32 Paraphrasing English ESL worksheets pdf & doc  Best 5 Paraphrasing ExercisesRead on to see our helpful paraphrasing exercises and tips in this article to get you started. One of the most important skills you can hone as a student or writer is to paraphrase the words of other academics and experts effectively. Since new knowledge is built upon that which is already known, it makes sense that you’d want to reference the ideas of others in your work. However, this is often easier said than done. Paraphrasing, especially if you want to do it well, can be challenging. Fortunately, as is the case with most other skills in life, you can improve your ability to paraphrase through practice. For instance, you can improve this skill by regularly doing paraphrasing exercises. As I was an academic for a long time in my life, I thought it might be helpful to those who have little or no experience in paraphrasing if I provided a list of paraphrasing exercises. If you’re such a person, I hope that this article will get you started on your journey toward mastering the art of paraphrasing. Your academic or writing career will undoubtedly be better off for it when you do. The Art of ParaphrasingParaphrasing exercises and activities to help you master the skill, 1. broaden your vocabulary, 2. create a word map, 3. paraphrase in small chunks, 4. ways to paraphrase shorter and easier sentences, 5. imagine you’re explaining the source material to someone, helpful tips, 1. avoid plagiarism, 2. summarizing is not paraphrasing, 3. changing word order is not paraphrasing. Although paraphrasing is an essential skill when writing papers, essays, or articles, it’s one that many find challenging to master. To paraphrase the words of others, you need first to comprehend their meaning, and then you need to express this meaning in your own words. To do this effectively requires a broad and sophisticated range of vocabulary and advanced grammar skills. As stated in the introduction, you can improve your paraphrasing skills through paraphrasing exercises. Doing this will help you construct meaningful and original paraphrased sentences and increase the speed at which you work. Especially when you’re a student, reading, and paraphrasing the words of other scholars and experts can form a big chunk of your work. Learning how to paraphrase well and at a quick pace will enhance your academic experience and will open up your schedule for other activities, such as sports or parties. Our paraphrasing vs. summarizing guide might be helpful. Now that you know the importance of paraphrasing, let’s dive right in and look at some exercises and activities that can help you improve. Remember, as is the case when learning any other new skill, you need to engage with these exercises regularly.  Since you cannot paraphrase appropriately without a decent range of vocabulary, it makes sense to aim to add more words to your vocabulary bank constantly. Of course, if you’re an academic, you’ll want to focus on improving your academic vocabulary in your specific field. However, since academic language has a formal tone, you can add general terms to your vocabulary bank to help you express yourself more sophisticatedly. Examples of such words, for instance, are verbs such as “theorize,” “opine,” “constitute,” and “approximate.” There are various ways in which you can enrich your academic vocabulary. These include: - Keeping a word journal: A great way to learn new words is to carry a little book along with you, in which you can write down words that you don’t know. You can write down the word and then look up the meaning when you have time. It can also be helpful to construct your sentence with the word once you’ve jotted down its definition.
- Highlight words in texts: Whether you’re working with a physical copy of a text or a digital version, it’s good to highlight or underline words that you don’t know. You can then either write a definition of the words in the margin or, if you’re working with a digital copy, you can add a comment. Another good tip is to write by hand – people learn better when writing something by hand than if they typed the same information.
- Read as much as you can: Although this may be obvious, the best way to improve your vocabulary is to read as many books and articles as you can fit into your schedule. Even if you don’t have the time to look up the meaning of each word that you don’t understand, just seeing the word pop up in different contexts will help you work out the meaning for yourself over time. Apart from reading, you can also listen to podcasts or watch documentaries and news channels.
If you’re battling to paraphrase an original paragraph or sentence into your own words, it can be helpful to create a word map. You can, for instance, write a few complex words or phrases down on a piece of paper. Next, draw a box around each word or phrase, and leave enough space around each so that you can draw and link other boxes. As a next step, you can draw boxes in which you write the synonym of each word. You can also write down the definition of each word if you’re unsure of its meaning. Next, you need to clarify the relationship between these words or terms. Draw arrows between them indicating patterns, correlation, or cause and effect. You can also add boxes between the original words or phrases in which you add other words, such as verbs, adverbs, conjunctions, prepositions, or adjectives. Doing so can help you further explain the terms or link them meaningfully. Once you’ve added all the information you can think of, try to create a paraphrased sentence or paragraph from your word map. A valuable way to learn how to paraphrase when you’re a beginner is to break sentences into smaller parts. For example, instead of paraphrasing a long and complex sentence, which can become overwhelming if you’re not used to this process, you can focus on shorter phrases. Let’s take a look at an example. Here, for instance, is a long and complex sentence: “ Many impacts are unavoidable and will hit the world’s most vulnerable populations hardest, it warns — but collective action from governments to both curb greenhouse-gas emissions and prepare communities to live with global warming could yet avert the worst outcomes. “ You may find it challenging to paraphrase this sentence as a whole. However, breaking it into smaller chunks makes the task more doable. You can break this sentence up in the following way: - Many impacts are unavoidable
- And will hit the world’s most vulnerable populations hardest, it warns
- But collective actions from governments
- To both curb greenhouse-gas emissions
- And prepare communities to live with global warming
- Could yet avert the worst outcomes
