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Teaching Students to Paraphrase

Ideas for scaffolding paraphrasing so that students correctly learn this valuable but difficult-to-master skill.

When discussing text in the classroom, it’s tough for students to shift from utilizing an author’s words (copying) to accepting the challenge to express that author’s idea in their own words (paraphrasing).

But teaching effective paraphrasing is necessary because the use of paraphrasing facilitates important literacy skills : It encourages repeated reading, develops note-taking habits as students track quotes and outline text details, and expands vocabulary as they consider appropriate ways to describe the original text. The skill may seem daunting to students because it takes time to find the appropriate words to reshape a sentence, but that is time well spent.

We also need to teach paraphrasing, of course, so that students develop the skill set required to avoid committing plagiarism unintentionally .

Student Tools

One way to support students is to make them aware of tools that may help when they’re paraphrasing. Think of these as training wheels—students won’t use them forever.

Academic Phrasebank : Ready-made phrases help students organize their sentences when they paraphrase. The site provides sentence starters for defining ideas, comparing and contrasting ideas, describing cause and effect, and explaining evidence to support statements.

For instance, if a student were paraphrasing vocabulary word X, they would be able to find sentence starters such as “The word X encompasses...,” “The word X is challenging to define because...,” and “The word X is intended to....”

Ashford University Writing Center : This website has a five-item quiz to review the paraphrasing process. It allows students to identify examples and non-examples of paraphrasing for a given text.

When examining non-examples, students are shown how replacing or rearranging words is akin to copying and pasting on a computer. Students see examples of effective paraphrasing, including a change of sentence structure or personal elaboration combined with limited quoted information.

Tone Analyzer : This tool allows students to enter a brief sample from a text and receive an analysis of the tone. When using this tool, students can request an assessment of whether the text illustrates anger, joy, sadness, etc. In addition to these emotions, the website includes language descriptors such as confident (used to describe texts that use active voice and/or words such as will , must , etc.) or tentative (texts with words such as seems , appears , might , etc.). This tool is useful in helping students successfully align the tone of their paraphrased material with the tone of the original text.

Student Self-Check Prompts

Students should outgrow the tools above, and teachers can encourage that growth by showing them how to monitor their own progress with paraphrasing. Students can self-check to determine how on track with paraphrasing they are by asking themselves these questions:

• Can I identify elements of the text that are most significant (and thus appropriate to preserve) when I put it in my own words?
• Can I recite elements of the text from memory in order to prepare to put it into my own words?
• How can I adjust the sentence structure to preserve the meaning of the text?

Student Cautions

Because the journey to paraphrasing may involve a few hiccups, it’s a good idea to identify potential student challenges. When paraphrasing, remind students that they should:

• Attempt to describe the text in their own words gradually, one component at a time (thanks to Doug Lemov and Maggie Johnson for this close reading strategy). For instance, they might first use their own words to describe significant phrases in the reading, and then make an effort to explain one or two key sentences, and finally attempt to paraphrase an entire paragraph.
• Monitor the similarities between the text and the paraphrase. For instance, after describing specific sentences or paragraphs, they should note how many words are shared. Instead of using the same words as the author, focus on mirroring the same main idea. The Poorvu Center for Teaching and Learning at Yale offers easy-to-follow models for how to achieve this.
• Ensure that there is a sufficient number of word substitutions in the paraphrased material. (Substituting only a couple of words could constitute plagiarism.) Students should focus on changing the structure of the sentence . This may involve converting a simple sentence to a compound sentence or adding a prepositional phrase.
• Avoid adjusting special language (acronyms, figurative language, jargon, etc.). These kinds of terms are considered common knowledge, so using them in a paraphrase doesn’t constitute plagiarism. Resources such as the Purdue Online Writing Lab can help students figure out whether a particular term is common knowledge.

Teachers can push students to move beyond copying by encouraging them to see paraphrasing as the go-to reading response. When we equip students with needed resources, we make student voice the rule instead of the exception.

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Paraphrase Games and Activities You Should Know

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Paraphrase games and activities teach your students to paraphrase without putting them to sleep. This article teaches and reinforces this skill in fun and exciting ways by using activities and games.

Students must sometimes find solutions or facts from what they’ve read and not merely duplicate the source. We call this “paraphrasing.”

Why does this matter? First, we want to make sure we don’t plagiarize, so we don’t use someone else’s work and call it our own. After rephrasing and rethinking, teachers need to hear what a student says to know if they understand.

Why Play Paraphrase Games?

Teachers must often hear students synthesize and rewrite words to evaluate if they grasp it. Most people aren’t born knowing how to paraphrase. These activities and games teach and reinforce paraphrase.

Most of us aren’t born knowing how to paraphrase, though. Use these games and activities to help your students learn and practice paraphrasing.

1. Paraphrasing Races

The teacher puts the students into groups and gives each group a sentence. They have three minutes to come up with as many different ways to say the sentence as they can. Each good way of putting it is worth one point. The winner is the team with the most points.

2. Fun Question and Answer

At its core, paraphrasing means rewriting something in your own words, so have students start by doing that. Split your students into pairs and ask them questions.

Questions like “What did you do yesterday after school?” Tell me your vacation plans etc.

• Student A gives a three- or four-sentence answer to the question.
• Student B rewrites what Student A said.
• Then, each pair changes roles.

You should show the class how to do this a few times before you start.

