“Why am I paraphrasing?”: Undergraduate ESL writers' engagement with source-based academic writing and reading

Hirvela, Alan; Du, Qian

doi:10.1016/j.jeap.2012.11.005

Cited by 188 publications

(176 citation statements)

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“…Studies conducted with L2 English learners' paraphrasing practices have reported on their failure to paraphrase effectively due to two main reasons: the lack of awareness of the importance of paraphrasing and techniques for doing it (Hirvela & Du, 2013;Khairunnisa, Sutapa, & Surmiyati, 2014), and insufficient language proficiency (Keck, 2006(Keck, , 2014Liao & Tseng, 2010;Milicevic & Tsedryk, 2011;Shi, 2004). In addition, several scholars (e.g., Chien, 2014;Keck, 2014;Shi, 2004) have discussed L2 learners' paraphrasing problems in terms of their cultural attitudes toward texts.…”

Section: Abstract: Paraphrasing Academic Writing Efl Vietnamese Lementioning

confidence: 99%

“…As these definitions show, a paraphrased text contains different lexical and syntactic items from the source, but retains the meaning. One further point is that paraphrasing does not shorten the length of text, which distinguishes paraphrasing from summarizing (Hirvela & Du, 2013).…”

Section: Literature Review Paraphrasing and Its Techniquesmentioning

confidence: 99%

“…It is therefore a beneficial indicator for L2 teachers to gain insight into their learners' reading and writing ability (Li & Casanave, 2012). Moreover, according to Hirvela and Du (2013), paraphrasing is not only a useful linguistic tool for L2 learners to manipulate the language of existing literature to integrate into their writing (knowledge telling), but it is also a meaning-making process that contributes to developing the content of their writing (knowledge transformation). This means that good paraphrases can enhance the persuasiveness and thus the rhetorical power of a piece of writing.…”

Section: The Importance Of Paraphrasingmentioning

confidence: 99%

“…The smaller number of studies that did this through surveys and interviews with student writers were able to provide valuable insights into students' perception of paraphrasing as well as reveal difficulties that they faced while paraphrasing. Hirvela and Du (2013) is one of the few studies that qualitatively examined paraphrasing from L2 learners' perspectives and found that their participants were well aware of the importance of paraphrasing. Nevertheless, they considered paraphrasing more as linguistic manipulation to prevent them from plagiarism, rather than a significant tool for language learning and knowledge transforming.…”

Section: The Reality Of Paraphrasing In Second Language Educationmentioning

confidence: 99%

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Paraphrasing in Academic Writing: a Case Study of Vietnamese Learners of English

Na¹,

Nguyen²

2017

LEiA

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Paraphrasing is an important skill in academic writing -it is a cognitive skill that requires higher order thinking and high proficiency inss both reading and writing. This research explored the paraphrasing ability of EFL learners at a tertiary institution in Vietnam and examined the challenges they face when paraphrasing. Data were collected from ten second-year English major students through (i) paraphrasing a given text and (ii) individual interviews. The findings revealed that participants frequently paraphrased using synonyms, but rarely changed syntactic structures. The interviews showed that the learners encountered several language-related difficulties when attempting to paraphrase, such as inadequate understanding of the source text and the lack of vocabulary to use when paraphrasing. This paper provides insights into EFL learners' paraphrasing abilities and suggests some implications as to what EFL teachers should focus on to help less experienced student writers improve their paraphrasing skills.

