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Paraphrasing is a fundamental skill sitting at the crossroads of comprehension, expression, and academic integrity. In academic environment, paraphrasing holds significance due to a number of reasons. It’s an excellent mental workout that pushes the boundaries of your understanding and critical thinking. By rewording, you learn to articulate complex ideas in your own words, an invaluable skill for everyone in all fields. Moreover, paraphrasing plays a key role in maintaining academic integrity, allowing students to incorporate and acknowledge others’ ideas within their work. Continue reading to learn everything about the importance of paraphrasing.

Paraphrasing and Skill Development

When done effectively, paraphrasing has several benefits that simple rewording can’t produce. It is a comprehensive ability that greatly contributes to academic and intellectual development. Let’s look at some of the important advantages:

Don’t Believe? Try our Free Paraphraser to get an Example

Paraphrasing and its impact on academic papers.

Paraphrasing is a part of academic writing. It links current information and fresh discoveries, enabling authors to include authoritative sources into their writings as a careful integration that adds depth and uniqueness. When done well, paraphrasing indicates the author’s understanding of the original material, demonstrating that they not only can grasp complicated topics but also explain them in a new way. This helps to build a stronger, more compelling argument by anchoring theoretical ideas in proven research and avoiding the problems of plagiarism.

Moreover, effective paraphrasing improves the academic paper by introducing diversity in expression and preventing monotony, keeping readers engaged. It allows the writer to maintain a consistent voice throughout the document, creating the paper as a cohesive story rather than a patchwork of disconnected quotations. This coherence is critical for the reader’s understanding and for conveying the author’s perspective on the topic.

Equally important is the ethical aspect of paraphrasing. Properly rephrased and cited, it maintains the integrity of academic work, distinguishing it from plagiarism and unauthorized use of intellectual property. This ethical practice supports the credibility and trustworthiness of the paper itself.

To sum up, paraphrasing significantly impacts academic papers by promoting understanding, originality, and ethical standards. It demonstrates the author’s capacity to participate in and contribute to academic dialogue, making it a valuable skill in the scholarly community.

What distinguishes effective paraphrasing from simple rewording?

Effective paraphrasing involves a deep understanding of the original material, allowing the paraphraser to convey the same ideas in a completely new way that reflects their voice and style. True paraphrasing demonstrates comprehension and the ability to critically engage with the text, thereby adding value to the academic discourse. In contrast, simple rewording often results in a piece that is too close to the source, lacking originality and failing to fully grasp the underlying concepts.

Can paraphrasing tools ensure academic integrity?

While paraphrasing tools can aid in rephrasing text, they do not guarantee academic integrity on their own. These tools may provide a starting point for rewriting content, but they often lack the nuance and understanding required for true paraphrasing. Academic integrity involves correctly interpreting and crediting the source material, a process that requires human judgment and ethical consideration. Thus, while paraphrasing tools can be helpful, they should be used cautiously, with the final work carefully reviewed and adjusted to ensure it meets academic standards.

How does paraphrasing contribute to the development of academic writing style?

Paraphrasing contributes to the development of academic writing style by enhancing clarity, precision, and personal voice. It encourages deeper engagement with source material, leading to better critical thinking and analytical skills. Through paraphrasing, writers expand their vocabulary and learn to express complex ideas in their own manner, making their arguments more cohesive.

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8 Key Points: Discuss the Importance of Paraphrasing

Table of Contents

It is necessary to discuss the importance of paraphrasing because it is a skill that students need to write clear and precise writings.

When people write, they often use information from published sources to learn something new. This is an essential part of research. Paraphrasing is a useful tool to find new and unique ways to get a message across .

Plagiarizing a text that already exists while claiming to add new information is one of the worst things anyone can do. That’s why it’s important to learn how to make your content or text that isn’t copied. 

This article will answer the question “What is paraphrasing?” and tell you why it’s important. Let’s jump in!

Can We Discuss the Importance of Paraphrasing?

Paraphrasing is the process of taking what the original author has written or said and putting it in your own words . Paraphrasing helps you write in your style and focus on the most crucial text elements.

If you use someone else’s idea in an essay, you must credit the person who came up with it.

To discuss the importance of paraphrasing is to show that creativity and originality are not all that make good writing.

Eight Important Reasons to Paraphrase

Without further ado, here are some of the top notch reasons why we paraphrase:

1. Enhances Memory Performance

People tend to forget a lot of things. Our brains can only hold so many memories before they start to discard old information to make room for new ones.

We write to make sure we don’t forget. Notes are taken in class to help us remember all the essential things we have learned. No matter how well we listen and understand, we are bound to forget some things.

The exciting thing is that we don’t write down what we hear word for word. Instead, we take notes by using our own words and phrases.

Our subconscious mind knows that altering phrases gets our brains active, therefore writing them in our way helps us remember them.

And that’s the divine power of paraphrasing. It helps us remember things that we might forget otherwise.

2. Organizes the Mind

A person needs to be able to figure out what he’s thinking to put it into words. But the words that come to mind aren’t always the best ones. It’s essential to change how we say things to make ourselves and what we mean more explicit.

Paraphrasing helps us write our thoughts more clearly. We organize our minds first to communicate our ideas and researched works in writing.

3. to Drive Home the Point

Students get involved in a lot of debates. Debating is a game of wordplay. If you use the right words correctly, it’s easier for you to win.

So, you need to know how to back up your argument with the right words. Precise, well-chosen terms give our line of argument more strength.

4. Acts As a Confidence Booster

We feel like we’ve done something good when we say things more clearly. This is true both when we speak and when we write. Making the notes in our way also makes us feel like we have more freedom to say what we want.

Writing well gives you a way to put your thoughts to rest and helps logical reasoning. You can use the rewording method to work on your writing and improve it.

5. Enhances Good Communication

Writing helps people talk to each other better. When you write, you can choose your words more carefully than you would if you just said them without thinking. If you keep using the restatement technique, you will notice a clear difference in how you talk.

A well-written CV, email, etc., can go a long way toward making sure your point gets across.

6. Decreases the Need for Quotes

Quotes are an excellent way to get specific information across, but too many of them can make text boring and repetitive.

Quotes may also indicate that one doesn’t understand the original document well enough. By paraphrasing a text, a writer cuts down on the number of quotes in their work, making it easier to read.

