Paraphrasing Practise

This worksheet will get you to follow the steps towards making a successful summary
paragraph, utilising the techniques we have looked at this week for paraphrasing. Please
note that the first example is done for you to show the process. You are expected to
complete the second example which starts on page 3. Please write directly into the
textboxes.

Example:

An excerpt from Alderson, J. C. (2000). Assessing reading. Cambridge: Cambridge University Press.

A common argument in favour of the use of longer texts in, for example, testing for academic purposes, is
that this practice reflects more closely the situation where students have to read and study long texts. Thus,
even if research has yet to show that certain abilities can only be assessed using longer texts, the
authenticity argument runs in favour of using longer texts, a practice followed by IELTS, for example, in
contrast with that of TOEFL, where short passages are used. The reason the TOEFL programme gives for
using a number of short passages is that it allows a wider range of topics to be covered, thus hopefully
reducing the potential bias from a restricted range of topic areas. This points up the sort of compromise one
is often presented with in testing, in this case between maximising authenticity by using the sort of long
texts that students might have to read in their studies, on the one hand, and minimising content bias by
using several shorter passages, on the other hand. (p.67)

Establish the main idea from the supporting arguments:

Main Idea:

 A common argument in favour of the use of longer texts in, for example, testing for academic
purposes is that this practice reflects more closely the situation where students have to read
and study long texts.

Supporting Arguments:

 Research shows that certain abilities can only be assessed using longer texts.
 The authenticity argument runs in favour of using longer texts.
 Use of longer texts in IELTS.
 Use of shorter texts in TOEFL.
 Reasons of using shorter texts in TOEFL.
 Maximising authenticity vs. minimising content.
 Consider the necessity of quoting directly. You do not have to quote but blending a short
quotation into your paraphrased expression may help you better transfer ideas:

Direct Quote:

“The reason the TOEFL programme gives for using a number of short passages is that it allows
a wider range of topics to be covered, thus hopefully reducing the potential bias from a
restricted range of topic areas.” (p.67).

Paraphrase the main idea(s) by restructuring and rewording it

Alderson (2000) discusses the use of long texts in academic tests.

Your summary:

Alderson (2000) discusses the use of long texts in academic tests. In this respect, he maintains that the
authenticity argument suggests using longer texts since they give the opportunity of testing specific skills.
As indicated by Alderson, examples of this can be seen in IELTS. On the other hand, he maintains that TOEFL
“allows a wider range of topics to be covered, thus hopefully reducing the potential bias from a restricted
range of topic areas” (p. 67). In conclusion, although longer texts allow exaggerating authenticity, shorter
ones allocate diminishing content bias.
 Your turn!

Thanh, V. T. (2005). Vietnam's trade liberalization and international economic integration: evolution, problems, and
challenges. ASEAN Economic Bulletin, 22(1),

The Renovation (Doimoi) in 1986 and especially the market-oriented reform in 1989 marked a turning point
in history of Vietnam's economic development. The reforms have brought Vietnam about remarkable
achievements in terms of GDP growth, macroeconomic stabilization, export expansion, foreign direct
investment (FDI) attraction, and poverty reduction. These achievements can be attributed to four factors:
(1) the acknowledgement of the private business right; (2) the market-oriented reforms; (3) the
macroeconomic and social stability; and (4) the opening (mostly in terms of trade and FDI) and the
integrating of the economy into the regional and world economy. The reform process in Vietnam, however,
has been uneven. It was recognized even in 1996 that the reforms were not keeping pace with economic
development. Moreover, the reform process in general slowed down during the period 1996-99, especially
after the Asian crisis. The years 2000-04 witnessed the new commitments to reform continuation and some
progresses were made, especially in the development of private sector and trade liberalization. Meanwhile,
the reforms of the state-owned enterprises (SOEs), the banking system, and the public administration were
slower than expected and this has limited the effectiveness of other reforms. (p.75)

Establish the main idea from the supporting arguments:

Main Idea:

The Renovation (Doimoi) in 1986 and especially the market-oriented reform in 1989 marked a turning point
in history of Vietnam's economic development.

Supporting Arguments:
New form has brought Vietnam significant achievement .
There are for main factor that has been contributed by the achievement.
The process has been uneven and slowed down in 1996-1999 and after Asian crisis.
In 2000-2004, new commitments made the reform continued and having some development. However it
still limited the effectivenss of other reforms
 Consider the necessity of quoting directly. You do not have to quote but blending a short
quotation into your paraphrased expression may help you better transfer ideas:

Direct Quote:

Meanwhile, the reforms of the state-owned enterprises (SOEs), the banking system, and the public
administration were slower than expected and this has limited the effectiveness of other reforms. (p.75)

Paraphrase the main idea(s) by restructuring and rewording it

The Renovation in 1896 espescially market-oriented has made a huge change in Vietnam economic’s
development.

Your summary:

Thanh (2000) has discussed the reform process of Vietnam's economic development. She pointed
out the main period of the revolution and at the same time analyzed the strength and weaknesses
of it.