Is this paraphrasing?

Is this paraphrasing?
Is this paraphrasing?
Is this paraphrasing?
Is this paraphrasing?
 Let’s paraphrase! Do close reading.
• “Many membrane peptides and proteins exhibit potent antimicrobial and
antibacterial activities. They achieve this function by rupturing the cell
membranes of the target organism. Antimicrobial peptides are produced
by many animals, including humans, as an innate immune response against
bacteria, fungi, and virus. The membrane-bound structure of the peptides
gives insights into how they destroy the membrane. For example, a
peptide bound to the surface of the lipid bilayer most likely destroys the
membrane by micellization, while a peptide inserted into the bilayer
probably kills the cell by forming pores.” (Hong 2006, 1)
 Subject plus
Let’s paraphrase! Do close reading. action
• “Many membrane peptides and proteins exhibit potent antimicrobial and
antibacterial activities. They achieve this function by rupturing the cell
membranes of the target organism. Antimicrobial peptides are produced
by many animals, including humans, as an innate immune response against
bacteria, fungi, and virus. The membrane-bound structure of the peptides
gives insights into how they destroy the membrane. For example, a
peptide bound to the surface of the lipid bilayer most likely destroys the
membrane by micellization, while a peptide inserted into the bilayer
probably kills the cell by forming pores.” (Hong 2006, 1)
How this
Why this How we Example given to action is
action know this illustrate the point achieved
occurs
Is this paraphrasing?
“Many membrane peptides and proteins
exhibit potent antimicrobial and
antibacterial activities. They achieve this
function by rupturing the cell membranes of
the target organism. Antimicrobial peptides
are produced by many animals, including
humans, as an innate immune response
against bacteria, fungi, and virus. The
membrane-bound structure of the peptides
gives insights into how they destroy the
membrane. For example, a peptide bound to
the surface of the lipid bilayer most likely
destroys the membrane by micellization,
while a peptide inserted into the bilayer
probably kills the cell by forming pores.”
(Hong 2006, 1)
Membrane peptides and proteins have strong
antimicrobial and antibacterial activities. They
do this by breaking apart the cell membranes
of the target organism. Antimicrobial peptides
arise from many animals, including humans, as
a natural immune response against bacteria,
fungi, and virus. The membrane-bound
structure of the peptides suggests how they
destroy the membrane. A peptide bound to
the surface of the lipid bilayer most likely
destroys the membrane by micellization, while
a peptide inserted into the bilayer probably
kills the cell by forming pores.
Is this paraphrasing?
“Many membrane peptides and proteins
exhibit potent antimicrobial and
antibacterial activities. They achieve this
function by rupturing the cell membranes of
the target organism. Antimicrobial peptides
are produced by many animals, including
humans, as an innate immune response
against bacteria, fungi, and virus. The
membrane-bound structure of the peptides
gives insights into how they destroy the
membrane. For example, a peptide bound to
the surface of the lipid bilayer most likely
destroys the membrane by micellization,
while a peptide inserted into the bilayer
probably kills the cell by forming pores.”
(Hong 2006, p. 1)
Membrane peptides and proteins have strong
antimicrobial and antibacterial activities. They
do this by breaking apart the cell membranes
of the target organism. Antimicrobial peptides
arise from many animals, including humans, as
a natural immune response against bacteria,
fungi, and virus. The membrane-bound
structure of the peptides suggests how they
destroy the membrane. “A peptide bound to
the surface of the lipid bilayer most likely
destroys the membrane by micellization, while
a peptide inserted into the bilayer probably
kills the cell by forming pores” (Hong 2006,
p.1).
Is this paraphrasing?
“Many membrane peptides and proteins Humans have “an innate immune response”
exhibit potent antimicrobial and (Hong, 2006, 1), which involves the production
antibacterial activities. They achieve this of antimicrobial peptides. One important
function by rupturing the cell membranes of function of membrane peptides and proteins is
the target organism. Antimicrobial peptides the ability to protect against bacteria, fungi and
are produced by many animals, including virus. Although the mechanism is uncertain, a
humans, as an innate immune response harmful organism is likely destroyed through a
against bacteria, fungi, and virus. The process of micellization, followed by pores
membrane-bound structure of the peptides being formed through interaction with the
gives insights into how they destroy the peptide into the lipid bilayer (Hong 2006, p.1).
membrane. For example, a peptide bound to
the surface of the lipid bilayer most likely Why this Subject plus
destroys the membrane by micellization, action occurs description
while a peptide inserted into the bilayer
probably kills the cell by forming pores.” Example given to
(Hong 2006,p. 1) illustrate the point
 Let’s paraphrase! Do close reading.
•Differentiation as an instructional approach
promotes a balance between a student's
style and a student's ability. Differentiated
instruction provides the student with
options for processing and internalizing the
content, and for constructing new learning
in order to progress academically.
 Is this paraphrasing?
• Differentiation as an
instructional approach
promotes a balance between a
student's style and a student's
ability. Differentiated
instruction provides the
student with options for
processing and internalizing
the content, and for
constructing new learning in
order to progress
academically.
Differentiation is
a way to encourage equality betwe
en the approach and talent of the
student (Thompson, 2009). This
type of instruction gives students
different ways to deal with
and grasp information, and
for establishing new learning to
move on in education (Thompson,
2009).
 Is this paraphrasing?
• Differentiation as an Teachers use differentiated
instructional approach instruction to help students learn,
promotes a balance between a allowing the teacher to design
student's style and a student's lessons to cater to how each
ability. Differentiated
instruction provides the student learns and what each
student with options for student's skill are (Thompson,
processing and internalizing 2009).
the content, and for
constructing new learning in
order to progress
academically.
Is this paraphrasing?
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.
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.
Is this paraphrasing?
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.
In research papers students
often quote excessively, failing
to keep quoted material down
to a desirable level. Since the
problem usually originates
during note taking, it is essential
to minimize the material
recorded verbatim (Lester,
2010).
Is this paraphrasing?
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.
In research papers students
often quote excessively, failing
to keep quoted material down
to a desirable level. Since the
problem usually originates
during note taking, it is essential
to minimize the material
recorded verbatim (Lester,
2010).
Is this paraphrasing?
Students frequently overuse Student should take just a few
direct quotation in taking notes, notes in direct quotation from
and as a result they overuse sources to help minimize the
quotations in the final [research] amount of quoted material in a
paper. Probably only about 10% of research paper (Lester, 2010).
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.
Is this paraphrasing?
Students frequently overuse Student should take just a few
direct quotation in taking notes, notes in direct quotation from
and as a result they overuse sources to help minimize the
quotations in the final [research] amount of quoted material in a
paper. Probably only about 10% of research paper (Lester, 2010).
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.
When to quote rather than paraphrase

