Process Paraphrasing

1. Process Paraphrasing John Balljpball2@asu.edu & Shoshanna Starzynski shorose@asu.edu American English and Culture Program, Arizona State University

2. Motivation & Background Knowledge Paraphrasing is research writing skill needed for the university classroom vs. student preparedness • Awareness of the importance of paraphrasing in academic writing • Ability in digesting outside source material; think critically • Understanding of the link between student original writing and paraphrased ideas • Knowhow in the mechanics of paraphrasing

3. Listen & Speak-Critical ThoughtProcess Paraphrasing • Using a listening activity and oral discussion to introduce paraphrasing. • Students listen to an excerpt from a video on the dangers of driving while texting. With a partner, they discuss what they’ve heard, including any important data – followed by class discussion. http://www.pbs.org/newshour/extra/video/blog/2009/07/texting_and_driving_a_dangerou.html PBS (2009). Texting and driving, a dangerous mix. http://www.pbs.org/newshour/extra/video/blog/2009/07/texting_and_driving_a_dangerou.html (accessed on 2/2011).

4. Process ParaphrasingDissecting an outside SourceMEAT Training students to look for meaning, essential words, author, and topic, The following presentation originated from a series of in-class pair and/or group work paraphrasing activities. We used the acronym, MEAT (meaning, essential words, topic, and author.)

5. Read The sentence below… “No one knows how many vehicular crashes are related to drivers distracted by text messaging, but anecdotal evidence is mounting” (Schulte, 2008). • In pairs, discuss the meaning of this quote. • Note down what essential word(s) is/are necessary to keep the meaning of this sentence? • Who authored the article. What year was it written? • What is the topic of this sentence? Schulte, B. (2003). Outlawing text messaging while driving: Legislators in several states respond to safety concerns. U.S. News & World Report. Retrieved from http://www.usnews.com/news/national/articles/2008/02/11/outlawing-text-messaging-while-driving.

6. Oral & Written Paraphrase “No one knows how many vehicular crashes are related to drivers distracted by text messaging, but anecdotal evidence is mounting”(Schulte, 2008). In pairs, paraphrase the above statement. • Your paraphrase should include MEAT: • Topic • Main idea • Essential words • Author (citation) Schulte, B. (2003). Outlawing text messaging while driving: Legislators in several states respond to safety concerns. U.S. News & World Report. Retrieved from http://www.usnews.com/news/national/articles/2008/02/11/outlawing-text-messaging-while-driving

7. An acceptable paraphrase Schulte notes that car accidents probably increase when distracted motorists text while driving (2008).

8. Referencing Sources in Paraphrased Ideas The study found that using a cell phone while driving is just as or even more dangerous than drinking and driving (PBS.org 2008). The study found that _____________________________________________________ _______________________________________________________________________. A series of studies showed that using a cell phone while driving is just as or even more dangerous than drinking and driving (PBS.org 2008). A series of studies showed that _____________________________________________ _______________________________________________________________________. According to Professor Strayer (2008), as heard on PBS, using a cell phone while driving is just as or even more dangerous than drinking and driving (Strayer 2008, PBS.org). According to …,______________________________________________ _______________________________________________________________________.

9. Positioning your paraphrase in context The paraphrased statement should be preceded with an original point made by the writer (you) and followed by a concluding statement (a statement which draws conclusions about what has just been stated in the preceding point and paraphrase). In pairs, position your paraphrased sentence between a preceding point and a concluding idea.

10. Positioning your paraphrased idea Texting while driving is irresponsible and dangerous; Schulte notes that car accidents probably increase when distracted motorists text while driving (2008). While the exact number of accidents caused by texting drivers is unclear, it is likely that these distracted drivers make roads less safe.

11. Bringing Together Outside Research and Paraphrasing • For homework, students are asked to do library research on their topics, looking for relevant information to support/lend credibility to their ideas. • For the next class, students should bring in a list of quoted ideas/data (with source info) to be used in an in-class paraphrasing activity.

