1. Breaking Down the Text to Build Up the Paraphrase
Stephanie Frame-Day
CATESOL
November 2016

2. Text Source Integration
Intertextuality
The concept that all writing involves putting together words and phrases that already exist in new ways
Paraphrase cannot really be isolated from the larger issue of text source integration
Intertextuality -- the relationship between two or more texts
Writers are constantly drawing on new texts and referring to them – there are rules for this but they are often implicit and known only to people in a particular discourse community

3. Text Source Integration
Complicated issue affected by factors both cognitive and cultural (Cushing Weigle, 2014)
Difficulties in reading comprehension
Lack of linguistic resources
New academic register (Pecorari & Shaw, 2012)
Limited view of usefulness of paraphrasing (Hirvela & Du, 2013)
Cognitive skills are listed – not going to get into cultural – are controversial
RC and LR
Oftentimes students do not have any experience doing academic writing in L1
Not just an issue for novice writers

4. Text Source Integration
“Patchwriting” coined by Howard (cited in Pecorari, 2003)
Describes source-dependent composition
Pecorari (2003) calls it an essential phase in the development of L2 writing
Should be accepted as a strategy (not a punishable offense as it is separate from plagiarism)
Putting together stretches or chunks of language from a source with only superficial changes
She says “today’s patchwriter is tomorrows competent writer” students will use sources inappropriately before they are able to use them appropriately
Plagiarism involves an intent to deceive
Pecorari and Shaw In the study 9 masters students submitted sections of their dissertations and then there were 8 phd thesis analyzed
16 of the writers all had 1 or more passages in which 50% or more words came from a source without being indicated
13 writers had 1 or more passages at 70%
10 at 85% --- yet none of them in the interviews gave any indication that they had intended to plagiarize or were trying to cover their tracks

5. Text Source Integration
Made more complicated by inconsistent guidance from instructors (Pecorari & Shaw, 2012)
Taught as a moral issue (Cushing Weigle, 2014)
Instruction stops after comparing “good” vs. “bad” paraphrasing (Frodesen, 2014)
Students told to “use own words” but there is little scaffolding (Frodesen, 2014)
Paraphrase taught as a way to avoid plagiarism -

6. Response
Incorporate scaffolding for paraphrasing in the reading activities
To facilitate reading comprehension
To raise awareness of lexicogrammatical variation in the text
Explain the anthology for 200 – how they use the text

7. Text Analysis
Mine text for salient features of grammar and vocabulary useful for paraphrasing
Take a few minutes to read “Let’s Move!: But Not With Shaq and Beyonce”
What are those features?
Give participants time to read and make notes -- elicit ideas

8. Text Analysis: Some ideas
Word families “criticize, critical, criticism”
Lexical variety
celebrities, superstar, etc.
inconsistent, at odds with, etc.
Complex sentences with subordinating conjunctions
Come up with one activity that could help learners notice one of those features in the text

9. Word Families

10. Lexical Variety and Collocation
I have Ss highlight in text and write them down so they can refer to them when paraphrasing

11. Transitions and Connectors
Since we said there were a lot of sentences with subordinating conjunctions
After discussion about connectors have students rewrite the sentences using a connector that changes the sentence structure

12. Guided Paraphrase
This activity can be adapted for various levels. Lower levels make only the changes necessary to use the phrase “are being called into question.” Higher levels could be required to manipulate more of the text.

13. Guided Paraphrase
Try to come up with phrases that alter the structure of the sentence– to scaffold for different proficiencies
Have students look back through the other close reading activities to find other linguistic resources

14. Guided Paraphrase: Your Turn
since because of
was criticized came under fire for
Soda Shaq Cream Soda drinks sugary beverages
he recently launched his entrance into
Ask participants which words or phrases could be replaced by something that would allow students to manipulate sentence structure
Elicit ideas, then click – have participants write a guided paraphrase item

15. Speed Dating
Choose a few passages from the text that are difficult or that you think students will use in their writing.
Put them on slides or on a handout.
Students stand in two lines, facing a partner.
T sets time limit and students summarize the passage together with their partner.
When time is up, one of the lines moves one person to the right, so that everyone has a new partner.
T sets time limit and they discuss the same passage as they did with the first partner.
Repeat one more time with the first passage after switching partners.
Switch partners and repeat the process with the next passage.
When each passage has been discussed, conduct whole class feedback session about the meaning.
Students then write paraphrases of each passage.
This activity facilitates reading comprehension through speaking and explaining the text to a partner. Then it leads into a paraphrasing activity.
The writing part could be done as HW or in class individually or in pairs, perhaps with the last partner they talked to.

16. Speed Dating
Passage 1
After speed dating with 3 people, write a paraphrase of the passage.

17. Any Questions?

18. References

19. References, cont.

20. Thank you!