Quoting is useful when you feel the

author’s exact words really support your
argument. Or if you feel their words make
a point in a particularly striking or
memorable way. But remember that if you
overuse quotations from a source, that
author’s words will lose their power.
Quoting directly can be used when...
• You want to add the power of an author’s
words to support your argument
• You want to disagree with an author’s
argument
• You are comparing and contrasting specific
points of view
• You want to highlight particularly powerful or
effective phrases
Try to paraphrase much more frequently
than quoting directly from a source. This
will build up your thinking and processing of
the topic, as you will not just be copying
words down automatically.
When to paraphrase (most of the time):

• You want to use your own “voice” to present

information
• You want to incorporate the author’s ideas
into your own writing
• You want to avoid over-quotation!
When to summarize
Summarize when you want to write about the
background of a topic, or to give a quick overview
of its history. You should also summarize when
you want to bring together several researchers’
ideas about a topic.
Hence, summarize when... • You want to
establish the background to a topic • You
want to offer an overview of a topic • You
want to describe common knowledge from
several sources about a topic • You want to
communicate the main ideas of a single
source
Choosing verb tense when you connect ideas is also important.

Most of the time, you should use the present tense for any verbs that
link your work. The present tense makes your argument stronger and
more direct, as seen in these examples.
Examples:

Multicultural experiences, although initially challenging, enrich lifelong

learning (Gregson, 2010).

Patterson (1971) demonstrates that rote learning has a crucial role

when combined with other forms of learning.
However, choose the past tense when there are some situations
where you should choose the past tense for any linking verbs.
These include situations where you are:
1. writing about something that happened in the past, where you
disagree with the author or where an author’s view is unusual or
not commonly held;
2. writing about a phenomena (something that happened)
3. you disagree with the author;
4. when it’s a ‘one-off’ finding and not in accord with most
accepted other viewpoints.
For example: Although Ausubel (1964) stated that
learning via memorization is an exercise that brings
about little learning, Patterson (1971) claims that rote
learning has a crucial role when combined with other
forms of learning.

CONTRASTING IDEAS
SYNTHESIS
MATRICES

SOURCE PURPOSE METHODS FINDINGS

APA FORMAT
Author, Date, Title,
Publication place,
Publication Co.

Use 2 different highlighter colors to label what studies

agree and what contradict.
A lot of ways to say “said”…Author (0000) said,

declare, state, announce

remark, observe, mention, comment, note,
add
reply, respond, answer, rejoin
whisper, mutter, mumble, mouth
informal come out with
A lot of ways to say “said”

express, put into words, phrase,

articulate, communicate, make known,
get across, put across, convey, verbalize,
render, tell
reveal, divulge, impart, disclose
imply, suggest, signify, denote, mean
A lot of ways to say “said”

claim, maintain, assert, hold, insist,

contend, aver, affirm, avow
allege, profess
formal opine
rare asseverate
A lot of ways to say “said”

indicate, show, read

A lot of ways to say “said”

suppose, assume, imagine, presume,

take as a hypothesis, hypothesize,
postulate, posit
SIGNAL WORDS
SIGNAL WORDS
SIGNAL WORDS
SIGNAL WORDS