September 25

What is your worst habit?
A. Drinking or smoking
B. Eating fast food
C. Gambling
D. Biting Your Nails
E. Other

Underline the independent clause(s)
and put brackets around the
dependent clause(s)

Jill swam to the shore
because Ben dared her.

Taylor wanted a dog, so
she went to the pound.

Because he needed a quiet
place, Frank went to the library.

Before he typed his essay, Bill
went to the store.

Someone should clean up the
counter after he eats.

A dependent clause may also begin with one of
these words, called relative pronouns:
that who
what whoever
whatever whom
which whomever
whichever whose

A subordinate clause that begins with a relative
pronoun is often called a relative clause.
Any soldier who passes the obstacle course will
be allowed to leave.
Private Mejia, who passed the obstacle
course, was allowed to leave.
Whoever cooked the food should be thanked.

 Check that the word group has a subject and a
verb.
 Check that the word group begins with a
relative pronoun such as
that, who, what, which, whoever, or whichever.
 Check that the word group cannot stand alone
as a sentence.

Click in when you are finished!

A.Janice is the only student
B.who talked to the
professor on the first day
of class

A.Ogbert is one of those
people
B.who work at night and
sleep all day

A.I worry about students
B.whose extracurricular
activities interfere with
their studies

A.Whoever ate Asher’s
sandwich
B. Whoever ate Asher’s
sandwich should fix him
another one

A.I recommend you buy
the vehicle
B.that has the least impact
on the environment

A.Jolene is the only student
B.whose research paper
received an A

A.Whoever comes home last
B.Whoever comes home last
needs to let the cat out

A.Frankie is the only
boyfriend
B.who ever gave me a
bouquet of roses

A.Miss Sweden is the only
contestant
B. who played the accordion
in the talent contest

A.The students will receive
a prize
B.who have done their
homework

When we go to the store,
we should get dog food.

Because he missed the
training, Steven will not be able to
participate in the activity
unless he goes to the make-up
session on Thursday.

Matthew and Loretta,
who skateboard in the
street, are especially noisy in
the early evening.

Whoever let the dog into the house
should clean up his mess.

Colin swam in the ocean, but
Sharon preferred to bathe in the
sun on the beach.

(or How Do I Stop Myself
From Plagiarizing?)
Adapted from the PowerPoint presentation “Paraphrasing” by Peter Welch on Dec 02, 2011, accessed on September 24, 2013, via Slideshare.net.

1. So what is
paraphrasing?

1. So what is
paraphrasing?
2. Why should we
rewrite something
when we have
someone else's
perfectly good piece of
writing?

1. So what is
paraphrasing?
2. Why should we
rewrite something
when we have
someone else's
writing?
3. Is paraphrasing just
changing a couple of
words?

1. So what is
paraphrasing?
2. Why should we
rewrite something
when we have
someone else's
writing?
3. Is paraphrasing just
changing a couple of
words?
4. How do I
paraphrase and is it
difficult to learn?

1. So what is
paraphrasing?
Paraphrasing is the art of taking
information or an idea or ideas
that other people have written
about and expressing it or them
in your own words.

1. So what is
paraphrasing?
Paraphrasing is the art of taking
information or an idea or ideas
that other people have written
about and expressing it or them
in your own words.
Being able to express something
clearly and concisely
yourself, using your own
words, is not only a clear
example of your ability to
write, but also gives you as a
writer a great deal of
satisfaction.

2. Why should we
rewrite something
when we have
someone else's
perfectly good
piece of writing?

2. Why should we
rewrite something
when we have
someone else's
perfectly good
piece of writing?
A completely fair question, but
you are university students and
the whole point of being at an
institution of higher learning is
to be educated and surely to be
able to demonstrate to
employers, your peers, parents
and to yourselves, that you are
an educated, capable person.