Remember, the sentence structure of your paraphrased version can and often will look different from the source. This means that you can form two or multiple sentences if this helps you create a meaningful paraphrased version, even if the original is one sentence. If you want to practice your paraphrasing skills, you can do so by paraphrasing a sentence in two or three different ways. You can practice finding different synonyms, grammar, and sentence structures while retaining the meaning across all versions. If you have time, you can do this exercise with longer sentences. However, it may be good to start by paraphrasing shorter sentences. Doing so will allow you to focus on finding multiple synonyms and different ways to write the same sentence. Here’s an example: “ Scientists know that bees are dying from a variety of factors. “ Paraphrased version 1: “Experts maintain that the future of bees is in danger due to multiple causes.” Paraphrased version 2: “There are many different reasons why bees are going extinct, according to scientists.” A helpful way of practicing paraphrasing while reading through articles or research papers is to recite your paraphrased version of some more complex sentences. Since the first step of paraphrasing is to ensure that you’ve correctly understood the source, repeating what you’ve just read in your own words can help you grasp the meaning of the source material. You don’t need to use formal academic language and complex terms when doing this paraphrasing exercise. Instead, the aim is to repeat what you’ve read in plain and simple terms. Also, since you don’t need to write anything down for this paraphrasing exercise, it’s something you can regularly do while you’re reading through the source material. It’s vital that you understand what you’re reading and that all the information is not just going over your head. Doing this exercise, primarily when you find yourself drifting off or having problems grasping a sentence, will ensure that you’ve understood the section you’ve read. At the same time, you get to practice your paraphrasing skills. Here are some helpful tips to keep in mind while paraphrasing. Even though you’re not using direct quotes when paraphrasing but rather stating another author’s ideas in your own words, you still need to reference their work. Failing to do so amounts to plagiarism, a serious offense, whether you’re producing academic work or an article for a web page. The format you have to use when citing the work of others varies. For instance, in academic writing, you need to provide in-text citations and a list of references at the end of your essay, article, or thesis. The precise way you’ll write your in-text citations and list of references will be determined by the formatting style, whether this is APA , Harvard , Chicago , or MLA . Although both tools or techniques involve using your own words to describe somebody else’s text, they are different. You need to retain the original work’s meaning with both techniques while using your own words. When you’re summarizing a work , you’re selecting only the most essential points of the text and rewriting these in your own words. This means that you provide a short overview of what a text is about. It would be best to remain far more loyal to the source material with paraphrasing. You refer to specific ideas an author has provided to incorporate these into your work. To ensure that you’re not changing the original version too much or skewing the meaning the author intended to bring across, you have to rewrite actual sentences and paragraphs. You can’t just write a summary of large chunks of text. Although this is a “technique” employed by lazy students, you should be aware that merely swapping around the word order of an original text does not constitute paraphrasing. It’s also not good enough to merely change a sentence from passive voice to active voice or vice versa. Using either of these as your only paraphrasing method when rewriting somebody else’s words can amount to plagiarism since you’ve not used your own words or demonstrated your understanding of the source material. In such instances, you’d be better off simply rewriting the author’s exact words and placing these in quotation marks. To learn more, check out our guide on paraphrasing vs. plagiarism . Purdue Online Writing Lab Purdue OWL® College of Liberal Arts Paraphrasing Exercise Welcome to the Purdue OWLThis page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice. Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use. Directions: On a separate piece of paper, write a paraphrase of each of the following passages. Try not to look back at the original passage. 1. "The Antarctic is the vast source of cold on our planet, just as the sun is the source of our heat, and it exerts tremendous control on our climate," [Jacques] Cousteau told the camera. "The cold ocean water around Antarctica flows north to mix with warmer water from the tropics, and its upwellings help to cool both the surface water and our atmosphere. Yet the fragility of this regulating system is now threatened by human activity." From "Captain Cousteau," Audubon (May 1990):17. 2. The twenties were the years when drinking was against the law, and the law was a bad joke because everyone knew of a local bar where liquor could be had. They were the years when organized crime ruled the cities, and the police seemed powerless to do anything against it. Classical music was forgotten while jazz spread throughout the land, and men like Bix Beiderbecke, Louis Armstrong, and Count Basie became the heroes of the young. The flapper was born in the twenties, and with her bobbed hair and short skirts, she symbolized, perhaps more than anyone or anything else, America's break with the past. From Kathleen Yancey, English 102 Supplemental Guide (1989): 25. 3. Of the more than 1000 bicycling deaths each year, three-fourths are caused by head injuries. Half of those killed are school-age children. One study concluded that wearing a bike helmet can reduce the risk of head injury by 85 percent. In an accident, a bike helmet absorbs the shock and cushions the head. From "Bike Helmets: Unused Lifesavers," Consumer Reports (May 1990): 348. 4. Matisse is the best painter ever at putting the viewer at the scene. He's the most realistic of all modern artists, if you admit the feel of the breeze as necessary to a landscape and the smell of oranges as essential to a still life. "The Casbah Gate" depicts the well-known gateway Bab el Aassa, which pierces the southern wall of the city near the sultan's palace. With scrubby coats of ivory, aqua, blue, and rose delicately fenced by the liveliest gray outline in art history, Matisse gets the essence of a Tangier afternoon, including the subtle presence of the bowaab, the sentry who sits and surveys those who pass through the gate. From Peter Plagens, "Bright Lights." Newsweek (26 March 1990): 50. 5. While the Sears Tower is arguably the greatest achievement in skyscraper engineering so far, it's unlikely that architects and engineers have abandoned the quest for the world's tallest building. The question is: Just how high can a building go? Structural engineer William LeMessurier has designed a skyscraper nearly one-half mile high, twice as tall as the Sears Tower. And architect Robert Sobel claims that existing technology could produce a 500-story building. From Ron Bachman, "Reaching for the Sky." Dial (May 1990): 15. I Used My Own Words! Paraphrasing Informational Texts - Resources & Preparation
- Instructional Plan
- Related Resources
Paraphrasing helps students make connections with prior knowledge, demonstrate comprehension, and remember what they have read. Through careful explanation and thorough modeling by the teacher in this lesson, students learn to use paraphrasing to monitor their comprehension and acquire new information. They also realize that if they cannot paraphrase after reading, they need to go back and reread to clarify information. In pairs, students engage in guided practice so that they can learn to use the strategy independently. Students will need prompting and encouragement to use this strategy after the initial instruction is completed. The lesson can be extended to help students prepare to write reports about particular topics. Featured Resources- San Diego Zoo: Animal Bytes
- National Geographic Kids: Creature Features
- Australia Zoo: Amazing Animals
From Theory to Practice- Paraphrasing helps readers monitor their comprehension.
