Abstract
Current paraphrasing instruction in the composition classroom may ironically promote “knowledge telling” source use, such as patchwriting. We argue for an approach to source use instruction that teaches paraphrase as a spectrum of task-dependent rhetorical skills ranging from knowledge telling to knowledge transforming. We encapsulate and test the effectiveness of this approach in a series of interactive videos. These videos present a rhetorically-grounded framework for source use instruction, including think-aloud protocols that demystify how reading processes can be used to critically engage with source content. We validate this approach with two different demographics: Non-Native English speaking graduate students and First Year Writing students. Findings suggest our approach, compared with a workshop that used ‘traditional’ fear-of-plagiarism tactics, helped NNES students better recognize knowledge transforming as a task-dependent option and understand the process of note-taking to transform source texts. In contrast, the traditional workshop promoted knowledge telling behaviors.
- Journal
- Composition Forum
- Published
- 2020
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