PARAPHRASING
Paraphrasing means to restate information using different
words. Unlike summarising though, paraphrasing focuses less on shortening and
condensing the information (Bowker, 13). Paraphrasing aims to rewrite the
information by drawing on different words and phrases. Rewriting a text can be
done in several ways:
1.
By
changing the vocabulary (verbs/nouns)
e.g: She examined the difficulties
that.......
= She investigated the problems that.......
2.
By
changing the verb form (e.g from active to passive: this can change the focus
or emphasis)
e.g: Johns (1987) analysed the
students’ difficulties and......
= The students’ difficulties were
analysed by Johns (1987) and.......
Note: Using passive rather than an
active verb form here changes the focus from the writer to the research i.e the
students’ difficulties.
3. By
changing the word class (e.g. from verb to noun phrase)
e.g: The reports were completed in
April....
= The completion of the reports in
April ensured that the students had time to revise before their examination
Note: Changing the word class allows
you to add your own comments.
4.
By
synthesis
You may need to combine two or more
viewpoints or pieces of information from other writers in your paraphrase and
summary. Often one reference will support another, but there may be opposing
veiws as well.
Example of a synthesis
Johns and Dudley-Evans (1980) touched
on the problems created by the lecturers’ use of colloquial words and
phrases... This use of informal language was also noted by Jackson and Bilton
(1994) who investigated geology lectures given in English....
Two direct quotations are given below
relating to the same topic (note taking). Paraphrase and combine them in abrief
report (not using direct quotations). See the Structure and Vocabulary Aid for
a selection of reporting verbs.
‘Tersenes of not taking.... rather
than mere quantity seems to be an essential ingredient of effective.... note
taking. ‘ (Dunkel, 1988)
‘Several other researchers have found
similar positive relationships between “terseness” of notes and test
performance...’ (Chaudron, Loschky and Cook, 1994)
Note: terseness here means being
brief or concise.
(R.R
Jordan,93)
1
#SOME EXAMPLES IN PARAPHRASING
1.
Constructivist Learning (Original text)
As a philosophy
of learning, constructivism can be traced to the eighteenth century and the
work of the philosopher Giambattista Vico, who maintained that humans can
understand only what they have themselves constructed. A great many
philosophers and educationalists have worked with these ideas, but the first
major contemporaries to develop a clear idea of what constructivism consists in
were Jean Piaget and John Dewey, to name but a few. Part of the discussion that
ensues grapples with the major tenets of their philosophies, with a view to
shedding light on constructivism and its vital contribution to learning. As a
revealing gloss on this issue, it could be said that constructivism takes an
interdisciplinary perspective, inasmuch as it draws upon a diversity of
psychological, sociological, philosophical, and critical educational theories.
In view of this, constructivism is an overarching theory that does not intend
to demolish but to reconstruct past and present teaching and learning theories,
its concern lying in shedding light on the learner as an important agent in the
learning process, rather than in wresting the power from the teacher.
Within the
constructivist paradigm, the accent is on the learner rather than the teacher.
It is the learner who interacts with his or her environment and thus gains an
understanding of its features and characteristics. The learner constructs his
own conceptualisations and finds his own solutions to problems, mastering
autonomy and independence. According to constructivism, learning is the result
of individual mental construction, whereby the learner learns by dint of
matching new against given information and establishing meaningful connections,
rather than by internalising mere factoids to be regurgitated later on. In
constructivist thinking, learning is inescapably affected by the context and
the beliefs and attitudes of the learner. Here, learners are given more
latitude in becoming effective problem solvers, identifying and evaluating
problems, as well as deciphering ways in which to transfer their learning to
these problems.
Paraphrasing:
Doing
an investigation in the eighteenth century, Constructivism as a philosophy of
learning can be found and also straightly head to the work of the philosopher
"Giambattista Vico" who maintained that humans can understand only on
what they have established by themselves. These opinions have been run by many
experts in philosophy and educational field but the first primary
contemporaries to expand an obvious idea of what contructivism involves with
were Jean Piaget and John Dewey, to name but some. Part of the discussion that
accrues strive with the main tenets of their philosophies, with a paradigm of
shedding light on constructivism and its essential contribution in learning. For clarifying this issue distinctly, It
could be assumed that constructivism picks an interdisciplinary view, inasmuch
as tended to be a diversity of psychlogicaal, sociological, philosophical, and
critical educational theories. Constructivism in this perspective is defined as
a comprehensive theory which does not refer to abolish but to reestablished
previous and current teaching and learning theories. Its prioritise to make the
student as a main actor in the learning process, instead of omitting the major
job of the teacher.
Constructivism
believes that the learners obtain a wider side of accent rather than the
educator. The learners generate knowledge and meaning from an interaction
between their experiences and their ideas. The learners can discover who they
are by exploring their thought, dealing
with the problems, conquering autonomy and independence. Constructivism argues
that learning is the consequence of personal mental construction whereby the
learner learns by din of fitting new toward delivered information and
constructing significant relation, rather than by internalising sole factoids
to be revoked it next. In constructivist thinking, the context and the beliefs
and behavior of the learner inescapably influence learning. Here Learners are
given a responsibility to cope with the troubles, finding a creative solution,
and elaborating methods to assimilate their learning to these issues.
2.
Paraphrase the following short paragraph.
“Children spend a very large proportion of their
daily lives in school. They go there to learn, not only in a narrow
academic sense, but in the widest possible interpretation of the word – about
themselves, about being a person within a group of others, about the
community in which they live, and about the world around them. Schools
provide the setting in which such learning takes place.
"Anak-anak menghabiskan proporsi yang
sangat besar dari kehidupan mereka sehari-hari di sekolah. Mereka pergi ke sana
untuk belajar, tidak hanya dalam arti akademis sempit, tetapi dalam kemungkinan
interpretasi terluas kata - tentang diri mereka sendiri, tentang menjadi
seseorang dalam sekelompok orang lain, tentang masyarakat di mana mereka
tinggal, dan tentang dunia sekitar mereka. Sekolah memberikan pengaturan di
mana pembelajaran tersebut berlangsung.
#Style 1
Children take
a widest roles of their habitual activity in school. Besides studying they are
also possible to develop their mind and their relation to the others such as:
knowing each others between them, knowing their environment, and knowing their
broad life. Learning and studying will be run together in a well-organized
system of the school.
#Style 2
A very broad
proportion of their daily lives in school is taken by the kids. School is not
only a place where they gained the academical knowledge but also they can grow
and develop their mind to be a better person both individually and collectively
in their society environment. A unique setting of that learning need can take
place within educational buildings.
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