Materials & Prep
Prepare a one-page handout with the opening examples, the model source, and the independent-practice sources below. Students need paper or a shared document for drafting. No materials beyond the usual classroom setup are required.
Opening
Display these three versions without using the terms paraphrase or plagiarism:
- The library extended its hours because students requested more time to study.
- The library increased its hours because students asked for additional time to study.
- Student demand for more study time led the library to stay open longer.
AskWhich versions communicate the same meaning? Version 2 changes words but builds the sentence exactly the way version 1 does. Which version says the same thing without reusing that construction? Students first mark their choices independently, then compare with a partner. Accept observations such as “the words changed, but it is still the same sentence underneath.”
ConnectPoint out that students have already noticed the central issue. Replacing words is not enough if the writer keeps the source’s sentence structure and the relationships between its parts. Reversing the order of the same clauses is not enough either. Version 3 works because the subject, the grammar, and the way the ideas are packaged all changed while the meaning stayed the same. Introduce the terms paraphrase, source, and sentence structure only after students explain what they noticed.
Direct instruction
Display this source: “When wetlands are drained for development, nearby communities lose a natural defense against flooding because wetland soil absorbs and stores excess rainwater.”
Think aloudFirst, I identify the complete meaning: development removes wetlands; this increases flooding risk for nearby communities; wetlands reduce that risk by holding rainwater in the soil. I also identify the relationship between ideas: the wetland’s stored water explains its protective effect.
Show the weak paraphrase: “When wetlands are emptied for development, nearby communities forfeit a natural protection against flooding because wetland soil takes in and holds extra rainwater.” Explain that the synonyms are different, but the structure is nearly unchanged: “When X happens, Y loses Z because A does B.” This is still too close to the source.
Model a stronger paraphrase: “Development that removes wetlands increases flood risk for surrounding communities. These ecosystems reduce that risk by holding excess rainfall in their soil.” Explain each decision. The meaning and causal relationship remain, but the sentence has been split, the order has changed, and “wetlands” becomes “these ecosystems” only after the reference is clear. Emphasize that changing structure does not mean adding opinions, deleting important information, or changing the strength of the source’s claim.
ConfrontAsk students to vote: “If every word is changed, is the writing automatically a paraphrase?” Have students defend their vote with the opening example. Clarify that both meaning and structure must be independently expressed.
Guided practice
Give students this source: “Although public transportation can reduce the number of cars on the road, unreliable service may prevent people from using it regularly.”
Have students underline the main claim, circle the contrast signal, and box the reason or condition. Turn and talk: Students explain the source’s meaning without looking at individual synonyms. Call on pairs to state the relationship in plain language: public transportation can reduce cars, but unreliable service makes regular use less likely.
Model the first revision with the class: “Public transportation may not attract regular riders when its service is unreliable, even though it can reduce traffic.” Ask: What changed in the structure? What meaning had to remain? Students then draft a second version that changes the organization again.
Check for understandingCollect or scan each student’s sentence and ask three students to label whether their own version preserves the claim, the contrast, and the level of certainty. If a student has only swapped synonyms, prompt: “What could you make the subject of the sentence? Could you combine or divide the ideas?”
ScaffoldProvide this planning frame to students who need it: “The source says that . This matters because . A different way to express this is .” Also allow students to orally explain the meaning to a partner before writing. Remove the frame after the first successful attempt.
Independent work
Students paraphrase both sources below in two different versions. Each version must preserve all important meaning, use no copied sequence of clauses, and avoid quotations unless a phrase is essential and credited.
Source A: “Researchers found that students who regularly sleep fewer than seven hours often have more difficulty concentrating during morning classes.”
Source B: “Because soil erosion carries nutrient-rich topsoil away from farmland, repeated erosion can reduce agricultural productivity over time.”
Students first annotate each source for claim, relationship, and important details. They then write a paraphrase and underline the part where they changed the source’s structure. Finally, they write one sentence explaining how their version remains accurate.
CirculateAsk, “What does the source claim, and what does it not claim?” Watch for students changing “often” to “always,” “can” to “will,” or “more difficulty” to “cannot concentrate.” Have them revise any claim whose certainty or scope has changed.
ExtensionStudents write a second paraphrase for one source using a different structure, such as beginning with the result, combining two ideas, or using a subordinate clause. They compare both versions and explain which is clearer and why.
Closing
Exit ticketParaphrase this sentence in one or two sentences: “Public parks can improve neighborhood well-being by providing spaces for exercise, social interaction, and contact with nature.” Then answer: “Name one structural change you made and identify one detail you preserved.”
Use the response to check the objective. A successful answer preserves the source’s claim and key details, changes the sentence structure rather than merely replacing words, and accurately describes its own revision. If the response only substitutes synonyms or changes the meaning, mark it for revision in the next research lesson.