Paraphrasing is one of the hardest skills

Paraphrasing is one of the hardest skills to master in academic writing. So, in this discussion, we have the opportunity to practice and think about what makes a paraphrase effective as well as potential pitfalls with paraphrasing. This is a low-stakes environment and a great way to learn more about this skill to protect yourself from plagiarism or misuse of sources. There are four tasks to be paraphrased using your own research and writing. Paraphrasing is often defined as putting a passage from an author into your own words. Consider the original source material below (either passage A or passage B), and then indicate which one of the paraphrases most accurately depicts the meaning of the original without directly qouting it. You can discuss about passage A and passage B in your post. Original Source — Passage A: “Critical care nurses function in a hierarchy of roles. In this open-heart surgery unit, the nurse manager hires and fires the nursing personnel. The nurse manager does not directly care for patients but follows the progress of unusual or long-term patients” (Chase, 1995, p. 156). Here are three options for paraphrasing the above passage: A. Critical care nurses have a hierarchy of roles. The nurse manager hires and fires nurses. S/he does not directly care for patients but does follow unusual or long-term cases. B. In the study of the roles of nurses in a critical care unit, Chase (1995) also found a hierarchy that distinguished the roles of experts and others. Just as the educational experts described above do not directly teach students, the experts in this unit do not directly attend to patients. C. Chase (1995) described how nurses in a critical care unit function in a hierarchy that places designated experts at the top and the least senior staff nurses at the bottom. The experts–the nurse manager, nurse clinician, and clinical nurse specialist–are not involved directly in patient care. Original Source — Passage B: “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, 1976, pp. 46-47). Here are three options for paraphrasing the above passage. A. Pupils often use direct quotes too much when they take notes, which means they use too many quotes in their final papers. Approximately ten percent of a final paper ought to be direct quotes. Consequently, a writer needs to minimize the quantity of direct quotes when note taking (Lester, 1976). B. 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, 1976). C. When writing, students have the tendency to use direct quotes far more than taking the time to paraphrase in their final research paper. In the final paper, probably only about 10% ought to be directly quoted material. Hence, you should try to eliminate quotes while taking notes (Lester, 1976). FIRST, answer the following questions. 1. Which one do you think is the best paraphrase and why? 2. Which answer do you know is an incorrect paraphrase and why? SECOND, After posting your thoughts, dicuss tips and tricks for paraphrasing. Use the University of Wisconsin handout and video as a guide for your work here. Since annotated bibliographies do not typically use direct quotations, you will need to paraphrase material from your own research this week. THIRD offer suggestions for help with their paraphrases as well. Acknowledging_Sources_UWisc-1.pdfDownload Acknowledging_Sources_UWisc-1.pdf SCIENCE HEALTH SCIENCE NURSING NURS 22222

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