session 4: Review and Independent Practice With Paraphrasing | 1. | Ask students what paraphrasing is, how to do it, when to do it, and why it is useful. If one student responds, repeat the explanation so that all students understand.
| | 2. | Explain to students that they have practiced paraphrasing as a way to monitor whether they have understood what they are reading and as a way to help them remember what they read. In this session, students will read and paraphrase independently. At the end of the session, they will share what they have learned with the other students.
| | 3. | At the website, each student will choose an animal to read about. If all students do not have access to a computer at the same time, you can print the information ahead of time and have students read the hard copy. Or, if students have access to computers but not all at the same time in the classroom, you can ask them to complete this assignment when their turn at the computer comes. You could also have students work in pairs if there isn't enough time for each of them to have a turn at the computer.
| | 4. | Students will read the text about an animal of their choice, paraphrase as they read, and write down what they have learned. Remind students not to write until they have orally (or silently) paraphrased the information. At the end of the session, students can share their information either in small groups or with the entire class. Take the written information from students to check both accuracy and that they have used their own words. | Paraphrasing is a good way to prepare students to write written reports. When students put information into their own words, they are not copying directly from a text. After the previous four sessions, a possible extension would be to identify another topic (such as countries, planets, plants), have students brainstorm what kind of questions would be interesting to answer about these, assign print materials or websites for students to read and paraphrase, take notes to answer the questions, and prepare written reports. These would be more formal than the quick writes that were done in the paraphrasing sessions. Student Assessment / Reflections- Throughout the sessions, when students are working in pairs or independently, make note of whether or not they are using their own words in paraphrasing. Be ready to intervene with additional modeling and practice if students are having difficulty paraphrasing.
- The quick writes at the end of the sessions should be collected to see whether students are using their own words, whether they have understood the text they read, and what information they have learned about the animals. Compare the prior knowledge that you assessed at the beginning of each session with the information included in the quick writes to see what new information has been learned.
Add new commentExplore Resources by Grade Best 5 Paraphrasing ExercisesRead on to see our helpful paraphrasing exercises and tips in this article to get you started. One of the most important skills you can hone as a student or writer is to paraphrase the words of other academics and experts effectively. Since new knowledge is built upon that which is already known, it makes sense that you’d want to reference the ideas of others in your work. However, this is often easier said than done. Paraphrasing, especially if you want to do it well, can be challenging. Fortunately, as is the case with most other skills in life, you can improve your ability to paraphrase through practice. For instance, you can improve this skill by regularly doing paraphrasing exercises. As I was an academic for a long time in my life, I thought it might be helpful to those who have little or no experience in paraphrasing if I provided a list of paraphrasing exercises. If you’re such a person, I hope that this article will get you started on your journey toward mastering the art of paraphrasing. Your academic or writing career will undoubtedly be better off for it when you do. The Art of ParaphrasingParaphrasing exercises and activities to help you master the skill, 1. broaden your vocabulary, 2. create a word map, 3. paraphrase in small chunks, 4. ways to paraphrase shorter and easier sentences, 5. imagine you’re explaining the source material to someone, helpful tips, 1. avoid plagiarism, 2. summarizing is not paraphrasing, 3. changing word order is not paraphrasing. Although paraphrasing is an essential skill when writing papers, essays, or articles, it’s one that many find challenging to master. To paraphrase the words of others, you need first to comprehend their meaning, and then you need to express this meaning in your own words. To do this effectively requires a broad and sophisticated range of vocabulary and advanced grammar skills. As stated in the introduction, you can improve your paraphrasing skills through paraphrasing exercises. Doing this will help you construct meaningful and original paraphrased sentences and increase the speed at which you work. Especially when you’re a student, reading, and paraphrasing the words of other scholars and experts can form a big chunk of your work. Learning how to paraphrase well and at a quick pace will enhance your academic experience and will open up your schedule for other activities, such as sports or parties. Our paraphrasing vs. summarizing guide might be helpful. Now that you know the importance of paraphrasing, let’s dive right in and look at some exercises and activities that can help you improve. Remember, as is the case when learning any other new skill, you need to engage with these exercises regularly.  Since you cannot paraphrase appropriately without a decent range of vocabulary, it makes sense to aim to add more words to your vocabulary bank constantly. Of course, if you’re an academic, you’ll want to focus on improving your academic vocabulary in your specific field. However, since academic language has a formal tone, you can add general terms to your vocabulary bank to help you express yourself more sophisticatedly. Examples of such words, for instance, are verbs such as “theorize,” “opine,” “constitute,” and “approximate.” There are various ways in which you can enrich your academic vocabulary. These include: - Keeping a word journal: A great way to learn new words is to carry a little book along with you, in which you can write down words that you don’t know. You can write down the word and then look up the meaning when you have time. It can also be helpful to construct your sentence with the word once you’ve jotted down its definition.
