ICT Role in 21st Century Education & its Challenges.pptx
Tesol 2011 cristin boyd
1. Super Strategies for Teaching Paraphrasing and Summarizing! Cristin A. Boyd Studies in American Language, San Jose State University, San Jose/Silicon Valley California USA superteach@cristinanderic.com http://boydsteachingresources.pbworks.com/
2. Some ‘slightly Random’ thoughts Little to no research about teaching paraphrasing Limited resources for actual “how to” (most grammar focused) Activities based on 17+ years of teaching reading & writing (and a search for resources) Not an exhaustive collection (share ideas) How-to/what of citation is not black & white Accessible readings = soft sources (popular magazines) Justification: build skills & confidence Today’s Outline Challenges, activity, practice, variations, repeat End: more Q & A and create resources
3. terms & meaning for this presentation Paraphrase: A restatement of an author’s idea. Usually a shorter piece of text -- sentence or two. Length of restatement can be as long as or longer than original. Attribution is required for every paraphrase. Paraphrasing is a fundamental part of writing a summary. Summary: A series of restatements about an article, essay, etc. Restatements work together as a whole. Summary is much shorter than original. Generally requires one attribution.
4. Challenges for ESL/EFL Students Ownership of ideas varies between cultures. Memorized sections of Confucianism Mother: Person I admire (Yongfang 2003) Paraphrasing may be interpreted differently. Restating words of scholars = bad news Common knowledge in collectivist cultures Some cultures are reader (vs. writer) responsible. Assumptions re: reader knowledge http://boydsteachingresources.pbworks.com/
5. More Challenges Reading skills Ss misunderstand original Ss depend on lower-level reading skills (decoding) Ss lack vocabulary Ss are preoccupied with grammar/sentence structure. Teacher feedback/learning focus on grammar/ sentence structure Grammar = mastery of language Textbooks don’t explain “how” to paraphrase. Teachers don’t explain “how” either.
6. The most pressing challenge (in my experience/opinion). . . a misplaced focus on the word
7. Why is this a misplaced focus? Meaning in English is not character/word-level Sentences and paragraphs carry meaning Cited source info used to support paragraph-level ideas 1 paragraph = 1 idea (topic sentence, supporting, conclusion) Paraphrase = restatement of an idea (that is used to support another idea)
8. Why do some students focus on words? Desire to understand everything Low-level reading/learning skills Words are tangible; ideas often elusive Native country learning (lang = math) Grammar-based paraphrase activities Heavy reliance on bottom-up processing Memorization-focused learning Word-focused L1 Example
9. L1 Influence on Word focus mu ('tree') shows a trunk and two leafless branches of a tree. The bottom half of the character may be hanging branches or the roots of a tree .… the character doubles to represent "forest" and triples to represent "dense forest." It joins with the character for "person" to represent "rest,” . . . mo ('last' or 'top') shows a tree in which the top is marked with a horizontal stroke, while ben ('source' or 'origin') shows a tree in which the root is marked with a horizontal stroke. Relationships between characters complex also From: http://www.mmtaylor.net/Literacy_Book/DOCS/pt1.html
10. Where is Meaning? In English . . . -- a collection of words (groups of sentences and paragraphs) -- “discourse blocks” (Christensen 1963, Pitkin 1969) -- paragraphs (Kaplan 1972) By focusing on Words, Ss = Miss & Misunderstand main ideas when reading Worry too much about individual words, grammar & sentence structure Paraphrase slowly & laboriously End up with stilted, awkward, incorrect paraphrases (plagiarized content?) http://boydsteachingresources.pbworks.com/
11. Problems with Grammar-based paraphrase activities Some combination of changes to original: compliment and subject positions verb from positive to negative verb from active to passive Focuses too much on words Result: Missed/misunderstood idea Poor/Jumbled/Stilted Restatement Examples Problems
12. To To overcom To overcome these challenges & resulting problems: all paraphrase work in my classes is based on . . . First understanding an idea then restating it.
16. Reading Skills (continued) R Mmyading Skills Work through ambiguity. Avoid translation. Use dictionaries very rarely Use context for meaning Look up: important & repeated keys words only when main idea truly can’t be deciphered. Embrace a new style of reading! Resource: What good readers do handout
17. #1 paraphrasing resource! Steps for paraphrasing Well Introduced and regularly practiced & reviewed. . . on board, in quizzes & front page of class wiki Resource: “Paraphrase Well” handout
18. Steps for Paraphrasing well 1) Read the section repeatedly to understand the main idea. 2) List important key words. 3) Cover original & restate the main idea in your different words. 4) Don’t worry about grammar! Restate idea first! 5) Check restatement for clarity of original idea (& original structure) 6) Check grammar & edit as needed. 7) Check attribution.