3. Quiz, Quiz, Trade Game

This is another version of the “Talk at First” Game. Start by:

• Giving each student a piece of paper with a sentence on it.
• Have students find partners.
• Student A says her sentence, and Student B rewrites it in his or her own words.

The students then switch places. Then, they trade cards and go on to find different partners.

4. The Use of Index Cards

Ask students to take something their parent or sibling says and put it in their own words. Send them home with two index cards. On one, have them write down the original idea and on the other, how they changed it. Share the next day in class.

5. Identify Me

Make index cards with samples of academic text, like a few sentences from your science or social studies book.

Instructions

Give each group both a set of sample text cards and a set of blank index cards. Have each group choose someone to be the first judge and someone else to be the reader.

The judge picks a ready-made card and reads it out loud. Then, the judge puts it in the middle of the group so that everyone can see it.

Everyone in the group (except the reader) rewrites the text in their own words and writes it on a blank index card.

The card is then put in the reader. The reader reads each quoted card aloud, and the judge tries to guess who authored it. Give points for each right answer. Switch roles and keep playing until all of the task cards are used up.

6. Paraphrase Together

Try rewriting a short paragraph as a whole class. Use your document, camera or write it on the board to show the paragraph. You might want to give each student a copy. Make sure your pupils are aware of the distinction between paraphrasing and summarizing . Talk about the different ways to do things.

The students are to use the Four R’s to paraphrase correctly.

Reword the sentences

• Students should try to reword the sentences. Use synonyms for words and phrases whenever you can.

Rearrange the sentences

• Students should be able to change the order of the words in a sentence to make a new sentence. They can even switch the order of the ideas in a paragraph.

Realize that s ome words are unchangeable

• Students should be aware that some words and phrases cannot be changed. Words such as names, dates, titles, etc., but they can be rephrased in a different way.

Recheck for same meaning

• Make sure that the meaning of your paraphrase is the same as the original.

Paraphrase games are a great way to practice and develop your paraphrasing skills . They provide a space to reflect on and improve on your writing skills as well as work on teamwork, and creativity.

With a bit of creative thinking and originality, these games provide a lot of possibility for unforgettable moments.

Pam is an expert grammarian with years of experience teaching English, writing and ESL Grammar courses at the university level. She is enamored with all things language and fascinated with how we use words to shape our world.

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Read on to see our helpful paraphrasing exercises and tips in this article to get you started.

One of the most important skills you can hone as a student or writer is to paraphrase the words of other academics and experts effectively. Since new knowledge is built upon that which is already known, it makes sense that you’d want to reference the ideas of others in your work. However, this is often easier said than done. Paraphrasing, especially if you want to do it well, can be challenging.

Fortunately, as is the case with most other skills in life, you can improve your ability to paraphrase through practice. For instance, you can improve this skill by regularly doing paraphrasing exercises. As I was an academic for a long time in my life, I thought it might be helpful to those who have little or no experience in paraphrasing if I provided a list of paraphrasing exercises. If you’re such a person, I hope that this article will get you started on your journey toward mastering the art of paraphrasing. Your academic or writing career will undoubtedly be better off for it when you do.

The Art of Paraphrasing

Paraphrasing exercises and activities to help you master the skill, 1. broaden your vocabulary, 2. create a word map, 3. paraphrase in small chunks, 4. ways to paraphrase shorter and easier sentences, 5. imagine you’re explaining the source material to someone, helpful tips, 1. avoid plagiarism, 2. summarizing is not paraphrasing, 3. changing word order is not paraphrasing.

Although paraphrasing is an essential skill when writing papers, essays, or articles, it’s one that many find challenging to master. To paraphrase the words of others, you need first to comprehend their meaning, and then you need to express this meaning in your own words. To do this effectively requires a broad and sophisticated range of vocabulary and advanced grammar skills.

As stated in the introduction, you can improve your paraphrasing skills through paraphrasing exercises. Doing this will help you construct meaningful and original paraphrased sentences and increase the speed at which you work. Especially when you’re a student, reading, and paraphrasing the words of other scholars and experts can form a big chunk of your work. Learning how to paraphrase well and at a quick pace will enhance your academic experience and will open up your schedule for other activities, such as sports or parties.

Our paraphrasing vs. summarizing guide might be helpful.

Now that you know the importance of paraphrasing, let’s dive right in and look at some exercises and activities that can help you improve. Remember, as is the case when learning any other new skill, you need to engage with these exercises regularly.

Since you cannot paraphrase appropriately without a decent range of vocabulary, it makes sense to aim to add more words to your vocabulary bank constantly. Of course, if you’re an academic, you’ll want to focus on improving your academic vocabulary in your specific field. However, since academic language has a formal tone, you can add general terms to your vocabulary bank to help you express yourself more sophisticatedly. Examples of such words, for instance, are verbs such as “theorize,” “opine,” “constitute,” and “approximate.”

There are various ways in which you can enrich your academic vocabulary. These include:

• Keeping a word journal: A great way to learn new words is to carry a little book along with you, in which you can write down words that you don’t know. You can write down the word and then look up the meaning when you have time. It can also be helpful to construct your sentence with the word once you’ve jotted down its definition.
• Highlight words in texts: Whether you’re working with a physical copy of a text or a digital version, it’s good to highlight or underline words that you don’t know. You can then either write a definition of the words in the margin or, if you’re working with a digital copy, you can add a comment. Another good tip is to write by hand – people learn better when writing something by hand than if they typed the same information.
• Read as much as you can: Although this may be obvious, the best way to improve your vocabulary is to read as many books and articles as you can fit into your schedule. Even if you don’t have the time to look up the meaning of each word that you don’t understand, just seeing the word pop up in different contexts will help you work out the meaning for yourself over time. Apart from reading, you can also listen to podcasts or watch documentaries and news channels.