- Paraphrasing encourages readers to make connections with prior knowledge.
- Paraphrasing helps readers remember what they have read.
- In effective strategy instruction, the teacher explains the purpose of the strategy, how to use it, and when and where to use it
- In effective strategy instruction, the teacher models strategy use for students and provides guided practice before expecting students to use the strategy independently.
Common Core StandardsThis resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming. State StandardsThis lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state. NCTE/IRA National Standards for the English Language Arts- 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
- 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
Materials and Technology- Computers with Internet access
- Whiteboard (or overhead) for projection of text and shared writing
- Print or digital texts on instructional levels of students in the class
- Individual copies of texts (if computers are not available)
Preparation| 1. | Visit the listed websites so that you are familiar with their organization and content. Bookmark these on your classroom computers.
| | 2. | If all students do not have access to computers, print the texts that you will be using from the websites.
| | 3. | For students to be able to paraphrase effectively, material should be on instructional (or independent) level. This will mean that you may have to have various texts, either print or digital, available to match the instructional levels of your students.
|
Student ObjectivesStudents will - Demonstrate comprehension by paraphrasing facts from informational texts
- Gain knowledge and apply what they have learned about paraphrasing by reading information about three unusual animals
Session 1: Introduction of Paraphrasing| 1. | Use the following explanations when introducing paraphrasing to students: | a. | Paraphrasing means putting what you have read into your own words. | | b. | You paraphrase by reading something, thinking about what it means, and then restating it in your own words. | | c. | Paraphrasing is a useful strategy to check to be sure that you have understood when reading something difficult or something that is important to remember. | | d. | If you cannot paraphrase after reading, it is important to go back and reread to clarify information. |
Session 2: Review and Guided Practice With Paraphrasing| 1. | Review what paraphrasing is, how to do it, when to do it, and why it is important. This can be a brief review reminding students of what they have already learned.
| | 2. | Ask students what they know about the anaconda. Record their responses on the whiteboard. Direct them to look at the information about the anaconda from the website on the first screen. After everyone has had an opportunity to read the text with the first photograph, think aloud as you paraphrase it.
You might say, "Okay, I'm going to paraphrase this first paragraph by putting it in my own words. Remember that I do that to make sure that I have understood it and to help me remember the information. Let's see, the green anaconda is bigger than all other snakes in the world if you think about how long it is and how much it weighs. That must mean that some snakes are longer but don't weigh as much, and some snakes may weigh that much but aren't as long." Again, if you believe the length and weight are important, you could add: "It's 30 feet long and weighs 550 pounds."
| | 3. | Go to the second screen about the anaconda, and invite students to paraphrase it with you. You may want to write the paraphrase on the whiteboard. A possible paraphrase would be "The anaconda would be as long as 5 kids lying head to foot and would weigh as much as 11 kids all together. If you tried to reach around it, it would be like reaching around a man. There are other snakes like it that are big, too."
| | 4. | If students seem to get the idea of paraphrasing, ask them to get into pairs, go to the subsequent screens about the anaconda, read each of them, and paraphrase together. Walk around the classroom, checking the paraphrasing of each pair and providing support if needed.
| | 5. | If students are having difficulty, provide more guided practice as an entire group or group students who need more help into a small group and give more guided practice through the additional 10 screens about the anaconda.
| | 6. | At the end of the session, ask students to write what they have learned about the anaconda without referring to the computer screens. Ask if they remember more because they took time to paraphrase. Take the writing from them to check for content and whether they have used their own words. |
Session 3: Review and Guided Practice With Paraphrasing| 1. | Remind students what paraphrasing is, how to do it, when to do it, and why it is useful. This explanation should be brief.
| | 2. | Tell students that you are going to use paraphrasing to find out more about another animal that may not be well-known to them. Show a picture of the echidna from the website, and ask students if they know what the animal is. Discuss what they already know about the echidna or what they could guess from looking at its picture. List the information on the whiteboard.
| | 3. | Read the first paragraph about the echidna together. This text is more difficult than the texts about the okapi and the anaconda, so you can use it to model your thought process as if you did not understand on the first read. Think aloud, modeling what you would do if you did not remember or understand what was in the paragraph and then reread.
For example, you might say, "Okay, I'm going to put this into my own words so I can be sure I have understood it and can remember it. The echidna has a long tongue and it has spines. Uh-oh, that's all I remember; there was something about curling inside, but I don't remember what. I'd better read it again!" Reread and then start again, "The echidna has a narrow nose and long tongue to catch insects. Its spines protect it from enemies, and it curls up when it's scared."
| | 4. | Have students read in pairs and paraphrase subsequent paragraphs about the echidna. For each paragraph, have both students read the paragraph. As one student paraphrases, the other student checks for "using your own words" and remembering the points in the paragraph. As pairs of students are practicing, listen to them to be certain that they have the idea. If there are some students who are having trouble, gather them into a small group and provide more guidance for their practice.
| | 5. | At the end of the session, ask students to write what they now know about the echidna without referring to the computer screens. Collect their writing to check to be sure that they have used their own words and that they have understood the information correctly. |
Session 4: Review and Independent Practice With Paraphrasing| 1. | Ask students what paraphrasing is, how to do it, when to do it, and why it is useful. If one student responds, repeat the explanation so that all students understand.
| | 2. | Explain to students that they have practiced paraphrasing as a way to monitor whether they have understood what they are reading and as a way to help them remember what they read. In this session, students will read and paraphrase independently. At the end of the session, they will share what they have learned with the other students.
| | 3. | At the website, each student will choose an animal to read about. If all students do not have access to a computer at the same time, you can print the information ahead of time and have students read the hard copy. Or, if students have access to computers but not all at the same time in the classroom, you can ask them to complete this assignment when their turn at the computer comes. You could also have students work in pairs if there isn't enough time for each of them to have a turn at the computer.
