12.+Paraphrase+x+3

= **Paraphrase x 3** =

A. GOAL


 * “Paraphrase x 3” moves readers quickly toward interpretation “because it tends to uncover areas of uncertainty and find questions. It instantly defamiliarizes” and “keeps your focus small so that [students] can practice thinking in depth rather than going for an overly broad ‘big picture’” (Rosenwasser 33). Essentially, the goal of “Paraphrase x 3” is to reveal possible meanings of words—“it’s a mode of inquiry” (Rosenwasser 33). “Paraphrase x 3” focuses on the connotations of words, and how those connotations can change when replaced by synonyms; the end goal is to better understand the nuances involved in the passage—and, in the end, the importance of (accurate) language—and to consider the exactitude of the author’s diction. George Orwell might have loved this strategy.
 * The audience is students.
 * Prior knowledge or teaching is minimal; the only teaching required is to one time teach the strategy—then a quick review is usually all that’s necessary in future uses.
 * “Paraphrase x 3” is also wonderful because it is a quick way (perhaps as fast as five minutes depending on the passage and the students, but more likely in the neighborhood of ten-fifteen) to dive deep into a reading and consider the passage from multiple angles. It is a great way to do style analysis without students necessarily knowing that they are doing style analysis.
 * If students are stuck on difficult passage, or having a difficult time finding inspiration, this strategy can be a great way to do a quick student-centered, quiet focus activity.
 * Source: Rosenwasser, David, and Jill Stephen. //Writing Analytically//. Boston, MA: Thomson Wadsworth, 2009. Print.

B. STEP-BY-STEP


 * Select a single sentence or phrase from whatever it is that you are studying that you think is interesting, puzzling, and/or especially useful for understanding.
 * Do PARAPHRASE X 3:
 * Find synonyms for all of the key terms in the passage and rewrite the passage
 * Do this 3 times
 * Reflect. What have you come to realize about the original passage on the basis of repeated restatement? (Rosenwasser 34)

C. EXTENSION (OPTIONAL)


 * “Paraphrase x 3” can easily be used as valuable fodder for such next steps as an all class discussion, partner discussions, a teacher-led “think aloud,” small group discussions, or quick written analyses that even further deepen student engagement with the text at hand.

D. WARNINGS


 * Similar to the “5 S” strategy, be careful to present it as a valuable tool—go for student buy-in right away. Model enthusiasm and show how the strategy can be highly useful and eye-opening (and used on any piece of language or snippet of conversation heard—say, in the school hallway, for example: a fun homework exercise!).