- Highlight words in texts: Whether you’re working with a physical copy of a text or a digital version, it’s good to highlight or underline words that you don’t know. You can then either write a definition of the words in the margin or, if you’re working with a digital copy, you can add a comment. Another good tip is to write by hand – people learn better when writing something by hand than if they typed the same information.
- Read as much as you can: Although this may be obvious, the best way to improve your vocabulary is to read as many books and articles as you can fit into your schedule. Even if you don’t have the time to look up the meaning of each word that you don’t understand, just seeing the word pop up in different contexts will help you work out the meaning for yourself over time. Apart from reading, you can also listen to podcasts or watch documentaries and news channels.
If you’re battling to paraphrase an original paragraph or sentence into your own words, it can be helpful to create a word map. You can, for instance, write a few complex words or phrases down on a piece of paper. Next, draw a box around each word or phrase, and leave enough space around each so that you can draw and link other boxes. As a next step, you can draw boxes in which you write the synonym of each word. You can also write down the definition of each word if you’re unsure of its meaning. Next, you need to clarify the relationship between these words or terms. Draw arrows between them indicating patterns, correlation, or cause and effect. You can also add boxes between the original words or phrases in which you add other words, such as verbs, adverbs, conjunctions, prepositions, or adjectives. Doing so can help you further explain the terms or link them meaningfully. Once you’ve added all the information you can think of, try to create a paraphrased sentence or paragraph from your word map. A valuable way to learn how to paraphrase when you’re a beginner is to break sentences into smaller parts. For example, instead of paraphrasing a long and complex sentence, which can become overwhelming if you’re not used to this process, you can focus on shorter phrases. Let’s take a look at an example. Here, for instance, is a long and complex sentence: “ Many impacts are unavoidable and will hit the world’s most vulnerable populations hardest, it warns — but collective action from governments to both curb greenhouse-gas emissions and prepare communities to live with global warming could yet avert the worst outcomes. “ You may find it challenging to paraphrase this sentence as a whole. However, breaking it into smaller chunks makes the task more doable. You can break this sentence up in the following way: - Many impacts are unavoidable
- And will hit the world’s most vulnerable populations hardest, it warns
- But collective actions from governments
- To both curb greenhouse-gas emissions
- And prepare communities to live with global warming
- Could yet avert the worst outcomes
Remember, the sentence structure of your paraphrased version can and often will look different from the source. This means that you can form two or multiple sentences if this helps you create a meaningful paraphrased version, even if the original is one sentence. If you want to practice your paraphrasing skills, you can do so by paraphrasing a sentence in two or three different ways. You can practice finding different synonyms, grammar, and sentence structures while retaining the meaning across all versions. If you have time, you can do this exercise with longer sentences. However, it may be good to start by paraphrasing shorter sentences. Doing so will allow you to focus on finding multiple synonyms and different ways to write the same sentence. Here’s an example: “ Scientists know that bees are dying from a variety of factors. “ Paraphrased version 1: “Experts maintain that the future of bees is in danger due to multiple causes.” Paraphrased version 2: “There are many different reasons why bees are going extinct, according to scientists.” A helpful way of practicing paraphrasing while reading through articles or research papers is to recite your paraphrased version of some more complex sentences. Since the first step of paraphrasing is to ensure that you’ve correctly understood the source, repeating what you’ve just read in your own words can help you grasp the meaning of the source material. You don’t need to use formal academic language and complex terms when doing this paraphrasing exercise. Instead, the