Paraphrasing Textual Evidence to Support an Argument

Level: Age 15

Goal: The learner will paraphrase a passage accurately and use the paraphrase as textual evidence to support an argument or general statement.

Materials

• The passage below
• Paper or a notebook
• A pen or pencil

Lesson

1. Hook: Is this copying? — 5 minutes

Ask:

“If you explain someone else’s idea in your own words, how can you show that the idea came from that person?”

Read these two sentences:

Original: “Spending time in nature can improve concentration and reduce stress.”

Weak paraphrase: “Spending time outside can improve concentration and reduce stress.”

Ask the learner:

• What words stayed almost the same?
• Did the writer change enough of the sentence?
• What would make the paraphrase more clearly the writer’s own wording?

Explain that a paraphrase restates the complete meaning of a source in new wording and usually about the same amount of detail. A paraphrase is not simply replacing one or two words with synonyms.

2. Show it: How to paraphrase — 10 minutes

Use this passage:

Many teenagers do not get enough sleep on school nights. Homework, activities, jobs, and late-night screen use can all delay bedtime. Researchers have found that insufficient sleep may make it harder for teenagers to concentrate, remember information, and control their emotions during the school day.

Model these four steps:

1. Read for meaning. Identify the main idea and important details.
2. Look away from the passage. Say the idea aloud without looking at the original wording.
3. Write the idea in a new sentence structure. Do not merely substitute synonyms.
4. Check accuracy. Make sure the paraphrase does not add, remove, or change information.

Think aloud:

The main idea is that several causes can lead teenagers to sleep too little, and not getting enough sleep can affect how they function at school.

Write this model paraphrase:

Schoolwork, extracurricular responsibilities, employment, and using screens at night may cause teenagers to go to bed late. As a result, they may struggle with focus, memory, and emotional control during the school day (Source).

Point out that the model:

• Uses different wording and sentence structure.
• Includes the important information.
• Does not change the author’s meaning.
• Credits the source with “(Source).”

3. Do it together: Evaluate and improve paraphrases — 12 minutes

Read the original passage again. Examine each attempted paraphrase together.

Attempt A: “Many teenagers do not get enough sleep on school nights because homework, activities, jobs, and late-night screen use can delay bedtime. Insufficient sleep may make it harder for teenagers to concentrate, remember information, and control their emotions during the school day (Source).”

Ask:

• Is this accurate?
• Is it written in the writer’s own words?
• What problem does it have?

Expected response: It is accurate, but it copies too much of the original wording and sentence structure. It is closer to a quotation than a true paraphrase.

Attempt B: “Because of responsibilities and nighttime technology use, many students go to sleep too late. A lack of sleep can then interfere with their ability to pay attention, retain information, and manage feelings at school (Source).”

Ask:

• Is this accurate?
• Which words or structures are different?
• Does it preserve the important details?

Expected response: It is an effective paraphrase. It changes the wording and structure while preserving the main ideas. “Responsibilities” combines homework, activities, and jobs, and “nighttime technology use” represents late-night screen use.

Improve Attempt A together. One possible revision is:

Teenagers may lose sleep because of school and personal responsibilities as well as technology use before bed. This lack of rest can affect their attention, memory, and ability to manage emotions in class (Source).

4. Apply it: Write a supported argument — 15 minutes

Give the learner this question:

Should schools teach students about the importance of sleep?

Ask the learner to write:

1. A clear argument or general statement.
2. A paraphrase of evidence from the passage.
3. A sentence explaining how the evidence supports the argument.

Provide this structure if needed:

Argument: Schools should/should not teach students about the importance of sleep because __________.

Evidence: The passage explains that __________ (Source).

Explanation: This supports my argument because __________.

Possible response:

Schools should teach students about the importance of sleep because a lack of sleep can affect academic performance and emotional well-being. The passage explains that teenagers may sleep too little because of responsibilities and screen use, which can make it harder for them to focus, remember information, and manage their emotions at school (Source). This evidence supports the argument because it shows that sleep affects several skills students need for learning and daily life.

Remind the learner that the explanation after the evidence is important. Evidence does not support an argument unless the writer explains the connection.

5. Independent practice — 8 minutes

Ask the learner to paraphrase this sentence and use it to support a general statement:

“Reading for pleasure can expand a person’s vocabulary because readers encounter unfamiliar words in meaningful contexts.”

Prompt:

Write a general statement about one benefit of reading for pleasure. Then paraphrase the sentence above and explain how it supports your statement.

6. Recap — 5 minutes

Ask the learner to complete these statements aloud:

• A paraphrase is __________.
• A paraphrase is different from a quotation because __________.
• When I use a paraphrase as evidence, I should __________.

Reinforce this checklist:

• I understood the original meaning.
• I used my own words and sentence structure.
• I included the important information.
• I did not add a claim the source did not make.
• I identified the source.
• I explained how the evidence supports my argument.

Quick Check of Understanding

Ask the learner to label each statement Effective Paraphrase or Not an Effective Paraphrase, and explain why.

1. Original: “Regular exercise can improve mood by encouraging the brain to release chemicals that help people feel better.”
   Paraphrase: “Exercise may make people feel happier because it causes the brain to release mood-improving chemicals.”
2. Original: “Regular exercise can improve mood by encouraging the brain to release chemicals that help people feel better.”
   Paraphrase: “Regular exercise can improve mood by encouraging the brain to release chemicals that help people feel better.”
3. Original: “Regular exercise can improve mood by encouraging the brain to release chemicals that help people feel better.”
   Paraphrase: “Exercise is good for physical health.”

Answer Key

1. Effective Paraphrase. It changes the wording and structure while keeping the original meaning.
2. Not an Effective Paraphrase. It repeats the original sentence exactly, so it is a quotation without quotation marks.
3. Not an Effective Paraphrase. It is too general and leaves out the original information about mood and brain chemicals.

Make it easier: Let the learner highlight the main idea and key details, then orally explain the passage before writing.

Make it harder: Have the learner combine a paraphrase and a short quotation from the passage into one paragraph, using a citation and explaining why each piece of evidence is relevant.