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THE PROCESS OF PARAPHRASING:EXERCISES TO BUILD PARAPHRASING SKILLSTammy Guy HarshbargerIntroductionParaphrasing is a complex process that requires advancedgrammar skills and a large vocabulary in order to effectively restateinformation. Students can have difficulty paraphrasing if they have hadlittle or no experience paraphrasing and if they don’t have the grammarand vocabulary skills to paraphrase appropriately. Giving studentsparaphrasing exercises on a regular basis, in class or as homework,can help them become more familiar with the process of paraphrasing.Having students paraphrase a complex sentence in several different wayscan help them learn how to use a wide variety of grammatical structuresand vocabulary. Analyzing the grammar and vocabulary used in severalpossible paraphrases of a sentence can help them understand paraphrasingand can help them improve their grammar and vocabulary skills. Thispaper will examine examples of paraphrasing exercises the author gaveher Academic Writing II students at Tsuda College for five years, from2008 to 2012. What the students thought of the exercises and what theylearned from them will also be discussed.My Experience Teaching ParaphrasingIn 1996 I first began teaching English language students how toparaphrase when I taught a class on how to write a 10-page researchpaper in the Academic English Language Program at the Universityof Washington in Seattle, Washington. The book I was using, WritingResearch Papers by Andrew Harnack, briefly mentioned paraphrasing:“ you can paraphrase ‘specific sentences and passages’ by converting67212285 Tsuda Review no57-4校.indb672012/12/2615:31:02

Tammy Guy Harshbarger68them in your own words” (64-65). Steps on how to paraphrase orexamples of correct and incorrect paraphrases were not given. The bookhad a model research paper in the appendix and a paraphrase was pointedout, but the original source of the paraphrase was not given. I couldshow my students what a paraphrase looked like, but since I didn’t havethe original sentence to compare it to, I couldn’t explain the process ofparaphrasing to them.In 2005 I didn’t have a textbook when I taught English languagestudents how to write a 30-page research paper in the Department ofEnglish Language and Literature at Sultan Qaboos University in Muscat,Oman. I went online and used the Purdue Online Writing Lab (OWL) toteach paraphrasing. I printed out sections on paraphrasing, gave them tomy students and explained them in class. The section “Paraphrase: Writeit in Your Own Words” includes “6 Steps to Effective Paraphrasing”.The steps include: “Reread the original passage until you understandits full meaning .Set the original aside, and write your paraphraseon a note card .Check your rendition with the original to make surethat your version accurately expresses all the essential information ina new form” (The Purdue OWL). The website also offers “the originalpassage”, “a legitimate paraphrase” and “a plagiarized version”. There isno explanation of why the paraphrase is legitimate or why the version isplagiarized.From 2008 to 2012, I taught paraphrasing to English languagestudents in Academic Writing II in the Department of English at TsudaCollege in Tokyo, Japan. In the first semester students write 200-300word essays and in the second semester they write 200-300 word essaysand a 1,500 word research paper. I used three textbooks over a period offive years: Writing Academic English by Alice Ohima and Ann Hogue,A Writer’s Reference by Diana Hacker, and A Pocket Style Manual byDiana Hacker and Nancy Sommers. In Writing Academic English thechapter on paraphrasing gives an original passage, a paraphrase andtwo unacceptable paraphrases, and a short explanation why they areunacceptable: “Paraphrase 2 is plagiarism because it is too similar to theoriginal” (129). It offers five steps for paraphrasing, which include: “Readthe original passage several times until you understand it fully . It helps212285 Tsuda Review no57-4校.indb682012/12/2615:31:02

