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How to Teach Paraphrasing to High School Students

Research Writing , Secondary Literacy , Writing

Paraphrasing is a skill that students often learn in elementary or middle school. However, it is important to teach paraphrasing to high school students as well. Paraphrasing is an important writing skill. It encourages students to expand their vocabulary and modify sentence styles. It also challenges them to read closely and analyze meaning.

Paraphrasing is also an essential skill to avoid plagiarism . As high school students begin researching and developing more complex ideas, it is important to clarify the difference between paraphrasing a sentence and plagiarizing an essay.

What is the Goal of Paraphrasing?

Put simply, the goal of paraphrasing is to use the student’s own words to rephrase the words of another source. When students use their own words, they demonstrate that they have interpreted the information, made sense of it, and reiterated it to their audience. Thus, the goal of paraphrasing is also to demonstrate the student’s understanding of the source .

Students can also use paraphrasing as a tool to deepen their own understanding of a text . This is especially useful for English Language Learners reading at a new Lexile level. It can also help students reading antiquated texts, like Shakespeare or Beowulf . Finding meaning within each sentence or phrase can act as a stepping stone to understanding challenging texts as a whole.

Finally, an important goal of paraphrasing is to help students avoid plagiarism . Students can avoid direct plagiarism by rewording their sources and reiterating their understanding. Additionally, they can avoid other forms of plagiarism by properly integrating citations into their writing .

What is the Difference Between Paraphrasing and Summarizing?

Knowing the difference between paraphrasing and summarizing is essential for students writing standardized tests , including the Ontario Secondary School Literacy Test (OSSLT) , the AP Language and Composition Exam, and both the SAT and the ACT.

Summarizing involves highlighting the main points of an entire work or idea. A summary includes some of the supporting details, but not all. The goal of a summary is to capture the “big picture. ” In contrast, paraphrasing involves reiterating isolated details within a work or idea . Paraphrasing restates the specific details within a work. It is not necessary to make a connection between these details and the “big picture” of a text.

What is the Difference Between Paraphrasing and Annotating?

Paraphrasing and annotating share similarities. For one, both aim to explain a section of a work. Paraphrasing and annotating are also important parts of the close reading process. To differentiate between these two skills, it is best to consider paraphrasing as rewording the text, and annotating as reacting to the text . Deeper analysis, criticism, and opinion are important elements of annotation, but students should avoid including these elements when paraphrasing.

Activities to Teach Paraphrasing to High School Students

Use music to introduce paraphrasing to high school students.

Whether they realize it or not, students are using paraphrasing skills in their everyday life . When sharing information across cultural or generational boundaries, paraphrasing is often necessary. If you’ve ever needed to ask your students to translate modern music or slang, then you’ve essentially asked them to paraphrase! Similarly, if your students have asked you to decode a challenging sentence or paragraph within a text, they’ve also asked you to paraphrase.

A fun way to teach paraphrasing to high school students is to start in their comfort zone. I have had great success with using modern music to teach paraphrasing to older classes. This involves finding song lyrics that rely on slang words or cultural phrases and prompting students to paraphrase each line. Your students will get a kick out of explaining the meaning of these lyrics to you.

Here are some song suggestions for this activity. ( Note that some songs deal with mature themes. )

• “ 3 Nights ” by Dominic Fike
• “ Green Eyes ” by Arlo Parks
• “ Thinkin Bout You ” by Frank Ocean
• “ Sunflower ” by Harry Styles
• “ Don’t Start Now ” by Dua Lipa

With the right group of students, exploring the genre of rap can be a productive and engaging lesson for teaching paraphrasing . Unfortunately, rap music is not written for the classroom – even censored versions deal with mature subject matter. Use your professional judgment to determine whether or not this type of activity would be suitable for your students. The following song lyrics offer cultural dialect and a level of complexity that would be an engaging challenge to paraphrase:

• “ Humble ” by Kendrick Lamar ( censored version )
• “ Savage ” by Megan Thee Stallion ( censored version )
• “ God’s Plan ” by Drake ( censored version )
• “ Oceans ” by Jay Z
• “ The Season / Carry Me ” by Anderson .Paac

Apply Paraphrasing to More Challenging Texts

Now that students have practiced paraphrasing using high-interest texts , you can challenge them with literature outside of their comfort zone. Simply select an excerpt from a text written in Old English and format it on a worksheet with a blank text box next to the text. Students can paraphrase the text line-by-line to decipher meaning . This activity would pair well with any Shakespeare text in your school curriculum.