If you’re battling to paraphrase an original paragraph or sentence into your own words, it can be helpful to create a word map. You can, for instance, write a few complex words or phrases down on a piece of paper. Next, draw a box around each word or phrase, and leave enough space around each so that you can draw and link other boxes. As a next step, you can draw boxes in which you write the synonym of each word. You can also write down the definition of each word if you’re unsure of its meaning.

Next, you need to clarify the relationship between these words or terms. Draw arrows between them indicating patterns, correlation, or cause and effect. You can also add boxes between the original words or phrases in which you add other words, such as verbs, adverbs, conjunctions, prepositions, or adjectives. Doing so can help you further explain the terms or link them meaningfully. Once you’ve added all the information you can think of, try to create a paraphrased sentence or paragraph from your word map.

A valuable way to learn how to paraphrase when you’re a beginner is to break sentences into smaller parts. For example, instead of paraphrasing a long and complex sentence, which can become overwhelming if you’re not used to this process, you can focus on shorter phrases. Let’s take a look at an example. Here, for instance, is a long and complex sentence:

“ Many impacts are unavoidable and will hit the world’s most vulnerable populations hardest, it warns — but collective action from governments to both curb greenhouse-gas emissions and prepare communities to live with global warming could yet avert the worst outcomes. “

You may find it challenging to paraphrase this sentence as a whole. However, breaking it into smaller chunks makes the task more doable. You can break this sentence up in the following way:

• Many impacts are unavoidable
• And will hit the world’s most vulnerable populations hardest, it warns
• But collective actions from governments
• To both curb greenhouse-gas emissions
• And prepare communities to live with global warming
• Could yet avert the worst outcomes

Remember, the sentence structure of your paraphrased version can and often will look different from the source. This means that you can form two or multiple sentences if this helps you create a meaningful paraphrased version, even if the original is one sentence.

If you want to practice your paraphrasing skills, you can do so by paraphrasing a sentence in two or three different ways. You can practice finding different synonyms, grammar, and sentence structures while retaining the meaning across all versions.

If you have time, you can do this exercise with longer sentences. However, it may be good to start by paraphrasing shorter sentences. Doing so will allow you to focus on finding multiple synonyms and different ways to write the same sentence.

Here’s an example:

“ Scientists know that bees are dying from a variety of factors. “

Paraphrased version 1:

“Experts maintain that the future of bees is in danger due to multiple causes.”

Paraphrased version 2:

“There are many different reasons why bees are going extinct, according to scientists.”

A helpful way of practicing paraphrasing while reading through articles or research papers is to recite your paraphrased version of some more complex sentences. Since the first step of paraphrasing is to ensure that you’ve correctly understood the source, repeating what you’ve just read in your own words can help you grasp the meaning of the source material.

You don’t need to use formal academic language and complex terms when doing this paraphrasing exercise. Instead, the aim is to repeat what you’ve read in plain and simple terms. Also, since you don’t need to write anything down for this paraphrasing exercise, it’s something you can regularly do while you’re reading through the source material.

It’s vital that you understand what you’re reading and that all the information is not just going over your head. Doing this exercise, primarily when you find yourself drifting off or having problems grasping a sentence, will ensure that you’ve understood the section you’ve read. At the same time, you get to practice your paraphrasing skills.

Here are some helpful tips to keep in mind while paraphrasing.

Even though you’re not using direct quotes when paraphrasing but rather stating another author’s ideas in your own words, you still need to reference their work. Failing to do so amounts to plagiarism, a serious offense, whether you’re producing academic work or an article for a web page.

The format you have to use when citing the work of others varies. For instance, in academic writing, you need to provide in-text citations and a list of references at the end of your essay, article, or thesis. The precise way you’ll write your in-text citations and list of references will be determined by the formatting style, whether this is APA , Harvard , Chicago , or MLA .

Although both tools or techniques involve using your own words to describe somebody else’s text, they are different. You need to retain the original work’s meaning with both techniques while using your own words. When you’re summarizing a work , you’re selecting only the most essential points of the text and rewriting these in your own words. This means that you provide a short overview of what a text is about.

It would be best to remain far more loyal to the source material with paraphrasing. You refer to specific ideas an author has provided to incorporate these into your work. To ensure that you’re not changing the original version too much or skewing the meaning the author intended to bring across, you have to rewrite actual sentences and paragraphs. You can’t just write a summary of large chunks of text.

Although this is a “technique” employed by lazy students, you should be aware that merely swapping around the word order of an original text does not constitute paraphrasing. It’s also not good enough to merely change a sentence from passive voice to active voice or vice versa.

Using either of these as your only paraphrasing method when rewriting somebody else’s words can amount to plagiarism since you’ve not used your own words or demonstrated your understanding of the source material. In such instances, you’d be better off simply rewriting the author’s exact words and placing these in quotation marks.

To learn more, check out our guide on paraphrasing vs. plagiarism .

