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Literatura académica sobre el tema "Text Paraphrasing"
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Artículos de revistas sobre el tema "Text Paraphrasing"
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Azis, Wildan Abdul, Yanti Suryanti, and Entis Sutisna. "Students Difficulties to Write Paraphrasing Text and Summarizing Text." Pedagogia: Jurnal Ilmiah Pendidikan 11, no. 1 (2019): 84–87. http://dx.doi.org/10.55215/pedagogia.v11i1.7196.
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This research entitled “students’ difficulties to write paraphrasing text and summarizing text”. Paraphrasing and summarizing are important for the students because the texts ask the students to rewrite the text by using their own words. In addition, paraphrasing and summarizing have similarities in the step of writing, but the texts are different. In conducting the research, descriptive method is used to conduct the research. The research is conducted to the fifth semester of English Education Study Program students who have been taking resume writing subject. For gaining the data, the writer uses documentation, questionnaire, and interview. After gaining the data, the result shows that the students face difficulties to write paraphrasing text and summarizing text, their difficulties come from various factors such as lack of vocabulary and lack of knowledge. In addition, the students face difficulties in paraphrasing and summarizing the text because they do not understand the basic knowledget of paraphrasing and summarizing, although paraphrasing and summarizing have techniques, but the students do not know how to write paraphrasing and summarizing well.
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Fitria, Tira Nur. "QuillBot as an online tool: Students’ alternative in paraphrasing and rewriting of English writing." Englisia: Journal of Language, Education, and Humanities 9, no. 1 (2021): 183. http://dx.doi.org/10.22373/ej.v9i1.10233.
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QuillBot is an online application to paraphrase writing, avoid plagiarism, summarize long sentences and improve grammar to be more precise and look professional. The objective of this research is to review the QuillBot as an Artificial Intelligence (AI) tool system for students’ in paraphrasing and rewriting English writing both in the free and premium versions. This research applies descriptive qualitative. The data used is an English abstract article. The results show that QuillBot paraphrasing tools use several ways to paraphrase the text: 1) paraphrasing by using equations or synonyms, 2) paraphrasing by changing the form of the word, 3) paraphrasing by using active or passive sentences, and 4) paraphrasing by changing the order of words in sentences. This paraphrasing uses Standard Mode, which serves to balance changes to the text when users input them but still keeps them from changing the actual (original) meaning of the text, also making the result look more original. QuillBot is one of the paraphrasings and summarizing tools that can be used by students for rewriting any content based on a state-of-the-art AI system. This tool can be the students’ alternative which provides a solution by helping paraphrase when students do not have the idea to paraphrase English writing manually. However, a good knowledge of vocabulary and understanding of English grammar, of course, will help students or other users (s) both in using online or manual paraphrasing to be better or the best quality.
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Et.al, Tien-Ping, Tan. "Translating IdiomsusingParaphrasing, Machine Translation and Rescoring." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (2021): 1942–46. http://dx.doi.org/10.17762/turcomat.v12i3.1027.
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Idioms are rich multi-word expressions that can be found in many works of literature. The meaning of most idioms cannot be deduced literally. This makes translating idioms challenging. Moreover, the parallel text that contains idioms is limited. As a result, machine translation has difficulty in translating idioms correctly. Paraphrasing is a process to restate the meaning of a text or a passage using different words in the same language. Often, paraphrasing is used to give readers a clearer understanding of the original text. Paraphrasing can be used to assist machine translation in translating idioms. In this article, we attempted to improve the translation of idioms using paraphrasing. An approach that combine paraphrasing and rescoring with machine translation is proposed. The paraphrasing and rescoring improve the translation produced by neural machine translation from 12.03% to 12.92%.
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Hagaman, Jessica L., and Kathryn J. Casey. "Paraphrasing Strategy Instruction in Content Area Text." Intervention in School and Clinic 52, no. 4 (2016): 210–17. http://dx.doi.org/10.1177/1053451216659468.
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Reading comprehension is important for academic success and is a skill required for many activities in school and beyond. With the implementation of the Common Core State Standards (CCSS), many teachers have reported feeling overwhelmed by the expectations that reading and writing skills should be emphasized, taught, and supported in the content area classroom. This article discusses how to teach a paraphrasing strategy using the self-regulated strategy development (SRSD) model in content area texts to support the development of comprehension skills. The strategy can easily be incorporated into existing curriculum as a support for a variety of readers who struggle with comprehension and aligns well with the CCSS.
