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BCTEAL 2014 JENNIFER WALSH MARR Reformulating Paraphrasing Slide 2 Purpose & Context What is the purpose of paraphrasing? Where & how is it introduced? Slide 3 BC EAP Articulation Guide Subskill: Writing III i. Write accurate paraphrases and summaries Slide 4 Textbook Introduction Skills for Effective Writing 4 (2013) Cambridge University Press Slide 5 Institutional Context Slide 6 Paraphrasing 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-paraphrasing Slide 7 Analysis the 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) Slide 8 Literature Review Disagreement 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 performance University instructors own paraphrasing involved verbatim repetition to an extent which could be regarded as plagiarism (Roig, 2001, cited in Pecorari & Shaw, 2012) Slide 9 Inconsistent Modeling Instructors 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) Slide 10 Requirements Competence & authority successful 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 stages Slide 11 Legitimate Stages Copying? 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 Slide 12 Requirements Competence & authority through legitimate stages Sustained practice: Starting early (as social practice) Contextualized (common/shared texts) I would argue in various forms (both written and oral) Slide 13 What instructors say they want: Toma survey of instructors (2010, p. 234-236): Practice Explicit process (not just the product) Textual Strategies Learning Strategies Slide 14 Textual Strategies Functional gambits Reported Speech Collocations verbs listing attribution (Toma, 2010, p. 237) Disciplinary words Slide 15 Textual strategies Disciplinary words Texts 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) Slide 16 Learning Strategies Notetaking Key word identification Source synthesis: An appreciation for intertextuality the relationship between two or more texts (Pecorari & Shaw, 2012, pg. 149) Slide 17 Implications: Paraphrasing is a nuanced skill. It takes time and practice. It requires socialization. Slide 18 Where to go from here Context How do we introduce and rationalize paraphrasing? Models & Practice How can we support our students development? Modes Is it purely a writing skill? Assessment Can we make our assessment both nuanced and transparent? Slide 19 Modes BC EAP Articulation Guide: Reading subskill level III e. Make useful study notes from reading Listening subskill level III h. Take notes Speaking subskill level III b. Some rewording or rephrasing to clarify meaning Slide 20 Sample Textbooks Slide 21 Context Avery, J., Robinson Fellag, L. (2006) College Reading 3 Slide 22 Guided Practice Thaine, C. (2012) Cambridge Academic English: Intermediate Slide 23 More guided practice Thaine, C. (2012) Cambridge Academic English: Intermediate Slide 24 Text analysis Hewings, M. (2012) Cambridge Academic English: Upper Intermediate Slide 25 Different Modes Hewings, M. (2012) Cambridge Academic English: Upper Intermediate Slide 26 Guided practice in different modes Assignment to students: 1) State which theory you agree with (summarize it briefly) 2) Explain why its a better idea 3) Give a warning of what might happen if we dont follow this theory. Craven, M., Sherman, K. (2011) Q3 Skills for Success Listening & Speaking Slide 27 Requirements Competence & authority successful 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 stages Slide 28 Rationale This guided, sustained practice should help students: Build their critical thinking & synthesis skills Develop their voice & authority Establish themselves as legitimate participants in the academic community Slide 29 Our learning outcomes We see paraphrasing as a nuanced, social skill Therefore, we: Introduce paraphrasing early Revisit regularly & with a variety of approaches Give opportunity to develop over time Discontinue the othering, punitive discourse