Children’s Grace of Mary Tutorial and Learning Center, Inc

New Carmen, Tacurong City

Module 4

This module will enable you to learn about:

 Paraphrasing;
 Modals; and
 Types of Definitions.

Lesson 1: paraphrasing

What you need to know

A paraphrase is...

 Your own rendition of essential information and ideas expressed by someone else, presented in a
new form.
 One legitimate way (when accompanied by accurate documentation) to borrow from a source.
 A more detailed restatement than a summary, which focuses concisely on a single main idea.

Paraphrasing is a valuable skill because...

 It is better than quoting information from an undistinguished passage.

 It helps you control the temptation to quote too much.
 The mental process required for successful paraphrasing helps you to grasp the full meaning of
the original.

6 Steps to Effective Paraphrasing

1. Reread the original passage until you understand its full meaning.
2. Set the original aside, and write your paraphrase on a note card.
3. Jot down a few words below your paraphrase to remind you later how you envision using this
material. At the top of the note card, write a key word or phrase to indicate the subject of your
paraphrase.
4. Check your rendition with the original to make sure that your version accurately expresses all the
essential information in a new form.
5. Use quotation marks to identify any unique term or phraseology you have borrowed exactly from
the source.
6. Record the source (including the page) on your note card so that you can credit it easily if you
decide to incorporate the material into your paper.

Some examples to compare

Note that the examples in this section use MLA style for in-text citation.
The original passage:
Students frequently overuse direct quotation in taking notes, and as a result they overuse quotations in
the final [research] paper. Probably only about 10% of your final manuscript should appear as directly
quoted matter. Therefore, you should strive to limit the amount of exact transcribing of source materials
while taking notes. Lester, James D. Writing Research Papers. 2nd ed., 1976, pp. 46-47.
c
An acceptable summary:
Students should take just a few notes in direct quotation from sources to help minimize the amount of
quoted material in a research paper (Lester 46-47).
A plagiarized version:
Students often use too many direct quotations when they take notes, resulting in too many of them in the
final research paper. In fact, probably only about 10% of the final copy should consist of directly quoted
material. So it is important to limit the amount of source material copied while taking notes.
A note about plagiarism: This example has been classed as plagiarism, in part, because of its failure to
deploy any citation. Plagiarism is a serious offense in the academic world. However, we acknowledge that
plagiarism is a difficult term to define; that its definition may be contextually sensitive; and that not all
instances of plagiarism are created equal—that is, there are varying “degrees of egregiousness” for
different cases of plagiarism.

APA Style Paraphrasing

When you paraphrase, you use your own words. This is usually preferable to direct quotes because the
information is written in your own style, but you must be careful not to change the meaning. When
paraphrasing, you must still acknowledge where you got the idea from by including a parenthetical
citation.

Examples of Citing Paraphrased Information at the Beginning of a Sentence

A review (Selby et al., 2017) identified several laws pertaining to cancer research in the UK that might be
affected because of Brexit.
Patafio et al. (2016) investigated the relationship between cancer research funding and cancer research
output and found that research output is not well correlated with the public health burden of individual
cancers that was measure by mortality rates.
The authors (Lindqvist & Neumann) argue that security and privacy are crucial in the Internet of Things
(IoT) because if future attacks are successful they can cause widespread destruction and even cost lives.
Bernard (2011) argues that Henry VIII's Catholicism was more than just Catholicism without the pope.
Examples of Citing Paraphrased Information in the Middle of a Sentence
Surgery is considered a last resort in the treatment of plantar fasciitis Owens (2017) argues.
Strength training as treatment for plantar fasciitis, according to (Huffer et al. 2017), does not contribute to
the improved function and pain relief.
Many physical therapists use ultrasound therapy as treatment; however, numerous studies highlighted in
the review published by Sanke and Radwan (2015) show that the therapy does not have any effect on
the condition. 
Examples of Citing Paraphrased Information at the End of a Sentence
There are multiple types of cyberbullying (El Asam & Samara, 2016).
A significant amount of youths' social interaction takes place through technology and children as young as
10 have access to mobile devices (Williford & DePaolis, 2016).
The authors found that undergraduate students are afraid to report cyberbullying (Watts et al., 2017, p.
273).
Example of how the original quotation might be paraphrased<
Original quotation:
American commitment to self-government rested on the early experience of colonization. English
common law was introduced with the first settlers, and each new colony soon had an elected assembly
designed to represent and protect the interests of the settler population, acting like a local equivalent of
the Westminster House of Commons.  In theory, popular participation in government was balanced by a
strong executive, in the person of the governor, supported by an advisory council.  Bit in the first years of
settlement, when colonies were sponsored by private companies rather than the Crown, governors and
councils were often themselves elected, reinforcing the tendency towards local control (Conway, 2013, p.
33).
The essay incorporating the paraphrasing:
The early settlers in Colonial American may have considered themselves English and loyal to the Crown. 
However, the local government structure supported a system of relative self-governance (Conway, 2013,
p. 33)

