Embed Size (px)
Citation preview
Paraphrasing in Context
Innovations in Research and Pedagogy
Casey Keck Zuzana Tomaš
San Francisco State University University of Utah
Why are new approaches needed?
Paraphrasing instruction is typically done in a decontextualized fashion.
Example paraphrases are invented (i.e., they were not actually part of a larger academic text).
Example paraphrases are labeled as “good” or “unacceptable,” though there is no empirical basis for making such judgments.
Why are new approaches needed?
Students are rarely shown paraphrases in the context of actual writing assignments.
Teachers have a difficult time finding resources that discuss how and why writers paraphrase within specific genres or disciplines (Tomaš, to appear).
New Approaches to Research
Text-based descriptions of the strategies students use when completing academic tasks (Campbell, 1990; Keck, 2006; Pecorari, 2003; Shi, 2004).
New Approaches to Research
Investigation of factors that help to explain student strategy use (Keck, 2007; Shi, 2006, 2010):
Cultural and educational background Language proficiency Nature of the writing task Disciplinary practices
New Approaches to Research
Investigation of the cognitive and linguistic challenges students face when attempting to integrate source texts into their own writing (Tomaš, in preparation).
Important Research Findings
Paraphrasing is a major academic writing strategy for university students (Campbell, 1990; Johns & Mayes, 1990; Keck, 2006; Pecorari, 2003; Shi, 2004).
L1 and L2 writers Undergraduates and Graduates
Important Research Findings
Paraphrasing is a far more frequent strategy than exact copying (Keck, 2006).
Students often use 3 or more strategy types within a one-paragraph summary.
Near Copy Minimal Revision Moderate Revision Substantial Revision
Important research findings
Cultural background is only one of several factors that help to explain student strategy use (Keck, 2007; Shi, in press).
Other important factors include:
Nature of the writing task Educational experience Disciplinary practices
Important research findings
In sum, much of this work has helped us to rethink how we describe (or define) paraphrasing, as well as how we address this skill in writing courses.
New approaches to pedagogy
Addressing paraphrasing in the context of academic writing tasks
Why might we paraphrase when writing a summary? An article response? A research paper?
How can we draw upon our knowledge of the text, the assignment, and our discipline when making strategy choices?
New approaches to pedagogy
Complicating, rather than simplifying, the issue of plagiarism
What role does textual borrowing play in academic writing development? Can we identify “good” types of borrowing?
How do we distinguish effective borrowing from plagiarism? What criteria do we use to decide if a paraphrase is “acceptable” or not?
Examples of new approaches Tardy, C. M. (2010). Writing for the world:
Wikipedia as an introduction to academic writing. English Teaching FORUM.
Tomas, Z. (to appear). Paraphrase integration task: Increasing authenticity of practice in using academic sources. College Writer’s Toolkit.
Keck, C. (to appear). How do university students attempt to avoid plagiarism? Writing & Pedagogy, themed issue on Plagiarism and the Academy.
An example unit
Focus Paraphrasing in the context of summary
writing
Context Composition for Multilingual Students Second Year Composition (ENG 310) San Francisco State University
Summary Unit Components Diagnostic summary task Reading strategy instruction Writing strategy instruction Group composing Paraphrasing Revision of original summary Application to a new summary task
Diagnostic summary task 45-minute summary task Read 1,000 word text Write a one-paragraph summary
Source texts Newsweek editorial “Where Have the Children Gone?” Identifies problem, causes, and
effects
Reading strategies Re-reading(s) of the text Group discussions of text structure
and main ideas
Strategies Dividing text into sections Annotation Graphic organizers
Writing strategies Guided drafting Examples of useful summary
expressions
Strategies Drafting main idea statements Distinguishing main ideas from
supporting details Reporting verbs & transitions
Group composing Putting all of the pieces together
(main ideas, examples, reporting verbs, transitions)
Strategies Thinking aloud Making selection and integration
decisions
Paraphrasing Paraphrase judgment task Group composing, revisited
Strategies Developing criteria for judging
paraphrase acceptability and quality
Reflecting on the function of paraphrases in a summary
Summary Assignment Revise original summary from
diagnostic task
Apply strategies to a new summary task (new source text)
Subsequent Assignments Summary & Response
Paraphrasing focus: restating a claim made by the author, with appropriate agreement/disagreement language
Synthesis of Multiple Sources Paraphrasing focus: note-taking, reporting
research findings, in-text citation and reference lists
Culminating Assignments Library research paper
Similar in format to Synthesis Paper, but students choose topic and sources.
In-class argumentative synthesis
Similar to Summary and Response, but students respond to and evaluate multiple texts written on the same topic.
Interested in reading more?Themed Issue of Writing & Pedagogy
Plagiarism in the AcademyVolume 2(2), 2010
To appear this summer
Thank You!!
Casey Keck Zuzana Tomaš
San Francisco State University University of Utah
![Neutral Glycoconjugated Amide-Based Calix[4]arenes: … · 2017. 12. 13. · Nikola Cindro, aaJosip Požar, aDajana Barišić, Nikola Bregović, Katarina Pičuljan, Renato Tomaš,b](https://img.dokumen.tips/doc/110x75/60db4a8d1996850cdd615fea/neutral-glycoconjugated-amide-based-calix4arenes-2017-12-13-nikola-cindro.jpg)
