Slides_0109_Academic Writing Skills Paraphrasing and Summarizing_20240119.pptx

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1. Academic Writing Skills: Paraphrasing and Summarizing Instructor: _____________ 1

2. Table of Contents 2 Unit Introduction Scenario: Common Academic Writing Skills: Quoting, Paraphrasing and Summarizing 1. Writing Skills: Paraphrasing 1.1. Definition of Paraphrasing 1.2. Rules of Paraphrasing Food for thought: Comparing the Degree of Paraphrasing 2. Writing Skill: Summarizing 2.1. Definition and Rules of Summarizing 2.2. Differences between Paraphrasing and Summarizing Food for thought: Examples of Summarizing Articles 3. Conclusion Quiz References p. 03-05 p. 06-07 p. 08-09 p. 10-12 p. 13-18 p. 19-31 p. 32-33 p. 34-36 p. 37-38 p. 39-44 p. 45-47 p. 48-57 p. 58-60

3. Unit Introduction 3

4. Unit Introduction (1/2) The previous unit has introduced the skill of "quotation," one of the three ways to avoid plagiarism in academic writing. This unit will further cover the writing skills of "paraphrasing" and "summarizing" and will take the American Psychological Association's APA bibliographic style (7th edition) (American Psychological Association, 2020) for examples. 4

5. Unit Introduction (2/2) Unit Objectives This unit will introduce the writing skills of "paraphrasing" and "summarizing" to avoid plagiarism, which helps learners to achieve the following goals: Understand the writing skills of paraphrasing and summarizing. Understand the difference between paraphrasing and summarizing. 5

6. Scenario: Common Academic Writing Skills: Quoting, Paraphrasing and Summarizing 6

7. Scenario: Common Academic Writing Skills: Quoting, Paraphrasing and Summarizing 7 Click the thumbnail to watch the video. Please go to this website if the video cannot be played: https://www.youtube.com/watch?v=wvHZjBqwAhs

8. 1. Writing Skills: Paraphrasing 8

9. 1. Writing Skills: Paraphrasing Let us think about a scenario. When we try so hard to read numerous studies but cannot weed out the wheat from the chaff, wouldn’t it make us feel sick, just like when we dump all the ingredients into one bucket and swallow everything in one bite? Similarly, researchers should learn to "paraphrase" and "summarize" to integrate all ingredients into a new flavorful Manchu-Han feast rather than turning a research report into an unorganized, mixed raw and cooked "Manchu-Han mixed platter." 9

10. 1.1. Definition of Paraphrasing 10

11. 1.1. Definition of Paraphrasing (1/2) Paraphrasing is a writing skill that reinterprets information from others in one’s own words. The meanings of paraphrasing and its purpose are as follows ( 張作為， 2007 ； Ballard & Clanchy , 1991; Sperber & Wilson, 1996): • Re-phrasing the content of the source. • The author expresses the original text's meaning from one’s own point of view. The purpose of paraphrasing is to organize and synthesize articles from different sources and convey them through paraphrasing from our own viewpoints, and to represent the meaning of the text and to reiterate its other aspects. 11

12. 1.1. Definition of Paraphrasing (2/2) Paraphrasing must faithfully portray the views of the text, include the quoter's own explanations, and retain the original author's arguments without distortion or bias. In conclusion, " paraphrasing" can be described as a form of rewriting in which the author creates new material using their own words while preserving the original content. 12

13. 1.2. Rules of Paraphrasing 13

14. 1.2. Rules of Paraphrasing (1/5) The dos and don’ts of paraphrasing are listed below. 14

15. 1.2. Rules of Paraphrasing (2/5) Examples of paraphrasing: 15

16. 1.2. Rules of Paraphrasing (3/5) Researchers who wish to quote from this article should first try to identify the keyword group or sentences of the original text, then focus on them to determine the relationship between each keyword to achieve an effective paraphrase. 16

17. 1.2. Rules of Paraphrasing (4/5) For example, in this article, the study findings are that (A) “participation in online games” can become (B) “a common experience between teachers and students” and such a common experience can further become the foundation for (C) “a better teacher-student relationship.” 17