aim is to repeat what you’ve read in plain and simple terms. Also, since you don’t need to write anything down for this paraphrasing exercise, it’s something you can regularly do while you’re reading through the source material. It’s vital that you understand what you’re reading and that all the information is not just going over your head. Doing this exercise, primarily when you find yourself drifting off or having problems grasping a sentence, will ensure that you’ve understood the section you’ve read. At the same time, you get to practice your paraphrasing skills. Here are some helpful tips to keep in mind while paraphrasing. Even though you’re not using direct quotes when paraphrasing but rather stating another author’s ideas in your own words, you still need to reference their work. Failing to do so amounts to plagiarism, a serious offense, whether you’re producing academic work or an article for a web page. The format you have to use when citing the work of others varies. For instance, in academic writing, you need to provide in-text citations and a list of references at the end of your essay, article, or thesis. The precise way you’ll write your in-text citations and list of references will be determined by the formatting style, whether this is APA , Harvard , Chicago , or MLA . Although both tools or techniques involve using your own words to describe somebody else’s text, they are different. You need to retain the original work’s meaning with both techniques while using your own words. When you’re summarizing a work , you’re selecting only the most essential points of the text and rewriting these in your own words. This means that you provide a short overview of what a text is about. It would be best to remain far more loyal to the source material with paraphrasing. You refer to specific ideas an author has provided to incorporate these into your work. To ensure that you’re not changing the original version too much or skewing the meaning the author intended to bring across, you have to rewrite actual sentences and paragraphs. You can’t just write a summary of large chunks of text. Although this is a “technique” employed by lazy students, you should be aware that merely swapping around the word order of an original text does not constitute paraphrasing. It’s also not good enough to merely change a sentence from passive voice to active voice or vice versa. Using either of these as your only paraphrasing method when rewriting somebody else’s words can amount to plagiarism since you’ve not used your own words or demonstrated your understanding of the source material. In such instances, you’d be better off simply rewriting the author’s exact words and placing these in quotation marks. To learn more, check out our guide on paraphrasing vs. plagiarism . - AI Content Shield
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Paraphrase Games and Activities You Should KnowTable of Contents Paraphrase games and activities teach your students to paraphrase without putting them to sleep. This article teaches and reinforces this skill in fun and exciting ways by using activities and games. Students must sometimes find solutions or facts from what they’ve read and not merely duplicate the source. We call this “paraphrasing.” Why does this matter? First, we want to make sure we don’t plagiarize, so we don’t use someone else’s work and call it our own. After rephrasing and rethinking, teachers need to hear what a student says to know if they understand.   Why Play Paraphrase Games?Teachers must often hear students synthesize and rewrite words to evaluate if they grasp it. Most people aren’t born knowing how to paraphrase. These activities and games teach and reinforce paraphrase. Most of us aren’t born knowing how to paraphrase, though. Use these games and activities to help your students learn and practice paraphrasing. 1. Paraphrasing RacesThe teacher puts the students into groups and gives each group a sentence. They have three minutes to come up with as many different ways to say the sentence as they can. Each good way of putting it is worth one point. The winner is the team with the most points. 2. Fun Question and AnswerAt its core, paraphrasing means rewriting something in your own words, so have students start by doing that. Split your students into pairs and ask them questions. Questions like “What did you do yesterday after school?” Tell me your vacation plans etc. - Student A gives a three- or four-sentence answer to the question.