Bryan Collins is the owner of Become a Writer Today. He's an author from Ireland who helps writers build authority and earn a living from their creative work. He's also a former Forbes columnist and his work has appeared in publications like Lifehacker and Fast Company.

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Paraphrasing activity.

• Paraphrasing Activity. Authored by : Excelsior Online Writing Lab (OWL). Located at : https://owl.excelsior.edu/research/drafting-and-integrating/drafting-and-integrating-paraphrasing-activity/ . License : CC BY: Attribution

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Learning to Paraphrase: A Group Activity

This activity has been peer-reviewed as a part of the sharing our work virtual learning community..

This activity was submitted by an educator in the Minnesota State Colleges and Universities (MnSCU) System to the Sharing Our Work Virtual Learning Community. Sharing Our Work was the culminating piece of a collaboration between MnSCU and Project Kaleidoscope (PKAL). Information on the the criteria and process of the peer review can be found at http://serc.carleton.edu/sp/pkal/mnscu/activitydesign/index.html .

In this cooperative learning activity, groups of three students paraphrase from an assigned essay to create an original three-paragraph paper. Each student in the group is responsible for creating one paraphrased paragraph. Students then peer review each other's paragraphs for feedback, revise their own paragraphs, and assemble it into one group paper for submission.

Expand for more detail

Activity Classification and Connections to Related Resources Collapse

Grade level, learning goals.

The goals of this activity are threefold:

• To practice paraphrasing skills. This activity is completed for a research-based writing class, and paraphrasing is a basic skill the students will use throughout the semester.
• To encourage students to do their best work. Since the group receives one score, students usually try harder at the paraphrasing when others are counting on them for a good grade. It also encourages students to peer review their group members' paraphrases more carefully than if it were an individual writing assignment.
• To create a sense of classroom community. As the activity is assigned early in the semester, it helps the students get to know a few of their classmates better, which contributes positively to the classroom environment.

Context for Use

Description and teaching materials.

This paper is assigned after students have had some exposure and in-class practice of paraphrasing and peer review. I usually schedule parts of three class sessions to complete the paper.

Class# 1 : I handout out the assignment sheet and the essay being paraphrased. I use an essay that focuses on an aspect of education relatable to college learners, giving the students a discussion point as they work with their group members. Students are encouraged to form groups of three on their own, but I will help with group formation if needed.

Class #2 : Students bring in the rough draft of their paraphrase. I discuss the importance of peer review and receiving feedback from others. I also give the scoring rubric sheet to the groups, so students can see what my expectations are for the final product. The students are then given the rest of the classtime to review each of their group members' paragraphs, using the peer review sheet.

The students then have one week outside of class to revise their paragraphs, and through email, assemble the three paragraphs into one group paper.

Class #3 : One week after in-class peer review, I collect the final paper of each group, along with the individual rough drafts and peer reviews. I grade the papers and provide feedback to the groups within one week after the final paper is due. Students are also asked to fill out an individual reflection sheet to include with their final paper.

Files included are: 1. The assignment sheet. 2. A power point I use for the "rules" of peer review 3. The peer review sheet 4. The score sheet for the final product. 5. The individual reflection sheet.

• Handout for Group Paraphrasing Assignment (Rich Text File 49kB Feb17 10)
• Peer Review Rules (PowerPoint 99kB Jan25 10)
• Peer Review Sheet (Rich Text File 31kB Jan25 10)
• Score Sheet (Rich Text File 32kB Jan25 10)
• Reflection sheet for Group Paraphrase Paper (Rich Text File 37kB Feb17 10)

Teaching Notes and Tips

• Students initially can be confused by the assignment - I take as much time as needed to explain it before they get into groups. I've found that they listen better if they are not yet in their group.
• I explain to them that this is the only paper they will do with others for the class, as some students do not like being graded for group work. Paraphrasing is a difficult skill that takes a lot of practice, but it's needed to be a good research writer.
• This is a cooperative learning activity, but it forces each student to do the same amount of work. It also gives the students a chance to learn how to do good peer review.

References and Resources

See more Teaching Activities »

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Paraphrasing and Summarizing Exercises with Answers

Paraphrasing and Summarizing are two skills that are highly useful for writers. With these two techniques, writers can get help creating their content and providing it to their readers in an easy-to-peruse way.

However, if you happen to be new to the field of writing, you could be a little unaware and untrained in both these skills. But don’t worry. Everyone starts out as a beginner.

In this post, we’re going to be looking at some  paraphrasing and summarizing  exercises along with their answers and explanations. By following along, you’ll get a good idea about how you can use these techniques in your own capacity.

Let’s begin!

What is Paraphrasing and Summarizing?

Before we get to the exercises, let’s digress a little and understand what paraphrasing and summarization actually are.

Let’s start with paraphrasing.

Paraphrasing  is the process in which a particular piece of content is reworded and rephrased in such a way that it looks different from its original version but it has the same meaning and context.

A simple example of paraphrasing would be to change “John likes his cat” to “John adores his feline pet”. Paraphrasing can be as slight as merely changing some words in the text, or it can be as drastic as fully changing the tone, structure, order, and words of the content.

On the other hand,  Summarizing  is the process in which a piece of content is shrunk and shortened to about one-tenth of its original size. In this shortened version, the main idea and concept of the content is provided.

Summarization is usually used by authors and writers when they want to give a brief outline of a book or article to their readers.