7. Puts an Argument in Its Proper Place

You can set the stage for your ideas when you paraphrase. When you rework another author’s words, you can guide the reader and frame your argument. So, a reader can see how an idea or concept has changed from one author or setting to another.

8. Shortens a Long Read

Paraphrasing is a great way to cut out fluff in a piece of writing into a few lines or pages. When paraphrasing, we go straight to the primary idea and aim and do not utilize extraneous language.

Paraphrasing is a means to summarize or re-create what has already been said and written. When done well, paraphrasing adds value to the original text and encourages deeper thought .

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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Techniques for effective paraphrasing

On this page, techniques for paraphrasing, getting started, effective paraphrasing.

Paraphrasing is an important skill for academic writing, and yet it is very often misunderstood. Commonly, paraphrasing is expressed as “restating someone else’s ideas in your own words.” While this is technically accurate, it can lead students to believe that paraphrasing is simply about finding synonyms to replace the words in the original author’s text. Paraphrasing is most effective and useful when you think about it as a way to explain someone else’s ideas in relation to, or in the context of, your own argument.  

When writers are new to paraphrasing, they might think it’s acceptable to simply substitute certain words with synonyms. Here is an example, taken from the writing handbook They Say/I Say by Gerald Graff and Cathy Birkenstein :

“Whenever you enter into a conversation with others in your writing, then, it is extremely important that you go back to what those others have said, that you study it very closely, and that you not confuse it with something you already believe” (2014, p. 33).

If a writer was told to “put this sentence into her own words,” and simply tried to find synonyms, they might end up with something like this:

Anytime someone dialogues with different authors, it is crucial that they return to what those different authors have said, that they scrutinize it, and that they avoid mistaking it for what they previously accepted (Graff & Birkenstein, 2014, p. 33).

You will notice that this example uses very few of the same words as the original quotation (i.e., it has been put into the author’s “own words”). However, it might be difficult for the reader to understand.

More seriously, this paraphrase could be considered plagiarism or patch-writing —even though the source is cited! Why?

Substituting synonyms for some of the author’s original words does not explain the source, highlight its importance, or show the reader how the source helps convey the paper’s argument. To do these things, an acceptable paraphrase must also change the structure of the author’s expression.

Here is an example of an effective paraphrase of the quotation above:

Graff and Birkenstein (2014) argue throughout their book They Say/I Say that writing is a conversation. When engaging in this conversation, they caution that writers must read carefully in order to ensure that they both understand, and provide fair consideration to, the ideas of others.

Notice three crucial things about this paraphrase:

• The author has signalled that the idea comes from the source They Say/I Say (this signalling can be done within the sentence, as it is above, or it can be done through an in-text citation).
• The author has “zoomed out” from the original quotation in order to explain the big idea being presented in the source text.
• The author has changed the original structure by making two sentences from one. This step helps to accomplish both #1 and #2, above.

Rather than being about words , paraphrasing is about ideas . Instead of focusing on replacing specific words in a quotation, it is more helpful when paraphrasing to think deeply about the ideas that the original author is explaining. Once you understand those ideas, you can “zoom out” and explain the most important idea (or ideas) in your own way.

Try these steps to write an effective paraphrase

Step 1: Read a paragraph from an article that you find interesting or that you are using to write a paper.

Step 2: Make notes to yourself about the most important idea or ideas presented in the paragraph (make these notes in point form, rather than in sentences)

Step 3: Put the article away and, using only your point-form notes, explain the most important idea(s) to someone else.

3 Benefits of Paraphrasing: The Skill for Learning, Writing and Communicating

Paraphrasing is the underrated skill of reinstating, clarifying or condensing the ideas of another in your own words. By paraphrasing, you can curate credible and well-developed documents, and arguments. But there’s more to paraphrasing than the final result, the process of paraphrasing engages your ability to learn actively, write well, and communicate creatively.

Paraphrasing allows you to share another’s ideas in your own words. This powerful technique is useful in both written and verbal communication, and acts as a tool for conveying information effectively. Paraphrasing is an underrated skill that is beneficial to a variety of individuals from students and writers to employees and business owners. In any setting, sharing information well is the key to good quality work and results. The process of paraphrasing itself also has a number of benefits, making you a better learner, writer and communicator. 

Paraphrasing: The Active Learning Strategy 

Paraphrasing requires you to think about the information you want to convey. You need to understand the meaning in order to reword and restructure the idea, and share it effectively. The process of paraphrasing encourages you to get to the core message, and improves your understanding of the material. In this way, you are actively engaging with the material . Instead of passively reading, you are breaking down the ideas and concepts. Rather than slotting information into your writing, you’re reworking and tailoring it to your needs and your audience. 

Paraphrasing can improve your memory by encouraging you to engage with the information. The 5-step approach to paraphrasing suggests writing your first paraphrase without looking at the original material. This engages your ability to actively recall information from memory, and think of new ways to write it out, rather than simply trying to memorise what you read word for word. After your first draft, you’ll revisit the original material to check if your work conveys the same meaning, this part of the process can further strengthen memory. You’re again revisiting the material in a way that is active and assessing your understanding. Likewise, the practice of paraphrasing improves your ability to convey information, ensuring that it is well-written and tailored to your audience.

This learning method is particularly useful for exams. You’ll learn the material well, developing a deep understanding and continue to refine this as you paraphrase the information. You’ll also be practising your ability to share this information in a way that is well-written, avoids plagiarism and engages your audience. This means, you’ll be able to easily add these ideas into your assignments or exams, having already taken the time to understand the ideas deeply and even practised sharing this information. You’ll be able to show the depth of your learning through paraphrasing, proving you understand the bigger picture and the finer details. 

Paraphrasing: The Technique for Improving Writing Ability

Once you’ve understood the concept well, the process of paraphrasing can improve your writing ability in a variety of ways. You’ll improve your vocabulary by making use of synonyms and identifying key words. You might also switch between word categories, using a noun instead of a verb or changing  adjectives into adverbs. Overtime, this will make you a better writer. Paraphrasing is more than changing a few words and can involve switching between the active or passive voice, this can improve your ability to distinguish between the two. Effective paraphrasing also involves playing around with sentence structure, you might utilise shorter or longer sentences to convey the idea at hand. 

