BBI2424 ACADEMIC WRITING

SEMESTER 1, 2017/2018

LECTURE NOTES 3 (WEEK 5-6)

Topics:

1. Criteria for a good paraphrase

2. Strategies for paraphrasing

3. Technique for paraphrasing

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PARAPHRASING

When you describe something you have heard, you often repeat the same idea but
use different words. For example, if you hear the TV announcer say, “There is an
80% chance of rain tomorrow,” you may tell a friend, “It will probably rain tomorrow.”
This last statement is a paraphrase. A paraphrase is a restatement of another
person’s ideas using your own words.

You can use paraphrasing in writing as well. Repeating the author’s ideas in your
own words shows that you truly comprehend the original ideas.

Three criteria for a good paraphrase:

1. A good paraphrase has the same meaning as the original.

 All main ideas included
 No new ideas added

2. A good paraphrase is different enough from the original to be

considered your own writing.
 Uses own words or phrases that are different from the original
 Changes grammar, vocabulary and sentence structure from the
original as much as possible

3. A good paraphrase refers directly to (or cites) the original source.

 Includes the name of the author and/or the name of the source
and the year of publication

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Paraphrase Examples

Example 1

Original excerpt:

The people in the country will support the new policy. It will bring a lot of good to
the poor.
(Benjamin Atkinson, 2005)

Paraphrase:

Atkinson (2005) states that the citizens shall be in favour of the new scheme as
it will benefit the less fortunate.

Example 2

Original excerpt:

Statements that appear pleasing in one context may be inappropriate in

another. For example, women in business are usually uncomfortable if male
colleagues or superiors compliment them on their appearance. The remarks
suggest that the women are being regarded as decorative items rather than as
contributing workers.

(John Maxwell, 2004)

Paraphrase:

According to Maxwell (2004), women in business may feel uneasy upon

receiving ordinary, positive comments on their appearance from male workers
or supervisors. He adds that, to these women, the remarks carry an implied
meaning and instead of being thought of as productive employees, they are
actually being viewed as decoration.

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PARAPHRASING STRATEGIES

Strategy 1: Using synonyms

One of the strategies of paraphrasing is using synonyms. A synonym is a word that

has a similar meaning with another word. This strategy enables you to produce new
sentences. Do try to replace most of the original sentences, if possible, while
paraphrasing. However, be careful while choosing the words with the same meaning.

Examples:

a) Simulation may prepare nursing students for difficult and risky scenarios.
Simulation may train nursing students for difficult and risky scenarios.

b) Forest fires allows the ecosystem to go through a series of growth and

revival.
Forest fires allows the environment to go through a series of growth and
revival.

c) Schools provide opportunities fo students to practice healthy eating.

Schools provide chances fo students to practice healthy eating.

Apart from replacing single words with their synonyms, you can use clusters of words
or phrases which convey the same meaning as the original words.

Examples:

a) Participation in meal planning and preparation teach children in making

healthy food choices.
Being involved in meal planning and preparation teach children in making
healthy food choices.

b) Acute malnutrition is influenced by food anxiety, poor eating practice and

infections.
Acute lack of nourishing meals is influenced by food anxiety, poor eating
practice and infections.

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EXERCISE 1

Choose the correct answer to replace the meaning of the words in bold.

1. The clients are furious and disappointed with the services provided by the
company.

A. cranky
B. enraged
C. irritated
D. offended

2. Mr. Tan should consider expanding his headcount since he is unable to

handle all the tasks by himself due to the rapid growth of his business.

A. increasing
B. extending
C. inflating
D. growing

3. Students have different learning styles; thus, teachers need to recognise

each student’s strengths and weaknesses and assist the students according to
their learning disabilities.

A. investigate
B. interpret
C. identify
D. admit

4. Although her decision was risky, she succeeded in achieving her goal.

A. detrimental
B. dangerous
C. instable
D. lethal

5. Haze is caused by the clearing of land inexpensively through open burning

so that oil palm trees can be planted.

A. economically
B. cautiously
C. modestly
D. frugally

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EXERCISE 2

Replace the words underlined with an appropriate synonym.