12. Transforming research notes into usable paraphrased ideas Giving Credit to an Outside Source Instructions: give credit to your sources. Use the information from your research notes. If your notes do not include enough information to complete the sentences, you should take that as a sign that you do not have enough support/examples/details! You have been given example sentences to help guide you through the grammar of the structures. Among the findings: drivers who made calls were four times as likely to cause an accident… (PBS.org 2008). Among the findings: ______________________________________________________ _______________________________________________________________________. Some of the data suggested that using a cell phone while driving is just as or even more dangerous than drinking and driving (PBS.org 2008). Some of the datasuggested that ____________________________________________ _______________________________________________________________________.

13. Linking Outside/Expert Sources to Student Writing Below is part of an outline used to help students incorporate relevant paraphrased material into their own writing. • Thesis statement (yours): __________________________________________________________________________________________________________________________________________________________________________________________________________________________________ • Point one (yours): __________________________________________________________________________________________________________________________________________________________________________________________________________________________________ • Major support (yours): __________________________________________________________________________________________________________________________________________________________________________________________________________________________________ • Minor support (expert/library source – paraphrase w/citation) ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ • ….

14. Linking Outside/Expert Sources to Student Writing (cont.) Below is part of an outline used to help students incorporate relevant paraphrased material into their own writing. • Concluding Statement (yours) __________________________________________________________________________________________________________________________________________________________________________________________________________________________________ • Point one (yours): __________________________________________________________________________________________________________________________________________________________________________________________________________________________________ • Major support (yours): __________________________________________________________________________________________________________________________________________________________________________________________________________________________________ • Minor support (expert/library source – paraphrase w/citation) ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ • Concluding Statement (yours) __________________________________________________________________________________________________________________________________________________________________________________________________________________________________ …and so on

15. Process Paraphrasing John Ball AECP / ASU • Process of Teaching Paraphrasing • Selecting Sources • Assessing paraphrases • Other assignments / tasks requiring paraphrases • Delivering bad news in a good way

16. Process of ParaphrasingAvoiding Plagiarism (Smith, 1999)

17. Process of Paraphrasing:Avoiding Plagiarism (Smith, 1999)

18. Using Appropriate Resources for Paraphrases • Proprietary: • 1) Academic Search Premier (Difficult) • 2) Opposing Viewpoints in Context (formerly Gale-Cengage Opposing Viewpoints (Basic) • Non-Proprietary • New York Times “Topics” • The US News and World Report • Google • Wikipedia

19. Using Appropriate Resources for Paraphrases – Know your LIbrarian (Mason, 2012)

20. Sources for Paraphrasing MaterialNew York Times Topics (FREE!!!) http://www.nytimes.com/pages/topics/index.html

21. Using Appropriate Sources for Paraphrasing: Opposing Viewpoints

22. Sources for Paraphrasing: Opposing Viewpoints

23. Original Schulte Texting and Driving Source

24. Original Schulte Texting and Driving Source

25. Drawing on Anti-Plagiarism Software • Using software like Safe-Assign and Turn It In help hone students’ paraphrasing abilities and their awareness of crossing the plagiarism line (Nage,2010). • In Shoshana’s assignment, students were given 5 underlined passages in the article on texting and driving. These passages were uploaded to SafeAssign, which is proprietary to Blackboard.

26. Safe Assign

27. Results for Schulte Quote (Texting and Driving)

28. Safe Assign Found This Article

29. Results for Research Essay (Time to Panic?)

30. Safe Assign Report

31. Other Contexts for the Paraphrase • iBT TOEFL spoken and written exams draw on reading / paraphrasing • Debates (Opposing Viewpoints works well) • Answering questions in class based on a reading

32. Other Contexts for the Paraphrase

33. Conclusions • Students need to think critically about their sources before they can begin to paraphrase. • Student need semi-controlled practice in the mechanics of paraphrasing. • Computer-based databases and software may aid teachers and students in teachingand learning about the process of paraphrasing. • Utilizing the paraphrase in speaking about a video, answering an iBT speaking question or written question, and when answering reading questions drives the point home for students. • The process of paraphrasing is difficult and must be practiced over time

34. Process Paraphrasing:Shoshanna Starzynski and John Ball Questions & Comments

35. References • Mason, M. (2012) Library Undergraduate Service Association, Arizona State University • Nagy, S. (2010) Faculty Associate, American English and Culture Program, Arizona State University • Smith, M.T. (1999) Director of ESL Services, The University of Texas at Austin.