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Ansorge, Libor, Klára Ansorgeová, and Mark Sixsmith. "Plagiarism through Paraphrasing Tools—The Story of One Plagiarized Text." Publications 9, no. 4 (2021): 48. http://dx.doi.org/10.3390/publications9040048.
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This paper describes a unique case study wherein real plagiarism revealed in a scientific journal is compared with the original article. The plagiarized text contains many typical errors, such as inconsistent terminology, unclear meanings of sentence, missing tables and figures, and an incorrect literature list. The occurrence of similar errors in other manuscripts may serve as a warning against plagiarism. During the analysis of the plagiarized text, it was assumed that a paraphrasing tool was used for preparing this plagiarized text. To confirm this assumption, the chosen paraphrasing tool was used to create a paraphrased version of the article and this version was compared with the plagiarized text. The paraphrased version had far fewer changes from the plagiarized text than the plagiarized text had from the original article. Thus, it was confirmed that the plagiarized text was created using a paraphrasing tool. Information contained in this article can be used for detecting this type of plagiarism.
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Nurhidayati, Nurhidayati, and Pabiyah Toklubok @ Hajimaming. "Communication Strategy On Students' Written Arabic Text." Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature 4, no. 3 (2021): 335–52. http://dx.doi.org/10.22219/jiz.v4i3.17585.
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The purpose of this study was to describe how the communication strategy in student’s written text which included paraphrasing strategies, borrowing strategies and avoidance strategies. This research was a qualitative research with a socio-psycho-structural approach. The research data were verbal data in the form of data: (1) written fiction narrative, (2) interview transcription, and (3) observation notes. The data were analyzed by interactive analysis by Tarone’s comunication strategies. The result of the research showed that in solving the communication problem, Arabic language learners used the strategy based on the language between the Indonesia or the Javanese language, by generalizing the forms, creating paraphrases, creating words, and reconstructing sentences. Some of the communication strategies which were employed by learners were: (a) paraphrasing strategies, (b) borrowing strategies, and (c) avoidance strategies. Paraphrasing strategies were implemented through approximation techniques, creating or substituting word coinage, and using circumlocution. Borrowing strategies were done through the use of literal translation strategies, code mixes, requests for help, and use of mimic or gestures. Avoidance strategy was used through the process of avoidance of the use of language phrases that had not been properly mastered or avoid certain topics that would complicate the speaker in expressing the purpose of the speech.
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Kaneko, Nozomu, and Takehisa Onisawa. "Application of Paraphrasing to Programming with Linguistic Expressions." Journal of Advanced Computational Intelligence and Intelligent Informatics 10, no. 6 (2006): 830–37. http://dx.doi.org/10.20965/jaciii.2006.p0830.
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This paper describes an interactive programming system that generates computer programs with Japanese linguistic expressions. The system is based on the idea ofprogramming by paraphrasing, which enables users with little knowledge on computer programming to make computer programs with linguistic expressions since paraphrasing is usually done in human everyday language communication. The case-based reasoning method is used for paraphrasing so that the system can obtain the meanings of unknown linguistic expressions used by users. The usefulness of the present system is confirmed by subject experiments on two text editing tasks: a bibliography formatting task and a text-to-HTML conversion task.
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Polat, Yahya, Satylmysh Bajak, and Ainuska Zhumaeva. "A New Approach for Paraphrasing and Rewording a Challenging Text." Arab World English Journal 12, no. 2 (2021): 158–68. http://dx.doi.org/10.24093/awej/vol12no2.11.
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This article aims to propose a practical model for intra-lingual translation or paraphrase in another term. Paraphrase is a restatement of a text, rewording something written or spoken, especially to achieve greater clarity. This approach could help a troubled translator who is having issues translating a complex text into a receptor language by assessing the source text and reconstructing the contents in a simpler semantic structure. (Larson, 2012) Noam Chomsky’s generative–transformational model (1957, 1965) and Larson’s (2012) methodology have been followed to analyze sentences into a series of related levels governed by the help of several other techniques. To achieve this, firstly, the concepts; Intralingual translation, rewording, paraphrasing, and restatement are identified and explained. Secondly, methods of rewording are unpacked, then other elements that play an essential role in paraphrasing are presented. Thirdly, steps of paraphrasing are applied to the text Taj Mahal where skewings between semantic structure and grammatical features are studied and unskewed. Lastly, a conclusion is drawn from the findings to verify the hypothesis of the paraphrase. The findings and results of rewording are also briefly discussed.