Lesson 2: modals

What you need to know

Let’s check your mastery
Answer activity 2 on pages 85-86.

Lesson 3: types of definition

What you need to know

When writers are trying to explain an unfamiliar idea, they rely on definitions. All definitions attempt to
explain or clarify a term. This lesson will introduce you to the three different types of definitions: formal,
informal, and extended.

Formal Definitions

A formal definition consists of three parts: the term, the part of speech to which it belongs, such as a noun
or a verb, and all the traits or characteristics that are specific to that term. The dictionary is filled with
formal definitions, but it is not the only place where you will find them. Writers often include formal
definitions when they are writing about something that may be unfamiliar to their readers. In textbooks,
you may find the formal definition of terms listed at the beginning, at the end of a chapter, or in the
glossary, which is a mini-dictionary of terms relevant to that text.

Formal definition example:

Term: freedom

Part of speech: noun

Definition: The power or right to act, speak, or think as one wants without hindrance or restraint.

Informal Definitions

In an informal definition, the writer uses known words or examples to explain an unknown term. These
definitions may be synonyms or antonyms introduced by or, in other words, or like.

Informal definition example:

Freedom, also referred to as liberty or independence, is a state people reach when they are free to think
and do whatever they please.

Extended Definitions

Extended definitions generally have components of both informal and formal definitions. However, as the
name suggests, the author uses a number of other techniques to define a word, concept, or phrase,
including the following:

 Listing and describing the parts: identifying smaller, more familiar pieces of an idea to point to the
definition of the bigger concept.
 Etymology: sharing a word's origin.
 Examples or anecdotes: telling a story or example that illustrates the term.
 Negation: defining a term by explaining what the concept is not.
 Evoking the senses: using a word that creates a picture in the reader's mind so that the reader
might relate through memory of sound, sight, touch, hearing, or smell.
 Environment or sector: pointing out how and where something is used.
 Ramifications: showing how the term or concept affects people or objects.
 Historical references: showing how a word has been defined throughout history.

Extended definition example:

To our colonial forefathers, freedom meant having a voice in their government. (historical reference) The
Revolutionary War was a last resort against an empire that continued to tax its colonists without the
representation of the colonists in Parliament. Since the United States won the right to rule itself, our
country has been referred to as "the land of the free and the home of the brave." (example) True freedom
means the ability to think, feel, say, or act however one chooses. (listing parts) It is a state where the bars
of bondage do not exist. (negation) Unfortunately, the widening gap between the haves and have nots
means that some are now shackled by their lack of education. (evoke the senses: shackled) Americans
can attain real freedom when everyone has the same educational opportunities.

- EXAMPLE
Read the following definitions; notice whether each one is a formal, informal, or extended definition. The
term being defined appears as bold.

When my friend Katrice was young, she disobeyed her parents near Christmas. I don't recall the crime,
but I do recall the consequence. When she woke up on Christmas morning, there were no presents for
her under the tree from "Santa Claus." To make matters worse, she had to watch her younger siblings
open all their presents in front of her. Santa did not come for Katrice that year because she was on the
"naughty list." While her parents may well still stand by their decision, Katrice maintains that she was the
victim of cruel and unusual punishment. I tend to agree, as it seems that the consequences were too
drastic for any child, no matter how naughty she may have been.

- METACOGNITIVE QUESTION
Why is it important to know how to identify the three types of definitions?