These benefits can still be found even when using paraphrasing tools . You’ll still have to test your understanding by assessing the paraphrase the tool produced. Likewise, you’ll be exposed to new ways of writing things, new words, sentence structures, and organisation. You’ll learn how to pick out the paraphrasing styles that do or don’t work for your writing. Beyond the more technical aspects of writing, paraphrasing can also teach you how to communicate more clearly. You might rearrange the information to emphasise a particular point, or simplify the language to make it accessible to your audience. This improves your ability to clarify the ideas of the original material, and make ideas that might be overly complex, easier to digest. 

Paraphrasing: The Skill for Better Communication 

Finally, paraphrasing can make you a better and more creative communicator. By engaging in the process of paraphrasing, you’re developing your ability to share one idea in a variety of ways. For this to be engaging, you have to get creative. You might play around with the tone, switching between formal, informal, casual, or persuasive. Imagine a business launching a new product, communicating the idea to various internal teams, and customers, each would require a different approach and yet the meaning behind the information would remain the same. 

You might ask questions such as, how can I tailor this information to my audience? How can I bring this aspect of the idea to life? This highlights how paraphrasing can really exercise your ability to communicate creatively. Similarly, paraphrasing can teach you how to share ideas in your own personal way. Whether you’re sharing an idea with a friend, or on social media, you’ll find you can share information in your own personal style while still retaining the original meaning. This can make ideas more accessible and relatable to those in your circle. Additionally, this can prove to be a useful skill in your career, studies or creative endeavours.

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Paraphrasing - an overview

• What is Paraphrasing?

Some good reasons to Paraphrase...

• Paraphrasing versus Plagiarism
• The Do's and Don'ts of Paraphrasing
• Paraphrasing - examples
• Further Information

According to Jerman (2021), some good reasons to paraphrase include:

• To maintain the flow of the writing. Each author has a unique voice and using direct quotes can interrupt this voice. Too many quotes can make an essay sound choppy and difficult to follow. Paraphrasing can help communicate an important idea in a passage or source without interrupting the flow of the essay.   
• To eliminate less relevant information. Since paraphrasing is written using the author’s own words, he or she can be more selective in what information from a passage should be included or omitted.  
• To avoid plagiarism. Always remember to include an in-text citation and a full reference at the end of the essay for the paraphrased text.     
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Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Paraphrase: Write It in Your Own Words

Welcome to the Purdue OWL

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

Paraphrasing is one way to use a text in your own writing without directly quoting source material. Anytime you are taking information from a source that is not your own, you need to specify where you got that information.

A paraphrase is...

• Your own rendition of essential information and ideas expressed by someone else, presented in a new form.
• One legitimate way (when accompanied by accurate documentation) to borrow from a source.
• A more detailed restatement than a summary, which focuses concisely on a single main idea.

Paraphrasing is a valuable skill because...

• It is better than quoting information from an undistinguished passage.
• It helps you control the temptation to quote too much.
• The mental process required for successful paraphrasing helps you to grasp the full meaning of the original.

6 Steps to Effective Paraphrasing

• Reread the original passage until you understand its full meaning.
• Set the original aside, and write your paraphrase on a note card.
• Jot down a few words below your paraphrase to remind you later how you envision using this material. At the top of the note card, write a key word or phrase to indicate the subject of your paraphrase.
• Check your rendition with the original to make sure that your version accurately expresses all the essential information in a new form.
• Use quotation marks to identify any unique term or phraseology you have borrowed exactly from the source.
• Record the source (including the page) on your note card so that you can credit it easily if you decide to incorporate the material into your paper.

Some examples to compare

Note that the examples in this section use MLA style for in-text citation.

The original passage:

Students frequently overuse direct quotation in taking notes, and as a result they overuse quotations in the final [research] paper. Probably only about 10% of your final manuscript should appear as directly quoted matter. Therefore, you should strive to limit the amount of exact transcribing of source materials while taking notes. Lester, James D. Writing Research Papers . 2nd ed., 1976, pp. 46-47.

A legitimate paraphrase:

In research papers, students often quote excessively, failing to keep quoted material down to a desirable level. Since the problem usually originates during note taking, it is essential to minimize the material recorded verbatim (Lester 46-47).

An acceptable summary:

Students should take just a few notes in direct quotation from sources to help minimize the amount of quoted material in a research paper (Lester 46-47).

A plagiarized version:

Students often use too many direct quotations when they take notes, resulting in too many of them in the final research paper. In fact, probably only about 10% of the final copy should consist of directly quoted material. So it is important to limit the amount of source material copied while taking notes.

A note about plagiarism: This example has been classed as plagiarism, in part, because of its failure to deploy any citation. Plagiarism is a serious offense in the academic world. However, we acknowledge that plagiarism is a difficult term to define; that its definition may be contextually sensitive; and that not all instances of plagiarism are created equal—that is, there are varying “degrees of egregiousness” for different cases of plagiarism.

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2.7: Summarizing and Paraphrasing

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Learning Objectives

• Summarize a passage of reading
• Paraphrase a passage of reading

Have you ever heard, “the best way to learn something is to teach it to someone else”?

Writing a summary of a source is a very similar process to teaching someone the content—but in this case, the student you’re teaching is yourself.

Summarizing , or condensing someone else’s ideas and putting it into your own shortened form, allows you to be sure that you’ve accurately captured the main idea of the text you’re reading. When reading, summarizing is helpful for checking your understanding of a longer text and remembering the author’s main ideas. When writing, summarizing is critical when reviewing, writing an abstract, preparing notes for a study guide, creating an annotated bibliography, answering essay questions, recording results of an experiment, describing the plot of a fictional work or film, or writing a research paper.

How to Write Summary Statements

Use these processes to help you write summary statements:

• Underline important information and write keywords in the margin.
• Record ideas using a two-column note-taking system. Record questions you have about the text concepts in the left column and answers you find in the reading in the right column.
• Identify how concepts relate to what you already know.
• Add examples and details

For retaining key ideas as you read, write a summary statement at the end of each paragraph or section. For capturing the major ideas of the entire work, write a summary paragraph (or more) that describes the entire text.