1. The visitors were impressed with the academic performance of the students
from the poverty-stricken areas.

Synonym: ___________________

2. The city council decided to construct tiny homes for the homeless as its
temporary solution.

Synonym: ___________________

3. The knowledge the students have about the study is obtained from the
experiments being conducted.

Synonym: ___________________

4. The mosque initiated a free food service for the needy by providing free food
placed in a refrigerator at the mosque’s compound.

Synonym: ___________________

Strategy 2: Using Active and Passive Voice

One of the strategies to produce a good paraphrase is by changing sentence

structure. The author’s ideas can be rephrased by changing the voice of the sentence
from active to passive or vice versa. In non-scientific texts, the active voice is mostly
used as it focuses more on the doer of the sentence. In academic writing, especially
scientific writing such as laboratory reports and research papers, the passive voice is
often used. The passive voice focuses on actions, not the doers. If you know how to
rewrite active sentences into passive sentences, you will be able to paraphrase
effectively.

Here is how a passive sentence is formed:

Subject + Form of verb “to be” + Past Participle

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E.g. Each student was assigned to write a proposal.
(Subject) (Verb “to be”) (Past Participle)

Several studies on the impacts of flipped classrooms were conducted.

(Subject) (Verb “to be”)(Past Participle)

The rules of writing passive sentences are as follows:

1. Passive sentences focus on actions, not the doers of the actions.

Examples:
A new library was built for the students’ use.
The books were purchased by the university.
The Dean was promoted by the Vice-Chancellor.
Several studies on the effects of online learning were carried out by local
prominent academicians.

2. The object in an active sentence becomes the subject in a passive sentence.

Example:

Active Local prominent academicians (subject) carried out several studies

on the effects of online learning. (object)

Passive Several studies on the effects of online learning (subject) were

carried out by local prominent academicians. (object)

3. The subject in active sentence becomes the object in a passive sentence. In

the passive voice, this subject is sometimes dropped.
Example:

Active Local prominent academicians (subject) carried out several studies

on the effects of online learning. (object)

Passive Several studies on the effects of online learning (subject) were

carried out.

4. You cannot form passive sentences with intransitive verbs. An intransitive verb
has two aspects. The first aspect is it is an action verb. The second aspect is it
does not have a direct object. On the other hand, passive sentences require
objects in the sentences.

Example: The patients’ health deteriorated due to the Zika virus

The students’ attendance increased with the examination around the
corner.

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 5. An example of paraphrasing a sentence by changing the active voice to
passive voice:
Active sentence: Dr. Umar conducted a research on dyslexia.

Passive sentence: A study on the learning disability, dyslexia, was carried out
by Dr. Umar.

Here are more examples of the passive voice in use:

Tense Active Voice Passive Voice
Simple present Jasmine completes an
An assignment is completed
assignment. (by Jasmine).
Simple past Jasmine completed an
An assignment was
assignment. completed (by Jasmine).
Simple future Jasmine will complete an An assignment will be
assignment. completed (by Jasmine).
Present perfect Jasmine has completed an An assignment has been
assignment. completed (by Jasmine).
Past perfect Jasmine had completed an An assignment had been
assignment. completed (by Jasmine).
Future perfect Jasmine will have completed
An assignment will have
an assignment. been completed (by
Jasmine).
Present continuous Jasmine is completing an An assignment is being
assignment. completed (by Jasmine).
Past continuous Jasmine was completing an An assignment was being
assignment. completed (by Jasmine).
Modals Jasmine can complete an An assignment can be
assignment. completed (by Jasmine).

EXERCISE 3

Change the sentence below from active to passive voice.

1. The E-learning systems support collaborative communication.

________________________________________________________________

2. Digital technologies have disrupted many of the existing models of business.

________________________________________________________________

3. Rapid global warming affects an ecosystem chances to adapt naturally.

________________________________________________________________

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EXERCISE 4

Change the sentence below from passive to active voice.

1. Candidates with effective communication skills will basically be hired by companies.

_________________________________________________________________

2. A whole range of courses that covers various aspects of science, social science
and business are offered by public institutions.
________________________________________________________________
________________________________________________________________

3. The impact of domestic violence on women has been extensively studied by

psychologists.
________________________________________________________________
________________________________________________________________

PARAPHRASING TECHNIQUE
Chunking method

One way to paraphrase is to divide the original sentences into phrases or “chunk”
and concentrate on explaining the meaning of each chunk. A chunk is a group of
words that expresses a key idea in the excerpt or passage you are working with.
Chunks are often noun, adjective or adverb clauses. This method can be especially
helpful when you are working with longer passages. Here is how chunking works.