Now that we’ve looked at the definitions of both, let’s move ahead to look at some exercises.

Paraphrasing Exercises (with Answers)

The main purpose of providing these exercises along with their answers is to help you understand what these techniques look like when they are implemented. Since we have explained their core definition above, you can try and work along the exercises to improve your skills a little as well.

Related:  Difference Between Paraphrasing And Rephrasing

Paraphrasing Exercise # 1:

Here is a sample paragraph that we will be paraphrasing as an exercise. We’ll write the paragraph alone first, and then provide the answer after a brief explanation.

Sample Paragraph:

"John could not find the butter in his fridge. He went to buy some from the store. On coming back, he saw his cat sitting on the floor, smacking its lips. There was some yellow stuff smeared all around its face. Thus, John solved the mystery of the missing butter."

So, as we mentioned earlier, paraphrasing can be done simply and sparingly, or it can be done drastically.

One of the primary and basic ways of paraphrasing is to simply change some words in the provided content with their synonyms. This is, we reiterate, a very basic level of paraphrasing, and it is often very easy to see through it.

So, for this first exercise, we are going to be doing only that level of paraphrasing as a way to illustrate how it looks like.

Here is what the above paragraph looks like when paraphrased:

Paraphrased Paragraph:

"John could not locate the butter in the refrigerator. He went to purchase some from the shop. On coming back, he observed his cat sitting on the ground, licking its lips. There was some yellow material smeared all around its face. Hence, John solved the mystery of the missing butter."

While we are on this discussion, it will also be salubrious to understand that when changing words with their synonyms for the purpose of paraphrasing, you have to be careful that you pick those that don’t mess up the context and intent of the lines.

Paraphrasing Exercise # 2:

Moving on, let’s look at another paraphrasing exercise. Here is the paragraph that we will be using for this one:

"John’s cat got lost in the forest. He went looking for it in the night time. He heard some movement in one of the bushes. He put his hand in and felt the fur. He pulled the thing out, thinking it to be his cat. After coming home, he realized it was an angry raccoon."

We mentioned in the last exercise that the basic level of paraphrasing is to change some of the words in the given text with their synonyms. And we also mentioned how that sort of paraphrasing can be easily detected.

So, for writers who want to paraphrase something in such a way that it does not resemble its original form a lot, there’s a step further that they can go, and that is to change the sentence structures + phrases.

Essentially, by changing the phrases used in the content as well as the arrangement of the sentences, the overall look of the paraphrased piece looks very different. If someone wants to go even ahead of that, they can shuffle the sentence  order  as well.

Considering this type of ‘extensive’ paraphrasing, here is the answer to the paragraph given above:

"John’s cat went missing in the forest. He went to search for it when it was dark. He discerned some movement in the hedge. After putting his hand inside it, he felt some fur. Thinking that it was his cat, he pulled the animal out. It was only after coming home that he realized that it was a frustrated raccoon."

Read more: How And Why to Paraphrase Your Content?

Summarizing Exercises (with Answers)

Now that we have looked at the paraphrasing exercises, let’s move on to look at some for summarizing.

Just as we’ve looked at two types of paraphrasing above, we’ll also look at two different types of summarizing.

Actually, it’ll be better if we explain those two types before getting to the exercises.

Basically, there are  two types of summaries . One of them is called  extractive  and the other is called  abstractive .

In extractive summarization, the summary of a piece of content is generated merely by taking out some sentences from it and joining them together. This is usually the type of summaries that you get from automated tools.

When extractive summaries are created, there is no effort to understand the actual meaning and context of the text. Rather, the purpose is only to take some lines from it and join them together in such a way that they make sense.

On the other hand, abstractive summaries are those that are written using a completely new and different set of words, phrases and sentences than the content (that is being summarized). As opposed to extractive summarization, abstractive summarization involves understanding the meaning and context of the text, and then creating a completely new summary that features all those concepts and ideas.

Summarizing Exercise # 1 (Extractive)

In order to demonstrate and explain extractive summarization, we’re going to first write a paragraph here and then provide its summary afterwards:

Sample paragraph:

"John’s car broke down. He stopped by the road side and screamed at people to stop and help him. But no one stopped for him. He continued howling and howling for hours. People kept driving by. After getting tired, he picked up a sheet and wrapped it around himself. Then, he started spinning on his spot. He grew dizzy. He kept spinning and spinning until he fell asleep."

Now, since we have to use the “extractive” summarization technique here, we’ll create the summary using the lines and sentences used in the content itself.

"John’s car broke down. But no one stopped for him. Then, he started spinning on the spot. He kept spinning and spinning until he fell asleep."

Summarizing Exercise # 2 (Abstractive)

For this exercise, we will use the same para that we did above. However, the technique used for the summarization will be different.

Since we will be using the abstractive technique here, the summary will be created using different words and phrases as the original.

"John’s vehicle went phut. But, no one stopped their car to help him. After he was tired, he made himself dizzy by spinning and then went to sleep."

So, that’s about it.

If you were a little confused about paraphrasing and summarization techniques, hopefully you’re a little more confident about them now.

These skills can come in handy for writers in a lot of different situations. If you don’t have the hang of them already, you should try and get it as quick as you can.