Tips for Summary

For longer, overall summary projects that capture an entire reading, consider these guidelines for writing a summary:

• A summary should contain the main thesis or standpoint of the text, restated in your own words. (To do this, first find the thesis statement in the original text.)
• A summary is written in your own words. It contains few or no quotes.
• A summary is always shorter than the original text, often about 1/3 as long as the original. It is the ultimate fat-free writing. An article or paper may be summarized in a few sentences or a couple of paragraphs. A book may be summarized in an article or a short paper. A very large book may be summarized in a smaller book.
• A summary should contain all the major points of the original text , and should ignore most of the fine details, examples, illustrations or explanations.
• The backbone of any summary is formed by crucial details (key names, dates, events, words and numbers). A summary must never rely on vague generalities.
• If you quote anything from the original text, even an unusual word or a catchy phrase, you need to put whatever you quote in quotation marks (” “).
• A summary must contain only the ideas of the original text. Do not insert any of your own opinions, interpretations, deductions or comments into a summary.

Watch this video to see a walk-through explanation on how to summarize.

You can view the transcript for “Summarizing” here (opens in new window).

https://assessments.lumenlearning.co...essments/20213

Paraphrasing

Paraphrasing is the act of putting an author’s ideas into your own words. When reading, paraphrasing is helpful for checking your understanding of what you read as well as remembering what you read. When writing, paraphrasing is an important skill to have when constructing a research paper and incorporating the ideas of others alongside your own.

Click to view the transcript for “Paraphrasing” here (opens in new window) .

https://assessments.lumenlearning.co...essments/20214

paraphrasing : rewriting a passage of text in your own words

summarizing : condensing someone else’s ideas and putting it into your own shortened form

Contributors and Attributions

• Modification, adaptation, and original content. Provided by : Lumen Learning. License : CC BY: Attribution
• PQRST Script. Provided by : Lethbridge College. Located at : www.lethbridgecollege.net/elearningcafe/index.php/pqrst-script. Project : eLearning Cafe. License : CC BY: Attribution
• Summarizing. Provided by : Excelsior College. Located at : https://owl.excelsior.edu/orc/what-to-do-after-reading/summarizing/ . License : CC BY: Attribution
• Why Use Quotes?. Authored by : The News Manual. Provided by : Media Helping Media. Located at : www.mediahelpingmedia.org/training-resources/journalism-basics/659-how-to-use-quotes-in-news-stories-and-features. License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
• How to Write an A-plus Summary of a Text. Authored by : Owen M. Williamson. Provided by : The University of Texas at El Paso. Located at : http://utminers.utep.edu/omwilliamson/engl0310/summaryhints.htm . License : Public Domain: No Known Copyright

Paraphrase & Quotation (ELL)

Wr 111: essential lesson 2.

Our Essential Lessons are a sequence of lessons that form the backbone of the Writing Program curriculum, illustrating what we want all students to learn across our program’s diverse course topics. Most multilingual students, especially those newer to North American academic contexts, need work understanding and practicing paraphrase, as distinct from both quotation and from patch-writing or plagiarism. This lesson builds on what students already know about summary and can help them write more complex summaries or pieces of analysis in the future.

Students will be able to convey accurately the meaning of an academic text and avoid plagiarism by paraphrasing and quoting effectively.

plagiarism, paraphrase, quotation, summary, citation, attribution, academic misconduct

Introduce these concepts to students at the start of WR 111 Unit 2, “Writing for and with Others.” At this point, students will be familiar with summarizing, as they will have submitted the basic summary, and been introduced to the concepts of paraphrase and quotation. In addition, students will have been exposed to the basic elements of BU’s Academic Conduct Codeas part of the acculturation unit. Paraphrasing can be compared and contrasted with summarizing as well as using quotations.

Conceptual Framework

Genre awareness.

This lesson precedes WR 111 students’ study of genre, but students should be made aware that genre does dictate when and whether we cite a source. In a newspaper article, for example, the writer may refer in words to the source of information or a quotation, but MLA citation, for example, is not required. Scientific research papers, law journal articles, and other academic papers may require footnotes rather than in-text citations.

Metacognition

This lesson begins with a question about students’ prior knowledge and has them reflect on the differences between their home country’s approach to intellectual property and plagiarism as compared with that of the U.S. It later asks students to reflect on what they know, and what they think they know, about what plagiarism is and what types of work are governed by the concept of plagiarism. You may assign a brief write-up on the challenges students experienced when reconciling the cultural conventions of attribution of their home countries and the U.S.

PART I: CHECK FOR PRIOR KNOWLEDGE

• Ask students what they know or have heard about plagiarism, paraphrasing, and direct quotation; whether plagiarism and intellectual property exist as concepts in their home countries and whether there are academic consequences for plagiarism.
• Discuss whether students know that plagiarism is a serious offense at BU.
• Check for preconceived and inaccurate notions: If students are aware of plagiarism and the need for attribution, ask them what works it applies to (for example, if they think this applies to material found on the web).
• Explain the seriousness and repercussions of plagiarism in the U.S.; plagiarism is a serious offense in the U.S. Using part or all of another’s writing without giving attribution to the author is considered theft and misrepresentation, and one of the worst forms of academic misconduct.
• Give real-world examples of how plagiarism is viewed (resignation from high office; revocation of graduate degrees; public embarrassment). See, for example, “Senator Quits Montana Race After Charge of Plagiarism,” or “German Fascination with Degrees Claims Latest Victim: Education Minister”
• Discuss the relevant sections of BU’s Academic Conduct Code: Plagiarism and academic dishonesty are serious offenses at BU. (In addition, you might discuss the Code’s applicability to behavior such as buying papers from commercial services; using the paper of a student who previously took the course; or using one’s own paper from another course or an earlier semester without the instructor’s prior approval.)

PART II: INTRODUCE TOOLS FOR TEXT ATTRIBUTION

• Define key terms and give examples from texts students are reading in class. This handout provides students with some handy definitions.

Key terms and definitions Summarizing is used to express the main idea of a written work. It omits small details and does not use the author’s words and structure. Paraphrasing is used when it’s important to convey every idea in the original piece of writing. It does not use the author’s words and structure. Quoting is used when the writer’s exact words are important because they are well-known or historically significant, or because they express a concept in a unique or noteworthy way, such as: “I have a dream,” or “We hold these truths to be self-evident.”

• Offer students more practice with the mechanics of quotation and embedding quotes into their sentences, using an exercise like this one.
• Review the differences between paraphrasing and quoting, asking students why, if a paraphrase simply restates the passage, we don’t just use a direct quotation.