| | 4. | Students will read the text about an animal of their choice, paraphrase as they read, and write down what they have learned. Remind students not to write until they have orally (or silently) paraphrased the information. At the end of the session, students can share their information either in small groups or with the entire class. Take the written information from students to check both accuracy and that they have used their own words. |
Paraphrasing is a good way to prepare students to write written reports. When students put information into their own words, they are not copying directly from a text. After the previous four sessions, a possible extension would be to identify another topic (such as countries, planets, plants), have students brainstorm what kind of questions would be interesting to answer about these, assign print materials or websites for students to read and paraphrase, take notes to answer the questions, and prepare written reports. These would be more formal than the quick writes that were done in the paraphrasing sessions. Student Assessment / Reflections- Throughout the sessions, when students are working in pairs or independently, make note of whether or not they are using their own words in paraphrasing. Be ready to intervene with additional modeling and practice if students are having difficulty paraphrasing.
- The quick writes at the end of the sessions should be collected to see whether students are using their own words, whether they have understood the text they read, and what information they have learned about the animals. Compare the prior knowledge that you assessed at the beginning of each session with the information included in the quick writes to see what new information has been learned.
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 Paraphrase a whole textOur paraphraser can also help with longer passages (up to 125 words per input). Upload your document or copy your text into the input field. With one click, you can reformulate the entire text.  Find synonyms with easeSimply click on any word to open the interactive thesaurus. - Choose from a list of suggested synonyms
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 Upload different types of documentsUpload any Microsoft Word document, Google Doc, or PDF into the paraphrasing tool.  Download or copy your resultsAfter you’re done, you can easily download or copy your text to use somewhere else.  Powered by AIThe paraphrasing tool uses natural language processing to rewrite any text you give it. This way, you can paraphrase any text within seconds.  Avoid accidental plagiarismWant to make sure your document is plagiarism-free? In addition to our paraphrasing tool, which will help you rephrase sentences, quotations, or paragraphs correctly, you can also use our anti-plagiarism software to make sure your document is unique and not plagiarized. Scribbr’s anti-plagiarism software enables you to: - Detect plagiarism more accurately than other tools
- Ensure that your paraphrased text is valid
- Highlight the sources that are most similar to your text
Start for free How does this paraphrasing tool work?1. put your text into the paraphraser, 2. select your method of paraphrasing, 3. select the quantity of synonyms you want, 4. edit your text where needed, who can use this paraphrasing tool.  Paraphrasing tools can help students to understand texts and improve the quality of their writing.  Create original lesson plans, presentations, or other educational materials.  ResearchersExplain complex concepts or ideas to a wider audience.  JournalistsQuickly and easily rephrase text to avoid repetitive language.  CopywritersBy using a paraphrasing tool, you can quickly and easily rework existing content to create something new and unique.  Bloggers can rewrite existing content to make it their own.  Writers who need to rewrite content, such as adapting an article for a different context or writing content for a different audience.  A paraphrasing tool lets you quickly rewrite your original content for each medium, ensuring you reach the right audience on each platform. The all-purpose paraphrasing toolThe Scribbr Paraphrasing Tool is the perfect assistant in a variety of contexts.  BrainstormingWriter’s block? Use our paraphraser to get some inspiration.  Professional communicationProduce creative headings for your blog posts or PowerPoint slides.  Academic writingParaphrase sources smoothly in your thesis or research paper.  Social mediaCraft memorable captions and content for your social media posts. Paraphrase text online, for freeThe Scribbr Paraphrasing Tool lets you rewrite as many sentences as you want—for free. | 💶 100% free | Rephrase as many texts as you want | | 🟢 No login | No registration needed | | 📜 Sentences & paragraphs | Suitable for individual sentences or whole paragraphs | | 🖍️ Choice of writing styles | For school, university, or work | | ⭐️ Rating | based on 13,544 reviews | Write with 100% confidence 👉Scribbr & academic integrity. Scribbr is committed to protecting academic integrity. Our plagiarism checker , AI Detector , Citation Generator , proofreading services , paraphrasing tool, grammar checker , summarizer , and free Knowledge Base content are designed to help students produce quality academic papers. Ask our teamWant to contact us directly? No problem. We are always here for you.  Frequently asked questionsThe act of putting someone else’s ideas or words into your own words is called paraphrasing, rephrasing, or rewording. Even though they are often used interchangeably, the terms can mean slightly different things: Paraphrasing is restating someone else’s ideas or words in your own words while retaining their meaning. Paraphrasing changes sentence structure, word choice, and sentence length to convey the same meaning. Rephrasing may involve more substantial changes to the original text, including changing the order of sentences or the overall structure of the text. Rewording is changing individual words in a text without changing its meaning or structure, often using synonyms. It can. One of the two methods of paraphrasing is called “Fluency.” This will improve the language and fix grammatical errors in the text you’re paraphrasing. Paraphrasing and using a paraphrasing tool aren’t cheating. It’s a great tool for saving time and coming up with new ways to express yourself in writing. However, always be sure to credit your sources. Avoid plagiarism. If you don’t properly cite text paraphrased from another source, you’re plagiarizing. If you use someone else’s text and paraphrase it, you need to credit the original source. You can do that by using citations. There are different styles, like APA, MLA, Harvard, and Chicago. Find more information about citing sources here. The Paraphrasing Tool on our page is powered by the QuillBot service, which uses advanced language processing technology. Both Scribbr and QuillBot are Learneo, Inc. services, ensuring that your inputs are processed in accordance with Learneo’s Privacy Policy. For more, please read the QuillBot section of the Learneo Privacy Policy . Your use of our Paraphraser is subject to QuilBot Terms . Paraphrasing without crediting the original author is a form of plagiarism , because you’re presenting someone else’s ideas as if they were your own. However, paraphrasing is not plagiarism if you correctly cite the source . This means including an in-text citation and a full reference, formatted according to your required citation style . As well as citing, make sure that any paraphrased text is completely rewritten in your own words. Plagiarism means using someone else’s words or ideas and passing them off as your own. Paraphrasing means putting someone else’s ideas in your own words. So when does paraphrasing count as plagiarism? - Paraphrasing is plagiarism if you don’t properly credit the original author.
