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Whether you prepare the learners to write research papers or take the IELTS writing test to take paraphrasing an important one; The task of using a long set with increased vocabulary and try to restore it can be overwhelming. In addition, students who try to improve and fail to have accused the plagiarism, so it is important that students prepare for academic work in English, have a solid foundation in which there are a solid foundation. In this post I would like to introduce a method of paraphrasing as a "chunking method", and I also explain how paraphrasing on the IELTS write test can be used.
When writing academic papers is expected that students are expanding the ideas of others through a combination of quotes and paraphrases. Instructors of the instructor often recommend that students cover umchones than they quote to show that they understand the quote and maintain their own voice throughout the essay.
Paraphrasering, however, is not something that naturally comes to the students, and so instructors should include time in their instructions for explicit paraphrasing instruments. Although there are many methods, the chunking method is one in which I have found a great success. I'm not sure if I'm credited to the invent of this approach, but I first learned from this method of paraphrasing in dollahite and Haun's academic writing book, source work.
The chunking process contains three steps: chunking, republic and reorganization. I will explain every step and provide an example.
The first step of this procedure is chunking. For this, the students must separate the sentence into smaller segments - think of Adverb clauses or prepositional phrases. You can do this by adding a slash between chunks. If you teach a mixed capability class, it is great to check the thinking groups before, as they gives themselves well for understanding, could go to the slashes. I put a sentence below:
This diagram gives information / via Cinema presence in Australia / between 2010 and the present, / with projections up to 2030.
Well, since the set was disconnected in smaller units, students will turn every chunk. It's not just easier to convert smaller chunks against the entire set. This approach also reduces the likelihood that a student will make mistakes in relation to the change in the importance of the sentence.
This diagram gives information / via Cinema presence in Australia /
This diagram contains data relating to the Movie Theater presence in Australia
between 2010 and the present / with protrusions up to 2030.
from 2010 to now including forecasts for 2030
The last step is to reorganize the sentence. For students with lower knowledge, you may want to skip this step, but for higher levels, it's a fun activity to see how students can restructure the sentence. In addition to the renewed restructuring, you can encourage students to integrate prior grammar skills (eg reducing adjective clauses or writing passive sentences). Here is a possibility:
You may want to ask yourself where a student could write down on the IELTS writing test. Frequently, test participants start with Exercise 1 and 2 of the IELTS Academic Writing Test and Task 2 of the IELTS Allational Training Tests by paraphrasing the request.If test participants simply copy and paste the command prompt, this could affect your ability to display a series of vocabulary (lexical resources), and it would not count on the minimum counting required for the task, so students are encouraged to make their essays Start paraphrasing the command prompt.
Paraphrasierung requires adequate vocabulary and sufficient grammar range to reorganize a sentence without losing the meaning. This task to break in manageable "chunks" is a way to help your students to perfect this important academic ability.
Do you have an activity in relation to the rebooking you would like to share? We would be happy to hear from the official teaching community on Facebook in the official IELTS!
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