- Student B rewrites what Student A said.
- Then, each pair changes roles.
You should show the class how to do this a few times before you start. 3. Quiz, Quiz, Trade GameThis is another version of the “Talk at First” Game. Start by: - Giving each student a piece of paper with a sentence on it.
- Have students find partners.
- Student A says her sentence, and Student B rewrites it in his or her own words.
The students then switch places. Then, they trade cards and go on to find different partners. 4. The Use of Index CardsAsk students to take something their parent or sibling says and put it in their own words. Send them home with two index cards. On one, have them write down the original idea and on the other, how they changed it. Share the next day in class. 5. Identify MeMake index cards with samples of academic text, like a few sentences from your science or social studies book. Instructions Give each group both a set of sample text cards and a set of blank index cards. Have each group choose someone to be the first judge and someone else to be the reader. The judge picks a ready-made card and reads it out loud. Then, the judge puts it in the middle of the group so that everyone can see it. Everyone in the group (except the reader) rewrites the text in their own words and writes it on a blank index card. The card is then put in the reader. The reader reads each quoted card aloud, and the judge tries to guess who authored it. Give points for each right answer. Switch roles and keep playing until all of the task cards are used up. 6. Paraphrase TogetherTry rewriting a short paragraph as a whole class. Use your document, camera or write it on the board to show the paragraph. You might want to give each student a copy. Make sure your pupils are aware of the distinction between paraphrasing and summarizing . Talk about the different ways to do things. The students are to use the Four R’s to paraphrase correctly. Reword the sentences- Students should try to reword the sentences. Use synonyms for words and phrases whenever you can.
Rearrange the sentences- Students should be able to change the order of the words in a sentence to make a new sentence. They can even switch the order of the ideas in a paragraph.
Realize that s ome words are unchangeable- Students should be aware that some words and phrases cannot be changed. Words such as names, dates, titles, etc., but they can be rephrased in a different way.
Recheck for same meaning- Make sure that the meaning of your paraphrase is the same as the original.
Paraphrase games are a great way to practice and develop your paraphrasing skills . They provide a space to reflect on and improve on your writing skills as well as work on teamwork, and creativity. With a bit of creative thinking and originality, these games provide a lot of possibility for unforgettable moments.  Pam is an expert grammarian with years of experience teaching English, writing and ESL Grammar courses at the university level. She is enamored with all things language and fascinated with how we use words to shape our world. Explore All Paraphrasing Tool ArticlesAdvanced & effective paraphrase simplify tool. The paraphrase simplify tool is designed to paraphrase and simplify your text effectively. This tool can be used for in-depth… What Is a Paraphrase Citation?When you paraphrase, many people think you don’t have to give a citation. Understand that because you have used someone’s… Paraphrasing Vs Summarizing: What’s the Difference?Paraphrasing and summarizing are two similar activities, but they are not the same. To understand the difference between paraphrasing vs… The Best Paraphrase Tools: A ReviewWhen it comes to paraphrase tools, there are so many to choose. This is why we decided some paraphrase tool… The Best Paraphrasing Hacks From Students ThemselvesDid you have a tough concept that you had a lot of trouble understanding? Paraphrasing helps with that. But it… What are the Best Paraphrasing Tool to DownloadParaphrasing is the process of rewriting or rephrase a sentence without changing its meaning. A paraphrasing tool allows you to… Purdue Online Writing Lab Purdue OWL® College of Liberal Arts Paraphrasing Exercise Welcome to the Purdue OWLThis page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice. Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use. Directions: On a separate piece of paper, write a paraphrase of each of the following passages. Try not to look back at the original passage. 