2. Why should we
rewrite something
when we have
someone else's
perfectly good
piece of writing?
A completely fair question, but
you are university students and
the whole point of being at an
institution of higher learning is to
be educated and surely to be able
to demonstrate to
employers, your peers, parents
and to yourselves, that you are an
educated, capable person.
Simply copying the ideas of
others demonstrates that you will
be good at taking orders, good at
replicating what has happened
before… and would be a most
successful worker at KFC.

2. Why should we
rewrite something
when we have
someone else's
perfectly good
piece of writing?
However, to get employment in
a position that leads
somewhere, that gets respect
and that provides personal
satisfaction (one of the job
requirements that is most
overlooked but also most
important) you really need to be
innovative and able to express
yourself in interesting and
original ways.
So, you need to paraphrase so
you will get both short and long
term benefits from learning how
to do something by and for
yourself.Adapted from the PowerPoint presentation “Paraphrasing” by Peter Welch on Dec 02, 2011, accessed on September 24, 2013, via Slideshare.net.

3. Is paraphrasing
just changing a
couple of words?

3. Is paraphrasing
just changing a
couple of words?
Paraphrasing is much, much
more than changing a few key
words.

3. Is paraphrasing
just changing a
couple of words?
words.
Paraphrasing is about you
taking ideas and writing about
them yourself.

3. Is paraphrasing
just changing a
couple of words?
words.
Paraphrasing is about you
taking ideas and writing about
them yourself.
It involves reading and
understanding a text or texts, or
listening to other people and
being able convey the ideas or
information that they have put
forward using your own words.

4. How do I
paraphrase and is
it difficult to
learn?

4. How do I
paraphrase and is
it difficult to
learn?
Paraphrasing isn't the easiest
skill in academic writing, but it
is essential and it becomes much
easier with practice.

4. How do I
paraphrase and is
it difficult to
learn?
To paraphrase you need to:

4. How do I
paraphrase and is
it difficult to
learn?
•read and understand

4. How do I
paraphrase and is
it difficult to
learn?
•have a wide knowledge of
synonyms and word choice

4. How do I
paraphrase and is
it difficult to
learn?
•be comfortable with the use of
different word forms

4. How do I
paraphrase and is
it difficult to
learn?
•be able to re-order and re-
structure sentences

4. How do I
paraphrase and is
it difficult to
learn?
•be able to re-order and re-
structure sentences
•be concise

The following exercises are in themselves not
paraphrasing, but taken as a whole or using all 3
together is the beginnings of being able to
paraphrase.

Some words cannot be changed when you are
paraphrasing. "The internet," for example, cannot
be changed to "computer controlled pc to pc
communication and information interface" nor can
"Nottingham University" be changed to "the
institution of higher learning located in Nottingham"
The following exercises are in themselves not
paraphrasing, but taken as a whole or using all
three together are the beginnings of being able to
paraphrase.

VOCABULARY
In these
sentences, you
are aiming to
replace one or
two words with
synonyms.

In these
sentences, you
are aiming to
replace one or
two words with
synonyms.
1. Many well known
multinational companies are
located in New York.
2. International cooperation is
needed to put a stop to world
poverty.
3. Computer games take up too
much time of many students.
VOCABULARY

In these
sentences, you
are aiming to
replace one or
two words with
synonyms.
1. Many well known
VOCABULARY

In these
sentences, you
are aiming to
replace one or
two words with
synonyms.
1. Many well known
Many famous multinational
companies are situated in
New York.
VOCABULARY

In these
sentences, you
are aiming to
replace one or
two words with
synonyms.
poverty.
VOCABULARY

In these
sentences, you
are aiming to
replace one or
two words with
synonyms.
poverty.
International cooperation is
necessary to put a stop to
global poverty.
VOCABULARY

In these
sentences, you
are aiming to
replace one or
two words with
synonyms.
VOCABULARY

In these
sentences, you
are aiming to
replace one or
two words with
synonyms.
Computer games waste too
much time of many pupils.
VOCABULARY

WORD FORM
In these
sentences, you
are aiming to
change the word
form of one or
two of the words
in the sentence
and then rewrite
the sentence. You
do not need to
use synonyms of
those words.Adapted from the PowerPoint presentation “Paraphrasing” by Peter Welch on Dec 02, 2011, accessed on September 24, 2013, via Slideshare.net.