Encampment in Harvard Yard

Dear Members of the Harvard Community,   Over the last 12 days, the encampment in Harvard Yard has disrupted our educational activities and operations. The right to free speech, including protest and dissent, is vital to the work of the research university.  But it is not unlimited . It must be exercised in a time, place, and manner that respects the right of our community members to do their work, pursue their education, and enjoy the opportunities that a residential campus has to offer. The encampment favors the voices of a few over the rights of many who have experienced disruption in how they learn and work at a critical time of the semester. I call on those participating in the encampment to end the occupation of Harvard Yard.   The disruptions from this encampment at the heart of the University have been numerous. Harvard College exams and other important activities and events have had to move elsewhere. Safety concerns over the past two weeks, including those raised as a result of students sleeping outdoors overnight, have required us to sharply limit access to Harvard Yard. Although some community members have said they are undisturbed by these conditions, we continue to hear reports of students whose ability to sleep, study, and move freely about the campus has been disrupted by the actions of the protesters. We are especially troubled by increasing reports that some within, and some supporting, the encampment have intimidated and harassed other members of our community. When Harvard staff have requested to see IDs in order to enforce our policies, supporters of the encampment have at times yelled at them, tried to encircle them, and otherwise interfered with their work. We have also received reports that passers-by have been confronted, surveilled, and followed. Such actions are indefensible and unacceptable.   As first-year students move out and as we begin our extensive preparations for Commencement, this ongoing violation of our policies becomes more consequential. Thousands of family members, friends, and loved ones will soon join us to celebrate the achievements of graduate and undergraduate students who have earned the right to walk in Commencement. This celebration is the culmination of years of hard work and accomplishment. The members of the Class of 2024 deserve to enjoy this milestone uninterrupted and unimpeded. It would be especially painful if students who graduated from high school or college during the pandemic were denied a full graduation ceremony for a second time.   The individuals participating in the activities of the encampment have been informed repeatedly that violations of University and School policies will be subject to disciplinary consequences and that further violations and continued escalation will result in increasingly severe sanctions. Last week, faculties across the University began delivering disciplinary notices to students who continued to participate in unauthorized, disruptive activity in the Yard despite these notices.   I write today with this simple message:  The continuation of the encampment presents a significant risk to the educational environment of the University. Those who participate in or perpetuate its continuation will be referred for involuntary leave from their Schools.  Among other implications, students placed on involuntary leave may not be able to sit for exams, may not continue to reside in Harvard housing, and must cease to be present on campus until reinstated.   Enforcement of these policies, which are essential to our educational mission, is an obligation we owe to our students and the Harvard community more broadly. It is not, as some have suggested, a rejection of discussion and debate about the urgent issues that concern the University, the nation, and the world. As an academic institution, we do not shy away from hard and important questions. There are many ways for our community to engage constructively in reasoned discussion of complex issues, but initiating these difficult and crucial conversations does not require, or justify, interfering with the educational environment and Harvard’s academic mission. Our disagreements are most effectively addressed through candid, constructive dialogue, building not on disruption, but on facts and reason.     Sincerely, Alan M. Garber 

College of Nursing

2023-2024 alumni award recipients, monica samples, bsn, rn - outstanding young alumni award.

Currently a nurse in the Stead Family Children’s Hospital Pediatric Intensive Care Unit, Monica Samples (20BSN) is the recipient of the 2023-24 Outstanding Young Alumni Award. No stranger to nursing awards, as a student, she was recognized by her peers with the 2020 DAISY in Training Award.

Since graduating, Samples has provided the highest level of care as a nurse in the PICU. She pursued further training and is now qualified to care for children receiving the most advanced level of medical interventions.

“The early success of Monica’s career is not a surprise to anybody who knows her,” her nominator writes. “She is gifted in her capabilities to manage complex medical interventions while meeting the multifaceted needs of her patients and their family members with an extraordinary depth of compassion, integrity and respect.”

Karen Bjøro, PhD, RN - Distinguished Alumni Award

Dr. Karen Bjøro (08PhD) is the 2023-2024 College of Nursing Distinguished Alumni Award recipient.

 Throughout her 40-year nursing career, Bjøro has worked locally, nationally, and internationally to strengthen the profession and improve global health.

Dr. Bjøro’s passion for nursing is evident through her activity with many Norwegian and international nursing groups. During her eight-year term as vice president of the Norwegian Nurses Organisation, she was heavily involved in fostering collaboration and exchange between the NNO and nurse organizations in Rwanda and Malawi. Bjøro currently serves as the second vice president of the International Council of Nurses

“Dr. Bjøro has been a leader in global health and nursing internationally,” writes her nominator. “She represents the important impact graduates of the college have made not only in our country but around the world.”

Read more from our spring 2024 alumni newsletter .

Northwestern, Brown University reach deals with student demonstrators to curb protests

EVANSTON, Ill. — Hundreds of student activists who pitched tents and camped on university lawns to protest Israel's military attacks in Gaza have begun to declare victory at select universities around the country after hammering out agreements with school administrators. 

Northwestern University became the first U.S. school to publicly announce a deal on Monday, which was followed by Brown University's announcement on Tuesday with student organizers to curb protest activity. The peaceful conclusion of the protests and the victorious stance of students come as encampments have become a flashpoint in the nationwide movement.

The scene was a significant contrast to those that have played out on other college campuses where tensions have only escalated. At Columbia University , students took over Hamilton Hall, barricading themselves inside. The White House condemned the surge in protests that seized and occupied university buildings, which included Cal Poly Humboldt in Northern California, where an occupation was broken up Tuesday.

