Online paraphrasing tools: There are also several online paraphrasing tools. This phrase bank would be really helpful when students feel there is a lack of vocabulary, and do not know where to start when doing paraphrasing. These resources are tools for students to re-phrase and re-structure sentences, which is a crucial step in paraphrasing.Īcademic Phrasebank : Students could find phrases and sentence starters for defining ideas, comparing and contrasting ideas, describing cause and effect, and explaining evidence on this site. Here are several resources that could be introduced to help students deal with paraphrasing. Below are several tips to teach paraphrasing. In most university EAP programs, citing practice and paraphrasing is always an essential topic of the class agenda. Paraphrasing skills is extremely important, as it could strengthen one’s writing by providing evidence, add credibility to work by referring to other sources, and help writers avoid plagiarism. Thus, paraphrasing skills is proven to be a challenge as well as an important component in learning academic writing. These are just a few examples of the problems facing second language students in academic writing. It has also been shown that students who are new to English academic writing also lift their citation (borrow second-hand references from others) (Li and Casanave 2012). Research regarding how to deal with sources in students’ academic writing has revealed that patchwriting and exact copying are common among novices (e.g., Howard, Serviss & Rodrigue, 2010). In scientific writing and publishing, the malpractice of copying text has been denoted by terms such as close paraphrases, misappropriating text, reusing language, text recycling (which specifically refers to recycling one’s own previously published text), or outright plagiarism (Li, 2015). Even advanced level graduates often face challenges in developing such intertextual skill as paraphrasing (Yamada, 2003). Even when students have gained the basic communication skills in English, the productive skills (such as speaking and writing) have long been the center of students’ linguistic problems (Evans & Green, 2007) in an academic context. Paraphrasing source proves to be difficult for L2 students. Paraphrasing often includes a change in sentence structure, using synonyms to replace original vocabulary, or changing the parts of speech, etc. Paraphrasing is defined as the ability to transform a sentence in a way that makes it semantically equal with the original sentence, but different lexically and syntactically (McCarthy, Guess & McNamara, 2009). This article will address the challenges for L2 students in paraphrasing, and the tips for teaching paraphrasing skills. These challenges arise with the increasing emphasis on formal academic writing in higher education setting. While all of these –format, organization of ideas, use of various materials- account for the challenges that second language students are facing in the English academic world, one of the predominant difficulties for non-native English speaking writers is paraphrasing and citing sources. Likewise, Bonkowski (2016) used his writing class as an example to explain how to solve the problem of organizing and sequencing excessive resources and materials with a clear focus. In terms of managing the content and organizing ideas, Owen (2019) discussed how to help students plan academic writing by a series of pre-writing strategies. Regarding format and finding topics, Thorkelson (2019) introduced tools that help students write a good essay and provided a list of online resources for students to find topics and manage citation formats. In the previous articles of EFL magazines, many writers have discussed the challenges for students learning English for Academic Purposes (EAP) and shared useful resources in EAP instruction. While they must deal with complex syntactical structures and academic vocabulary in a second language, they also face the unfamiliar notion of rhetoric in English academic writing (Steinman, 2003). Learning to write academically in English is a huge challenge for second language students.
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