Reasons to paraphrase (vs. quote) Your paraphrase demonstrates that you understand the text. You can make challenging material easier to understand by paraphrasing.   You will be able to smoothly integrate the paraphrase into a paper you’re writing by using the same style, structure, and organization.    A direct quotation may have details you don’t want to include in your paper. American academic practice values using your own words and discourages using quotations.

• Review  paraphrase vs. summary: A summary briefly states the main idea of a text; a paraphrase restates all of the important information in an excerpt.

PART III: PRACTICE WITH PARAPHRASE

• Review the principles of and strategies for paraphrasing with students.

Key principles for paraphrase Use your own words to express the concepts of the original passage. Use your own sentence structure and organization, not the author’s. Provide attribution in correct citation form for the passage you paraphrased.

Key strategies for paraphrase Read the portion of text you want to paraphrase. Make sure you understand it. After you’ve read the text, make notes of what you read, without using the author’s words or structure. Using only your notes, write all of the important ideas of the text using own words. Compare your paraphrase with the original text to be sure you’ve included all of the ideas in the text and stated those ideas accurately. Review and revise your passage for grammar and spelling errors.

• Examine together a model of paraphrase.
• Begin by directing students to Purdue OWL’s section on paraphrasing .
• Use this exercise (based on the essay “Grant and Lee: A Study in Contrasts” by Bruce Catton) to help students evaluate different kinds of paraphrases.
• Practice paraphrasing together in class.
• Consider having students work in pairs and produce a jointly written paraphrase for homework, as discussing the concepts with another student may improve understanding and provide support for skill development.
• Select 1-2 paragraphs from a work the class has read.
• Have students read the selection, then close their books and make notes.
• Have students use their notes to write a paraphrase of the selection.
• Have several students read their paraphrases aloud or write them on the board, and discuss.

Variations and Follow-Ups

Alternative lesson ideas.

• Purdue OWL paraphrasing exercises

Suggested follow-ups

• Revisit quoting and paraphrasing in the final weeks of the course, when students are reading their longer work and preparing to write their final papers.

Suggested flipped learning modules

• Academic Integrity: Part I, Avoiding Plagiarism
• Academic Integrity: Part II, Quoting, Paraphrasing, Summarizing
• Summarizing

Further Reading

For students.

• The Norton Sampler: Short Essays for Composition . 9th ed., edited by Thomas Cooley, W.W. Norton & Co., 2017, pp. 583-87. This section of The Norton Sampler gives an excellent, concise explanation, with a clear “how to” of quoting, summarizing, and paraphrasing.
• Ferris, Dana. Language Power: Tutorials for Writers, by Dana Ferris. Bedford/St. Martin’s, 2014. The section on p. 273 entitled, “Do not overuse quotation marks,” explains why a writer should limit the use of direct quotations.
• “Quoting, Paraphrasing, and Summarizing.” The Purdue OWL , Purdue U Writing Lab. The Purdue OWL has a useful section explaining paraphrasing, quoting, and summarizing ; their differences; and their different uses.

For instructors

• Adhikari, Soni. “ Beyond culture: helping international students avoid plagiarism .” Journal of International Studies , vol. 8, no. 1, 2018, pp. 375-388. This source analyzes causes of plagiarism by international students and recommends actions that can be taken by faculty in the U.S. to help these students understand and incorporate methods to avoid plagiarism.
• Roig, Miguel. “ Avoiding plagiarism, self-plagiarism, and other questionable writing practices: a guide to ethical writing. ” U.S. Department of Health and Human Services, Office of Research Integrity . Revised ed., 2015. This source offers some helpful legal guidance.

See all Writing Program Essential Lessons Remote Implementation of Essential Lesson Activities

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Using Evidence: Paraphrase

Paraphrasing sources video playlist.

Basics of Paraphrasing

A successful paraphrase is your own explanation or interpretation of another person's ideas. Paraphrasing in academic writing is an effective way to restate, condense, or clarify another author's ideas while also providing credibility to your own argument or analysis. Successful paraphrasing is essential for strong academic writing, and unsuccessful paraphrasing can result in unintentional plagiarism. Look through the paraphrasing strategies below to better understand what counts as an effective paraphrase.

In order for a reader to understand the impact of a direct quotation or paraphrased source material, you should work to integrate your evidence into your paragraph's overall discussion. A strong way to integrate source material is to use  transitions . As you integrate sources, you will also often begin  analyzing the evidence

Citing Paraphrases

• Paraphrased material must be cited. Even though paraphrasing means that you are restating information in your own words, you must give credit to the original source of the information.
• Citations for paraphrased material should always include both the author and the year. In-text citation can be placed within the sentence or at the end:

Example: According to Johnson (2012), mirror neurons may be connected with empathy and imitation.

Example: Mirror neurons may be connected with empathy and imitation in human beings (Johnson, 2012).

Note: Be sure to consider the frequency of your source citation when you are paraphrasing.

Integrating Paraphrases Into Your Paragraphs

Paragraph with paraphrased material not integrated.

The causes of childhood obesity are various. Greg (2005) found that children need physical activity to stay healthy. One study found that the amount of time spent in front of the television or computer had a direct correlation to an individual's BMI (Stephens, 2003). Parsons (2003) debated whether nature or nurture affects childhood obesity more. Scientists have linked genetics to obesity (Parsons, 2003). Parents often reinforce bad lifestyle habits (Parsons, 2003).

Here there is a list of paraphrased sentences, but again they seem to be missing any links or connections to show how the different ideas are related. Rather than simply using a list of paraphrased sentences from these sources, the author of the next example integrates each piece of information from the sources by using extra explanation or transitions.

Paragraph With Paraphrased Material, Revised (Revisions in Bold)

The causes of childhood obesity are various. Greg (2005) found that children need physical activity to stay healthy. However, children's inactive lifestyles and the time they spend in front of a screen seem to consume the time they could otherwise spend playing outdoors or involved in physical activities. In fact, this lack of physical activity has a direct effect on body mass index (BMI). One study found that the amount of time spent in front of the television or computer had a direct correlation to an individual's BMI (Stephens, 2003). Although screen time is correlated with high BMI, Parsons (2003) still debated whether nature or nurture affects childhood obesity more. Though Parsons admitted that scientists have linked genetics to obesity, he also explained that parents often reinforce bad lifestyle habits.

Adding transitions allows the author to make connections while still presenting the paraphrased source material.

