Journal articles on the topic 'Text Paraphrasing'
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Azis, Wildan Abdul, Yanti Suryanti, and Entis Sutisna. "Students Difficulties to Write Paraphrasing Text and Summarizing Text." Pedagogia: Jurnal Ilmiah Pendidikan 11, no. 1 (July 1, 2019): 84–87. http://dx.doi.org/10.55215/pedagogia.v11i1.7196.
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This research entitled “students’ difficulties to write paraphrasing text and summarizing text”. Paraphrasing and summarizing are important for the students because the texts ask the students to rewrite the text by using their own words. In addition, paraphrasing and summarizing have similarities in the step of writing, but the texts are different. In conducting the research, descriptive method is used to conduct the research. The research is conducted to the fifth semester of English Education Study Program students who have been taking resume writing subject. For gaining the data, the writer uses documentation, questionnaire, and interview. After gaining the data, the result shows that the students face difficulties to write paraphrasing text and summarizing text, their difficulties come from various factors such as lack of vocabulary and lack of knowledge. In addition, the students face difficulties in paraphrasing and summarizing the text because they do not understand the basic knowledget of paraphrasing and summarizing, although paraphrasing and summarizing have techniques, but the students do not know how to write paraphrasing and summarizing well.
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Fitria, Tira Nur. "QuillBot as an online tool: Students’ alternative in paraphrasing and rewriting of English writing." Englisia: Journal of Language, Education, and Humanities 9, no. 1 (November 7, 2021): 183. http://dx.doi.org/10.22373/ej.v9i1.10233.
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QuillBot is an online application to paraphrase writing, avoid plagiarism, summarize long sentences and improve grammar to be more precise and look professional. The objective of this research is to review the QuillBot as an Artificial Intelligence (AI) tool system for students’ in paraphrasing and rewriting English writing both in the free and premium versions. This research applies descriptive qualitative. The data used is an English abstract article. The results show that QuillBot paraphrasing tools use several ways to paraphrase the text: 1) paraphrasing by using equations or synonyms, 2) paraphrasing by changing the form of the word, 3) paraphrasing by using active or passive sentences, and 4) paraphrasing by changing the order of words in sentences. This paraphrasing uses Standard Mode, which serves to balance changes to the text when users input them but still keeps them from changing the actual (original) meaning of the text, also making the result look more original. QuillBot is one of the paraphrasings and summarizing tools that can be used by students for rewriting any content based on a state-of-the-art AI system. This tool can be the students’ alternative which provides a solution by helping paraphrase when students do not have the idea to paraphrase English writing manually. However, a good knowledge of vocabulary and understanding of English grammar, of course, will help students or other users (s) both in using online or manual paraphrasing to be better or the best quality.
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Et.al, Tien-Ping, Tan. "Translating IdiomsusingParaphrasing, Machine Translation and Rescoring." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 11, 2021): 1942–46. http://dx.doi.org/10.17762/turcomat.v12i3.1027.
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Idioms are rich multi-word expressions that can be found in many works of literature. The meaning of most idioms cannot be deduced literally. This makes translating idioms challenging. Moreover, the parallel text that contains idioms is limited. As a result, machine translation has difficulty in translating idioms correctly. Paraphrasing is a process to restate the meaning of a text or a passage using different words in the same language. Often, paraphrasing is used to give readers a clearer understanding of the original text. Paraphrasing can be used to assist machine translation in translating idioms. In this article, we attempted to improve the translation of idioms using paraphrasing. An approach that combine paraphrasing and rescoring with machine translation is proposed. The paraphrasing and rescoring improve the translation produced by neural machine translation from 12.03% to 12.92%.
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Hagaman, Jessica L., and Kathryn J. Casey. "Paraphrasing Strategy Instruction in Content Area Text." Intervention in School and Clinic 52, no. 4 (September 24, 2016): 210–17. http://dx.doi.org/10.1177/1053451216659468.
