Paraphrasing: Rephrasing an author’s text

Task 5.3:
Writing memos to yourself
Try to write a memo on something that you have read and that you would
like to include in your essay. If you write these memos well ahead of submis-
sion time, you will find them very useful. One does not remember all the
details while one is reading unless one writes such a memo. File the memo.
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use summaries to support your statement and to give examples of different
points of view, or to bring attention to a specific point.
CHAPTER 5 USING KNOWLEDGE BY MAKING AND MANAGING NOTES
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Task 5.4:
Writing summaries
How would you summarise the above section on “memos”? What would your
first sentence be?
The first sentence
Once more we refer to the “general-to-specific” (G–S) structure of writing. In
your first sentence you will say something general about memo writing for
research purposes. Here is a possible first sentence: “Memorandums in
research are written to comment on what one has read and to note links with
other parts of the research.”
The second sentence
Now you will write something more specific: “Memos contribute to the tem-
porary outline.”
The third sentence
Here you give even more specific information and you follow the lead of the
text. In this text the authors have provided an example of memo writing: “The
example of memo writing shows how an author linked the information.”
The fourth sentence
“The practice-writing activities are valuable as information sources and as writ-
ing itself.”
Do you see how the G–S structure operated here? Do you also notice that the
summary, although much shorter than the original text, gives a good indica-
tion of the essentials of the original?
The various note-taking skills are important ones and in our experience,
sadly, the most neglected of the process competences needed for good
research writing. As milestones along the planning route for good writing,
we encourage students to recognise their value and to practise them. See if
they make a difference to your writing. To writing instructors we say:
“Please encourage your students to use these techniques, because they
enhance both structure and content.” They help to make students more effi-
cient researchers and writers. Students who practise them regularly report
that they find their command of English improves as well.
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SUMMARY
5.7 Summary
This chapter had a twofold focus. We introduced you to the notion of differ-
ent types of knowledge, exploring the idea of the integration of conceptual
and declarative knowledge with skills to express and construct this knowl-
edge. You read about the need to know in order to be able to write. The last
section of the chapter introduced you to note-taking as a documenting activi-
ty, but also as a practice-writing activity. These three themes were grouped
together in the chapter because, like the four types of knowledge, they are
integrated and have reciprocal value.
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