Alternatively, you could assign an antiquated text to explore as a class . Some options include The Seafarer , Jonathan Swift’s A Modest Proposal , or the epic poem Beowulf . I find this activity especially effective when I divide a text amongst groups of students and assign them the task of paraphrasing different sections.

Model Paraphrasing During Read-Alouds in High School

Teaching paraphrasing can be as simple as modeling it during a read-aloud period in your classroom. This can involve pausing after reading important parts of the text to reiterate the message. You can also practice paraphrasing aloud after reading complex sentences to offer clarification.

After teaching students about paraphrasing, you can also ask them to paraphrase for you during read-alouds. If you haven’t taught this skill yet, you can simply ask students a simpler prompt, like “In your own words, what is this sentence/paragraph communicating? ”

To differentiate between paraphrasing and annotating , you can ask students to keep their responses separate from their reactions to the text. When they begin to offer too much insight, analysis, or criticism, you can coach them to take a step back and focus simply on the meaning .

To differentiate between paraphrasing and summarizing, you can also prompt students to summarize the text after the read-aloud. If you haven’t taught the skill of summarizing yet, you can simply ask students another simple prompt like “ what is this text about? “

Practice Integrating In-Text Citations to Teach Paraphrasing to High School Students

As mentioned, one of the goals of paraphrasing is to help students avoid plagiarism in their writing. To do so, students must be able to properly integrate in-text citations . These two skills will help students to credit sources and maintain academic integrity.

I teach this skill explicitly to students by practicing in-text citations in class. Mondays Made Easy offers in-text citations practice worksheets to model how to write parenthetical and integrated citations in student writing. These worksheets explore high-interest topics and offer a number of differentiation options , including different Lexile levels and a Tic-Tac-Toe activity to implement student choice.

If you’ve been struggling to teach paraphrasing to high school students , I hope these lesson plans and ideas are able to offer you some engaging solutions. For more activities and advice for the English Language Arts classroom, be sure to follow along on Instagram:

mondaysmadeeasy

Canadian Curriculum Designer and Education Blogger

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[…] in-text citations indicate where an idea originally came from. The idea could be word-for-word or paraphrased. As their name suggests, in-text citations exist within the text of an essay or paragraph. They […]

[…] You can incorporate classroom playlists into your English Language Arts curriculum in a number of ways. One way would be to simply have students select a song and write about the author’s purpose. Another way would be to assign students a playlist, have them select a song, and then have them paraphrase the music lyrics. […]

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Paraphrasing Worksheets

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People love to discuss something new every day. They gossip television shows, heard stories, news with the other persons. This talk further proceeds in the curiosity of what, how, and why the incident occurred? It happened between friends, family, and colleagues to refresh their minds. Whatever theme the discussion has included storyline, events, main characters, crucial points, considerations, etc. The author uses his or her own words or informal writing (under rules and regulations). All of such a structure of writing something or explaining something will be in your own words. During all of this process, you convey someone's message or express someone's ideas. Don't forget to maintain your ideas and source meaning while paraphrasing. You will use the main idea at the time of specific needs in your own words. How can you paraphrase a source? Give two or three times to read the original paragraph until and unless you understand it. After a thorough understanding, start writing the main idea by using your own words. Avoid generating the order of emphasis and ideas. Go through all unknown words. Observe each word that makes a clear sense of your writing. Check the tone of each paragraph, and it must be intuitive with a correct flow of understanding. Change as per the requirement, such as appropriate tone, meaning variation, and words or phrases related to the original words.

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.

Paraphrasing from Sources

Read each passage. On a separate page, paraphrase each passage. Try not to look back at the original while you are paraphrasing.

: The passage below is from The Practice and Science of Drawing by Harold Speed. Read the passage. Then paraphrase what you have read.

Where Is It?

Highlight the portion of the text that you would like to focus on. Then paraphrase the ideas on the notecard below.

In Your Own Words

Paraphrase each passage.

Paraphrasing Practice

Read the passage. Highlight what you think is most important. Then paraphrase the highlighted information below.

Paraphrasing and Synonyms

One strategy for paraphrasing is to use synonyms. Rewrite each sentence below, replacing each underlined word or phrase with a synonymous word or phrase.

What are the author’s main supporting points?

Use Synonyms

Rewrite each sentence below, replacing each underlined word with a synonym.

