Learn to Paraphrase
In this handout, we’ll look at how to paraphrase your sources. A paraphrase is a detailed
restatement in your own words of a written or sometimes spoken passage. Apart from the
changes in organization, wording, and sentence structure, the paraphrase should be nearly
identical in meaning to the original passage.
When do I Paraphrase?
You should consider paraphrasing in the following instances:
•
•
Paraphrase a passage when you want your readers to understand all of its points.
Once the author's ideas are conveyed, you may then elaborate on them or present
your opinions of the subject.
Paraphrase a passage when you are unsure of its meaning. Rewording a complex
writing into simple terms may help you better understand the content and purpose of
the passage.
How do I Paraphrase?
When paraphrasing, follow the guidelines listed below:
•
•
•
•
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Include all important ideas mentioned in the original passage but not in the same
order.
Keep the length approximately the same as the original.
Do not stress any single point more than another.
Do not change the meaning by adding your own thoughts or views.
Do not use the original sentence structure.
You may find it helpful to use the following five steps when paraphrasing:
1. Understand the meaning of the passage thoroughly. You may have to read the
passage several times and consult a dictionary.
2. Outline the passage or subdivide the information into smaller sections. Remember
that the paraphrase must include all the important ideas mentioned in the original
passage.
3. Restate the information remembering the following:
1. Replace as many of the words as possible with appropriate synonyms.
Sometimes you may have to substitute a phrase in place of a word, or a word
in place of a phrase. When changing words, keep in mind that most words
have more than one meaning and association. You must consider the context
in which the word is used. Using an inappropriate synonym may change the
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entire meaning of the passage. (Dictionaries are frequently better for this step
than thesauruses.)
2. Change the order and structure of the ideas or argument.
3. Change the structure of the sentences. All of us have our own writing style.
Change the sentences to reflect yours. Be careful not to change the meaning
by adding or leaving out any important information.
4. Make sure that you are faithful to the meaning of the source and that you have
accurately represented the main ideas.
5. Cite appropriately and integrate the paraphrase into the text effectively. Consult the
APA or MLA manual or the Academic Center’s Quick Guides for information on how
to cite and the Academic Center handout “Signal the Use of a Source” for ideas on
how to integrate paraphrased information.
Example Paraphrases
Let’s look at an example of paraphrased material. In the paraphrase samples, you’ll notice
that we’ve documented by including the author/year at the end of the passage. Other
documentation styles may employ a different technique. Additionally, you’ll probably want
to vary how you incorporate source material into your paper. The handout “Signal the Use
of a Source” can give you some ideas on integrating source material.
Original passage:
Statements that seem complimentary in one context may be inappropriate in another. For
example, women in business are usually uncomfortable if male colleagues or superiors
compliment them on their appearance: the comments suggest that the women are being
treated as visual decoration rather than as contributing workers. (p. 323)
---Locker, K. O. (2003). Business and administrative communication (6th ed.). St. Louis, MO:
Irwin/McGraw-Hill.
Let’s first identify the important ideas in this passage:
• Appropriateness of statements is situational.
• Example is that working women may view compliments about appearance as
offensive.
• These compliments can be offensive because they may imply women are
“decoration.”
Read the sample paraphrases below. For each of the paraphrases, determine if both wording
and sentence structure were changed. Also check to see if all of the original points were
included and if the original meaning was retained.
Paraphrase A:
Words or expressions which appear favorable in one situation might be improper in a
different situation. For instance, employed females are often uneasy when they are given
positive comments on their looks. These remarks imply that the females are being viewed as
adornment instead of as productive employees (Locker, 2003).
[Although this paraphrase does a good job of changing the wording, it is not effective for two main
reasons. First, it follows the sentence structure of the original passage too closely. Second, it fails to
mention anything about "male colleagues or superiors." It also follows the same order or structure of
ideas.]
Paraphrase B:
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Some statements may be inappropriate in one context, even though they are complimentary
in another. Compliments by male colleagues or superiors regarding a female coworker’s
appearance, for example, often make the woman feel uncomfortable. Instead of treating the
women as contributing workers, men obviously think of them as visual decoration (Locker,
2003).
[While this paraphrase does a better job of changing the sentence structure, it also is uneffective. It
uses too many of the words from the original passage. Further, it changes the meaning when it
declares that "men obviously think of them as visual decoration." It also follows the same order or
structure of ideas]
Paraphrase C:
Women may feel uneasy upon receiving ordinarily positive comments on their appearance
from male coworkers or supervisors. To these women, the remarks carry an implied
meaning: instead of being thought of as productive employees, they are actually being viewed
as just a pretty part of the atmosphere. Depending on the situation, words or expressions
which appear favorable may actually be unsuitable in a conversation (Locker, 2003).