18. 1.2. Rules of Paraphrasing (5/5) When we grasp the article's key terms, main ideas, and causal relationship and then rewrite the subject content in our own words, we can avoid copying paragraphs with more than "one clause" verbatim from someone else. 18

19. Food for thought: Comparing the Degree of Paraphrasing 19

20. Food for thought: Comparing the Degree of Paraphrasing (1/12) Below are two passages (in Chinese and English). Please read the original text first and compare the differences between the rewritten examples 1 and 2. Please think carefully, which paraphrased example is more effective in avoiding plagiarism? (After reading, please click to view the answer) 20

21. 21 Chinese Example: Food for thought: Comparing the Degree of Paraphrasing (2/12)

22. 22 Examples of Paraphrasing: Food for thought: Comparing the Degree of Paraphrasing (3/12)

23. 23 Possible answer: In the paragraph of [Example 1], although the source of information is indicated, only synonyms have been used to replace the original words, and the word " 的 " has been changed to the word " 之 ." However, the overall structure of the article is unchanged, and numerous phrases and sentences are used in both paragraphs with a high degree of similarity, making it easy to be considered as plagiarising . Food for thought: Comparing the Degree of Paraphrasing (4/12)

24. 24 Food for thought: Comparing the Degree of Paraphrasing (5/12) Possible answer: In the paragraph of [Example 2], the author has deleted the original words and sentences to some degree and expressed them in his own words, which is a more effective paraphrase.

25. English Example: 25 Food for thought: Comparing the Degree of Paraphrasing (6/12)

26. 26 Food for thought: Comparing the Degree of Paraphrasing (7/12)

27. 27 Researchers who wish to quote from this article should first try to identify a cluster of keywords or sentences of the original text, then focus on them to determine the relationship between each keyword to achieve an effective paraphrase. For example, the study findings of this article are (A) “the affordable cost of portable wireless,” (B) “the digital divide,” (C) “the challenges facing the teacher-education program,” and (D) “provide programmes focus on technology proficiency and vision”. When we grasp the article's key terms, main ideas, and causal relationship and then rewrite the subject content in our own words, we can avoid copying texts with more than "one clause" verbatim from someone else. Food for thought: Comparing the Degree of Paraphrasing (8/12)

28. 28 Food for thought: Comparing the Degree of Paraphrasing (9/12)

29. 29 Possible answer: In [Example 1], even though a reference is mentioned, the basic article structure is maintained by using synonyms instead of the original words (such as the price for cost, reasonable for affordable, learners for students, etc.). Food for thought: Comparing the Degree of Paraphrasing (10/12)

30. 30 In addition, this example contains the specific word “technology-savvy” (i.e., a single word or compound word created by the original author) that appears in the original text without enclosing it in quotation marks when using the “quotation” method, which might easily raise concerns about plagiarism. Overall, this example does not qualify as an effective paraphrase due to its high similarity to the original text. Food for thought: Comparing the Degree of Paraphrasing (11/12)

31. 31 Possible answer: In [Example 2], the author clearly understands the text, cuts it appropriately, and reinterprets it in his own words, which is a more effective paraphrase. “Competencies and Vision,” is a proper term for digital learning and therefore not modified. Food for thought: Comparing the Degree of Paraphrasing (12/12)

32. 2. Writing Skill: Summarizing 32

33. 2. Writing Skill: Summarizing Food for thought Please recall your elementary or middle school years. Have you ever written a reading summary? Have you ever taken notes from the content in your textbooks while studying for an exam? 33

34. 2.1. Definition and Rules of Summarizing 34

35. 2.1. Definition and Rules of Summarizing (1/2) Summarizing is defined as “a brief restatement of an author's words that conveys only the author's main point(s)” (Duke University, n.d ). Summarizing is frequently used to abbreviate a larger piece of text and condense chapters of a book or key points of an article; therefore, summarizing is also called writing a summary of the main concepts, which refers to writing an article as a summary. When you summarize, you should also pay special attention to the three elements listed below ( 楊晉綺， 2010 ； Stern, 2007): Keep the tone of the sentences as neutral as possible, and use precise expressions. Avoid using too many sentences from the original text. If words and phrases of the original author are to be used, they should be “quoted”. 35

