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BCTEAL 2014Jennifer Walsh MarrReformulating Paraphrasing1Purpose & ContextWhat is the purpose of paraphrasing?

Where & how is it introduced?2BC EAP Articulation GuideSubskill: Writing IIIi. Write accurate paraphrases and summariesSimply descriptive of writing skill3Textbook Introduction

Skills for Effective Writing 4 (2013) Cambridge University PressA response or remedy for plagiarism; how to avoid trouble4Institutional Context

5Institutional ContextParaphrasing is not easy. In particular, it is impossible to paraphrase something you do not really understand. If you don't understand it, you will be overly dependent on the original words of your source. This can be a challenge for anyone studying a new subject or working in a second language.-SFU Canvas (LMS)

https://canvas.sfu.ca/courses/15986/wiki/3-dot-3-paraphrasing6Analysisthe current ways of addressing the issue of plagiarism and textual borrowing in existing writing courses may well be failing developing academic writers. (Toma, 2010, pg. 224)

7Literature ReviewDisagreement among experts as to whats acceptable and not:Inconsistent instruction: Toma & Rosenberg (2005) found textbooks contradicted one another with regards to instructions on how to paraphrase and whether there was room for student writers own interpretation or input in the paraphrase (Toma, 2010)Inconsistent performanceUniversity instructors own paraphrasing involved verbatim repetition to an extent which could be regarded as plagiarism (Roig, 2001, cited in Pecorari & Shaw, 2012)

8Inconsistent ModelingInstructors dont necessarily model appropriate referencing and acknowledgement with source materials in their classes, lessons and handouts.

Its hypocritical to have loose referencing practices perpetuated by instructors themselves (Toma, 2010, pg. 240)

9RequirementsCompetence & authoritysuccessful textual borrowing requires understanding of others work, being able to restate that understanding, having the intellectual confidence to admit anothers precedence, and mastering the control of various tools for the proper display of this recognition. (Borg, 2000, cited in Toma, 2010, pg. 224, emphasis mine)

Legitimacy to develop incrementally, through stages10Legitimate StagesCopying?copying, , might provide a useful early step in the composing process, a way for them to develop a felt sense of written English, a vehicle for learning the language and conventions they are attempting to appropriate (Currie, 1998, pg. 14, emphasis mine)

a useful strategy for developing writers who are still in the process of acquiring a new language (Keck, 2010, pg. 194).

Mining texts for structures, gambits, vocabulary

learn these words, learn these structures, follow these models BUT DONT COPY11RequirementsCompetence & authority through legitimate stagesSustained practice:Starting early (as social practice)Contextualized (common/shared texts)I would argue in various forms (both written and oral)

12What instructors say they want:Toma survey of instructors (2010, p. 234-236):PracticeExplicit process (not just the product)Textual StrategiesLearning Strategies13Textual StrategiesFunctional gambitsReported SpeechCollocationsverbs listing attribution (Toma, 2010, p. 237)Disciplinary words14Textual strategiesDisciplinary wordsTexts on a common topic necessarily draw on a particular shared pool of words and phrases, both technical and metadiscoursal, and also to some extent have shared preferences for grammatical structures (Biber, Johansson, Leech, Conrad & Finegan, 1999, cited in Pecorari & Shaw, 2012, pg. 150, emphasis mine) students also need a sensitivity towards which words or phrases are considered to be unique or technical, and thus must be quoted or paraphrased; which words are so commonly used that they need not be quoted; and which words are so essential to the texts main idea that should not be replaced with synonyms (Keck, 2010, pg. 217)

15Learning StrategiesNotetakingKey word identificationSource synthesis:An appreciation for intertextuality the relationship between two or more texts (Pecorari & Shaw, 2012, pg. 149)

16Implications:Paraphrasing is a nuanced skill.It takes time and practice.It requires socialization.One lesson isnt going to cut it17Where to go from hereContextHow do we introduce and rationalize paraphrasing?Models & PracticeHow can we support our students development?ModesIs it purely a writing skill?AssessmentCan we make our assessment both nuanced and transparent?18ModesBC EAP Articulation Guide:Reading subskill level IIIe. Make useful study notes from readingListening subskill level IIIh. Take notesSpeaking subskill level IIIb. Some rewording or rephrasing to clarify meaning19Sample Textbooks

20Context

Avery, J., Robinson Fellag, L. (2006) College Reading 3Focus is on learning, not avoiding punishment21Guided Practice

Thaine, C. (2012) Cambridge Academic English: Intermediate22More guided practice

Thaine, C. (2012) Cambridge Academic English: Intermediate23Text analysis

Hewings, M. (2012) Cambridge Academic English: Upper Intermediate24Different Modes

Hewings, M. (2012) Cambridge Academic English: Upper Intermediate25Guided practice in different modesAssignment to students: State which theory you agree with (summarize it briefly)Explain why its a better ideaGive a warning of what might happen if we dont follow this theory.Craven, M., Sherman, K. (2011) Q3 Skills for Success Listening & Speaking

26RequirementsCompetence & authoritysuccessful textual borrowing requires understanding of others work, being able to restate that understanding, having the intellectual confidence to admit anothers precedence, and mastering the control of various tools for the proper display of this recognition. (Borg, 2000, cited in Toma, 2010, pg. 224, emphasis mine)

Legitimacy to develop incrementally, through stages27RationaleThis guided, sustained practice should help students:Build their critical thinking & synthesis skillsDevelop their voice & authorityEstablish themselves as legitimate participants in the academic community28Our learning outcomesWe see paraphrasing as a nuanced, social skill

Therefore, we:Introduce paraphrasing early Revisit regularly & with a variety of approachesGive opportunity to develop over time

Discontinue the othering, punitive discourse29