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Reading comprehension is important for academic success and is a skill required for many activities in school and beyond. With the implementation of the Common Core State Standards (CCSS), many teachers have reported feeling overwhelmed by the expectations that reading and writing skills should be emphasized, taught, and supported in the content area classroom. This article discusses how to teach a paraphrasing strategy using the self-regulated strategy development (SRSD) model in content area texts to support the development of comprehension skills. The strategy can easily be incorporated into existing curriculum as a support for a variety of readers who struggle with comprehension and aligns well with the CCSS.
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Ansorge, Libor, Klára Ansorgeová, and Mark Sixsmith. "Plagiarism through Paraphrasing Tools—The Story of One Plagiarized Text." Publications 9, no. 4 (October 20, 2021): 48. http://dx.doi.org/10.3390/publications9040048.
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This paper describes a unique case study wherein real plagiarism revealed in a scientific journal is compared with the original article. The plagiarized text contains many typical errors, such as inconsistent terminology, unclear meanings of sentence, missing tables and figures, and an incorrect literature list. The occurrence of similar errors in other manuscripts may serve as a warning against plagiarism. During the analysis of the plagiarized text, it was assumed that a paraphrasing tool was used for preparing this plagiarized text. To confirm this assumption, the chosen paraphrasing tool was used to create a paraphrased version of the article and this version was compared with the plagiarized text. The paraphrased version had far fewer changes from the plagiarized text than the plagiarized text had from the original article. Thus, it was confirmed that the plagiarized text was created using a paraphrasing tool. Information contained in this article can be used for detecting this type of plagiarism.
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Nurhidayati, Nurhidayati, and Pabiyah Toklubok @ Hajimaming. "Communication Strategy On Students' Written Arabic Text." Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature 4, no. 3 (December 31, 2021): 335–52. http://dx.doi.org/10.22219/jiz.v4i3.17585.
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The purpose of this study was to describe how the communication strategy in student’s written text which included paraphrasing strategies, borrowing strategies and avoidance strategies. This research was a qualitative research with a socio-psycho-structural approach. The research data were verbal data in the form of data: (1) written fiction narrative, (2) interview transcription, and (3) observation notes. The data were analyzed by interactive analysis by Tarone’s comunication strategies. The result of the research showed that in solving the communication problem, Arabic language learners used the strategy based on the language between the Indonesia or the Javanese language, by generalizing the forms, creating paraphrases, creating words, and reconstructing sentences. Some of the communication strategies which were employed by learners were: (a) paraphrasing strategies, (b) borrowing strategies, and (c) avoidance strategies. Paraphrasing strategies were implemented through approximation techniques, creating or substituting word coinage, and using circumlocution. Borrowing strategies were done through the use of literal translation strategies, code mixes, requests for help, and use of mimic or gestures. Avoidance strategy was used through the process of avoidance of the use of language phrases that had not been properly mastered or avoid certain topics that would complicate the speaker in expressing the purpose of the speech.
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Kaneko, Nozomu, and Takehisa Onisawa. "Application of Paraphrasing to Programming with Linguistic Expressions." Journal of Advanced Computational Intelligence and Intelligent Informatics 10, no. 6 (November 20, 2006): 830–37. http://dx.doi.org/10.20965/jaciii.2006.p0830.
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This paper describes an interactive programming system that generates computer programs with Japanese linguistic expressions. The system is based on the idea ofprogramming by paraphrasing, which enables users with little knowledge on computer programming to make computer programs with linguistic expressions since paraphrasing is usually done in human everyday language communication. The case-based reasoning method is used for paraphrasing so that the system can obtain the meanings of unknown linguistic expressions used by users. The usefulness of the present system is confirmed by subject experiments on two text editing tasks: a bibliography formatting task and a text-to-HTML conversion task.
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Polat, Yahya, Satylmysh Bajak, and Ainuska Zhumaeva. "A New Approach for Paraphrasing and Rewording a Challenging Text." Arab World English Journal 12, no. 2 (June 15, 2021): 158–68. http://dx.doi.org/10.24093/awej/vol12no2.11.