- Paraphrasing is plagiarism if your text is too close to the original wording (even if you cite the source). If you directly copy a sentence or phrase, you should quote it instead.
- Paraphrasing is not plagiarism if you put the author’s ideas completely in your own words and properly cite the source .
Try our services Paraphrasing and Summarizing Exercises with Answers Paraphrasing and Summarizing are two skills that are highly useful for writers. With these two techniques, writers can get help creating their content and providing it to their readers in an easy-to-peruse way. However, if you happen to be new to the field of writing, you could be a little unaware and untrained in both these skills. But don’t worry. Everyone starts out as a beginner. In this post, we’re going to be looking at some paraphrasing and summarizing exercises along with their answers and explanations. By following along, you’ll get a good idea about how you can use these techniques in your own capacity. Let’s begin! What is Paraphrasing and Summarizing?Before we get to the exercises, let’s digress a little and understand what paraphrasing and summarization actually are. Let’s start with paraphrasing. Paraphrasing is the process in which a particular piece of content is reworded and rephrased in such a way that it looks different from its original version but it has the same meaning and context. A simple example of paraphrasing would be to change “John likes his cat” to “John adores his feline pet”. Paraphrasing can be as slight as merely changing some words in the text, or it can be as drastic as fully changing the tone, structure, order, and words of the content. On the other hand, Summarizing is the process in which a piece of content is shrunk and shortened to about one-tenth of its original size. In this shortened version, the main idea and concept of the content is provided. Summarization is usually used by authors and writers when they want to give a brief outline of a book or article to their readers. Now that we’ve looked at the definitions of both, let’s move ahead to look at some exercises. Paraphrasing Exercises (with Answers)The main purpose of providing these exercises along with their answers is to help you understand what these techniques look like when they are implemented. Since we have explained their core definition above, you can try and work along the exercises to improve your skills a little as well. Related: Difference Between Paraphrasing And Rephrasing Paraphrasing Exercise # 1:Here is a sample paragraph that we will be paraphrasing as an exercise. We’ll write the paragraph alone first, and then provide the answer after a brief explanation. Sample Paragraph: "John could not find the butter in his fridge. He went to buy some from the store. On coming back, he saw his cat sitting on the floor, smacking its lips. There was some yellow stuff smeared all around its face. Thus, John solved the mystery of the missing butter." So, as we mentioned earlier, paraphrasing can be done simply and sparingly, or it can be done drastically. One of the primary and basic ways of paraphrasing is to simply change some words in the provided content with their synonyms. This is, we reiterate, a very basic level of paraphrasing, and it is often very easy to see through it. So, for this first exercise, we are going to be doing only that level of paraphrasing as a way to illustrate how it looks like. Here is what the above paragraph looks like when paraphrased: Paraphrased Paragraph: "John could not locate the butter in the refrigerator. He went to purchase some from the shop. On coming back, he observed his cat sitting on the ground, licking its lips. There was some yellow material smeared all around its face. Hence, John solved the mystery of the missing butter." While we are on this discussion, it will also be salubrious to understand that when changing words with their synonyms for the purpose of paraphrasing, you have to be careful that you pick those that don’t mess up the context and intent of the lines. Paraphrasing Exercise # 2:Moving on, let’s look at another paraphrasing exercise. Here is the paragraph that we will be using for this one: "John’s cat got lost in the forest. He went looking for it in the night time. He heard some movement in one of the bushes. He put his hand in and felt the fur. He pulled the thing out, thinking it to be his cat. After coming home, he realized it was an angry raccoon." We mentioned in the last exercise that the basic level of paraphrasing is to change some of the words in the given text with their synonyms. And we also mentioned how that sort of paraphrasing can be easily detected. So, for writers who want to paraphrase something in such a way that it does not resemble its original form a lot, there’s a step further that they can go, and that is to change the sentence structures + phrases. Essentially, by changing the phrases used in the content as well as the arrangement of the sentences, the overall look of the paraphrased piece looks very different. If someone wants to go even ahead of that, they can shuffle the sentence order as well. Considering this type of ‘extensive’ paraphrasing, here is the answer to the paragraph given above: "John’s cat went missing in the forest. He went to search for it when it was dark. He discerned some movement in the hedge. After putting his hand inside it, he felt some fur. Thinking that it was his cat, he pulled the animal out. It was only after coming home that he realized that it was a frustrated raccoon." Read more: How And Why to Paraphrase Your Content? Summarizing Exercises (with Answers)Now that we have looked at the paraphrasing exercises, let’s move on to look at some for summarizing. Just as we’ve looked at two types of paraphrasing above, we’ll also look at two different types of summarizing. Actually, it’ll be better if we explain those two types before getting to the exercises. Basically, there are two types of summaries . One of them is called extractive and the other is called abstractive . In extractive summarization, the summary of a piece of content is generated merely by taking out some sentences from it and joining them together. This is usually the type of summaries that you get from automated tools. When extractive summaries are created, there is no effort to understand the actual meaning and context of the text. Rather, the purpose is only to take some lines from it and join them together in such a way that they make sense. On the other hand, abstractive summaries are those that are written using a completely new and different set of words, phrases and sentences than the content (that is being summarized). As opposed to extractive summarization, abstractive summarization involves understanding the meaning and context of the text, and then creating a completely new summary that features all those concepts and ideas. Summarizing Exercise # 1 (Extractive)In order to demonstrate and explain extractive summarization, we’re going to first write a paragraph here and then provide its summary afterwards: Sample paragraph: "John’s car broke down. He stopped by the road side and screamed at people to stop and help him. But no one stopped for him. He continued howling and howling for hours. People kept driving by. After getting tired, he picked up a sheet and wrapped it around himself. Then, he started spinning on his spot. He grew dizzy. He kept spinning and spinning until he fell asleep." Now, since we have to use the “extractive” summarization technique here, we’ll create the summary using the lines and sentences used in the content itself. "John’s car broke down. But no one stopped for him. Then, he started spinning on the spot. He kept spinning and spinning until he fell asleep." Summarizing Exercise # 2 (Abstractive)For this exercise, we will use the same para that we did above. However, the technique used for the summarization will be different. Since we will be using the abstractive technique here, the summary will be created using different words and phrases as the original. "John’s vehicle went phut. But, no one stopped their car to help him. After he was tired, he made himself dizzy by spinning and then went to sleep." So, that’s about it. If you were a little confused about paraphrasing and summarization techniques, hopefully you’re a little more confident about them now. These skills can come in handy for writers in a lot of different situations. If you don’t have the hang of them already, you should try and get it as quick as you can.  