In these
sentences, you
are aiming to
change the word
form of one or
two of the words
in the sentence
and then rewrite
the sentence. You
do not need to
use synonyms of
those words.
1. It is not easy to manage a
football team.
2. You are required to complete
your coursework essay
before the end of the
semester.
3. There are many dangers
when travelling in Central
America.
4. Being poor often results in a
greater chance of
malnutrition and disease.
WORD FORM

In these
sentences, you
are aiming to
change the word
form of one or
two of the words
in the sentence
and then rewrite
the sentence. You
do not need to
use synonyms of
those words.
football team.
WORD FORM

In these
sentences, you
are aiming to
change the word
form of one or
two of the words
in the sentence
and then rewrite
the sentence. You
do not need to
use synonyms of
those words.
football team.
The management of a
football team is not easy.
WORD FORM

In these
sentences, you
are aiming to
change the word
form of one or
two of the words
in the sentence
and then rewrite
the sentence. You
do not need to
use synonyms of
those words.
semester.
WORD FORM

In these
sentences, you
are aiming to
change the word
form of one or
two of the words
in the sentence
and then rewrite
the sentence. You
do not need to
use synonyms of
those words.
semester.
The completion of your
coursework essay is
required before the end of
the semester.
WORD FORM

In these
sentences, you
are aiming to
change the word
form of one or
two of the words
in the sentence
and then rewrite
the sentence. You
do not need to
use synonyms of
those words.
America.
WORD FORM

In these
sentences, you
are aiming to
change the word
form of one or
two of the words
in the sentence
and then rewrite
the sentence. You
do not need to
use synonyms of
those words.
America.
It is dangerous when
travelling in Central
America.
WORD FORM

In these
sentences, you
are aiming to
change the word
form of one or
two of the words
in the sentence
and then rewrite
the sentence. You
do not need to
use synonyms of
those words.
greater chance of
WORD FORM

In these
sentences, you
are aiming to
change the word
form of one or
two of the words
in the sentence
and then rewrite
the sentence. You
do not need to
use synonyms of
those words.
greater chance of
A greater chance of
malnutrition and disease
often results from poverty.
WORD FORM

SENTENCE
STRUCTURE
In these sentences
change the
sentence
structure, but
don't change the
meaning.

In these sentences
change the
sentence
structure, but
don't change the
meaning.
1. Toyotas are made in Japan.
2. It is illegal to sell heroin in
Australia.
3. A lot of people don't know
the effect of antibiotics.
4. People would buy fewer
goods if they were shown
less advertising.
SENTENCE
STRUCTUR
E

In these sentences
change the
sentence
structure, but
don't change the
meaning.
SENTENCE
STRUCTUR
E

In these sentences
change the
sentence
structure, but
don't change the
meaning.
They make Toyotas in
Japan.
SENTENCE
STRUCTUR
E

In these sentences
change the
sentence
structure, but
don't change the
meaning.
Australia.
SENTENCE
STRUCTUR
E

In these sentences
change the
sentence
structure, but
don't change the
meaning.
Australia.
Selling heroin in Australia
is illegal.
SENTENCE
STRUCTUR
E

In these sentences
change the
sentence
structure, but
don't change the
meaning.
SENTENCE
STRUCTUR
E

In these sentences
change the
sentence
structure, but
don't change the
meaning.
The effects of antibiotics
are not known by a lot of
people.
SENTENCE
STRUCTUR
E

In these sentences
change the
sentence
structure, but
don't change the
meaning.
less advertising.
SENTENCE
STRUCTUR
E

In these sentences
change the
sentence
structure, but
don't change the
meaning.
less advertising.
If people were shown less
advertising they would
buy fewer goods.
SENTENCE
STRUCTUR
E

WORD LEVEL
In these exercises you have to rewrite the
sentences.
Often quite a few words can be replaced with
just one or two words that accurately express
the main idea(s) of the sentence.
(This is one of the key parts of paraphrasing –
rewriting and using as few words as possible.