Organizers hope the deals set a new precedent for protest encampments around the U.S. and show a way to find common ground without using force.

“What these students have done is truly, truly historical,” Summer Pappachen, a graduate student and organizer of the Northwestern encampment, told USA TODAY Tuesday amid cleanup of the lawn students held for days. “We have been able to achieve [our goals] while keeping students safe.”

See our map: From Harvard to UT Austin to USC, college protests over Gaza are spreading.

Northwestern: Deal represents 'sustainable and de-escalated path forward '

The concessions, according to a copy of the agreement published by Northwestern leadership, include:

• Disclosure of school investments to students who request information.
• Funding to support two visiting Palestinian faculty members for two years; full-ride scholarships for five Palestinian undergraduate students; and a commitment to fundraise for similar opportunities. 
• Immediate establishment of a temporary community house for Muslim, and Middle Eastern, and North African students and a promise to establish a permanent space. 

In exchange, students will only have one tent set up on the picturesque university lawn and will only use amplified sound devices with advanced permission from the school, according to the agreement. They also risk suspension if they don't follow the terms of the agreement.

The encampment began on April 25 with around 200 protesters and a dozen tents. After an early scuffle with police attempting to seize the tents, organizers posted pictures on social media of demonstrators linking arms to form a barricade and called for more support.

By nightfall, over 500 people were at the encampment and dozens of tents were pitched. Using blow horns and speakers, organizers chanted well into the night and gave instructions on what to do if police returned.

The university released a statement on Monday, saying the deal was forged by the collaboration of students and faculty working closely with school administrators to "help ensure that the violence and escalation we have seen elsewhere does not happen here at Northwestern."

"This agreement represents a sustainable and de-escalated path forward, and enhances the safety of all members of the Northwestern community while providing space for free expression that complies with University rules and policies," the statement added.

The long history of college protests. Do they make a difference?

Brown will vote on divestment

Brown University's pro-Palestine encampment  agreed to clear out Tuesday in exchange for the Brown Corporation voting on a divestment measure in October. Dozens of students who camped out on the campus green for a week had called on the university to stop investing in an array of weapons manufacturers amid the Israel-Hamas War.

According to a copy of the agreement published by the university, the deal alsoincludes:

• Allows for a select group of students to meet with university officials to discuss its investments and possible divestment from the Israeli-held holdings.
• The concluding recommendation around divestment coming from that meeting will then be voted on by university officials.
• Anyone affiliated with the university can request it divest the Brown endowment from assets of specific companies.
• Guarantees students and others affiliated with the university who participated in the protest will not be subject to expulsion or suspension.

In exchange, students at the school will completely dismantle their encampment, according to the deal, and will not participate in any "unauthorized protest activity" until the end of the year.

The encampment went up last Wednesday, according to The Providence Journal , part of the USA TODAY Network, and consisted close to 100 students in around two dozen tents. Student activists declared the outcome of negotiations a "victory" and "unprecedented" on social media .

In a statement, Brown University President Christina Paxson said that universities were "built to hold disagreement and grapple with competing views" and added that students agreed to "refrain from further actions that would violate Brown’s conduct code through the end of the academic year, which includes commencement and reunion weekend."

Brown said it will enforce disciplinary action against students involved in the encampment.

"The establishment of tents and other related activities have violated a range of policies, and while Brown will continue to follow its conduct processes related to unauthorized activities, University leaders agreed that ending the encampment will be viewed favorably in disciplinary proceedings," Paxson added.

Reaction to Northwestern agreement

As other schools have threatened students with suspension and arrested them by the score , Pappachen lauded Northwestern school administrators and Palestinian student negotiators for reaching an agreement. 

"This deal benefits Northwestern, as an institution and as a name. They’re already showing other universities what it means to contribute to a more peaceful world, what it means to be a moral and truthful university," she said. "They have an option now not to just build a reputation but build a new and beautiful one."

Among the critics of the deal, the American Jewish Committee said that the Northwestern agreement "clearly communicates that if your protest threatens with escalation or violence" adding that the school "succumbed to the demands of a mob."

Other agreements

• The Record, part of the USA TODAY Network, reported that student activists reached an agreement with administrators at Rutgers University on May 2. University leaders  agreed to several of a 10-point list  of demands from the protesters, including a commitment to explore creating an Arab cultural center and a discussion on the student movement's main demand that universities divest from companies with business interests in Israel.
• At the University of Minnesota, administrators and protesters also reached an agreement May 2 in exchange for breaking up their encampment. The university committed to allowing some protesters to address the school's board on divestment, discuss banning companies that do business with Israel from attending campus events, provide additional details on university disclosures, and not arrest or press criminal charges against demonstrators.
• Administrators at Evergreen State College in Olympia, Washington, reached a deal with students on April 30, according to an agreement published by the school , in exchange for students clearing their encampment. The college also committed to forming four groups that consist of faculty and students that will investigate divestment policies; recommend new criteria for grants; and propose a new structure for a police oversight board.

Contributing: Charles Ventura, USA TODAY; Amy Russo, Providence Journal

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33 arrests made after DC police clear out pro-Palestine encampment at GWU's campus

by Ida Domingo

WASHINGTON (7News) — About 33 arrests were made after D.C. Police cleared out an encampment early Wednesday morning by several pro-Palestinian protesters who occupied George Washington University's campus for nearly two weeks.