36. 2.1. Definition and Rules of Summarizing (2/2) By summarizing in this manner, you can preserve the ideas the author intended to convey while avoiding using excessive amounts of the original sentences. If you truly want to copy the original text, use the “quotation” method. 36

37. 2.2. Differences between Paraphrasing and Summarizing 37

38. 2.2. Differences between Paraphrasing and Summarizing The writing techniques “paraphrasing” and “summarizing” differ slightly. In general, a paraphrased version of an original text will be about the same length as the original, whereas a summarized version will be significantly shorter ( Brennecke , 2019) . 38

39. Food for thought: Examples of Summarizing Articles 39

40. Food for thought: Examples of Summarizing Articles ( 1/5) After we understand the rules for summarizing, let us compare the original text and its summarized version by using the bibliography format of the American Psychological Association (APA) as examples. 40

41. Food for thought: Examples of Summarizing Articles ( 2/5) 41 Chinese Example:

42. Food for thought: Examples of Summarizing Articles ( 3/5) 42

43. Food for thought: Examples of Summarizing Articles ( 4/5) 43 English Example:

44. Food for thought: Examples of Summarizing Articles ( 5/5) 44

45. 3. Conclusion 45

46. 3. Conclusion (1/2) Paraphrasing and summarizing are two proper writing skills that allow you to quote others while avoiding plagiarism. Both are methods that authors carefully read through the original text, digest it independently, and rewrite it in their own words. However, there are some differences between the two, and it is recommended to read more articles to fully grasp these differences before using them. In short, "paraphrasing" is a writing skill that transforms information into other words, while "summarizing" is the skill that distills information into its simplest form. 46

47. 3. Conclusion (2/2) 47

48. Quiz 48

49. 49 Quiz Q1. Which of the following writing skills regarding paraphrasing is incorrect ? Paraphrasing can be used to recreate and re-phrase the meaning of the text or combine several pieces of text into one single paragraph. Paraphrasing can retain the original author's perspective and, when appropriate, add the quoter's perspective to reframe the information. The length of a paraphrased version differs greatly from that of the original. Like “in other words,” the idea of paraphrasing is to express the original text using other words and expressions.

50. 50 Quiz Q1. Which of the following writing skills regarding paraphrasing is incorrect ? Paraphrasing can be used to recreate and re-phrase the meaning of the text or combine several pieces of text into one single paragraph. Paraphrasing can retain the original author's perspective and, when appropriate, add the quoter's perspective to reframe the information. The length of a paraphrased version differs greatly from that of the original.★ Like “in other words,” the idea of paraphrasing is to express the original text using other words and expressions.

51. 51 Explanation Option (3) is incorrect. A paraphrased version is about the same length as the original.

52. 52 Quiz Q2. Which of the following writing skills regarding summarizing is incorrect ? Summarizing can be used to Shorten longer passages of text, such as an entire chapter or book. A summarized version is longer than the original and explains the original text in more sentences. A summarized version is more concise than the original. Like “in a nutshell,” summarizing is to express a great deal of the original content in a few words.

53. 53 Quiz Q2. Which of the following writing skills regarding summarizing is incorrect ? Summarizing can be used to Shorten longer passages of text, such as an entire chapter or book. A summarized version is longer than the original and explains the original text in more sentences.★ A summarized version is more concise than the original. Like “in a nutshell,” summarizing is to express a great deal of the original content in a few words.

54. 54 Explanation Option (2) is incorrect. A summarized version is more concise than the original.

55. 55 Quiz Q3. Shuo is writing a thesis about online teaching. He uses “paraphrasing” and “summarizing” to cite others’ sentences to avoid plagiarism. Which of the following uses “summarizing” writing skill"? According to Wang (2006), learners who engage in cultural exchange with foreigners through the Internet can explore the world and develop more favorable attitudes toward other cultures. The teacher who was interviewed in this study shared the same opinions. “I believe the Internet is convenient and can help reduce cultural disparities among students of different nationalities, which is a good sign. I believe more and more people will utilize the Internet for learning in the future.” (Teacher 1) All of the above use paraphrasing skill. All of the above use summarizing skill.