19. As the teacher…I consistently walk the talk and focus mainly on Ss’ restated ideas I address grammar only after the idea is clear.
21. Paraphrase “on the run” A fun, active activity for practice with word meanings from context (definitions) Original text posted outside class ‘Runner’ reads a definition outside (2 minutes) ‘Scribe’ is told meaning inside classroom Collaboratively write a new definition Same activity with steps/list article Ss can exchange and check others’ work Limit Time! Don’t allow Ss time to memorize!
23. Verbal Restatement Ss retell main idea verbally Speaking = less worry about grammar, sentence structure, perfection T can draw out some missing points/details; walk S toward main idea. “You almost have it, but isn’t there something about X ?”
25. Magazine Blubs Use short blurbs from magazines. Provide a context for paraphrase. Ss work in pairs Limited time – about 5 minutes. Makes Ss focus on idea, can’t get side tracked w/ vocabulary, no time to look up words, pressure to report main idea. Short blurbs focus students on one idea Context makes paraphrasing more realistic Context focuses reading on using an idea for support
26. Summary Resources “Finding main ideas” handout Summary Grid How to Write a Summary handout (on wiki) Debate in Costco Connection magazine
27. Integration work To integrate paraphrased source into a paragraph Sentence 1: introduces topic (topic sentence) Sentence 2: introduces paraphrase Sentence 3: connects/integrates source & main idea. Resource: integration handout
28. Source list 1: New York Times Up Front Nov 22, 2010 2: New York Times Up Front Oct 25, 2010 3: Health June 2009 4: Mothering Jan 2010
30. What is sentence-level Paraphrasing?Where does it fit into steps for restating main ideas? Using synonyms Changing sentence from active to passive and vice versa. Changing parts of speech. Combining sentences. Inverting complement and predicate. See grammar toolbox web link/handout on wiki page. Only after main idea has been restated. Word level focus = lost main idea. Back to L1 reading skills. Only as a means to fine-tune a paraphrase; make it less like original. In some classes I never give out a sentence-based handout! Sentence-level paraphrase work When and where?
Editor's Notes
Before: post definitions by color, open costco debate pdfExperience, level Handouts: stay and get more; leave and get them off the wikStay for philosophical background re: issues Couple people in rear, keep extras and let late arrivals knowExcited and motiivated by Acad Writing Session. If you have seen/talk about paraphrase in other sessions, you will see something different here.
Bottom up: focusing on small pieces moving toward whole; opposite: top down –start with whole & work into pieces
HO: What Good Readers Do Don’t spend too much timeFocus: reading fasters and focusing on ideas
Remind to use Any paraphrase activity
Teacher sign (explain)Model Activity with a partner Don’t memorize, go read for 30-60 at a time. Read 2-3 times if neededHandout words to partners, check with another pair (meaning & not copied)
Colleague sign VARIATIONS: talk about what you like/dislikes/could apply/change with steps (wiki)Could you do this with short paraphrases vs. words?
Teacher signBad colored copy. Read the whole article quickly. Assign sections a, b, cPractice with partners
How did you negotiate errors? Importance whole artlce/before/after sections VARIATIONS: When/how use in your classes? Warm up, lead into paraphrase work
Teacher SignHO: backside of enviro article Context? Why might context be important? How might it affect paraphrase?HO: 1 blurb for each pair (or 2) Different for nearbysFind your context and write paraphrase --remember to use paraphrase steps! Exchange & checkGo to next slide
Colleague signVARIATIONS??Academic content??Real”er” life paraphrase context (of original.How/where paraphrase will be used is missing from many resources!
Teacher SignShowcostco debate article. HandoutcostcoFind main ideas Do steps 1 and 2 for DeLEo artBreak into idea breaks first (try to come to agreement but not 100% NECESSARY)Practice paraphrase Check with a partner/groupGood opp to remind Ss that ideas can span many paragraphs (refer back to an earlier section of a text) Colleague sign VARIATIONS: give groups idea breaks, write on the board Summary grid, scaffold with break in articleStart with this vs. other activities (reinforces reading skills)
Extra resource; self explanatoryImportance of paraphrasing at higher levels: read to find idea to support an idea; meaning is often interwoven/beyond sentence level
Makemag stuff avail. Grab something/s and design activity—can be one of these in press or other. Meanwhile, I can answer questions