Let’s check your mastery

Read the following definitions, then identify whether each one is a formal, informal, or extended definition.
The term being defined has been bolded.

1. Bullying is a verb that describes the act of forcing someone to do something he or she does not
want to do. Typically, the bully uses physical power or influence to intimidate the person being
bullied.
_________________________________
2. Once upon a time, bullying in schools only referred to the students who forced the smaller
students to give up their lunch money or the ones who beat them up after school. In recent years,
many schools have cracked down on bullying and have strict zero-tolerance policies. In fact, a
student was recently disciplined for biting a Pop-Tart into the shape of gun. However, now
harassment is often happening online. Real bullies hide behind social media technology, like
Facebook, posting embarrassing pictures and videos of their classmates and setting up fake
relationships to lead on and shame others, an act known as catfishing.
_________________________________
3. Bullying occurs when someone uses his or her power or prestige to intimidate and terrorize
another person. At times, the bully pushes someone around to get something specific from that
person, but at other times, the bully simply is mean just to watch the other person squirm.
Tormenting anyone for any reason is inappropriate and should not be tolerated.
_________________________________

Assignment
Read the article below. Make a paraphrase about what is depression, the risk of depression and
treatments for depression. Make sure to use the APA style of paraphrasing.

What Is Depression?
Depression (major depressive disorder) is a common and serious medical illness that negatively affects
how you feel, the way you think and how you act. Fortunately, it is also treatable. Depression causes
feelings of sadness and/or a loss of interest in activities once enjoyed. It can lead to a variety of emotional
and physical problems and can decrease a person’s ability to function at work and at home.

Depression symptoms can vary from mild to severe and can include:

Feeling sad or having a depressed mood

Loss of interest or pleasure in activities once enjoyed
Changes in appetite — weight loss or gain unrelated to dieting
Trouble sleeping or sleeping too much
Loss of energy or increased fatigue
Increase in purposeless physical activity (e.g., hand-wringing or pacing) or slowed movements and
speech (actions observable by others)
Feeling worthless or guilty
Difficulty thinking, concentrating or making decisions
Thoughts of death or suicide
Symptoms must last at least two weeks for a diagnosis of depression.
Also, medical conditions (e.g., thyroid problems, a brain tumor or vitamin deficiency) can mimic symptoms
of depression so it is important to rule out general medical causes.

Depression affects an estimated one in 15 adults (6.7%) in any given year. And one in six people (16.6%)
will experience depression at some time in their life. Depression can strike at any time, but on average,
first appears during the late teens to mid-20s. Women are more likely than men to experience depression.
Some studies show that one-third of women will experience a major depressive episode in their lifetime.

Depression Is Different From Sadness or Grief/Bereavement

The death of a loved one, loss of a job or the ending of a relationship are difficult experiences for a person
to endure. It is normal for feelings of sadness or grief to develop in response to such situations. Those
experiencing loss often might describe themselves as being “depressed.”

But being sad is not the same as having depression. The grieving process is natural and unique to each
individual and shares some of the same features of depression. Both grief and depression may involve
intense sadness and withdrawal from usual activities. They are also different in important ways:

In grief, painful feelings come in waves, often intermixed with positive memories of the deceased. In major
depression, mood and/or interest (pleasure) are decreased for most of two weeks.
In grief, self-esteem is usually maintained. In major depression, feelings of worthlessness and self-
loathing are common.
For some people, the death of a loved one can bring on major depression. Losing a job or being a victim
of a physical assault or a major disaster can lead to depression for some people. When grief and
depression co-exist, the grief is more severe and lasts longer than grief without depression. Despite some
overlap between grief and depression, they are different. Distinguishing between them can help people
get the help, support or treatment they need.
Risk Factors for Depression
Depression can affect anyone—even a person who appears to live in relatively ideal circumstances.

Several factors can play a role in depression:

Biochemistry: Differences in certain chemicals in the brain may contribute to symptoms of depression.
Genetics: Depression can run in families. For example, if one identical twin has depression, the other has
a 70 percent chance of having the illness sometime in life.
Personality: People with low self-esteem, who are easily overwhelmed by stress, or who are generally
pessimistic appear to be more likely to experience depression.
Environmental factors: Continuous exposure to violence, neglect, abuse or poverty may make some
people more vulnerable to depression.
How Is Depression Treated?
Depression is among the most treatable of mental disorders. Between 80 percent and 90 percent of
people with depression eventually respond well to treatment. Almost all patients gain some relief from
their symptoms.