The Process of Paraphrasing69to take notes. Write down only a few words for each idea -- not completesentences .Write your paraphrase from your notes. Don’t look at theoriginal while you are writing” (130). A Writer’s Reference advises: “Toavoid plagiarizing an author’s language, resist the temptation to look atthe source while you are summarizing or paraphrasing. Close the book,write from memory, and then open the book to check for accuracy” (361).It also gives the original source, and an acceptable and unacceptableparaphrase with a short explanation of why it is unacceptable: “The firstparaphrase of the following source is plagiarized - even though the sourceis cited - because too much of its language is borrowed from the original”(361). A Pocket Style Manual gives an “original source”, “plagiarism:unacceptable borrowing” and “acceptable paraphrase”. Copied wordsin the unacceptable paraphrase have been underlined to explain why itis plagiarized. It advises: “To avoid plagiarizing an author’s language,don’t look at the source while you are summarizing or paraphrasing.After you have restated the author’s idea in your own words, return to thesource and check that you haven’t used the author’s language or sentencestructure or misrepresented the author’s ideas” (110).The Purdue OWL, Writing Academic English, A Writer’s Reference,and A Pocket Style Manual advise students to write a paraphrase withoutlooking at the original. I’ve never understood this advice and I’ve nevergiven it to my students. When I paraphrase, I always look very closelyat the original passage and I very carefully choose different words andgrammatical structures with the same meaning. It’s not an easy process.I never try to write a paraphrase without looking at the original. Thewebsite and textbooks give examples of good and bad paraphrases, butthey are very short and lack detailed analysis. Short explanations ofwhy a paraphrase is acceptable or unacceptable can be informative, butwithout detailed explanations of what grammar or vocabulary was used tocreate the paraphrase, a student is forced to infer what the process was toparaphrase correctly or incorrectly, which can be difficult and confusingfor the student.After looking at these explanations and examples of paraphrasingin their textbooks and on handouts taken from the Web, my studentsstill had difficulty paraphrasing. Talking about their drafts in writing212285 Tsuda Review no57-4校.indb692012/12/2615:31:02

Tammy Guy Harshbarger70conferences, I learned that they often paraphrased incorrectly becausethey didn’t understand the original passage when they first read it andthey didn’t have strong enough vocabulary and grammar skills to convertthe original sentence into a new sentence “using their own words.” Istarted to ask myself, “What is the process of paraphrasing and how can Iteach my students to paraphrase correctly?”Paraphrasing to Understand a SentenceI first had the idea for creating paraphrasing exercises when I taughta grammar class in the Department of English Language and Literatureat Sultan Qaboos University in 2006. I was using the book Writing:a College Workbook by James A.W. Heffernan, John E. Lincoln andCindy Moore. One of my students raised her hand in class and said shecouldn’t understand the meaning of a sentence from the book: “Annoyedbecause he could not have his way, Rex walked out” (155). I explainedthe meaning of the sentence by first looking at the grammar structuresin the sentence. I divided the sentence into three parts. I told her that“Annoyed” was a reduced adverb clause (participial phrase), “becausehe could not have his way” was an adverb clause, and “Rex walked out”was an independent clause. Then I rewrote the sentence into three shortersentences: “Rex was annoyed. Rex could not have his way. Rex walkedout.” I combined the three sentences into one sentence using “because”and “so” to show the cause/effect relationship between the three shortersentences: “Rex was annoyed because he could not have his way, so hewalked out.” To help the student understand the vocabulary, I substitutedsynonyms for some of the words and rewrote the sentence: “Rex wasangry because he wasn’t able to do what he wanted, so he left.” Mystudent was able to understand the sentence after I explained it in thisway. At that moment I realized I had just used paraphrasing to help mystudent understand the meaning of the sentence. I began to wonder howI could help my students in my research writing class understand thevocabulary and grammar of paraphrasing. I felt that I needed to create ahandout that explained paraphrasing in greater detail than what was found212285 Tsuda Review no57-4校.indb702012/12/2615:31:02

The Process of Paraphrasing71in my students’ textbooks and on the Web. I also felt I needed to createparaphrasing exercises that would give my students weekly practicewith paraphrasing so that they could not only become familiar withparaphrasing, but they could also improve their paraphrasing skills.The Process of ParaphrasingWhen I started to teach Academic Writing II in the Departmentof English at Tsuda College in 2008, I decided to make the teaching ofparaphrasing an important part of my lesson plans. For the past five years,at the beginning of the first semester, I ask my students if they know whatparaphrasing is. A few students raise their hands, but most of them arenot familiar with paraphrasing. I explain that paraphrasing: is used in the concluding paragraph of an essay to remind thereader of the thesis statement or to summarize the main ideas is used in research papers to give support, examples, summaries,or as an alternative to a quote shows the reader that the writer has understood what she has readand has the necessary vocabulary and grammar skills to rewritewhat she has read is a difficult skill that requires a large vocabulary, good thesaurusand dictionary skills, and a very good understanding of Englishgrammar prevents plagiarism when done correctly needs a lot of practice to do it wellSince I felt like students needed detailed information about theprocess of paraphrasing, I created a handout that includes informationon how to paraphrase, an example of a paraphrase, an explanation of theparaphrase, possible paraphrases, a list of reporting verbs, and examplesof how to cite the paraphrase:212285 Tsuda Review no57-4校.indb712012/12/2615:31:02

