Sup er Strategies for Teaching Paraphrasing and Summarizing
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Sup er Strategies for Teaching Paraphrasing and Summarizing! Cristin A. Boyd Studies in American Language, San Jose State University, San Jose/Silicon Valley California USA superteach@cristinanderic. com http: //boydsteachingresources. pbworks. com/
SOME ‘SLIGHTLY RANDOM’ THOUGHTS Little to no research about teaching paraphrasing Limited resources for actual “how to” (most grammar focused) Activities based on 17+ years of teaching reading & writing (and a search for resources) Not an exhaustive collection (share ideas) How-to/what of citation is not black & white Accessible readings = soft sources (popular magazines) � Justification: build skills & confidence Today’s Outline Challenges, activity, practice, variations, repeat End: more Q & A and create resources
TERMS & MEANING FOR THIS PRESENTATION Paraphrase: � A restatement of an author’s idea. � � A series of restatements about an article, essay, etc. � Restatements work together as a whole. � Summary is much shorter than original. � Generally requires one attribution. Usually a shorter piece of text -- sentence or two. Length of restatement can be as long as or longer than original. Attribution is required for every paraphrase. Paraphrasing is a fundamental part of writing a summary. Summary:
CHALLENGES FOR ESL/EFL STUDENTS Ownership of ideas varies between cultures. � Memorized sections of Confucianism � Mother: Person I admire (Yongfang 2003) Paraphrasing may be interpreted differently. � Restating words of scholars = bad news � Common knowledge in collectivist cultures Some cultures are reader (vs. writer) responsible. � Assumptions re: reader knowledge http: //boydsteachingresources. pbworks. com/
MORE CHALLENGES Reading skills � Ss misunderstand original � Ss depend on lower-level reading skills (decoding) � Ss lack vocabulary Ss are preoccupied with grammar/sentence structure. � Teacher feedback/learning focus on grammar/ sentence structure � Grammar = mastery of language Textbooks don’t explain “how” to paraphrase. Teachers don’t explain “how” either.
THE MOST PRESSING CHALLENGE (IN MY EXPERIENCE/OPINION). . . a misplaced focus on the word
WHY IS THIS A MISPLACED FOCUS? Meaning in English is not character/word-level � Sentences and paragraphs carry meaning Cited source info used to support paragraph-level ideas � 1 paragraph = 1 idea (topic sentence, supporting, conclusion) Paraphrase = restatement of an idea (that is used to support another idea)
WHY DO SOME STUDENTS FOCUS ON WORDS? Desire to understand everything Low-level reading/learning skills Words are tangible; ideas often elusive Native country learning (lang = math) Grammar-based paraphrase activities Heavy reliance on bottom-up processing Memorization-focused learning Word-focused L 1 Example
L 1 INFLUENCE ON WORD FOCUS mu ('tree') shows a trunk and two leafless branches of a tree. The bottom half of the character may be hanging branches or the roots of a tree. … the character doubles to represent "forest" and triples to represent "dense forest. " It joins with the character for "person" to represent "rest, ”. . . mo ('last' or 'top') shows a tree in which the top is marked with a horizontal stroke, while ben ('source' or 'origin') shows a tree in which the root is marked with a horizontal stroke. Relationships between characters complex also From: http: //www. mmtaylor. net/Literacy_Book/DOCS/pt 1. html
WHERE IS MEANING? In English. . . -- a collection of words (groups of sentences and paragraphs) -- “discourse blocks” (Christensen 1963, Pitkin 1969) -- paragraphs (Kaplan 1972) By focusing on Words, Ss = � Miss & Misunderstand main ideas when reading � Worry too much about individual words, grammar & sentence structure � Paraphrase slowly & laboriously � End up with stilted, awkward, incorrect paraphrases (plagiarized content? ) http: //boydsteachingresources. pbworks. com/
PROBLEMS WITH GRAMMAR-BASED PARAPHRASE ACTIVITIES Examples Problems Some combination of changes to original: compliment and subject positions verb from positive to negative verb from active to passive Focuses too much on words Result: � Missed/misunderstood idea � Poor/Jumbled/Stilted Restatement
To overcome these challenges & resulting TO TO OVERCOM problems: all paraphrase work in my classes is based on. . . First understanding an idea then restating it.