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Paraphrasing

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This resource introduces paraphrasing as a critical academic practice and provides examples to help you recognise what makes a good and bad paraphrase.

What is a paraphrase?

To paraphrase is to ‘reword’ text , so that the content information stays the same while other aspects of the communication are changed. From a learning perspective, paraphrasing is really the nuts and bolts of information 'processing', done as part of taking notes or drafting new text. It is the opposite of mindlessly copying information. It's core to the business of developing a personal understanding of something, as well as avoiding plagiarism. Plagiarism is not only about failing to acknowledge a source of information; it's also about failing to make sense of information in relation to a new purpose and context.

Being able to paraphrase well is a challenging and creative part of academic writing. Doing it well demonstrates:

• you have a sound understanding of the original source
• you have credibility as an independent intellect
• you are proficient and flexible in your use of English.

In contrast to a summary, which would be far shorter than the original text, a paraphrase might be the same length, or longer. What defines a good paraphrase is not the length, but the degree to which the original text has been reworded and referenced effectively and appropriately to accurately convey the original meaning and source in the context of the paraphraser’s argument.

Why is paraphrasing difficult?

Paraphrasing is often much more difficult than summarising, as paraphrasing requires you to reword the original text while still retaining the meaning and relating the information in the context of your writing.

If you don't paraphrase well, you might risk altering the meaning of the original text. For example:

Original text (from Jagtenberg & D’Alton’s Four Dimensional Social Space )

The education system has performed, on an even wider scale, a major task of social control, training the growing workforce in the discipline and work style necessary in a capitalist economy, and systematically conveying ‘acceptable’ — i.e. safe — social attitudes to the rising generations.

Bad paraphrasing attempt – misrepresenting the original meaning

According to Jagtenberg and D'Alton (1988), the education system is the major form of control in a capitalist economy.

Note that in this paraphrase the use of ‘the major form of control’ overstates and therefore misrepresents the argument in the original text.

Also, if your paraphrase is too close to the original, it is considered plagiarised. For example:

Bad paraphrasing attempt – close paraphrase

According to Jagtenberg and D'Alton (1988), the education system has performed social control in a capitalist society: training the growing workforce and work style, and teaching 'acceptable' social attitudes for the young generations.

Note that this paraphrase closely follows the structure of the original text and includes many of its phrases, and thus, can be considered plagiarism.

How do I paraphrase?

While there are a number of techniques you can use to put something into your own words, such as changing the sentence structure and noun phrases and using appropriate synonyms, the most important thing you need to focus on are the key ideas that you wish to convey to support your argument.

You can paraphrase a text in many different ways, depending on which idea or concept from the original text you want to use to support your argument. In the examples below, the underlined part is the main idea of each paraphrase.

Original (from Spiro's Tax Policy and the Underground Economy )

One of the considerations that is all too often ignored in discussions of tax policy is the way it affects the underground economy. Theoretical tax models almost always assume that everybody follows the rules. In reality, the behavioural response to tax changes has a wider range of variation than the choice between labour and leisure. Many otherwise honest citizens are prepared to break the law in order to evade taxes. Once the underground economy is taken into account – in effect, the proposition that individuals may decide to “opt out” of the tax system – there is a whole new layer of complexity to tax policy. Taxes that may seem to be optimal without the underground economy may no longer be optimal once it is taken into consideration.

Example Paraphrase

• The underground economy is heavily influenced by tax policy. This is, however, often neglected by theoretical tax models, who usually assume that everyone follows the rule. In fact, as responses to tax changes vary, many honest citizens are prepared to commit tax crime (Spiro, 2013).
• According to Spiro (2013), even honest citizens are likely to break the law to evade taxes when faced with changes in tax policy, as responses to tax changes vary between individuals. Despite this, many theoretical tax models often neglect the importance of the effect of tax policy change over the economy.
• Spiro, in Tax Policy and the Underground Economy (2013), argues that theoretical tax models are wrong to overlook the effect that tax policy has on the underground economy because they unrealistically assume that every taxpayer follows the rules. In fact, different people respond differently to tax changes, and many may even commit tax crime when faced with such a problem.

Note in these examples, the key message to be conveyed from the original text is captured in the opening sentence or phrase.

Further resources

• Note taking
• Concept mapping
• Literature review
• Essay writing
• Jagtenberg, T & D’Alton, P 1988, Four Dimensional Social Space , Harper & Row, Sydney.
• Spiro, P 2013, ‘Tax Policy and the Underground Economy’, in C Bajada & F Schneider (eds.), The Shadow Economy: An International Survey , 2nd edn, Cambridge University Press, Cambridge.

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Paraphrasing: Things you need to know...

Paraphrasing i s the process of reading a section of text and then re-writing it using your own words I t is necessary in university study as it shows that you have understood the information.

REMEMBER - the information has come from text that somebody else has written, so you must  still cite the author appropriately according to the referencing system used on your course. If you do not reference the source it will be classed as plagiarism, even if you have put into your own words.

For effective paraphrasing it is important to:

• Read first for understanding
• Summarise the key points
• Re-write the statement in your own words
• Place in quotation marks any phrases used from the original source
• Include the appropriate citation 
• Paraphrasing Paraphrasing is demonstrating your understanding of the texts you are reading by writing them in your own words.

Need to know more...

• Related pages
• External links
• Academic writing Illustrates the main features of academic writing so that you are aware of what it is and what it involves

Paraphrasing - How to Paraphrase - Step-by-Step Guide & Examples (Scribbr)  https://www.scribbr.co.uk/working-sources/paraphrasing/  [Accessed 10 February 2023]

What's the Difference? Summarizing, Paraphrasing & Quoting (Quetext Blog)  https://www.quetext.com/blog/difference-between-summarizing-paraphrasing-quoting  [Accessed 10 February 2023]

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Academic Writing: Summarising, paraphrasing and quoting

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• Summarising, paraphrasing and quoting

Summarising, Paraphrasing and Quotations

Academic writing requires that you use literature sources in your work to demonstrate the extent of your reading (breadth and depth), your knowledge, understanding and critical thinking. Literature can be used to provide evidence to support arguments and can demonstrate your awareness of the research-base that underpins your subject specialism.

There are three ways to introduce the work of others into your assignments: summarising, paraphrasing and quotations.

When, Why & How to Use

• Summarising
• Paraphrasing

Definition: Using your own words to provide a statement (‘summary’) of the main themes, key points, or overarching ideas of a complete text, such as a book, chapter from a book, or academic article.