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This article aims to propose a practical model for intra-lingual translation or paraphrase in another term. Paraphrase is a restatement of a text, rewording something written or spoken, especially to achieve greater clarity. This approach could help a troubled translator who is having issues translating a complex text into a receptor language by assessing the source text and reconstructing the contents in a simpler semantic structure. (Larson, 2012) Noam Chomsky’s generative–transformational model (1957, 1965) and Larson’s (2012) methodology have been followed to analyze sentences into a series of related levels governed by the help of several other techniques. To achieve this, firstly, the concepts; Intralingual translation, rewording, paraphrasing, and restatement are identified and explained. Secondly, methods of rewording are unpacked, then other elements that play an essential role in paraphrasing are presented. Thirdly, steps of paraphrasing are applied to the text Taj Mahal where skewings between semantic structure and grammatical features are studied and unskewed. Lastly, a conclusion is drawn from the findings to verify the hypothesis of the paraphrase. The findings and results of rewording are also briefly discussed.
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Pratama, Yoga, Anjar Prawesti, and Fridolini. "AN ANALYSIS OF STUDENTS’ WRITING SKILLS IN PARAPHRASING: A CASE STUDY OF THE 5TH-SEMESTER DIPLOMA STUDENTS OF ENGLISH LANGUAGE AND CULTURE DEPARTMENT OF DARMA PERSADA UNIVERSITY." Getsempena English Education Journal 9, no. 1 (July 19, 2022): 13–28. http://dx.doi.org/10.46244/geej.v9i1.1711.
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It is significant for students to have competence in writing research papers that requires writing skills. Using formal language and avoiding plagiarism are mandatory for academic paper writers. Paraphrasing is one of the writing skills, which can be interpreted as rewriting a source text using the writers’ own words by changing it syntactically or semantically while maintaining the main idea. Other than investigating the barriers to paraphrasing and how to overcome them, this research aims to analyze the paraphrasing strategy generally applied by the 5th-semester Diploma students of the English Language and Culture Department of Darma Persada University. By approaching mixed-research methods, this study uses a questionnaire and a writing task as the instruments. Likert Scale is used as a data collection technique in the quantitative research method, which is further processed using SPSS. Meanwhile, the qualitative research method approaches Keck’s Taxonomy of Paraphrasing Types and the paraphrasing strategies by Jackie Pieterick. The analysis results find that the majority of the students have difficulties in paraphrasing. A lack of vocabulary and using their own words become their barriers to paraphrasing. In that case, comprehensive learning about paraphrasing skills and strategies taught by lecturers or educators are expected to overcome the obstacles. Furthermore, using synonyms becomes the paraphrasing strategy generally applied by the students. The paraphrased version of the writing task also indicates that the students try not to copy similar words or sentences from the source and therefore the most of the paraphrasing results are included in the Minimal Revision.
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Hidayati, Daeli. "The Effect of Paraphrasing Strategy on the Students’ Ability in Comprehending Narrative Text at the Eighth Grade of SMP Negeri 1 Mandrehe." Explora 8, no. 1 (May 9, 2022): 25–42. http://dx.doi.org/10.51622/explora.v8i1.532.