Tammy Guy Harshbarger72The Process of ParaphrasingTo paraphrase a sentence is to rewrite the sentence using differentwords, different grammar, and different word order. A paraphrasehas the same meaning as the original sentence and it is about thesame length.When paraphrasing: Don’t copy the original sentence Don’t use too many of the original words Don’t change the meaning of the original sentence Don’t leave out important informationThe process of paraphrasing: Identify grammar structures and key words Change grammar structures Change words Change word orderGrammar structures: independent and dependent clauses word forms: nouns, verbs, adjectives, adverbs clauses: adjective, noun, and adverb clauses phrases: prepositional phrases, participial phrases (reducedclauses) verb phrases: active voice and passive voice, phrasal verbs connecting words: coordinating conjunctions, subordinatingconjunctions, correlative conjunctions, conjunctive adverbs transitional words and phrasesRelationships between ideas:cause/effect, purpose, manner, comparison, contrast, opposition,concession, time, place, condition, addition212285 Tsuda Review no57-4校.indb722012/12/2615:31:02

The Process of Paraphrasing73Paraphrasing Example:Those whose self-esteem is low do not necessarily see themselvesas worthless or wicked, but they seldom say good things aboutthemselves.(Psychology by David G. Myers, page 608)Grammar structures: adjective clause: whose self-esteem is low verb phrase: do not see themselves as worthless or wicked verb phrase: seldom say good things about themselvesRelationships between ideas There are people who have low self–esteem. They do not necessarily see themselves as worthless or wicked. They seldom say good things about themselves. Opposition: butKey words: self-esteem low necessarily see worthless wicked but seldom say goodSynonyms: self-esteem: self-worth, self-respect low: poor, unfavorable, negative, bad necessarily: inevitably, automatically, inexorably, certainly,definitely see: view, perceive, describe, think of212285 Tsuda Review no57-4校.indb732012/12/2615:31:02

Tammy Guy Harshbarger74 worthless: unworthy, useless, no-good, of little/no value,despicable wicked: evil, sinful, bad, immoral, corrupt, dishonorable,unethical, unholy but: however, although, though, even though, while, whereas seldom: rarely, hardly ever, infrequently say: talk, speak good: positive, nice, favorablePossible paraphrases: People with low self-esteem don’t necessarily view themselvesas evil or worthless; however, they rarely talk positively aboutthemselves. Although they hardly ever speak favorably about themselves,people who have poor self-esteem do not inevitably perceivethemselves as useless or bad. People with a low opinion of themselves generally describethemselves in negative terms, even though they don’t think theyare really bad. People with low self-esteem may or may not think of themselvesin strongly negative ways, but they rarely say anything positiveabout themselves.Introducing paraphrases: According to him He believes that As he believes Her point is In her opinion Reporting verbs: affirm, allege, argue, assert, assume, believe,explain, claim, complain, conclude, contend, demonstrate, describe,discover, discuss, emphasize, estimate, examine, explore, find,illustrate, imply, indicate, inform, maintain, mention, note, observe,predict, present, presume, point out, propose, recognize, recount,212285 Tsuda Review no57-4校.indb742012/12/2615:31:02

The Process of Paraphrasing75reveal, report, say, show, state, stress, suggest, suppose, suspect,tell, verifyReporting nouns: argument, claim, complaint, conclusion,explanation, point, opinionExample: David Myers points out that people with low self-esteem don’tnecessarily view themselves as evil or worthless; however, theyrarely talk positively about themselves. According to Myers, although they hardly ever speak favorablyabout themselves, people who have poor self-esteem do notinevitably perceive themselves as useless or bad.Exercises to Build Paraphrasing SkillsUsually paraphrasing and plagiarism are discussed as a student islearning how to write a research paper, but I want the students to have asmany opportunities as they can to practice writing paraphrases before theyactually write their research papers. During the first semester at TsudaCollege, when students write essays, I give them paraphrasing exercisesin every class, which meet once a week. Students do about ten exercisesduring the first semester. I give them a few paraphrasing exercises at thebeginning of the second semester, when they write essays and a researchpaper. Sometimes I give the exercises at the beginning of class, whichtakes 10 to 15 minutes. I have only given them as homework a few times,and each time I have done this, at least one or two of the students didnot do the homework. Sometimes students do the paraphrasing exerciseswhile I conduct individual conferences with students about their essays,which can take 30 to 40 minutes. Students always use their electronicdictionaries/thesauruses when they do the paraphrasing exercises. Icollect and correct the students’ paraphrases. The following week, at thebeginning of class, I give them back their corrected paraphrases. I explainthe mistakes I corrected to the whole class and sometimes to an individualstudent if she asks me to do so in private. I also give them a list of212285 Tsuda Review no57-4校.indb752012/12/2615:31:02

