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Paraphrases and summarizing - High Quality Writing Services - Affordable Essay and Research Paper Writing Services

Paraphrasing & Summaries - The prison of the sources added

help students to win trust to move from the close circulation of the sources.

I undere a class of foundation students designated as text practices named text practices to move the students to focus on which a text is about , the topic, To understand what a text is , that's like lecturers and researchers at the view texts of the university texts. I have just marked the first task, and it made it clear how little impact I actually had to help students to escape from the prison of the texts they want to use. With one or two exceptions, students ignored my advice to write more than those read sources to show what they understood. If you have borrowed ideas from sources, these often often have "patchwirds" or "plagiprased" by copying sentences and replacing synonyms for some words.

It can be fun to accuse sin for the poor academic practices that the students bring to the university. However, be only the ability of students to test students to produce grammatically accurate languages, and do not require them to borrow and transform ideas for their own use. Although the training for Sets students believe that they should produce long complex sentences to achieve higher results, I believe that the guilt for poor use of sources is more likely to be laid on the door of the door for general academic purposes textbooks or internal materials can, which are paraphrased and summarized on the basis of the form instead of the function.

I have seen advice on the rewriting in these materials that shows the students that they can change the grammatical form of words, eg. Verb - noun that they can change polarity, eg. From positive to negative by adding prefixes, or that they can move ideas into different positions in one set, eg. With passive verbs. All this advice leads students to focus on words in sentences and not on ideas in texts. The logical conclusion that the students draw is that paraphrasing involves staying in the prison walls of the source, but replace words, as in the following example:

A student reacting to an essay prompt in a taught postgraduate program had writing about the impact on small and medium-sized enterprises (SMEs) of the rise of China. He had found a useful source: Delios, A. Balish, P.W. & Zhao, X. (2009). The development of Japanese investments in China: from toys to textiles for business process outsourcing. Asia Pacific Business Review , 15/3, p. and borrow the ideas as shown below.

Original source: late entry of foreign companies in Chinese market are likely to face even more significant disadvantages, as the best potential domestic allies to facilitate investments are often tied up in alliances with the early participants to China. (Baldish, P.W. and Jiang, R. 2002, pp. ).

Student Paraphrase: Some late mnes at Chinese market was at a more realistic risk due to the best underlying local Allies for Promoting investments are already built -up cheap settings with early participants in China. (Baldish, P.W. and Jiang, R. 2002, pp. ).

This is an almost accurate copy of the original with substituted synonyms. Since the words are changed, the grammar is now wrong and the meaning has changed. Originality Software Like Turnitin TM Selects this by showing the parts of the sentence that have not been changed. The student has also false, a source he found in his source had not read.

If you try to move the students from the prison to this focus on form, it is important that you always have a purpose for your transcription or summary, z. B.An essay question to answer or have a context for exploration of exploration. It is important then to remove the original source (s) and work on tiny texts (patterns, February 2019). These can be written or oral and based on notes or a selection of keywords from the sources. The keywords for the above example are late , investment investment , early . Only use them as a request that the student requires a claim to the importance of early investment in China, eg. B., z. B.

Companies that want to invest in China must form alliances with a Chinese company. If you are waiting too long, the best partnerships are already taken by their competitors (Delios, Baldish & Zhao., 2009).

Once in their degrees, students have to talk about the topics they study to internalize the concepts and show a lecturer they understood. Oral summaries can be practiced in different ways in EAP classes, eg. Students make couple, and everyone explains a concept that they have researched. The listener takes notes. The students then join another couple and the listener explains the concept to the new audience. The original speaker must not speak, but does not have to take notes to record what the first audience did not understand. The class can also be asked to create a verbal paragraph with the students in turn that they contribute to a first general answer to a question or topic in more detail. A follow-up until both takes the students to take minutes in the class to write a tiny text that captures the main points discussed in the summary.

Oral summaries and written texts writes the students from the prison of the original source and enable them to take control of the ideas with the already available language.

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