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Shreer teachers will often remind that students remind themselves to "put things in their own words, but for many students this is not a simple task, and they need a thorough practice before becoming an accessible ability . Before the students can start with the ease with the paraphrase, they need to understand the purpose of understanding strategies to make it possible.
students are more motivated to learn a new concept if they have a clear understanding of the purpose and the importance of the task. It is crucial that the students understand why the source attribution in Western culture is so important: We would like to give them other loans for their ideas when we share them. Some English as secondary speaker students can come from cultural backgrounds that appreciate information shared in various ways; In fact, often, the use of ideas of others can actually be seen as a sign of respect in some collective cultures. In some cases, there are no conventions for including quotes.
Remember the childhood game, "phone"? During paraphrasing typically taught as writing friendship, students can benefit from exposure to less formal way. Paraphrasierung is of course in speaking; We make it almost every day without realizing it. By using students into a casual and funny phone, they can help them to connect paraphrasing into the real life. Let the students sit in a circle; The teacher can start the game by whispering a short, stupid message to the student beside him. This student gives the message to the next and so on. When the embassy has omitted around the circle, it probably changed in something very different than the original. This is a fun way to show the students how easy information can "lost" if we are not particularly careful as we "passing".
One of the activities that works well to illustrate the challenges of paraphrasing, is to create an activity in which students work together in groups to write paraphrases of short excerpts from texts and they Then write another group of students to write the class should "rewrite the paraphrase". The second group can give it a third group and so on. The activity may be time consuming, and three rounds of paraphrasing should be sufficient. At the end of the activity, the class can compare the last paraphrase with the original and verify that the importance of the original is intact. If the meaning varies greatly, it is important to guide the students to check the progress as the paraphrase has been forwarded to each group. This helps to illustrate errors that can be used as a valuable opportunity to learn.
There is a tendency to the students to approach paraphrasing as a task in which a simple change of each word using synonyms without addressing the sentence structure. Paraphrasing as a task similar to the way you would just tell a friendly history is essential. An instructor must provide plenty of opportunity for students to participate in structured practice, which allows them to develop a variety of strategies and then bring them together.
Teachers can help the process by ensuring that the purpose and technology of paraphrasing are clearly understood and well-structured activities for guided practice.
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