1. Avril Trudeau & Marti Sevier English Bridge Program Simon Fraser University Paraphrasing for Academic Success

2. Overview 1. Warm up: Try your hand at paraphrase 2. AYK (activate your knowledge) and define paraphrase 3. Review current research on L1 & L2 paraphrasing 4. Agree on acceptable paraphrase 5. Explore L2 learner’s cultural perceptions regarding plagiarism and paraphrase 6. Share effective strategies to enable L2s to produce comprehensible paraphrase for academic success 7. Q & A 2

3. Paraphrase in French: Putting yourself in your students’ shoes * Le français québécois… On parle français à Paris et à Québec, mais avec des accents différents et certaines variations de vocabulaire et de grammaire. Les particularités du français québécois reflètent l’histoire de la région ou il s’est développé. ( see handout ) 3

4. ACTIVATE YOUR KNOWLEDGE What is Paraphrase? Definition para·phrase (par′ə frāz′) noun: a rewording of something spoken or written, usually for the purpose of making its meaning clearer the use of this as a literary or teaching device an approximate rendering of a quotation, saying, etc. whose exact words cannot be cited or recalled Source: http://www.yourdictionary.com/paraphrase 4

5. a restatement the same or different length as original written with different words often reorganized faithful to the author’s intended meaning reader-friendly A paraphrase is… 5

6. Why is paraphrase necessary? A.As a learning strategy B. To demonstrate understanding of the source text … 6

7. C. To avoid academic dishonesty http://www.associatedcontent.com/article/417143/how_to_avoid_unintentional_plagiarism.html?cat=2 7

8. SFU Code of Academic Honesty Plagiarism is a form of academic dishonesty in which an individual submits or presents the work of another person as his or her own. Scholarship quite properly rests upon examining and referring to the thoughts and writings of others. However, when excerpts are used in paragraphs or essays, the author must be acknowledged using an accepted format for the underlying discipline. Footnotes, endnotes, references and bibliographies must be complete. 8

9. Plagiarism exists when all or part of an essay is copied from an author, or composed by another person, and presented as original work. Plagiarism also exists when there is inadequate recognition given to the author for phrases, sentences, or ideas of the author incorporated into an essay. Source: www.sfu.ca/policies/teaching/t10-02.htm 9

10. Culture and Copying Increasing number of foreign students in western universities Chinese Students: Re-wording/paraphrase disrespectful to the ‘masters’. Middle Eastern students confused by the Western notion that one can 'own' ideas Japanese students: group supersedes individual effort (Sowden, 2005) Both 10

11. The problem of ‘acceptable’ and ‘unacceptable’ paraphrase for L2s = No standard agreement Transgressive Intertextuality Non-Transgressive Intertextuality - Negative/punitive stance = you copy, you lose - Academic literacy vs. academic dishonesty - Ignorance is no excuse- Teach conventions, then apply strictures - Textual ownership “originality & autonomy, independence & analysis” - Intertextuality “ community & cooperation interdependence & synthesis” 11

12. CURRENT RESEARCH Keck: The Taxonomy of Paraphrase Types Near copy = 50% or more words contained within unique links Minimal revision = 20–49% words contained in unique links Moderate revision = 1–19% words contained in unique links Substantial revision = no unique links Keck, C. ( 2006). Journal of Second Language Writing 12

13. Example of ‘unique link’ Original: We should never lose sight of the fact that, despite the power of culture, we are still limited by our biological structure, function and needs. [25 words] Attempted Paraphrase: We must not lose sight of the fact that, regardless of the power of culture, we are Ø restricted by our biological structure, function and needs. [14/25 = Near Copy] ( Excerpt from ‘Exploring Content’, Smith, 2005) 13

14. L1 & L2 Paraphrase Both copy from source texts without attribution. Both use approximately the same number of paraphrases but L2s use more ‘near copying’ than L1s. ( Keck, 2006) 14

15. Shi: close paraphrase and total paraphrase “reformulating syntax or changing wording of the original text’’ ‘‘no trace of direct borrowing of two or three consecutive words from source texts’’. Shi, L. (2004) Written Communication 15

16. The task at hand http://www.nu.edu/assets/img/NU/w3/peoGroup001.jpg 16

17. Beyond the concerns about plagiarism, ELTs need to focus on: growth in language competence increased understanding of - complex academic texts - new/unfamiliar concepts movement towards - synthesis of information - practical skills building - application of appropriate citing practices Ultimate goals? 17