1. "The Antarctic is the vast source of cold on our planet, just as the sun is the source of our heat, and it exerts tremendous control on our climate," [Jacques] Cousteau told the camera. "The cold ocean water around Antarctica flows north to mix with warmer water from the tropics, and its upwellings help to cool both the surface water and our atmosphere. Yet the fragility of this regulating system is now threatened by human activity." From "Captain Cousteau," Audubon (May 1990):17. 2. The twenties were the years when drinking was against the law, and the law was a bad joke because everyone knew of a local bar where liquor could be had. They were the years when organized crime ruled the cities, and the police seemed powerless to do anything against it. Classical music was forgotten while jazz spread throughout the land, and men like Bix Beiderbecke, Louis Armstrong, and Count Basie became the heroes of the young. The flapper was born in the twenties, and with her bobbed hair and short skirts, she symbolized, perhaps more than anyone or anything else, America's break with the past. From Kathleen Yancey, English 102 Supplemental Guide (1989): 25. 3. Of the more than 1000 bicycling deaths each year, three-fourths are caused by head injuries. Half of those killed are school-age children. One study concluded that wearing a bike helmet can reduce the risk of head injury by 85 percent. In an accident, a bike helmet absorbs the shock and cushions the head. From "Bike Helmets: Unused Lifesavers," Consumer Reports (May 1990): 348. 4. Matisse is the best painter ever at putting the viewer at the scene. He's the most realistic of all modern artists, if you admit the feel of the breeze as necessary to a landscape and the smell of oranges as essential to a still life. "The Casbah Gate" depicts the well-known gateway Bab el Aassa, which pierces the southern wall of the city near the sultan's palace. With scrubby coats of ivory, aqua, blue, and rose delicately fenced by the liveliest gray outline in art history, Matisse gets the essence of a Tangier afternoon, including the subtle presence of the bowaab, the sentry who sits and surveys those who pass through the gate. From Peter Plagens, "Bright Lights." Newsweek (26 March 1990): 50. 5. While the Sears Tower is arguably the greatest achievement in skyscraper engineering so far, it's unlikely that architects and engineers have abandoned the quest for the world's tallest building. The question is: Just how high can a building go? Structural engineer William LeMessurier has designed a skyscraper nearly one-half mile high, twice as tall as the Sears Tower. And architect Robert Sobel claims that existing technology could produce a 500-story building. From Ron Bachman, "Reaching for the Sky." Dial (May 1990): 15. - Skip to Guides Search
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Critical Writing Seminar: Fairness and Machine Learning 2024-25: Examples of Paraphrase- Getting started
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Paraphrases—rewordings of text—need to be cited. Paraphrasing without providing a citation is plagiarism. Even paraphrases with citations can be instances of plagiarism if they are so similar to the original that the paraphraser claims credit for the original author's language. A paraphrase that avoids plagiarism: - cites the source of the material being paraphrased.
- differs enough from the original that it doesn't require quotation marks.
Paraphrase ExamplesWines drunk at Greek tables did not always come from Greece itself. The wine snobbery of the time extolled the merits of wines from the slopes of Mount Lebanon, from Palestine, Egypt and Magna Graecia-Greater Greece, i.e., southern Italy. The ten litres a day drunk by the famous wrestler Milo of Croton was a wine famous in Calabria, where Milo lived: this wine, Ciro, is still made. from Maguelone Toussaint-Samat's A History of Food (Cambridge: Blackwell, 1992. 263). Wines drunk by Greeks were not always made in Greece itself. The wine snobs of that period celebrated wines from Mount Lebanon, Palestine, and Egypt. The famous wrestler Milo of Croton, who consumed ten liters of wine a day, drank wine made in Calabria outside of Greece; this wine, Ciro, is still made. This paraphrase plagiarizes in two ways: 1. By having no citation, the paraphrase misleads readers into believing that the ideas, facts and sense of the passage are a result of the author's own research and knowledge. 