1. Read the original passage several times to develop a basic understanding of

the ideas.

2. Divide the passage into chunks by underlining the main ideas. As you divide
the passage, focus on phrases rather than on main words.

3. Explain each chunk using your own words.

4. Combine these explanations into one or more sentences to create a

paraphrase. As you combine these chunks, you will need to think about how
the ideas are related to each other. Try to rearrange these chunks into a new
order for your paraphrase.

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Example 1:

Original excerpt:

The poor students’ achievements surprised their teacher (chunk #1). She
attributed her students’ success (chunk #2) to their diligence and the
support given by the school. (chunk #3)

(Krashen Bell, 2004)

Explanation of chunks:

1. The teacher was astonished by her less fortunate pupils’ accomplishments

2. She explained that her pupils’ key factor of success
3. Were their perseverance and the school’s assistance

Paraphrase:

Bell (2004) reports that the teacher was astonished by her less fortunate
pupils’ accomplishments. She explained that her pupils’ key factor of success
were their perseverance and the school’s assistance.

Example 2 shows a paraphrase in which the chunks have been arranged in an order
that is different from the original.

Example 2:

Original excerpt:

There is an element of sacrifice and obligation (chunk #1) as women are

expected to make many things secondary once the husband comes along,
(chunk #2) to devote their energies to him and his house and the building
of another family unit. (chunk #3)

(Penny Wark, 2003)

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Explanation of chunks:

1. Women must give up time and energy for themselves

2. After women get married
3. Women are expected to focus on taking care of their husband, home and
children

Paraphrase:

After they get married, women must give up time and energy for
themselves because they are expected to focus on taking care of their
husband, home and children (Wark, 2003).

EXERCISE 5

Paraphrase the following sentences and add in-text citations.

1. At present, students are poor writers because they lack ideas and have poor
writing skills.
(Mark Hall & Joe Leemann, 2008)

______________________________________________________________
______________________________________________________________
______________________________________________________________

2. The clearing of rain forest has brought about catastrophic consequences to

the environment.
(Bryan Freeman, 1999)

______________________________________________________________
______________________________________________________________
______________________________________________________________

3. Since animals share many features with humans, scientists use animals to test
the safety and effectiveness of newly developed drugs before pilot testing
them on small groups of patients.
(Diana Smith, 2013)

______________________________________________________________
______________________________________________________________
______________________________________________________________

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EXERCISE 6
Paraphrase the following excerpts using the chunking method and add an in-text
citation. Follow the instructions provided to help you paraphrase the excerpt.

Original excerpt:

Students frequently overuse direct quotation in taking notes, and as a result they
overuse quotations in the final research paper. Probably only about 10 percent of
the final manuscript should appear as directly quoted matter. Therefore, students
should strive to limit the amount of exact transcribing of source materials while
taking notes.

(James Lester, 1976)

1. How would you divide the sentences into smaller chunks? Underline each chunk.
As you divide the sentences into chunks, remember to focus on phrases rather
than single words.

2. Explain the meaning of each chunk using your own words.

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

3. Using your explanations, write a paraphrase of the excerpt. You may arrange your
sentences in a different order than they appear in the original excerpt. As you put
the chunks together, remember to consider how they are related to each other.

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

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EXERCISE 7

Original excerpt:

Of the more than 1000 bicycling deaths each year, three-fourths are caused by
head injuries. Half of those killed are school-age children. One study concluded
that wearing a bike helmet can reduce the risk of head injury by 85 percent. In
an accident, a bike helmet absorbs the shock and cushions the head.

(Bike Helmets: Unused Lifesavers, Consumer Reports Tribunal, May 1990)

1. How would you divide the sentences into smaller chunks? Underline each chunk.
As you divide the sentences into chunks, remember to focus on phrases rather
than single words.

2. Explain the meaning of each chunk using your own words.

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

3. Using your explanations, write a paraphrase of the excerpt. You may arrange your
sentences in a different order than they appear in the original excerpt. As you put
the chunks together, remember to consider how they are related to each other.

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

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