When to use:

• Useful for providing an overview or background to a topic
• Useful for describing your knowledge and understanding from a single source
• Useful for expressing your combined knowledge and understanding from several sources (synthesis of sources)

Why to use:

• Demonstrates your understanding of your reading
• Demonstrates your ability to identify the main points from a larger body of text or to draw together the main points from several sources

How to use:

• Should offer a balanced representation of the main points
• Should be expressed in your own words (except for technical terminology or conventional terms that appear in the original)
• Should not include detailed discussion or examples
• Should not include information that is not in the original text
• Should avoid using the same sentence structures as the original text
• Read the original text (more than once if necessary) to make sure you fully understand it
• Note the main points in your own words
• Recheck the original text to ensure you have covered the key content and meaning
• Rewrite using formal, grammatically correct academic writing
• Requires in-text citation and referencing
• No page numbers in in-text citation

Example (using Harvard referencing style, from CiteThemRight online, Cite Them Right - Summarising (Harvard) (citethemrightonline.com) :

'Nevertheless, one important study (Harrison, 2007) looks closely at the historical and linguistic links between European races and cultures over the past five hundred years.'

Definition: Using your own words to express an author’s specific point from a short section of text (one or two sentences, or a paragraph), retaining the original meaning.

• Used where the meaning of the text is more important than the exact words
• Useful for expressing the author’s specific point more concisely and in a way that clarifies its relationship to your work
• Useful for stating factual information such as data and statistics from a source
• Demonstrates that you have understood the content and can express it independently, rather than relying on the author’s words
• Allows you to use your own style of writing and your own ‘voice’ in your work
• Allows you to integrate the ideas to fit more readily with your own work and to improve the flow of the writing
• Must not change the original meaning
• Must go further than just changing a few words or changing the word order as this could amount to plagiarism (you would not be fully expressing the idea in your own words)
• Use different sentence structures from the original source
• Use different vocabulary from the original source to convey the meaning
• Read the original text several times, and identify the key content which is important and relevant to your work to distinguish this from content which is less important
• Identify any specialist terminology or key words which are essential
• Think about your reason for paraphrasing and how it relates to your own work
• Roughly note down your understanding of the relevant content in your own words (don’t copy) without looking at the original text
• Reread the original text and refine your notes to ensure that you are not misrepresenting the author, to determine whether you have captured the important aspects of the piece and to make sure your paraphrasing is not too similar to the original
• Rewrite this in formal, grammatically correct academic writing
• Requires page number/s in the in-text citation to precisely locate the original content on which the paraphrasing is based within the source

Example (using Harvard referencing style, from CiteThemRight online, Cite Them Right - Paraphrasing (Harvard) (citethemrightonline.com) :

'Harrison (2007, p. 48) clearly distinguishes between the historical growth of the larger European nation states and the roots of their languages and linguistic development, particularly during the fifteenth and sixteenth centuries. At this time, imperial goals and outward expansion were paramount for many of the countries, and the effects of spending on these activities often led to internal conflict.'

Definition: Using the author’s exact words to retain the author’s specific form of expression, clearly identifying the quotation as distinct from your own words (for example using quotation marks or indentation).

• Used where the author’s own exact words are important, rather than just the meaning
• Useful where the author’s original choice of words conveys subjective experience, uses persuasive language, or carries emotional force
• Useful where the precise wording is significant, for example in legal texts
• Useful for definitions
• Useful if the author’s own words carry the weight of power and authority that supports your argument
• Useful if you want to critique an author’s point, to ensure you do not misrepresent their meaning
• Useful if you want to disagree with the author as their own words may express their opposition to your argument enabling you to engage with and resist their point of view
• Useful if the author has expressed themselves so concisely, distinctively, and eloquently that paraphrasing would diminish the quality of the statement
• Demonstrates your ability to identify relevant and significant content from a larger body of work
• Demonstrates that you have read and understood the wider context of the quotation and can integrate it into your own work appropriately
• Should be used selectively (over-use of quotations does not demonstrate your own understanding)
• Should not be used just to avoid expressing the meaning in your own words or because you are not confident you have understood the content
• Make sure that the quotation is reproduced accurately, including spelling and punctuation
• Comment on the quotation and its relationship to your point, for example explain its interest and relevance, show how it applies to a particular situation, or discuss its limitations
• Short quotations of no more than three lines should be contained within quotation marks (you can use double or single quotations marks, but be consistent and note that Turnitin only recognises double quotation marks)
• Longer quotations (used sparingly) should be included as a separate paragraph indented from the main text, without quotation marks
• Don’t use quotation marks for technical terminology which is accepted within your specialism, and which is part of the common language of your academic discipline
• Requires page number/s in the in-text citation to precisely locate the quote within the source

Examples (from CiteThemRight online, Cite Them Right - Setting out quotations (Harvard) (citethemrightonline.com) ):

Short quotation (using Harvard referencing style):

'If you need to illustrate the idea of nineteenth-century America as a land of opportunity, you could hardly improve on the life of Albert Michelson’ (Bryson, 2004, p. 156).

Long quotation (using Harvard referencing style):

King describes the intertwining of the fate and memory in many evocative passages, such as:

So the three of them rode towards their end of the Great Road, while summer lay all about them, breathless as a gasp. Roland looked up and saw something that made him forget all about the Wizard’s Rainbow. It was his mother, leaning out of her apartment’s bedroom window: the oval of her face surrounded by the timeless gray stone of the castle’s west wing! (King, 1997, pp. 553-554)

Altering quotations:

You can omit part of a quotation by using three dots (ellipses). Only do this to omit unnecessary words which do not alter the meaning.

Example (from CiteThemRight online, Cite Them Right - Making changes to quotations (citethemrightonline.com) ).

'Drug prevention ... efforts backed this up' (Gardner, 2007, p. 49).

You can insert your own or different words into a quotation by placing them in square brackets. Only do this to add clarity to the quotation where it does not alter the meaning.

Example (from CiteThemRight online, Cite Them Right - Making changes to quotations (citethemrightonline.com) ):

'In this field [crime prevention], community support officers ...' (Higgins, 2008, p. 17).