Tammy Guy Harshbarger76possible paraphrases and I explain the different kinds of vocabulary andgrammar structures used in each possible paraphrase. I also point out howthe order of information has been rearranged. Changing the organizationof the sentence was often the hardest part of paraphrasing for students todo. This can take 10 to 15 minutes of class time. Then I give them a newparaphrasing exercise to do in class.When I create paraphrasing exercises, I choose sentences tobe paraphrased from a variety of sources: The New York Times, TheInternational Herald Tribune, The Washington Post, and BBC News. Ichoose the sentences for their vocabulary (word forms, collocations, andidioms), grammar (complex structures) and content (academic in nature).For most of the semester the sentence in the exercises is broken intosmaller parts so that the students can focus on paraphrasing shorter piecesof the sentence before they combine the pieces into a more complexsentence. I feel it also helps them understand what the sentence means byfocusing on smaller chunks of information. Towards the end of the firstsemester and at the beginning of the second semester I give the students asentence to paraphrase that is not divided into parts. I always ask studentsto paraphrase a sentence in several different ways. I want them to find anduse a variety of different synonyms, grammar structures, and organizationto make several different sentences with the same meaning. In thepossible paraphrases they can see the many different ways the sentencecan be paraphrased using different synonyms, word forms, collocations,idioms, grammar structures, and organization.The following are four examples of paraphrasing exercises I havegiven my students:Paraphrasing Exercise 1Paraphrase each part of this sentence in three different ways.It is not illegal in some cultures to be married to more than onewoman, but the monogamous relationship is the most common.(Barron’s TOEFL iBT Internet-Based Test 2008 by Pamela J.Sharpe, page 96)212285 Tsuda Review no57-4校.indb762012/12/2615:31:02

The Process of Paraphrasing77It is not illegal in some cultures to be married to more than onewoman1.2.3.but1.2.3.the monogamous relationship is the most common.1.2.3.Combine these paraphrases into three different sentences.1.2.3.Possible ParaphrasesThe following quote can be paraphrased in several ways.It is not illegal in some cultures to be married to more than onewoman, but the monogamous relationship is the most common.(Barron’s TOEFL iBT Internet-Based Test 2008 by Pamela J.Sharpe, page 96))1. In some cultures polygamy is legal; however, monogamy isfound in most cultures.2. Although having more than one wife is allowed in somecountries, being married to one wife is the norm.3. Even though polygamy is accepted in some places, monogamy ismore widely practiced.212285 Tsuda Review no57-4校.indb772012/12/2615:31:02

Tammy Guy Harshbarger784. Although having a multiple number of wives is not against thelaw in some cultures; most men marry only one wife.5. Most people choose monogamy, even though polygamy is legalin some countries.In explaining the grammar and vocabulary, I show that chunks ofinformation can have similar meanings:it is not illegal is legal, is allowed, is accepted, is not against thelawin some cultures in some countries, in some places,to be married to more than one woman polygamy, having morethan one wife, having a multiple number of wivesbut however, although, even though,the monogamous relationship monogamy, being married to onewife, marry only one wifeis the most common most cultures, is the norm, is more widelypracticed, most men, most peopleParaphrasing Exercise 2Paraphrase each part of this sentence in three different ways.Some 10 million girls a year are married off before the age of 18across the world, according to a UNICEF report released this year.(“What Is It Like To Be a Child Bride?” by Nel Hedayat, BBCNews Magazine, October 4, 2011)some 10 million girls a year1.2.3.are married off before the age of 181.2.212285 Tsuda Review no57-4校.indb782012/12/2615:31:02