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Section: Abstract: Paraphrasing Academic Writing Efl Vietnamese Lementioning

confidence: 99%

Section: Literature Review Paraphrasing and Its Techniquesmentioning

confidence: 99%

Section: The Importance Of Paraphrasingmentioning

confidence: 99%

Section: The Reality Of Paraphrasing In Second Language Educationmentioning

confidence: 99%

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Paraphrasing in Academic Writing: a Case Study of Vietnamese Learners of English

Na¹,

Nguyen²

2017

LEiA

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“…Hartley (2007) have pointed out the fact that the four language skills are necessarily interrelated and contended the fact that it is almost impossible to teach second and/or foreign language writing without taking reading, speaking, and Furthermore, integrated essay writing tasks have mostly been researched in the field of second language writing assessment rather than writing instruction. Different factors have been researched with regard to the integrated tasks such as source text borrowing, scoring, reading-to-write construct, prompt effects in writing tests, paraphrasing, strategy use, lexical sophistication, and processes and strategies involved while composing (Ahmadi & Mansoordehghan, 2014;Gholami & Alinasab, 2016;Hirvela & Du, 2013;Kirkpatrick & Klein, 2016;Kyle & Crossley, 2016;Li & Casanave, 2012;McCulloch, 2013;Plakans & Gebril, 2012, 2013Plakans, 2009aPlakans, , 2009bWeigle & Parker, 2012). Comparing writing processes in independent and integrated writing tasks has been another area of the interest to researchers (Cumming et al 2005;Gebril, 2009Gebril, , 2010Guo, Crossley, & McNamara, 2013;Plakans, 2008).…”

Section: Introductionmentioning

confidence: 99%

Source-Based Tasks in Writing Independent and Integrated Essays

Gholami¹,

Alinasab²

2017

INT J INSTRUCTION

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Integrated writing tasks have gained considerable attention in ESL and EFL writing assessment and are frequently needed and used in academic settings and daily life. However, they are very rarely practiced and promoted in writing classes. This paper explored the effects of source-based writing practice on EFL learners' composing abilities and investigated the probable differences between those tasks and independent writing ones in improving Iranian EFL learners' essay writing abilities. To this end, a quasi-experimental design was implemented to gauge EFL learners' writing improvements using a pretest-posttest layout. Twenty female learners taking a TOEFL iBT preparation course were randomly divided into an only-writing group with just independent writing instruction and essay practice, and a hybrid-writing-approach group receiving instruction and practice on independent writing plus source-based essay writing for ten sessions. Based on the findings, the participants with hybrid writing practice outperformed their counterparts in integrated essay tests. Their superior performance was not observed in the case of traditional independent writing tasks. The present study calls for incorporating more source-based writing tasks in writing courses.

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Facilitating L2 Writers' Interpretation of Source Texts

Doolan

Fitzsimmons‐Doolan

2016

TESOL Q

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Student success in higher education often involves the effective integration of source texts into students' writing (Horowitz, 1986); therefore, advanced second language (L2) students are particularly well served by effective reading-to-write instruction. Teaching L2 students to write from sources is challenging because of several issues, including limited practice with reading-to-write tasks and limited knowledge about the organizational structure (at many levels) of the texts they are reading and those they are expected to write (Ferris, 2009;Grabe & Zhang, 2013). In this pedagogical article the researchers present key reading-to-write instructional interventions that have been refined over eight semesters of university-level L2 writing instruction. The interventions promote reading-to-write development by moving from comprehension of source materials to a focus on students' capacities to interpret (i.e., summarize and paraphrase) source texts (Spivey, 1990). To provide an overview of the interventions, the authors first describe the curricular sequencing. Next, three lessons targeting specific focal skills are presented to provide instructors with readily adaptable activities and materials. Finally, general tips for successful summary and paraphrasing instruction are discussed. Appendices include samples of assignments and student work.This pedagogical article presents curricular interventionsrefined over eight semesters of instruction-developed for a university first-year composition (FYC) course for international English learners. The interventions promote reading-to-write development by focusing on students' capacities to interpret (i.e., summarize and paraphrase) source texts. We conceptualize 716

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“Why am I paraphrasing?”: Undergraduate ESL writers' engagement with source-based academic writing and reading

Cited by 188 publications

References 19 publications

Paraphrasing in Academic Writing: a Case Study of Vietnamese Learners of English

Paraphrasing in Academic Writing: a Case Study of Vietnamese Learners of English

Source-Based Tasks in Writing Independent and Integrated Essays

Facilitating L2 Writers' Interpretation of Source Texts

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