Before a diagnosis or treatment, a health professional should conduct a thorough diagnostic evaluation,
including an interview and possibly a physical examination. In some cases, a blood test might be done to
make sure the depression is not due to a medical condition like a thyroid problem. The evaluation is to
identify specific symptoms, medical and family history, cultural factors and environmental factors to arrive
at a diagnosis and plan a course of action.

Medication: Brain chemistry may contribute to an individual’s depression and may factor into their
treatment. For this reason, antidepressants might be prescribed to help modify one’s brain chemistry.
These medications are not sedatives, “uppers” or tranquilizers. They are not habit-forming. Generally
antidepressant medications have no stimulating effect on people not experiencing depression.

Antidepressants may produce some improvement within the first week or two of use. Full benefits
may not be seen for two to three months. If a patient feels little or no improvement after several weeks,
his or her psychiatrist can alter the dose of the medication or add or substitute another antidepressant. In
some situations other psychotropic medications may be helpful. It is important to let your doctor know if a
medication does not work or if you experience side effects.

Psychiatrists usually recommend that patients continue to take medication for six or more months after
symptoms have improved. Longer-term maintenance treatment may be suggested to decrease the risk of
future episodes for certain people at high risk.
Psychotherapy: Psychotherapy, or “talk therapy,” is sometimes used alone for treatment of mild
depression; for moderate to severe depression, psychotherapy is often used in along with antidepressant
medications. Cognitive behavioral therapy (CBT) has been found to be effective in treating depression.
CBT is a form of therapy focused on the present and problem solving. CBT helps a person to recognize
distorted thinking and then change behaviors and thinking.

Psychotherapy may involve only the individual, but it can include others. For example, family or couples
therapy can help address issues within these close relationships. Group therapy involves people with
similar illnesses.

Depending on the severity of the depression, treatment can take a few weeks or much longer. In many
cases, significant improvement can be made in 10 to 15 sessions.

Electroconvulsive Therapy (ECT) is a medical treatment most commonly used for patients with severe
major depression or bipolar disorder who have not responded to other treatments. It involves a brief
electrical stimulation of the brain while the patient is under anesthesia. A patient typically receives ECT
two to three times a week for a total of six to 12 treatments. ECT has been used since the 1940s, and
many years of research have led to major improvements. It is usually managed by a team of trained
medical professionals including a psychiatrist, an anesthesiologist and a nurse or physician assistant.

Self-help and Coping

There are a number of things people can do to help reduce the symptoms of depression. For many
people, regular exercise helps create positive feeling and improve mood. Getting enough quality sleep on
a regular basis, eating a healthy diet and avoiding alcohol (a depressant) can also help reduce symptoms
of depression.

Depression is a real illness and help is available. With proper diagnosis and treatment, the vast majority
of people with depression will overcome it. If you are experiencing symptoms of depression, a first step is
to see your family physician or psychiatrist. Talk about your concerns and request a thorough evaluation.
This is a start to addressing mental health needs.

Related Conditions
Peripartum depression (previously postpartum depression)
Seasonal depression (Also called seasonal affective disorder)
Persistent depressive disorder (previously dysthymia)
Premenstrual dysphoric disorder
Disruptive mood dysregulation disorder
Bipolar disorders
References
American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders (DSM-5), Fifth
edition. 2013.
National Institute of Mental Health. (Data from 2013 National Survey on Drug Use and Health.)
www.nimh.nih.gov/health/statistics/prevalence/major-depression-among-adults.shtml
Kessler, RC, et al. Lifetime Prevalence and Age-of-Onset Distributions of DSM-IV Disorders in the
National Comorbidity Survey Replication. Arch Gen Psychiatry. 2005;62(6):593602.
http://archpsyc.jamanetwork.com/article.aspx?articleid=208678
Physician Review By:

Ranna Parekh, M.D., M.P.H.

January 2017