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Pratama, Yoga, Anjar Prawesti, and Fridolini. "AN ANALYSIS OF STUDENTS’ WRITING SKILLS IN PARAPHRASING: A CASE STUDY OF THE 5TH-SEMESTER DIPLOMA STUDENTS OF ENGLISH LANGUAGE AND CULTURE DEPARTMENT OF DARMA PERSADA UNIVERSITY." Getsempena English Education Journal 9, no. 1 (2022): 13–28. http://dx.doi.org/10.46244/geej.v9i1.1711.
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It is significant for students to have competence in writing research papers that requires writing skills. Using formal language and avoiding plagiarism are mandatory for academic paper writers. Paraphrasing is one of the writing skills, which can be interpreted as rewriting a source text using the writers’ own words by changing it syntactically or semantically while maintaining the main idea. Other than investigating the barriers to paraphrasing and how to overcome them, this research aims to analyze the paraphrasing strategy generally applied by the 5th-semester Diploma students of the English Language and Culture Department of Darma Persada University. By approaching mixed-research methods, this study uses a questionnaire and a writing task as the instruments. Likert Scale is used as a data collection technique in the quantitative research method, which is further processed using SPSS. Meanwhile, the qualitative research method approaches Keck’s Taxonomy of Paraphrasing Types and the paraphrasing strategies by Jackie Pieterick. The analysis results find that the majority of the students have difficulties in paraphrasing. A lack of vocabulary and using their own words become their barriers to paraphrasing. In that case, comprehensive learning about paraphrasing skills and strategies taught by lecturers or educators are expected to overcome the obstacles. Furthermore, using synonyms becomes the paraphrasing strategy generally applied by the students. The paraphrased version of the writing task also indicates that the students try not to copy similar words or sentences from the source and therefore the most of the paraphrasing results are included in the Minimal Revision.
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Hidayati, Daeli. "The Effect of Paraphrasing Strategy on the Students’ Ability in Comprehending Narrative Text at the Eighth Grade of SMP Negeri 1 Mandrehe." Explora 8, no. 1 (2022): 25–42. http://dx.doi.org/10.51622/explora.v8i1.532.
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Reading is one of English skills that should be mastered by students because throughreading, readers get important information, ideas or opinions of text they read about. But the fact,the students of SMP Negeri 1 Mandrehe at the eighth grade in 2015/2016 are not able to getinformation of narrative text. So, the researcher tries to apply Paraphrasing Strategy to investigateits significant effect on the students’ ability in comprehending narrative text. Paraphrasing Strategyis restating information in reading activity by finding the main ideas of paragraphs and by gettingthe specific facts of a text in own words. In conducting the research, the research uses quasiexperimental design. The subject of this study is the eighth grade of SMP Negeri 1 Mandrehe in2015/2016. The population of the research was consists of 103 students, the sample which consistsof 68 students by cluster sampling. The data collected both of groups’ pre test, the data werenormality and homogenous. The researcher did the treatment to the experimental group by usingParaphrasing Strategy. Based on the result of the data computation, it shown the mean score was76.61 stated good. In the control group, the researcher taught the students by using conventionalmathod. The result of post test was 61.47 stated adequate. Based on the result of hypothesis testingby using t-test, the researcher got tcount ≥ ttable (6.3347 ≥ 1.943 from the ttable with dk = 2(n-1) =2(34-1) = 66 and the significance level is 5% (∝= 0.05). Because ttableto dk 66 is not be found inthe critic distribution t of value table, so ttable is interpolated to dk 60 is 2.000 with ttable to dk 120is 1.9880 So, ttable = t1/2∝(dk) = t0.025 x 66 = 1.943. Ha is accepted and H0 is rejected. It can beconclude that there was a significant effect of Paraphrasing Strategy on the students’ ability incomprehending narrative text at the Eighth Grade of SMP Negeri 1 Mandrehe in 2015/2016. Baseon the analysis, the researcher suggest to the English teacher to use the strategy to teach thestudents. The strategy is Paraphrasing Strategy, it can solve the students problems, havefeedback,active and create the relation between teacher and student when teaching readingcomprehensionespecially in narrative text.