1. Some employees have to work long hours in
hot, overcrowded conditions for low pay.
2. Computers can process information quicker and with
less mistakes than people.
3. The process of large numbers of people moving from
the countryside into cities means that the amount of
housing, roading, schools, hospitals, electricity, water
and sewerage, for example, has to improve.
4. People attend higher learning institutions so that they
gain lots of knowledge about a wide range of subjects
and to get diplomas and bachelors, masters and
doctorate degrees.

Some workers are exploited.

2. Computers can process information quicker
and with less mistakes than people.

2. Computers can process information quicker
and with less mistakes than people.
Computers are more efficient than people.

3. The process of large numbers of people
moving from the countryside into cities
means that the amount of housing, roading,
schools, hospitals, electricity, water and
sewerage, for example, has to improve.

3. The process of large numbers of people
moving from the countryside into cities
means that the amount of
housing, roading, schools, hospitals, electrici
ty, water and sewerage, for example, has to
improve.
Increased urbanisation requires improved
infrastructure.

4. People attend higher learning institutions so
that they gain lots of knowledge about a
wide range of subjects and to get diplomas
and bachelors, masters and doctorate
degrees.

4. People attend higher learning institutions so
that they gain lots of knowledge about a
wide range of subjects and to get diplomas
and bachelors, masters and doctorate
degrees.
People go to tertiary institutions to get
educated and gain qualifications.

Now try to rewrite these 3 sentences using your own
words – try to use all the paraphrasing techniques you
have been practicing.
1. Globally, businesses, national and local
governments, and property owners have begun to
retrofit millions of older buildings in a bid to cut
down on energy use and reduce greenhouse gas
emissions.
2. Firefighters have spent Friday afternoon and
evening trying to contain the front of a fire that is
threatening communities in Western Australia's
south-west.
3. A fifth of universities in England have made last-
minute cuts to the tuition fees they will charge
students next year, triggering potential chaos for
hundreds of thousands of applicants.

• take sentences, paragraphs or short sections
from a textbook and rewrite them in your own
words
• look back at some of your own essays or those
of your classmates and rewrite sections of them
• take short extracts from
novels, magazines, websites or any other
written material and paraphrase them

Look at this paragraph
Paraphrase it as a class

Researchers have learned that cues can be
almost anything, from a visual trigger such
as a candy bar or a television commercial to
a certain place, a time of day, an emotion, a
sequence of thoughts, or the company of
particular people. Routines can be
incredibly complex or fantastically simple
(some habits, such as those related to
emotions, are measured in milliseconds).
Rewards can range from food or drugs that
cause physical sensations, to emotional
payoffs, such as the feelings of pride that
accompany praise or self-congratulation.

A. Review of Clauses
B. Relative Clauses
C. How to Paraphrase

Remember to post to the discussion by
Thursday and respond to at least two students
by Sunday
Due Monday:
 Choose two paragraphs from The Power of
Habit where Duhigg makes an interesting
point.
 Write a paraphrase for each paragraph.
 You should have two paraphrases!

Meet in Computer Commons A
after the break. There will be a
sign-in sheet and I will remove it
when the break is over.

 With a partner, select a different
paragraph from Chapter 1 of The
Power of Habit
 Paraphrase the paragraph using
the techniques we just worked
on

To integrate a paraphrase properly within a
paragraph, a good writer usually has
(1) At least one sentence to introduce the
paraphrase,
(2) the paraphrase itself, and
(3) at least one sentence to comment on the
paraphrase.