2. The language of the paraphrase is too similar to the original. Even if the author had provided a citation, some instructors would consider this plagiarism. Not Plagiarism:Although Greeks were picky about their wine, they enjoyed wine from outside Greece. Upstanding Greeks enjoyed wine from many of Greece's local trading partners—including Palestine, Egypt and southern Italy. One story tells of the famous wrestler Milo of Croton, who consumed ten liters of foreign wine daily (Toussaint-Samat 263). This paraphrase cites the original and rephrases its words to create an original construction. Paraphrase that Uses Too Much of the Original LanguageUp, up, up, groping through clouds for what seemed like an eternity....No amount of practice could have prepared them for what they encountered. B-24s, glittering like mica, were popping up out of the clouds all over the sky. from Thomas Childers. Wings of morning: the story of the last American bomber shot down over Germany in World War II , Reading, Mass.: Addison-Wesley (1990), 83. Up, up, up he went, until he got above the clouds. No amount of practice could have prepared the pilot and crew for what they encountered-B-24s, glittering like mica, were popping up out of the clouds over here, over there, everywhere. This comes from The Wild Blue: The Men and Boys Who Flew the B-24s over Germany by Stephen E. Ambrose. Ambrose cites but does not quote Childers' original work despite using its imagery and language. Ambrose should have either used Childers' passage as a direct quotation or modified his own passage so that it consisted of his own language. Not Plagiarism Despite their training, the pilot and crew's experience was surreal and surprising, seeing for the first time "B-24s, glittering like mica, ... popping up out of the clouds all over the sky" (Ambrose 83). - << Previous: Examples of Quotation
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But teaching effective paraphrasing is necessary because the use of paraphrasing facilitates important literacy skills: It encourages repeated reading, develops note-taking habits as students track quotes and outline text details, and expands vocabulary as they consider appropriate ways to describe the original text.The skill may seem daunting to students because it takes time to find the ...
ACTIVITY 4 . Build a paraphrase. Read the original text below and build a paraphrase from the selection of phrases provided on the next page. Information systems make it possible for business to adopt flatter, more decentralised structures and more flexible arrangements for employees and management. Organisations
Another engaging activity for teaching how to paraphrase is a variation of Quiz, Quiz, Trade. Give each student a card with a sentence on it. Students find partners, with Student A reading their sentence and Student B paraphrasing it. They then switch roles and trade cards before moving on to new partners.
One of the activities that works well to illustrate the challenges of paraphrasing well is to create an activity in which students work together in groups to write paraphrases of short excerpts from texts and then give them to another group of students in the class to "paraphrase the paraphrase.". The second group can give it to a third ...
Paraphrasing means putting what you have read into your own words. b. You paraphrase by reading something, thinking about what it means, and then restating it in your own words. c. Paraphrasing is a useful strategy to check to be sure that you have understood when reading something difficult or something that is important to remember. d.
Now write an original thought based on what you have read. Make sure what you write keeps the nature and tone the author was originally trying to create. When you complete your paraphrase make sure to include a citation of where the original source is given credit. These worksheets will help you learn how to use paraphrasing in your work.
Paraphrasing Exercises and Activities To Help You Master the Skill. Now that you know the importance of paraphrasing, let's dive right in and look at some exercises and activities that can help you improve. Remember, as is the case when learning any other new skill, you need to engage with these exercises regularly. 1. Broaden Your Vocabulary
These activities and games teach and reinforce paraphrase. Most of us aren't born knowing how to paraphrase, though. Use these games and activities to help your students learn and practice paraphrasing. 1. Paraphrasing Races. The teacher puts the students into groups and gives each group a sentence.
Answers: 1. breakfast, dinner/supper 2. orange juice, lemonade etc 3. bath, wash. Many everyday phrases and words can be paraphrased like this. There are certain patterns that students can learn together and they can also create (or least experiment with!) new combinations if we encourage them.
Paraphrase Activities & Games. Instructor Sharon Linde. Sharon has an Masters of Science in Mathematics and a Masters in Education. Cite this lesson. How can you teach the nuanced skill of ...