56. 56 Quiz Q3. Shuo is writing a thesis about online teaching. He uses “paraphrasing” and “summarizing” to cite others’ sentences to avoid plagiarism. Which of the following uses “summarizing” writing skill"? According to Wang (2006), learners who engage in cultural exchange with foreigners through the Internet can explore the world and develop more favorable attitudes toward other cultures.★ The teacher who was interviewed in this study shared the same opinions. “I believe the Internet is convenient and can help reduce cultural disparities among students of different nationalities, which is a good sign. I believe more and more people will utilize the Internet for learning in the future.” (Teacher 1) All of the above use paraphrasing skill. All of the above use summarizing skill.

57. 57 Explanation Option (1) is the correct answer. Shuo paraphrased the research content of Wang (2006) while retaining the author’s original idea. Option (2) should be the writing skill of “quoting”.

58. 58 何靜雯、陳昭秀、周倩、林珊如（ 2008 ）。教師線上遊戲經驗與師生關係之相關研究。 網際網路技術學刊， 9 （ 2 ）， 145-151 。 https://doi.org/10.6138/JIT.2008.9.2.06 張作為（ 2007 ）。 論著作權於學術倫理之實踐與省思 （未出版之碩士論文，國立清華大學）。臺灣博碩士論文知識加值系統。 https://hdl.handle.net/11296/2gepgs 楊晉綺（ 2010 ）。第九章 拼貼與抄襲。載於劉承慧、王萬儀（主編）， 大學中文教程：學院報告寫作 （頁 147-158 ）。國立清華大學出版社。 蘇怡如（ 2005 ）。 中學生網路禮儀課程設計、發展與評鑑 （未出版之碩士論文，國立交通大學）。臺灣博碩士論文知識加值系統。 https://hdl.handle.net/11296/44wevn Chinese References

59. 59 American Psychological Association (2020).  Publication manual of the American Psychological Association  (7th ed.). https://doi.org/10.1037/0000165-000 Ballard, B., & Clanchy , J. (1991). Assessment by misconception: Cultural influences and intellectual traditions. In L. Hamp-Lyons (Ed.),  Assessing second language writing in academic contexts  (pp. 19-35). Ablex Publishing. Brennecke , P. (2019).  Academic integrity at the Massachusetts Institute of Technology: A handbook for Students . Massachusetts Institute of Technology. http://integrity.mit.edu/sites/default/files/images/AcademicIntegrityHandbook2019-color.pdf Chou, C. (2002). Developing the e-Delphi system: A web-based forecasting tool for educational research.  British Journal of Educational Technology, 33 (2), 233-236. https://doi.org/10.1111/1467-8535.00257 English References (1/2)

60. 60 Duke University, (n.d.).  Overview of the common scholarly procedures . https://plagiarism.duke.edu/procedures/table.php Peng, H., Su , Y.-J., Chou, C., & Tsai, C.-C. (2009). Ubiquitous knowledge construction: Mobile learning re-defined and a conceptual framework.  Innovations in Education and Teaching International, 46 (2), 171-183. https://doi.org/10.1080/14703290902843828 Sperber, D., & Wilson, D. (1996).  Relevance: Communication and cognition  (2nd ed.). Wiley-Blackwell. Stern, L. (2007).  What every student should know about avoiding plagiarism . Pearson. Walker, A. L. (2008). Preventing unintentional plagiarism: A method for strengthening paraphrasing skills.  Journal of Instructional Psychology, 35 (4), 387-395 English References (2/2)

61. 61 In response to academy issues and regulation amendments,  courses and learning materials on AREE website are updated aperiodically . First edition September 2014: Professor Chien Chou, Institute of Education, National Chiao Tung University Second edition August 2023: Professor Chi-Min Liu, Center for General Education, National Taiwan Normal University The information and views set out in this unit are those of the author(s) and do not necessarily reflect the official opinions of any affiliations. If any hyperlinks on the AREE website are invalid, it can mean that the page you’re trying to access has been redirected to another page or doesn't exist anymore. Our apologies for any inconvenience. For any quotations of the content from this unit, please cite the source according to our center’s regulations: Chou, C., & Liu, C.-M. (2023, August).  Academic Writing Skills: Paraphrasing and Summarizing  [Online Course]. Center for Taiwan Academic Research Ethics Education, Ministry of Education. https://ethics.moe.edu.tw

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