Paraphrasing practice worksheetUse this handout with the Paraphrasing Practice resource. Provide students with this handout in order to participate in the exercises presented in the practice presentation. Use this handout with the Paraphrasing Practice resource, both part of the "Teaching Academic Integrity: Paraphrasing" Unit. Provide students with this handout in order to participate in the exercises presented in the practice presentation.  - All topics A-Z
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 ParaphrasesA paraphrase restates another’s idea (or your own previously published idea) in your own words. Paraphrasing allows you to summarize and synthesize information from one or more sources, focus on significant information, and compare and contrast relevant details. Published authors paraphrase their sources most of the time, rather than directly quoting the sources; student authors should emulate this practice by paraphrasing more than directly quoting. When you paraphrase, cite the original work using either the narrative or parenthetical citation format . Although it is not required to provide a page or paragraph number in the citation, you may include one (in addition to the author and year) when it would help interested readers locate the relevant passage within a long or complex work (e.g., a book). Webster-Stratton (2016) described a case example of a 4-year-old girl who showed an insecure attachment to her mother; in working with the family dyad, the therapist focused on increasing the mother’s empathy for her child (pp. 152–153). These guidelines pertain to when you read a primary source and paraphrase it yourself. If you read a paraphrase of a primary source in a published work and want to cite that source, it is best to read and cite the primary source directly if possible; if not, use a secondary source citation . Paraphrases are covered in the seventh edition APA Style manuals in the Publication Manual Sections 8.23 and 8.24 and the Concise Guide Sections 8.23 and 8.24  Related handout- Paraphrasing and Citation Activities (PDF, 357KB)
Long paraphrasesA paraphrase may continue for several sentences. In such cases, cite the work being paraphrased on first mention. Once the work has been cited, it is not necessary to repeat the citation as long as the context of the writing makes it clear that the same work continues to be paraphrased. Velez et al. (2018) found that for women of color, sexism and racism in the workplace were associated with poor work and mental health outcomes, including job-related burnout, turnover intentions, and psychological distress. However, self-esteem, person–organization fit, and perceived organizational support mediated these effects. Additionally, stronger womanist attitudes—which acknowledge the unique challenges faced by women of color in a sexist and racist society—weakened the association of workplace discrimination with psychological distress. These findings underscore the importance of considering multiple forms of workplace discrimination in clinical practice and research with women of color, along with efforts to challenge and reduce such discrimination. If the paraphrase continues into a new paragraph, reintroduce the citation. If the paraphrase incorporates multiple sources or switches among sources, repeat the citation so the source is clear. Read your sentences carefully to ensure you have cited sources appropriately. Play therapists can experience many symptoms of impaired wellness, including emotional exhaustion or reduced ability to empathize with others (Elwood et al., 2011; Figley, 2002), disruption in personal relationships (Elwood et al., 2011; Robinson-Keilig, 2014), decreased satisfaction with work (Elwood et al., 2011), avoidance of particular situations (Figley, 2002; O’Halloran & Linton, 2000), and feelings or thoughts of helplessness (Elwood et al., 2011; Figley, 2002; O’Halloran & Linton, 2000).  Reading & Math for K-5 - Kindergarten
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Breadcrumbs Paraphrasing Download & Print Only $6.89 Comprehension and writingStudents paraphrase short texts in their own words.  Bumblebees:  These worksheets are available to members only. Join K5 to save time, skip ads and access more content. Learn More What is K5? K5 Learning offers free worksheets , flashcards and inexpensive workbooks for kids in kindergarten to grade 5. Become a member to access additional content and skip ads. Our members helped us give away millions of worksheets last year. We provide free educational materials to parents and teachers in over 100 countries. If you can, please consider purchasing a membership ($24/year) to support our efforts. Members skip ads and access exclusive features. Learn about member benefits This content is available to members only. Center for Teaching InnovationResource library. - Getting Started with Breaking the Ice
Engaging Students in Class DiscussionsClass discussions can be enjoyable, challenging, uncomfortable, stimulating, complex, and enlightening. Facilitating discussions is among the most important of all teaching methods because it encourages students to apply, test, and extend their learning in dialogue. Discussion is essentially structured application with immediate feedback, with rapid iteration. It is the place where novices take steps towards speaking with the facility of experts, where students can begin to think of themselves as invited into the discipline. It is also perhaps the most challenging art for the teacher to master. Facilitating a discussion with all it entails – asking the right questions, listening and responding fully to participants while simultaneously fitting each comment into your overall plan and also thinking of how to connect it to the next step or idea, all while keeping it related it to the essential learning of the course but also allowing for the organic emergence of fresh ideas – requires concentration and creativity. Below, we offer some guidance and suggestions to consider when incorporating discussion into your teaching strategy. Benefits of Discussion as a Teaching StrategyWhen deciding when and how to use discussions, consider some of the benefits and types of learning that can occur and how discussions might support student learning in your course. Discussions can help students to: - practice using vocabulary, frameworks, or theories of a discipline
- use evidence and examples to support an argument
- connect and engage intellectually with a subject
- encounter, consider, and analyze a diverse range of perspectives
- build a learning community where students are co-creating knowledge