WHERE TO BEGIN: GOOD READING SKILLS (UNDERSTANDING IDEAS) Pre-read to get overall gist of article/section Read fast, multiple times Focus on IDEA/s Focus on content words (vs. function) Scan for main ideas In paragraphs and sentences Avoid getting side tracked on individual words http: //boydsteachingresources. pbworks. com/
READING SKILLS (CONTINUED) R Mmy ading Skills Work through ambiguity. Avoid translation. Use dictionaries very rarely � Use context for meaning � Look up: important & repeated keys words only when main idea truly can’t be deciphered. Embrace a new style of reading! Resource: What good readers do handout
#1 PARAPHRASING RESOURCE! STEPS FOR PARAPHRASING WELL Introduced and regularly practiced & reviewed. . . on board, in quizzes & front page of class wiki Resource: “Paraphrase Well” handout
STEPS FOR PARAPHRASING WELL 1) Read the section repeatedly to understand the main idea. 2) List important key words. 3) Cover original & restate the main idea in your different words. 4) Don’t worry about grammar! Restate idea first! 5) Check restatement for clarity of original idea (& original structure) 6) Check grammar & edit as needed. 7) Check attribution.
AS THE TEACHER… I CONSISTENTLY WALK THE TALK and focus mainly on Ss’ restated ideas I address grammar only after the idea is clear.
PARAPHRASE “ON THE RUN”
Paraphrase “on the run” A fun, active activity for practice with word meanings from context (definitions) � Original text posted outside class � ‘Runner’ reads a definition outside (2 minutes) � ‘Scribe’ is told meaning inside classroom � Collaboratively write a new definition Same activity with steps/list article � Ss can exchange and check others’ work Limit Time! Don’t allow Ss time to memorize!
VERBAL RESTATEMENT do activity
VERBAL RESTATEMENT Ss retell main idea verbally � Speaking = less worry about grammar, sentence structure, perfection � T can draw out some missing points/details; walk S toward main idea. “You almost have it, but isn’t there something about X ? ”
MAGAZINE BLUBS Do activity
MAGAZINE BLUBS � Use short blurbs from magazines. � Provide a context for paraphrase. � Ss work in pairs Limited time – about 5 minutes. Makes Ss focus on idea, can’t get side tracked w/ vocabulary, no time to look up words, pressure to report main idea. � Short blurbs focus students on one idea � Context makes paraphrasing more realistic � Context focuses reading on using an idea for support
SUMMARY RESOURCES � “Finding main ideas” handout � Summary Grid � How to Write a Summary handout (on wiki) Debate in Costco Connection magazine
INTEGRATION WORK �To integrate paraphrased source into a paragraph Sentence 1: introduces topic (topic sentence) Sentence 2: introduces paraphrase Sentence 3: connects/integrates source & main idea. Resource: integration handout
SOURCE LIST 1: New York Times Up Front Nov 22, 2010 2: New York Times Up Front Oct 25, 2010 3: Health June 2009 4: Mothering Jan 2010
Thank You! http: //boydsteachingresources. pbworks. com/
WHAT IS SENTENCE-LEVEL PARAPHRASING? WHERE DOES IT FIT INTO STEPS FOR RESTATING MAIN IDEAS? Sentence-level paraphrase work Using synonyms Changing sentence from active to passive and vice versa. Changing parts of speech. Combining sentences. Inverting complement and predicate. See grammar toolbox web link/handout on wiki page. When and where? Only after main idea has been restated. � Word level focus = lost main idea. � Back to L 1 reading skills. Only as a means to fine-tune a paraphrase; make it less like original. In some classes I never give out a sentence-based handout!
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