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• How to Paraphrase | Step-by-Step Guide & Examples

How to Paraphrase | Step-by-Step Guide & Examples

Published on 8 April 2022 by Courtney Gahan and Jack Caulfield. Revised on 15 May 2023.

Paraphrasing means putting someone else’s ideas into your own words. Paraphrasing a source involves changing the wording while preserving the original meaning.

Paraphrasing is an alternative to  quoting (copying someone’s exact words and putting them in quotation marks ). In academic writing, it’s usually better to paraphrase instead of quoting. It shows that you have understood the source, reads more smoothly, and keeps your own voice front and center.

Every time you paraphrase, it’s important to cite the source . Also take care not to use wording that is too similar to the original. Otherwise, you could be at risk of committing plagiarism .

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Table of contents

How to paraphrase in five easy steps, how to paraphrase correctly, examples of paraphrasing, how to cite a paraphrase, paraphrasing vs quoting, paraphrasing vs summarising, avoiding plagiarism when you paraphrase, frequently asked questions about paraphrasing.

If you’re struggling to get to grips with the process of paraphrasing, check out our easy step-by-step guide in the video below.

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Putting an idea into your own words can be easier said than done. Let’s say you want to paraphrase the text below, about population decline in a particular species of sea snails.

Incorrect paraphrasing

You might make a first attempt to paraphrase it by swapping out a few words for  synonyms .

Like other sea creatures inhabiting the vicinity of highly populated coasts, horse conchs have lost substantial territory to advancement and contamination , including preferred breeding grounds along mud flats and seagrass beds. Their Gulf home is also heating up due to global warming , which scientists think further puts pressure on the creatures , predicated upon the harmful effects extra warmth has on other large mollusks (Barnett, 2022).

This attempt at paraphrasing doesn’t change the sentence structure or order of information, only some of the word choices. And the synonyms chosen are poor:

• ‘Advancement and contamination’ doesn’t really convey the same meaning as ‘development and pollution’.
• Sometimes the changes make the tone less academic: ‘home’ for ‘habitat’ and ‘sea creatures’ for ‘marine animals’.
• Adding phrases like ‘inhabiting the vicinity of’ and ‘puts pressure on’ makes the text needlessly long-winded.
• Global warming is related to climate change, but they don’t mean exactly the same thing.

Because of this, the text reads awkwardly, is longer than it needs to be, and remains too close to the original phrasing. This means you risk being accused of plagiarism .

Correct paraphrasing

Let’s look at a more effective way of paraphrasing the same text.

Here, we’ve:

• Only included the information that’s relevant to our argument (note that the paraphrase is shorter than the original)
• Retained key terms like ‘development and pollution’, since changing them could alter the meaning
• Structured sentences in our own way instead of copying the structure of the original
• Started from a different point, presenting information in a different order

Because of this, we’re able to clearly convey the relevant information from the source without sticking too close to the original phrasing.

Explore the tabs below to see examples of paraphrasing in action.

• Journal article
• Newspaper article
• Magazine article

Once you have your perfectly paraphrased text, you need to ensure you credit the original author. You’ll always paraphrase sources in the same way, but you’ll have to use a different type of in-text citation depending on what citation style you follow.

Generate accurate citations with Scribbr

It’s a good idea to paraphrase instead of quoting in most cases because:

• Paraphrasing shows that you fully understand the meaning of a text
• Your own voice remains dominant throughout your paper
• Quotes reduce the readability of your text

But that doesn’t mean you should never quote. Quotes are appropriate when:

• Giving a precise definition
• Saying something about the author’s language or style (e.g., in a literary analysis paper)
• Providing evidence in support of an argument
• Critiquing or analysing a specific claim

A paraphrase puts a specific passage into your own words. It’s typically a similar length to the original text, or slightly shorter.

When you boil a longer piece of writing down to the key points, so that the result is a lot shorter than the original, this is called summarising .

Paraphrasing and quoting are important tools for presenting specific information from sources. But if the information you want to include is more general (e.g., the overarching argument of a whole article), summarising is more appropriate.

When paraphrasing, you have to be careful to avoid accidental plagiarism .

Students frequently use paraphrasing tools , which can be especially helpful for non-native speakers who might have trouble with academic writing. While these can be useful for a little extra inspiration, use them sparingly while maintaining academic integrity.

This can happen if the paraphrase is too similar to the original quote, with phrases or whole sentences that are identical (and should therefore be in quotation marks). It can also happen if you fail to properly cite the source.

To make sure you’ve properly paraphrased and cited all your sources, you could elect to run a plagiarism check before submitting your paper.

To paraphrase effectively, don’t just take the original sentence and swap out some of the words for synonyms. Instead, try:

• Reformulating the sentence (e.g., change active to passive , or start from a different point)
• Combining information from multiple sentences into one
• Leaving out information from the original that isn’t relevant to your point
• Using synonyms where they don’t distort the meaning

The main point is to ensure you don’t just copy the structure of the original text, but instead reformulate the idea in your own words.

Paraphrasing without crediting the original author is a form of plagiarism , because you’re presenting someone else’s ideas as if they were your own.

However, paraphrasing is not plagiarism if you correctly reference the source . This means including an in-text referencing and a full reference , formatted according to your required citation style (e.g., Harvard , Vancouver ).

As well as referencing your source, make sure that any paraphrased text is completely rewritten in your own words.

Plagiarism means using someone else’s words or ideas and passing them off as your own. Paraphrasing means putting someone else’s ideas into your own words.

So when does paraphrasing count as plagiarism?

• Paraphrasing is plagiarism if you don’t properly credit the original author.
• Paraphrasing is plagiarism if your text is too close to the original wording (even if you cite the source). If you directly copy a sentence or phrase, you should quote it instead.
• Paraphrasing  is not plagiarism if you put the author’s ideas completely into your own words and properly reference the source .

To present information from other sources in academic writing , it’s best to paraphrase in most cases. This shows that you’ve understood the ideas you’re discussing and incorporates them into your text smoothly.

It’s appropriate to quote when:

• Changing the phrasing would distort the meaning of the original text
• You want to discuss the author’s language choices (e.g., in literary analysis )
• You’re presenting a precise definition
• You’re looking in depth at a specific claim

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Gahan, C. & Caulfield, J. (2023, May 15). How to Paraphrase | Step-by-Step Guide & Examples. Scribbr. Retrieved 6 May 2024, from https://www.scribbr.co.uk/working-sources/paraphrasing/

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