The Process of Paraphrasing793.across the world1.2.3.according to a UNICEF report released this year1.2.3.Combine these paraphrases into three different sentences.1.2.3.Possible ParaphrasesThe following sentence can be paraphrased in different ways.Some 10 million girls a year are married off before the age of 18across the world, according to a UNICEF report released this year.(“What Is It Like To Be a Child Bride?” by Nel Hedayat, BBCNews Magazine, October 4, 2011)some 10 million girls a year1. each year about 10 million girls2. around 10 million girls per year3. about 10 million girls every yearare married off before the age of 181. are forced to get married before they turn 18 years old2. are compelled to marry before they are 183. are coerced into marriage before they become 18212285 Tsuda Review no57-4校.indb792012/12/2615:31:02

Tammy Guy Harshbarger80across the world1. around the world2. all over the world3. throughout the worldaccording to a UNICEF report released this year1. UNICEF published a report this year that says that2. a report that was published by UNICEF this year states3. a report that came out this year from UNICEF explains thatThese sentences can be paraphrased in the following ways:1. A report that was published by UNICEF this year states that eachyear all over the world about 10 million girls are forced to getmarried before they turn 18 years old.2. UNICEF published a report this year that says that around theworld about 10 million girls per year are compelled to marrybefore they are 18.3. A report that came out this year from UNICEF explains thatthroughout the world about 10 million girls every year arecoerced into marriage before they become 18.Paraphrasing Exercise 3Paraphrase each part of this sentence in three different ways.Japan has long had deep misgivings about immigration and hastightly controlled the ability of foreigners to live and work here.(“Strict Immigration Rules May Threaten Japan’s Future” by ChicoHaralan, The Washington Post, July 28, 2010)Japan has long had deep misgivings about immigration1.2.3.212285 Tsuda Review no57-4校.indb802012/12/2615:31:02

The Process of Paraphrasing81has tightly controlled1.2.3.the ability of foreigners to live and work here1.2.3.Combine these paraphrases into three different sentences.1.2.3.Possible ParaphrasesThe following sentence can be paraphrased in different ways.Japan has long had deep misgivings about immigration and hastightly controlled the ability of foreigners to live and work here.(“Strict Immigration Rules May Threaten Japan’s Future” by ChicoHaralan, The Washington Post, July 28, 2010)Japan has long had deep misgivings about immigration1. For a long time Japan has had reservations about immigration2. Japan has had a lot of doubt about immigration for a long time3. For many years Japan has had second thoughts about peopleimmigrating to Japanhas tightly controlled1. has severely restricted2. strictly regulated3. rigorously managed212285 Tsuda Review no57-4校.indb812012/12/2615:31:02

Tammy Guy Harshbarger82the ability of foreigners to live and work here1. how immigrants can live and make money in Japan2. how foreigners are able to earn a living and live in Japan3. the way foreign people can work and live hereThis sentence can be paraphrased in the following ways:1. For a long time Japan has had reservations about immigrationand it has severely restricted how foreigners can earn a living andlive here.2. For many years Japan has had second thoughts about peopleimmigrating to Japan and has strictly regulated how they canwork and live here.3. Japan has had a lot of doubt about immigration for a long timeand it has rigorously managed how immigrants can live andmake money in Japan.Paraphrasing Exercise 4Paraphrase the following quote in two different ways.Many babies in Afghanistan die because of traditional practices,such as placing them on the floor to ward off evil spirits, whichcan cause infection.(“Save the Children: No Expert Birth Help for Millions”, BBCNews, 1 April 2011)1.2.Possible ParaphrasesThe following quote can be paraphrased in several ways.Many babies in Afghanistan die because of traditional practices,such as placing them on the floor to ward off evil spirits, whichcan cause infection.212285 Tsuda Review no57-4校.indb822012/12/2615:31:02