[This paraphrase is the most effective. In addition to changing both the wording and sentence
structure, it includes all points and retains the meaning of the original passage. It also changes the
order of ideas.]
Exercises
Now, let’s try some exercises to check your understanding of how to paraphrase.
Exercise I:
At least four separate theories of crime and punishment compete for preeminence in guiding
correctional policies. Justice: First, there is the ancient Judeo-Christian idea of holding
individuals responsible for their guilty acts and compelling them to pay a debt to society.
Retribution is an expression of society’s moral outrage, and it lessens the impulse of victims
and their families to seek revenge. Deterrence: Another philosophy argues that punishment
should be sure, speedy, commensurate with the crime, and sufficiently conspicuous to deter
others from committing crimes. Incapacitation: Still another philosophy in correctional
policy is that of protecting the public from lawbreakers or habitual criminals by segregating
them behind prison walls. Rehabilitation: Finally, there is the theory that criminals are
partly or entirely victims of social circumstances beyond their control and that society owes
them comprehensive treatment in the form of rehabilitation. (p. 100-101)
--Dye, T. (1995). Understanding public policy (8th ed.). Englewood Cliffs, New Jersey:
Prentice Hall.
First, you’ll want to identify the main points in this passage. Use the space below to
identify the main points:
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Now let’s look at a sample paraphrase of the passage. This sample paraphrase has several
key problems. Read the paraphrase and then write in the box the left some of the problems
with this paraphrase.
Four separate theories about crime and punishment compete in guiding
correctional policies. The first is an ancient Judeo-Christian idea of
justice. This idea holds individuals responsible for their own actions and
compels them to pay a debt to society. In this case, retribution is an
expression of society’s moral outrage. This lessens the impulse of victims
to seek revenge. A second theory of crime and punishment is deterrence.
This philosophy argues that punishment should e certain, swift, and
commensurate with the crime. If punishment is conspicuous, this theory
holds that it will deter others from committing crime. A third theory is
the theory of incapacitation. This theory is to protect the public from
criminals by placing criminals behind prison walls. A final theory of
crime and punishment is the theory of rehabilitation. This theory
suggests that criminals are victims of social circumstances beyond their
control. In this instance society owes them comprehensive treatment in
the form of rehabilitation (Dye, 1995).
For a list of the key problems, look at the small text at the bottom of page five.
Now that you’ve identified both the key points and the problems with the above paraphrase,
write your own paraphrase of the passage in the space below.
In exercises II and III, you’ll have to identify the topic sentence and main points. Then,
draft a paraphrase based on that information. UHV students can schedule an appointment
with an Academic Center tutor who can discuss paraphrasing with you. Stop by the Center,
room 122, University Center, or call (361) 570-4288 to find out how you can schedule an
appointment. You can also send in your paraphrase to the online tutors if you include the
passage you’re paraphrasing. Email your paraphrase and the passage as an email attachment
to [email protected].
Exercise II:
Sentence rhythm is a feature of all modes of language, not just speech. The peaks and
valleys are there when we read silently, and they are there when we write, as we think of the
words and phrases while moving our pen or punching the keyboard. Although philosophers
may debate about whether it’s possible to think in the absence of language, we are certainly
conscious of doing our own thinking in words. In fact, we often “write” mental lists; we
hold silent conversations with ourselves; we scold ourselves; we rehearse what we plan to say
to others and what we wish we had said but didn’t. And that interior language, the sentences
and fragments of our inner voice, has all the peaks and valleys that our spoken language has.
(p. 25)
--Kolin, M. (1999). Rhetorical grammar: Grammatical choices, rhetorical effects (3rd ed.).
Boston: Allyn and Bacon.
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Exercise III:
While may people separate ethical and legal issues, the boundary between these issues is
often ambiguous to the business manager who is not ordinarily trained as a lawyer. The
manager is trained to make functional business decisions and yet has a responsibility for the
management of legal and ethical affairs. When it is suggested that legal and ethical decisions
are independent, there is an assumption that the good executive “instinctively” recognizes
differences in legal and ethical issues. While there are some legal issues that are obvious,
many borderline ethics decisions result in civil litigation. In reality, civil complaints and
litigation are a formal procedure resolving ethical disputes between two parties.
--Ferrell, O.C. & Fraedrich, J. (1997). Business ethics. New York: Houghton Mifflin
Company.
If you wish to practice your paraphrase or summary skills more, you can pick up the
handout titled “Paraphrase/Summary Practice,” which contains more sample exercises.
Exercise I: Problems with the Sample Paraphrase
The writer of the paraphrase did not change the structure of ideas, sentence structure, or wording. Essentially,
this writer is guilty of plagiarism.
Copyright 2003 by the Academic Center, the University of Houston-Victoria,
and Summer Leibensperger.
Created 2003 by Summer Leibensperger.
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