The Manifesto

The passage below is taken from The Communist Manifesto by Karl Marx and Friedrich Engels. Paraphrase the passage.

50 million people in the U.S. eat fast food daily, which equates to about one in every seven people. It’s not surprising, then, the fast food restaurants have a combined revenue in the U.S. of $110 billion dollars every year.

What does the main character(s) decide to do about their problem?

Paraphrasing for Research

When You Do It!

When you paraphrase, you convey the main ideas of a passage in your own words. A paraphrase should contain all the most important information in a brief format. Use the organizer below to identify what you want to make sure that you include when you paraphrase the passage. Write your paraphrase below.

I Used My Own Words! Paraphrasing Informational Texts

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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.

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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 Standards

This 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 Standards

This 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

Student objectives.

Students 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

Session 2: review and guided practice with paraphrasing, session 3: review and guided practice with paraphrasing, session 4: review and independent practice with paraphrasing.

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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Teaching Students to Paraphrase

Ideas for scaffolding paraphrasing so that students correctly learn this valuable but difficult-to-master skill.

When discussing text in the classroom, it’s tough for students to shift from utilizing an author’s words (copying) to accepting the challenge to express that author’s idea in their own words (paraphrasing).

But teaching effective paraphrasing is necessary because the use of paraphrasing facilitates important literacy skills : It encourages repeated reading, develops note-taking habits as students track quotes and outline text details, and expands vocabulary as they consider appropriate ways to describe the original text. The skill may seem daunting to students because it takes time to find the appropriate words to reshape a sentence, but that is time well spent.

We also need to teach paraphrasing, of course, so that students develop the skill set required to avoid committing plagiarism unintentionally .

Student Tools

One way to support students is to make them aware of tools that may help when they’re paraphrasing. Think of these as training wheels—students won’t use them forever.

Academic Phrasebank : Ready-made phrases help students organize their sentences when they paraphrase. The site provides sentence starters for defining ideas, comparing and contrasting ideas, describing cause and effect, and explaining evidence to support statements.

For instance, if a student were paraphrasing vocabulary word X, they would be able to find sentence starters such as “The word X encompasses...,” “The word X is challenging to define because...,” and “The word X is intended to....”

Ashford University Writing Center : This website has a five-item quiz to review the paraphrasing process. It allows students to identify examples and non-examples of paraphrasing for a given text.

When examining non-examples, students are shown how replacing or rearranging words is akin to copying and pasting on a computer. Students see examples of effective paraphrasing, including a change of sentence structure or personal elaboration combined with limited quoted information.

Tone Analyzer : This tool allows students to enter a brief sample from a text and receive an analysis of the tone. When using this tool, students can request an assessment of whether the text illustrates anger, joy, sadness, etc. In addition to these emotions, the website includes language descriptors such as confident (used to describe texts that use active voice and/or words such as will , must , etc.) or tentative (texts with words such as seems , appears , might , etc.). This tool is useful in helping students successfully align the tone of their paraphrased material with the tone of the original text.

Student Self-Check Prompts

Students should outgrow the tools above, and teachers can encourage that growth by showing them how to monitor their own progress with paraphrasing. Students can self-check to determine how on track with paraphrasing they are by asking themselves these questions:

• Can I identify elements of the text that are most significant (and thus appropriate to preserve) when I put it in my own words?
• Can I recite elements of the text from memory in order to prepare to put it into my own words?
• How can I adjust the sentence structure to preserve the meaning of the text?

Student Cautions

Because the journey to paraphrasing may involve a few hiccups, it’s a good idea to identify potential student challenges. When paraphrasing, remind students that they should:

• Attempt to describe the text in their own words gradually, one component at a time (thanks to Doug Lemov and Maggie Johnson for this close reading strategy). For instance, they might first use their own words to describe significant phrases in the reading, and then make an effort to explain one or two key sentences, and finally attempt to paraphrase an entire paragraph.
• Monitor the similarities between the text and the paraphrase. For instance, after describing specific sentences or paragraphs, they should note how many words are shared. Instead of using the same words as the author, focus on mirroring the same main idea. The Poorvu Center for Teaching and Learning at Yale offers easy-to-follow models for how to achieve this.
• Ensure that there is a sufficient number of word substitutions in the paraphrased material. (Substituting only a couple of words could constitute plagiarism.) Students should focus on changing the structure of the sentence . This may involve converting a simple sentence to a compound sentence or adding a prepositional phrase.
• Avoid adjusting special language (acronyms, figurative language, jargon, etc.). These kinds of terms are considered common knowledge, so using them in a paraphrase doesn’t constitute plagiarism. Resources such as the Purdue Online Writing Lab can help students figure out whether a particular term is common knowledge.