18. Beyond avoiding plagiarism: why cite? To strengthen writing To practice synthesis To develop voice To strengthen argument To participate in the academy Harris, R. (2004). Anti-plagiarism strategies for research papers. Retrieved March 2009, from w w w. v i r t u a l s a l t. c o m 18

19. How can students prepare for paraphrase? Read extensively (Frodesen, 2002 ) Increase general knowledge base Develop general & academic vocabulary Learn and practice micro-skills of using sources (Pecorari, 1998) - quoting, citing, paraphrasing, using reporting verbs 19

20. How to paraphrase When paraphrasing, there are some basic steps to follow: 1.Underline. 2.Highlight. 3.Rephrase. 4.Review. 20

21. How to paraphrase (cont’d.) 5. Keep the meaning. 6. Re-structure. 7. Provide synonyms. 8. Always cite. 21

22. The English Bridge Program at SFU +/-150 Ss/year - East Asian majority Entry level: IELTS 5.5 – 6 Concerns with paraphrase Experience with plagiarism here 22

23. Academic Skills in the English Bridge Program Aims: Develop academic reading skills Teach research and citation skills IELTS examination preparation 23

24. The Independent Research Project Academic Writing: IRP, 6-8 sources Academic Culture and Communication: 10 minute Powerpoint presentation based on IRP Academic Skills: Annotated Bibliography based on four source texts 24

25. 25

26. Paraphrasing in Academic Skills Stand-alone tasks – Process-based – Skills-focused Integrated into assignments – Deconstructing texts in daily work – Summary writing – IRP support/Annotated bibliography 26

27. Mixed results Original Unfortunately, most resource- rich countries do not see economic development follow their natural wealth. Rather, relatively resource-poor regions such as East Asia have grown much faster than countries in Latin America, Africa, and the Middle East that have considerable deposits of oil, natural gas, and minerals. Student paraphrase The countries which have poor resource have a depressed economic development of abundance resource, but they have grown slower than the resource rich countries such as East Asia. 27

28. An analysis using Text-Lex Compare TOKENS Recycle Index: (18 repeated tokens : 28 tokens in new text) = 64.29 Of these, unique links (lexical words occurring only once in the original text) are highlighted in yellow, while general links (lexical words occurring more than once) are highlighted in yellow and italicized. Shared 18 tokens 13 types 001. have 3 002. resource 3 003. countries 2 004. as 1 005. development 1 006. east 1 007. economic 1 008. grown 1 009. of 1 010. poor 1 011. rich 1 012. such 1 013. than 1 Cobb, T. (2000) Text Lex compare, The compleat lexical tutor, http://www.lextutor.ca/text_lex_compare/ 28

29. A way forward  Avoid penalties or develop language skills? Make explicit academic honesty policy ** Sequence tasks carefully __________________________________________ Guided  Less guided  Independence: activities activities synthesizing information from sources 29

30. A Sequence of Paraphrase Tasks Phase 1: Deconstructing the text A. Looking at the source B. Looking at main idea and support information 30

31. A Sequence of Paraphrase tasks, cont’d Phase 2: Citing conventions A. Identify purpose B. Focus on reporting verbs 31

32. A sequence of paraphrasing tasks, cont’d Phase 3: Vocabulary: synonyms & substitutes A.Identify technical terms B.Underline key words or phrases C. Find synonyms/substitute words 32

33. A Sequence of Paraphrasing tasks, cont’d Phase 3: Vocabulary: word families VerbNounAdjectiveAdverb acknowledge -- assignment 33

34. A sequence of paraphrasing tasks, cont’d Phase 4 : Guided rewriting: changing sentence structure Original: Plagiarism is a form of academic dishonesty in which an individual submits or presents the work of another person as his or her own. (has committed) Rewritten: When someone submits or presents the work of another as their own s/he has committed plagiarism. 34

35. Conclusion : push & pull? Push: NO CHOICE - Avoid the risks of plagiarism Pull: COMPELLING REASONS - Build reading and writing skills - Expand critical thinking/ability to synthesize - Develop voice as a writer - Participate in academic community 35