Top piece of
bread: at least
one sentence
to introduce
the
paraphrase
Meat:
paraphrase with
proper
documentation
Bottom piece of bread: at least one
sentence to explain, comment on, or
provide an example of the paraphrase
(usually the majority of the paragraph)

Begin with a topic sentence that gives
the reader a sense of what the single
main idea of the paragraph will be.
This sentence should be one of the
“supporting reasons” for your thesis
statement. It should have opinion!

This is the part of your paragraph
where you support your topic
sentence by including a specific point
taken from the “proof text” (the essay,
article, book, everyday life, etc. you are
writing about or analyzing). The
evidence is a paraphrase or quotation.

You want to explain your topic sentence and
its connection to the evidence. You want to
include your analysis here. Why did you
include the quotation or paraphrase? What
do you want to say about it? You should
include specific examples to illustrate your
points (these examples should come from
you, not the source), but be sure to show
how your examples connect to your
statement (topic sentence). This section
should comprise the majority of the
paragraph.

Statement:
I used to believe that if a particular subject
was difficult for me that I was just not
gifted with intelligence in that area; now
that I am moving toward a growth mindset,
I understand that my knowledge in
anything is dependent on the amount of
effort I put into learning.

Evidence:
According to Carol Dweck, students with a
fixed mindset believe that people are
naturally smart in certain subjects whereas
those with a growth mindset understand
that they are capable of understanding
anything with the right amount of effort.

Explanation:
I tell people that I am bad at math, but I am working on
changing that attitude to a more realistic self-view. I earned
average grades in my high school math classes, but the
concepts did not come easily to me. In my college algebra
class, I watched as other students breezed through tests and
quizzes and I felt like I was struggling to pass. Instead of
realizing that I needed to put more work into the class, I put the
responsibility on others. I decided the teacher was boring. I
imagined that the other students just understood the material
right away. I began to miss class and skip assignments. Of
course, my actions resulted in a failing grade. At the time, I
was quick to shift the blame to other people and
circumstances, but the truth was that I was making excuses
rather than trying because I did not want to try and fail. Doing
so would affirm my biggest fear: I was dumb. I have come to
realize that I truly earned the F, not because of my lack of
natural math skills, but because of my own lack of effort.

I used to believe that if a particular subject was difficult for me that
I was just not gifted with intelligence in that area; now that I am
moving toward a growth mindset, I understand that my knowledge
in anything is dependent on the amount of effort I put into learning.
According to Carol Dweck, students with a fixed mindset believe that
people are naturally smart in certain subjects whereas those with a
growth mindset understand that they are capable of understanding
anything with the right amount of effort. I tell people that I am bad at
math, but I am working on changing that attitude to a more realistic
self-view. I earned average grades in my high school math
classes, but the concepts did not come easily to me. In my college
algebra class, I watched as other students breezed through tests and
quizzes and I felt like I was struggling to pass. Instead of realizing
that I needed to put more work into the class, I put the responsibility
on others. I decided the teacher was boring. I imagined that the other
students just understood the material right away. I began to miss
class and skip assignments. Of course, my actions resulted in a failing
grade. At the time, I was quick to shift the blame to other people and
circumstances, but the truth was that I was making excuses rather
than trying because I did not want to try and fail. Doing so would
affirm my biggest fear: I was dumb. I have come to realize that I truly
earned the F, not because of my lack of natural math skills, but
because of my own lack of effort.

 Look at the paraphrase we did as a
class
 How might we use that paraphrase to
make a point?
 Write an introductory sentence
 How might we respond to that
paraphrase?
 Write analysis/example/explanation

 Look at the paraphrase you did as partners
 How might you use that paraphrase to
make a point?
 Write an introductory sentence
 How might you respond to that
paraphrase?
 Write analysis/example/explanation
 When you are finished, get your
paraphrase sandwich checked off by me
and you are free to go to break

September 25

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