Metropolitan Police Department (MPD) Chief of Police Pamela Smith said protesters were given six warnings and clear directions to disperse the area before officers moved into University Yard around 3:30 a.m.

MPD tells 7News that the agency has been working with university officials to "pursue non-arrest methods to deescalate tensions" since the encampment began on April 25 but after a "gradual escalation in the volatility of the protest," officers moved to clear out the demonstrators.

RELATED | DC Mayor, police chief will not face House committee hearing after GW encampment cleared

As a result, MPD said 33 people were arrested. It's not clear how many of them are GW students. Those arrested were charged with unlawful entry and at least one person was charged with assault of a police officer.

"Many complied and left the encampment area. Those who did not comply were arrested," Smith said. "All the decisions that I've made is based on public safety."

During the clear out, officers deployed pepper spray at the Foggy Bottom campus.

7News was live at the protest clear out. Watch below:

RELATED | 'This is about Gaza': Protesters mark 13 days at GWU's pro-Palestinian encampment

Protesters at the encampment told 7News they were sprayed by police while trying to run away. Some were seen washing their eyes out and gathering to treat others who were sprayed.

"As far as the deployment of pepper spray, that was done in response to the assaults on the police officers that occurred. So that was not done to disperse any groups. It was the individuals who were assaulting officers and it was done to stop that assault and make the arrest related to that," an MPD official said. "There were some punches thrown at the officers."

Officials also said a demonstrator grabbed an item out of an officer's hands ahead of MPD's advancement on day 14, escalating tensions.

Smith said officers did not suffer serious injuries.

Smith said they will not allow protestors to return to the encampment area since it is private property.

7News obtained video of officers arriving at the Yard around 3:30 a.m. Watch below:

After the protest camp cleared out, dozens of protesters left the site and marched to the Metropolitan Police Academy along Blue Plains Drive to rally.

Protesters gathered outside the academy greeting those who were arrested with hugs and chants as they were released.

This comes as Mayor Muriel Bowser and Smith were set to testify about the District's handling of the protest at a House Committee on Oversight and Accountability hearing on Wednesday afternoon. However, during the 8:30 a.m. press conference, Bowser announced that the hearing was canceled.

“Following the Metropolitan Police Department finally clearing out the unlawful encampment on GW’s campus, I am very pleased to announce that the hearing with Mayor Bowser has been canceled. I had a good conversation with Mayor Bowser. I thanked her for finally clearing the trespassers off the GW Campus. It was unfortunate the situation at GW forced the Oversight Committee to act; however it was apparent that the DC police force was not going to do their job. Therefore, after meeting with GW leadership and touring the encampment, we decided to hold a public hearing to get answers as to why the Mayor would not uphold the law. I am pleased that the potential Oversight hearing led to swift action by Mayor Bowser and MPD Chief Smith. We will continue to hold D.C. officials accountable to ensure our nation’s capital is safe for all," House Committee on Oversight and Accountability Chairman James Comer (R-Ky.) said.

The protest included GW students, students from neighboring universities, and activists across the DMV. The organizers along with others across the nation are calling on their universities to divest from companies that support Israel's military operations in Gaza.

Read MPD's full statement regarding the clear out below:

"The District of Columbia supports individuals peacefully exercising their First Amendment rights. The Metropolitan Police Department has been supporting the George Washington University in assessing and monitoring First Amendment activities that began on campus on April 25, 2024.

The Department has worked to pursue non-arrest methods to deescalate tensions during this time and ensure the safety of the GW students and campus. Based on incidents and information, there has been a gradual escalation in the volatility of the protest. Therefore, this morning, working closely with the GW administration and police, MPD moved to disperse the demonstrators from the GW campus and surrounding streets.

During the course of the operation, arrests were made for Assault on a Police Officer and Unlawful Entry. MPD will continue to be supportive of universities or other private entities who need assistance."

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• Employment tribunal decisions

H Anklesaria v Trinity College, Cambridge: 3305096/2022

Employment Tribunal decision.

Read the full decision in H Anklesaria v Trinity College, Cambridge: 3305096/2022 - Reserved Judgment .

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Annual job fair comes to Victor Valley College

Victor Valley College will host its annual Community Job Fair, considered the largest employment fair in the High Desert.

Over 100 organizations are expected to participate at the fair scheduled from 9 a.m. to 1 p.m. on May 15 around the Victor Valley College lake at 18422 Bear Valley Rd. in Victorville.

Participating employers will recruit job seekers for work opportunities in customer service, healthcare, sales, food service, education, manufacturing, production, warehouse, military and law enforcement.

Job fair tables will be situated around the campus lake, outside the Student Activities Center.

Some previous job fair participants have included:

• Bureau of Land Management
• California Department of Corrections and Rehabilitation
• Desert Valley Hospital
• General Atomics
• Los Angeles Police Department
• San Bernardino County Probation Department
• Silver Valley Unified School District
• U.S. Marine Corps
• Veterans Home of California - Barstow
• Victor Elementary School District
• Victorville Fire Department
• Yaamava Resort & Casino at San Manuel.

For more information and to register, email  [email protected]  or visit  https://forms.office.com/pages/responsepage.aspx...

Daily Press reporter Rene Ray De La Cruz may be reached at [email protected]. Follow him on X @DP_ReneDeLaCruz