36. Links for Paraphrase practice Acceptable, not acceptable – Teaching Guide for graduate student instructors Teaching Guide for graduate student instructors – Paraphrase: Write it in Your Own Words Paraphrase: Write it in Your Own Words – Summarising and note-taking Summarising and note-taking – University of Houston Victoria University of Houston Victoria 36

37. Links for Citation General Academic writing: Citing sources Citation builder Son of Citation Machine The automatic bibliography and citation maker Knight Cite Citation Styles 21 st Century Information fluency For Books Only Free automatic bibliography generator 37

38. Links to Paraphrase, Summary and Synthesis The links below offer interesting interactive exercises to try out with students during lab time or for online HW… Reporting - paraphrase, summary & synthesis More resources for you and your students: Paraphrase and Summary Paraphrase: Write it in Your Own Words Reporting Verbs 38

39. REFERENCES Angélil-Carter, S. (2000). Stolen Language? Plagiarism in Writing. Essex: Pearson Education Limited. Chandrasoma, R., Thompson, C., & Pennycook, A. (2004). Beyond plagiarism: Transgressive and non-transgressive intertextuality. Journal of Language, Identity & Education, 3(3). Retrieved February 20, 2009, from http://dx.doi.org/10.1207/s15327701jlie0303_1 Flowerdew, J. & Li, Y. (2007). Plagiarism and second language writing in an electronic age. Annual Review of Applied Linguistics, 27 Frodesen, J. (n.d.). Developing paraphrasing skills: A pre-paraphrasing mini-lesson. Retrieved March 10, 2009 from www.ucop.edu/dws/lounge/dws_ml_pre_paraphrasing.pdf. Frodesen, J. (2004). Developing paraphrasing skills through vocabulary knowledge and control 39

40. References, cont’d Introna, L., Hayes, N., Blair, L. & Wood, E. (2003). Cultural attitudes towards plagiarism. Lancaster University. Retrieved February 2009, from www.plagiarismadvice.org/images/bin/lancsplagiarismreport.pdf Keck, C. (2006). The use of paraphrase in summary writing: A comparison of L1 and L2 writers. Journal of Second Language Writing, 15. Retrieved February 22, 2009, from www.sciencedirect.com Pecorari, D. (1998). Process citing: avoiding plagiarism in student writing Retrieved March 12, 2009, from www.brookes.ac.uk/schools/education/ eal/jl-archive/jl-bestof/31.pdf Pecorari, D. (2003). Good and original. Plagiarism and patch-writing in second language writing. Journal of Second Language Writing, 12(4) 317- 345. Retrieved March 12, 2009 from www.sciencedirect.com Pennycook, A. (1996). Borrowing others' words: Text, ownership, memory, and plagiarism. TESOL Quarterly, 30(2). Retrieved March 14, 2009, from http://www.ingentaconnect.com.proxy.lib.sfu.ca/content/tesol/tq/1996 40

41. References, cont’d Phan Le Ha, (2006). Plagiarism and overseas students: stereotypes again? English Language Teaching Journal, 60(1). Retrieved March 15, 2009 from http://eltj.oxfordjournals.org Pincas, A. (2001). Culture, cognition and communication in global education. Distance Education, 22(1). Retrieved February 2009, from http://www.informaworld.com Liu, D. (2005). Plagiarism in ESOL students: is cultural conditioning truly the major culprit? English Language Teaching Journal, 59(3), 234-241. Retrieved March 15, 2009 from http://eltj.oxfordjournals.org Shi, L. (2004). Textual borrowing in second-language writing. Written Communication, 21(2). Retrieved February 2009, from http://wcx.sagepub.com/cgi/content/abstract/21/2/171 Shi, L. (2006). Cultural backgrounds and textual appropriation. Language Awareness, 15 (4). Retrieved February 2009, from www.informaworld.com 41

42. References, cont’d Shi, L. (2008). Textual appropriation and citing behaviors of university undergraduates. Applied Linguistics 1 (24). Retrieved January 2009,from Oxford University Press 2008. Shirley, S. (2004). The art of paraphrase. Teaching English in the Two Year College, 32(2), 186-188. Retrieved March 2009, from www.ncte.org Sowden, C. (2005). Plagiarism and the culture of multilingual students in higher education abroad. English Language Teaching Journal, 59(3) 226-233. Retrieved March 15, 2009, from http://eltj.oxfordjournals.org 42