Challenge students to paraphrase with the help of our Paraphrasing Practice Activity. The four steps of paraphrasing are included to help students as they highlight keywords and then paraphrase the included paragraph. This would be a great independent activity or assessment. This resource addresses the following standards: CCSS W.3.2, W.4.2, W.5.2; TEKS 3.12.B, 4.12.B, 5.12.B.Don't forget to ...
Activity 1: Paraphrasing One Sentence. This activity consists of three steps: Read the following published sentence and then paraphrase it—that is, rewrite it in your own words. You do not need to repeat every element. Instead, try changing the focus of the sentence while preserving the meaning of the original.
Activities to Teach Paraphrasing to High School Students Use Music to Introduce Paraphrasing to High School Students. Whether they realize it or not, students are using paraphrasing skills in their everyday life. When sharing information across cultural or generational boundaries, paraphrasing is often necessary. If you've ever needed to ask ...
Challenge students to paraphrase with the help of our Paraphrasing Practice Activity. The four steps of paraphrasing are included to help students as they highlight keywords and then paraphrase the included paragraph. This would be a great independent activity or assessment. This resource addresses the following standards: CCSS W.3.2, W.4.2, W.5.2; TEKS 3.12.B, 4.12.B, 5.12.B.Don't forget to ...
The important skill of paraphrasing is initially interrogated in this lesson and eventually plans relating to summarizing and quoting will be added. There is an interactive equivalent to this plan, "Paraphrasing In a Pinch", which can be used in a classroom that has an electronic device for each student and a strong WiFi signal. The interactive plan can also be used to flip a classroom.
Paraphrasing refers to rewriting a given sentence using your own words. When we need to use a sentence in our writing that someone else wrote, we paraphrase it. That is, we use the same idea (s) in that sentence and write it differently. In addition to using different words, we use different grammar. The main purpose of paraphrasing has to do ...
There's a second set of this Paraphrasing Worksheet with different example sentences, meaning you'll be able to follow up this task with a revision activity, or even set it as a homework task. You could also try these Paraphrasing Challenge Cards , which use a fun game format to bring a new sense of interaction to the task while making it ...
Summary. "Many thousands of Chinese are studying at schools in the United States. And writer Liel Leibovitz says the students are following an example that began in the eighteen seventies. Mr. Leibovitz and writer Matthew Miller joined forces to tell the story of the students in their book, "Fortunate Sons.".
Paraphrasing. Paraphrasing is finding another way to say something when you don't know how to say it. Paraphrasing is not only an essential skill for all speakers but also key to learners developing communicative ability beyond their existing knowledge of language. The learner is describing a photograph of a glider and doesn't know the word, so ...
ESL Paraphrasing Activities & Games. Instructor Matthew Hamel. Matt has degrees in Journalism and Business and has taught a variety of courses at high schools and universities around the world ...
From Kathleen Yancey, English 102 Supplemental Guide (1989): 25. 3. Of the more than 1000 bicycling deaths each year, three-fourths are caused by head injuries. Half of those killed are school-age children. One study concluded that wearing a bike helmet can reduce the risk of head injury by 85 percent. In an accident, a bike helmet absorbs the ...
Activities on Paraphrasing What follows is a step-by-step method of how to properly re-tell or paraphrase a piece of information. Remember: "Paraphrasing is when you express the meaning of something written or spoken using different words." This skill is a very powerful technique to increase not only your vocabulary but also your coherence, fluency, grammar, and even pronunciation.
Steps to paraphrasing. If your EAP class needs to paraphrase a text, here are suggested steps to paraphrase the example sentence "Online learning is popular" said John Loughran, Dean of Education at Monash University in 2017. Use an English-English Advanced learners' dictionary: there are many online dictionaries but only an Advanced ...
A paraphrase that avoids plagiarism: cites the source of the material being paraphrased. differs enough from the original that it doesn't require quotation marks. Paraphrase Examples. Original. Wines drunk at Greek tables did not always come from Greece itself. The wine snobbery of the time extolled the merits of wines from the slopes of Mount ...