Teachers can push students to move beyond copying by encouraging them to see paraphrasing as the go-to reading response. When we equip students with needed resources, we make student voice the rule instead of the exception.

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Paraphrase Games and Activities You Should Know

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Paraphrase games and activities teach your students to paraphrase without putting them to sleep. This article teaches and reinforces this skill in fun and exciting ways by using activities and games.

Students must sometimes find solutions or facts from what they’ve read and not merely duplicate the source. We call this “paraphrasing.”

Why does this matter? First, we want to make sure we don’t plagiarize, so we don’t use someone else’s work and call it our own. After rephrasing and rethinking, teachers need to hear what a student says to know if they understand.

Why Play Paraphrase Games?

Teachers must often hear students synthesize and rewrite words to evaluate if they grasp it. Most people aren’t born knowing how to paraphrase. These activities and games teach and reinforce paraphrase.

Most of us aren’t born knowing how to paraphrase, though. Use these games and activities to help your students learn and practice paraphrasing.

1. Paraphrasing Races

The teacher puts the students into groups and gives each group a sentence. They have three minutes to come up with as many different ways to say the sentence as they can. Each good way of putting it is worth one point. The winner is the team with the most points.

2. Fun Question and Answer

At its core, paraphrasing means rewriting something in your own words, so have students start by doing that. Split your students into pairs and ask them questions.

Questions like “What did you do yesterday after school?” Tell me your vacation plans etc.

• Student A gives a three- or four-sentence answer to the question.
• Student B rewrites what Student A said.
• Then, each pair changes roles.

You should show the class how to do this a few times before you start.

3. Quiz, Quiz, Trade Game

This is another version of the “Talk at First” Game. Start by:

• Giving each student a piece of paper with a sentence on it.
• Have students find partners.
• Student A says her sentence, and Student B rewrites it in his or her own words.

The students then switch places. Then, they trade cards and go on to find different partners.

4. The Use of Index Cards

Ask students to take something their parent or sibling says and put it in their own words. Send them home with two index cards. On one, have them write down the original idea and on the other, how they changed it. Share the next day in class.

5. Identify Me

Make index cards with samples of academic text, like a few sentences from your science or social studies book.

Instructions

Give each group both a set of sample text cards and a set of blank index cards. Have each group choose someone to be the first judge and someone else to be the reader.

The judge picks a ready-made card and reads it out loud. Then, the judge puts it in the middle of the group so that everyone can see it.

Everyone in the group (except the reader) rewrites the text in their own words and writes it on a blank index card.

The card is then put in the reader. The reader reads each quoted card aloud, and the judge tries to guess who authored it. Give points for each right answer. Switch roles and keep playing until all of the task cards are used up.

6. Paraphrase Together

Try rewriting a short paragraph as a whole class. Use your document, camera or write it on the board to show the paragraph. You might want to give each student a copy. Make sure your pupils are aware of the distinction between paraphrasing and summarizing . Talk about the different ways to do things.

The students are to use the Four R’s to paraphrase correctly.

Reword the sentences

• Students should try to reword the sentences. Use synonyms for words and phrases whenever you can.

Rearrange the sentences

• Students should be able to change the order of the words in a sentence to make a new sentence. They can even switch the order of the ideas in a paragraph.

Realize that s ome words are unchangeable

• Students should be aware that some words and phrases cannot be changed. Words such as names, dates, titles, etc., but they can be rephrased in a different way.

Recheck for same meaning

• Make sure that the meaning of your paraphrase is the same as the original.

Paraphrase games are a great way to practice and develop your paraphrasing skills . They provide a space to reflect on and improve on your writing skills as well as work on teamwork, and creativity.

With a bit of creative thinking and originality, these games provide a lot of possibility for unforgettable moments.

Pam is an expert grammarian with years of experience teaching English, writing and ESL Grammar courses at the university level. She is enamored with all things language and fascinated with how we use words to shape our world.

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Paraphrasing for high school

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Paraphrasing For High School

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Paraphrasing Exercise

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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.

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Paraphrasing

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Comprehend then write

Students read a text and then re-write the text in their own words . These worksheets combine comprehension and writing.

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