Short, medium, and long discussions and class size considerations Depending on your course, you may want to plan class discussions regularly or only on certain days for key topics. Some discussions may take an entire class period, for example, within a small seminar class; however you can also include short or medium-length discussions within your course, alternating with periods of lecturing. For medium and large sized classes, pair or small group discussions can work especially well, since it can be challenging to hold a discussion with the entire class. Short discussion: Turn to your neighbor (1-5 minutes) . Students turn to a person sitting next to them to discuss a question prompt. Sometimes this technique can be paired with answering a polling question or raising hands. This works in any class size, but is especially a good option for large classes in rooms with fixed seating. Medium-length discussion: Think-Pair-Share (10-20 minutes) . Students first think or work on a problem individually, then pair up or form small groups for discussion. At the end, you can ask students to share what they discussed with the whole class. Note that the larger the group size, the more time they will need to discuss. For example, in a group of four, if everyone talks for two minutes, they will need at least eight minutes to discuss. This strategy can work in all class sizes, but pairs may be best in classrooms with fixed seating in rows. Long discussion (20-60 minutes). This type of discussion allows for more in-depth and nuanced consideration of a complex topic. These types of discussions tend to work well in smaller classes and need more active facilitation by the instructor . You may consider starting class with a warm-up strategy . Other techniques such as gallery walks, concept mapping, or case studies are well suited for these longer discussions . To prepare for a long discussion we suggest writing a list of main question prompts or activity directions and sharing them ahead of time to allow students who may want extra time to prepare or think about the questions. Follow-up questions and further discussion can emerge from the main prompts. Preparing a handout or slide with questions can create structure. Back to top Preparing the Students and Environment for DiscussionBuild rapport: Spend time early in the semester building connections within the classroom, learning about your students, and helping them learn about each other. Icebreakers and structured activities can help with this. Give students several low-stakes practice opportunities to express themselves, develop confidence, and build interpersonal skills and familiarity with the rest of the class before graded discussions even start. This also works to develop a supportive and welcoming environment full of sharing, listening, and showing respect. Their regular comments and contributions need to feel valued and honored by you and their classmates. In small and medium sized classes, using name tents or name tags can help people refer to each other by name during discussions. Communicate guidelines and structure : Discussion structure might look different in various courses so clarify the format of your discussions. Share guidelines for discussions, explaining their purpose. Outline your goals for these discussions and how students can succeed. - Build community agreements together : Your learning community can create a shared contribution of outlined behaviors to maintain respect and decrease instances of incivility.
- Communicate expectations and grading criteria : It can help to provide accountability for students to prepare for discussion, participate in the discussion itself, as well as reflect at the end of the discussion. Accountability could be in the form of a pre-class reading quiz on Canvas , annotating the readings before class using social annotation tools, posting questions or reflections on an online discussion board , completing in-class handouts, taking a photo of individual or group work in class, and uploading it to Canvas, or filling out an index card at the end of class with the answer to a reflection question.
- As the instructor, you should also plan how you will grade this work. You might grade some work as complete/incomplete or if your participation grading is more complex, providing a detailed rubric with success criteria is essential. Here is one example of a discussion rubric .
Model effective discussion : Depending on the course level or major, you might have students who haven’t really experienced or witnessed college-level discussions before. You can describe the difference between conversation in class and academic conversation which involves students using specific vocabulary, phrases, and statements in your discipline that allow them to articulate and practice critical thinking. To demonstrate and practice what effective discussions look like before going into a graded experience you can participate in frequent academic discussion activities, such as energizer activities that share values or opinions, scenarios, and case studies that generate perspectives, conversational starter activities that practice generating questions, listening activities, or pre-class activities such as social annotation or discussion boards on the reading. Practice foundational skills : Use these low-stakes practice opportunities to develop several pre-skills before diving into the full discussions. Foundational skills with activities to practice : - Active listening : Peer summaries, listening circles, note-taking challenges, paraphrasing exercises
- Asking good questions : conversational starter activities
- Recognizing assumptions : Case study analysis, assumption checklists, role reversal, debate prep, media literacy exercises
- Backing up claims with credible evidence : evidence-based writing prompts, fact-checking assignments, annotated bibliographies, research competitions, source evaluation tasks. The Cornell Library has guides on evaluating sources and media literacy or could work with you on developing guides or activities specifically for your course.
- Assessing other people’s claims : peer review workshops, logical fallacy hunts, claim analysis discussions, critical reading exercises, mock trials
- Sharing purposefully with an audience in mind : audience-specific writing, oral presentations with feedback, role-play scenarios, creative projects, audience analysis
- Building upon a conversation : structured group discussions, dialogue journals, collaborative storytelling
- Challenging each other with respect : debate sessions, conflict resolution role-play, critique guidelines, and reflection exercises.
Build students’ content knowledge : When entering your course, students might have little context or prior knowledge on the topic. How much do students need to know before engaging in your critical discussion? You can decide, based on your learning outcomes, how much content knowledge you’d like them to develop. Consider giving them guidance on how to read and evaluate academic or other sources or provide reading questions. Communicate to students if you want readings or outside material referenced in the discussion. Social annotation can be a great pedagogical tool for getting students to engage in critical reading. Assess and adjust the physical space : Is the physical space conducive to hosting effective discussions? Visit the classroom ahead of time to see how the space will work for your intended discussions – you may need to see if you can make adjustments to the room, adjust your teaching plan, or look into requesting a different room. For example, in a room with fixed seats in rows, you might use paired discussions (talk to your neighbor) as a strategy. Consider the following: - Acoustics : can they hear others in the class? Is the room echoey? Would it help for you to use a microphone?
- Orientation : choosing a U-shape or circle layout that supports the type of discussion if it is possible to move the furniture.
