Revisioning Paraphrasing Instruction

Abstract

Academic misconduct frequently occurs because developing academic writers lack both knowledge about the conventions for writing from sources and procedural skills for applying this knowledge. Paraphrasing is a particularly underdeveloped skill among students in higher education. This chapter illustrates how findings from existing quality assurance processes are supporting a revised approach to paraphrasing instruction by the writing strategist team at a Canadian undergraduate university. The new approach underlines the interpretive nature of paraphrasing and the agency of the student writer. By focusing less on the technical aspects of paraphrasing and more on its rhetorical purposes, we aim to foster among students a deeper level of engagement with texts, a more nuanced awareness of intertextuality, and recognition of the role disciplinary conventions play in writing from sources. Our vantage point as professionals working with students in a wide range of disciplines affords us unique opportunities to be campus changemakers. If we can encourage recognition that paraphrasing instruction must extend past first year composition courses and one-off workshops, and if we can help instructors seize opportunities to provide students with feedback on their paraphrasing, students will move beyond patchwriting and towards writing from sources with more confidence and integrity.

Academic Writing at a Technical University: a Qualitative Study of Paraphrasing Strategies

“…In recent studies, paraphrasing is acknowledged to be a considerably underdeveloped skill among university students [7]. Insufficient paraphrasing skills [8], alongside with the widespread availability of digital resources [9], are among factors that lead to an increase in plagiarism in academic writing.…”

“…To solve the complex relations between paraphrasing and plagiarism, some scholars suggest teachers and students should change their attitude to paraphrasing and start viewing it as a valuable and powerful tool that makes it possible to interpret, evaluate and re-shape information [7], to support or refute a claim by using a source [13]. Paraphrasing also contributes to enhancing the consistency of academic writing, as borrowed texts and fragments can be transformed and adjusted to fit the writer's own style [14].…”

Menulis Paragraf dengan Teknik Parafrasa Menggunakan Software Paraphraser

“…Selain itu, masih banyak yang tidak mencantumkan sumber dalam paragraf tersebut. (Pertiwi, 2019); (Ramadhani, 2020); (Rossi, 2022); dan (Mariani, Rahayu, & Nur, 2021).…”

“…Kemampuan parafrasa harus terus dilatih agar terus berkembang memerangi plagiarisme (Madani & Ardianti, 2020b); dan (Sanjaya, 2021). Kemampuan parafrasa pun dapat mengembangkan sikap percaya diri dan integritas mahasiswa dalam menulis (Rossi, 2022). DAFTAR PUSTAKA…”

What Are ESL Students' Academic Integrity Challenges and How Can Universities Help?

“…Recently, a shift has started among researchers and university instructors and administrators, moving from a punitive or reactive approach that punishes plagiarism, to an educative or preventative approach that helps students understand academic integrity and provides them tools to use sources properly (e.g., Khoo, 2021;Liang & Maddison, 2021;Pecorari, 2022;Rossi, 2022). One of the most impressive intervention programs is offered by Douglas College, Canada; it follows a wrap-around (or multitouchpoint) model that engages students in academic integrity education from orientation and throughout the student's program with assistance from student services, faculty, learning centers, the library, and administration (Tilley et al, 2021).…”