The Process of Paraphrasing83(“Save the Children: No Expert Birth Help for Millions”, BBCNews, 1 April 2011)1. When a baby in Afghanistan is put on the floor as a way toprotect it from bad spirits, it can cause an infection, and manybabies have died from these kinds of traditional practices.2. In Afghanistan traditional practices like putting a baby on thefloor as a way to ward off bad spirits can cause infection, whichleads to the death of many babies.3. Traditional practices in Afghanistan cause many babies to die,such as when babies are placed on the floor to get rid of evilspirits and they get an infection.4. According to traditional Afghani customs, babies are put on theground to protect them from evil spirits, but many of them diebecause this practice can lead to infection.Paraphrasing QuestionnaireAt the end of each spring semester I give my Academic Writing IIstudents a paraphrasing questionnaire. I ask seven questions concerningthe difficulty of the exercises, how they improved their writing, grammar,vocabulary, and paraphrasing skills, if the possible paraphrases werehelpful, and if the exercises were a good use of class time. In 2008 14students answered the questionnaire, in 2009 12 students answered, in2010 12 students answered, in 2011 13 students answered and in 201216 students answered the questionnaire, for a total of 57 students and399 responses. The following is a short summary and discussion of theiranswers. These are the students’ actual answers and they are unedited.Difficulty of ParaphrasingThe first question I asked was, “Were the paraphrasing exerciseseasy or difficult? Why?” Only three out of the 57 respondents said theexercises were easy:212285 Tsuda Review no57-4校.indb832012/12/2615:31:02

Tammy Guy Harshbarger84 “Easy. Because we can use dictionary.” “It is not difficult because we can use an electronic JapaneseEnglish dictionary.” “They were easy because this class was easy to understand.”The rest of the students felt the exercises were very difficult (3 students),difficult (42 students), a little difficult (7 students), not too difficult (2students), not very difficult (1 student), not easy (2 students), sometimeseasy, sometimes difficult (2 students) and at the proper level (2 students).The students gave many reasons why. Some said they were difficultbecause they had never done paraphrasing exercises before. Severalstudents said they had difficulty because they didn’t understand theoriginal sentence: “They were difficult because we have to understand what thesentences say precisely, and have to understand the meanings ofeach words precisely.” “They were very difficult for me! To begin with, I couldn’t realizethe meaning of the original sentence. I think I have to practicereading accurately before practicing paraphrasing.” “I think they were difficult because I didn’t understand correctmeanings or subtle differences of some English words.”Others said they didn’t have enough vocabulary, or they didn’t understandthe nuances of English words, or they had weak grammar skills: “They were difficult because I have a poor vocabulary and I don’tknow idiom well.” “It was difficult because I have a limited vocabulary.” “It was difficult for me because I sometimes have difficulties tofind different words to say the same thing.” “It was a little difficult because I have a little vocabulary and donot understand English grammar well.” “They were very difficult for me. Because my ability of Englishgrammar is weak.”One student found paraphrasing difficult but fun: “It was difficult butvery fun to think about the structure, vocabulary and create my ownsentences.”212285 Tsuda Review no57-4校.indb842012/12/2615:31:02

The Process of Paraphrasing85Paraphrasing and Writing SkillsThe second question I asked was, “Did the paraphrasing exerciseshelp you improve your writing skills? Why?” All of the students exceptthree answered yes to this question: “I am not sure if it helped me, but after I start paraphrasing inclass, I started to think how I can write sentences in different wayin other English classes.” “I’m not sure my writing skill had improved, yet I found manygrammar mistake and difference, e.g. think of/about, which usedto seem to me “the same” and better /effective words/sentences.” “I have no opinion either way. My writing skill is still bad. I wantto practice more. If I do more, my skill may be a little improved.”Several students wrote that they could use different words, especiallyacademic words, to express themselves in many different ways: “It really helped me to improve my writing skills because I couldavoid repetitive words when I write my essays.” “Yes, I like paraphrasing exercises. Now I can use academicwords.” “Yes, I could learn a lot of academic words and natural expressionof English.” “Yes! Your lecture is very understandable. I became to be able tobe conscious of words when I was writing my essay.” “Yes, because when I write an essay, I find different grammar orwords.”Three students said the paraphrasing exercises helped them when theywrote their essays: “Yes, because paraphrasing exercise was useful to write a essay.” “Yes. Because I could use paraphrasing when I wrote conclusionin English composition.” “Thanks to the exercises, I now can think of several forms ofwriting and can choose which one fits better to other sentences inmy essay.”One student mentioned how the exercises helped her understandplagiarism:212285 Tsuda Review no57-4校.indb852012/12/2615:31:02

Tammy Guy Harshbarger

paraphrasing, but they could also improve their paraphrasing skills. The Process of Paraphrasing When I started to teach Academic Writing II in the Department of English at Tsuda College in 2008, I decided to make the teac

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