- Distractions : consider lighting, movement outside of windows, temperature, air quality, scent, uncomfortable seating or tables in the way, and distractions from other students. Some of these will not be under your control, but you can check in with students if there are factors that can be adjusted that would make them more comfortable.
For more on engaging students with class discussion, visit Facilitating Discussion and Encouraging Student Participation in Discussions. References and Further Reading:Eberly Center, Teaching Excellence & Educational Innovation (2024) Discussions. Carnegie Mellon. Davis, B. G. (1993) Tools for Teaching. San Francisco: Jossey-Bass. Brookfield, S. D. and S. Preskill. (1999). Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms. San Francisco: Jossey-Bass. Success! Subscription added. Success! Subscription removed. Sorry, you must verify to complete this action. Please click the verification link in your email. You may re-send via your profile . - Intel Community
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Make sure what you write keeps the nature and tone the author was originally trying to create. When you complete your paraphrase make sure to include a citation of where the original source is given credit. These worksheets will help you learn how to use paraphrasing in your work.
All About These 15 Worksheets Paraphrasing involves rephrasing the words of others to convey the same meaning in a new and original way. It's an important skill to develop for writing essays, research papers, and for understanding complex texts. We work on a wide variety of skills including:
Paraphrasing for Research When you paraphrase, you restate an author's words in your own words without changing the meaning of the passage or including any of your own thoughts or ideas about it. When you paraphrase something, you only relay the main idea, not the entire passage. View Worksheet
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A collection of downloadable worksheets, exercises and activities to teach Paraphrasing, shared by English language teachers.
PARAPHRASING. There are 9 exercises.SS have to rephrase sentences ( simple past-present perfect, passive voice,reported speech,too-enough,conditionals, so-such,rather-pref... 14637 uses.
Especially when you're a student, reading, and paraphrasing the words of other scholars and experts can form a big chunk of your work. Learning how to paraphrase well and at a quick pace will enhance your academic experience and will open up your schedule for other activities, such as sports or parties.
Test Your Paraphrasing Skills Worksheet Paraphrasing Quotes by HGSE Professors Before beginning this worksheet you should have completed the Principles of Paraphrasing online tutorial.
Instructions. Complete the following activities to practice your paraphrasing and citation skills. Then compare your answers with those from the APA Style team (see pages 6 and 7 of this instructional aid) as well as your classmates or colleagues. In completing the activities, you can type your answers directly into the PDF using the text fields.
Paraphrasing refers to rewriting a given sentence using your own words. When we need to use a sentence in our writing that someone else wrote, we paraphrase it. That is, we use the same idea (s) in that sentence and write it differently. In addition to using different words, we use different grammar. The main purpose of paraphrasing has to do ...
Learn how to paraphrase and summarize texts effectively with Purdue OWL's exercises and examples. Improve your writing and communication skills.
Paraphrasing Exercise Directions: On a separate piece of paper, write a paraphrase of each of the following passages. Try not to look back at the original passage. PARTNER CONTENT
Paraphrasing helps students make connections with prior knowledge, demonstrate comprehension, and remember what they have read. Through careful explanation and thorough modeling by the teacher in this lesson, students learn to use paraphrasing to monitor their comprehension and acquire new information.
QuillBot's AI-powered paraphrasing tool helps students and professionals rewrite, edit, and change the tone of their text to improve clarity and comprehension.
Challenge students to paraphrase with the help of our Paraphrasing Practice Activity. The four steps of paraphrasing are included to help students as they highlight keywords and then paraphrase the included paragraph. This would be a great independent activity or assessment.
Enhance your writing with LanguageTool's free AI paraphrasing tool. Discover a smarter way to rewrite and refine your text for improved clarity and uniqueness.
Scribbr's AI paraphrasing tool enables students and writers to rephrase sentences and paragraphs using AI. Try now for free!
Paraphrasing and Summarizing are two skills that are highly useful for writers. With these two techniques, writers can get help creating their content and providing it to their readers in an easy-to-peruse way.
Use this handout with the Paraphrasing Practice resource, both part of the "Teaching Academic Integrity: Paraphrasing" Unit. Provide students with this handout in order to participate in the exercises presented in the practice presentation. Provide students with this handout to help them practice their paraphrasing skills.
Ahrefs' Paraphrasing Tool uses a language model that learns patterns, grammar, and vocabulary from large amounts of text data - then uses that knowledge to generate human-like text based on a given prompt or input. The generated text combines both the model's learned information and its understanding of the input.
Comparing Summarizing to Quoting and Paraphrasing From the start, students should know that they will utilize paraphrasing to lend support to their ideas by providing evidence through the use of paraphrasing and quoting sources. Quoting is used similarly to paraphrasing, and teaching these two writing techniques together can highlight the similarities and differences for students, hopefully ...
With the ease of copy-and-paste functions, teachers must be extra vigilant to teach students the art of effective paraphrasing.This fun activity gives teachers the perfect chance to do help their students avoid plagiarism for good.. Students are divided into groups and given quotes from favorite animated movies, along with 5 possible paraphrases.
Paraphrasing allows you to summarize and synthesize information from one or more sources, focus on significant information, and compare and contrast relevant details. ... Paraphrasing and Citation Activities (PDF, 357KB) Long paraphrases. A paraphrase may continue for several sentences. In such cases, cite the work being paraphrased on first ...
Students paraphrase short texts in their own words. Free | Writing | Worksheets | Grade 4 | Printable
Icebreakers and structured activities can help with this. Give students several low-stakes practice opportunities to express themselves, develop confidence, and build interpersonal skills and familiarity with the rest of the class before graded discussions even start. ... Peer summaries, listening circles, note-taking challenges, paraphrasing ...
Scott Bair is a key voice at Intel Labs, sharing insights into innovative research for inventing tomorrow's technology.. Highlights. Research collaborators from Bocconi University, Allen Institute for AI, Intel Labs, University of Oxford, and LMU Munich received the Outstanding Paper Award for their long paper at ACL 2024 on August 11-16.