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Reading is one of English skills that should be mastered by students because throughreading, readers get important information, ideas or opinions of text they read about. But the fact,the students of SMP Negeri 1 Mandrehe at the eighth grade in 2015/2016 are not able to getinformation of narrative text. So, the researcher tries to apply Paraphrasing Strategy to investigateits significant effect on the students’ ability in comprehending narrative text. Paraphrasing Strategyis restating information in reading activity by finding the main ideas of paragraphs and by gettingthe specific facts of a text in own words. In conducting the research, the research uses quasiexperimental design. The subject of this study is the eighth grade of SMP Negeri 1 Mandrehe in2015/2016. The population of the research was consists of 103 students, the sample which consistsof 68 students by cluster sampling. The data collected both of groups’ pre test, the data werenormality and homogenous. The researcher did the treatment to the experimental group by usingParaphrasing Strategy. Based on the result of the data computation, it shown the mean score was76.61 stated good. In the control group, the researcher taught the students by using conventionalmathod. The result of post test was 61.47 stated adequate. Based on the result of hypothesis testingby using t-test, the researcher got tcount ≥ ttable (6.3347 ≥ 1.943 from the ttable with dk = 2(n-1) =2(34-1) = 66 and the significance level is 5% (∝= 0.05). Because ttableto dk 66 is not be found inthe critic distribution t of value table, so ttable is interpolated to dk 60 is 2.000 with ttable to dk 120is 1.9880 So, ttable = t1/2∝(dk) = t0.025 x 66 = 1.943. Ha is accepted and H0 is rejected. It can beconclude that there was a significant effect of Paraphrasing Strategy on the students’ ability incomprehending narrative text at the Eighth Grade of SMP Negeri 1 Mandrehe in 2015/2016. Baseon the analysis, the researcher suggest to the English teacher to use the strategy to teach thestudents. The strategy is Paraphrasing Strategy, it can solve the students problems, havefeedback,active and create the relation between teacher and student when teaching readingcomprehensionespecially in narrative text.
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Whyatt, Bogusława. "Testing Indicators of Translation Expertise in an Intralingual Task." HERMES - Journal of Language and Communication in Business, no. 57 (June 11, 2018): 63. http://dx.doi.org/10.7146/hjlcb.v0i57.106194.
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Massey/Ehrensberger-Dow (2014) showed that the focused use of external resources, more frequent but shorter pauses, and fast text production speed correlated with the level of translation experience in participants translating a text from English into German. This paper aims to: (1) investigate whether these indicators distinguish professional translators from trainees and language students who translated from English into Polish, and (2) test which indicators are also present in an intralingual task, i.e., when paraphrasing a text. Additionally, task duration and the quality of the target texts produced by the three groups are compared with a view to expand the list of indicators of translation expertise. The data discussed here come from the ParaTrans research project in which professional translators, translation trainees and language students translated and paraphrased comparable texts. The results confirm that the less frequent use of external resources, shorter problem-solving pauses, fast text production and high quality target texts are strong indicators of expertise in translation. The number of problem-solving pauses was the only parameter found to distinguish professionals from trainees and language students in the paraphrasing task. This suggests that translation expertise perceived as a general construct can be seen as encompassing task expertise: the ability to reformulate meaning (transferable to a paraphrasing task) and the domain knowledge expertise inclusive of the ability to efficiently use bilingual knowledge when producing a translation
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Nahian, Jabir Al, Abu Kaisar Mohammad Masum, Muntaser Mansur Syed, and Sheikh Abujar. "An insight into the intricacies of lingual paraphrasing pragmatic discourse on the purpose of synonyms." Bulletin of Electrical Engineering and Informatics 11, no. 5 (October 1, 2022): 2958–67. http://dx.doi.org/10.11591/eei.v11i5.3485.
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The term "paraphrasing" refers to the process of presenting the sense of an input text in a new way while preserving fluency. Scientific research distribution is gaining traction, allowing both rookie and experienced scientists to participate in their respective fields. As a result, there is now a massive demand for paraphrase tools that may efficiently and effectively assist scientists in modifying statements in order to avoid plagiarism. natural language processing (NLP) is very much important in the realm of the process of document paraphrasing. We analyze and discuss existing studies on paraphrasing in the English language in this paper. Finally, we develop an algorithm to paraphrase any text document or paragraphs using WordNet and natural language tool kit (NLTK) and maintain "Using Synonyms" techniques to achieve our result. For 250 paragraphs, our algorithm achieved a paraphrase accuracy of 94.8%.
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Kholodna, N., and V. Vysotska. "REWRITING IDENTIFICATION TECHNOLOGY FOR TEXT CONTENT BASED ON MACHINE LEARNING METHODS." Radio Electronics, Computer Science, Control, no. 4 (December 13, 2022): 126. http://dx.doi.org/10.15588/1607-3274-2022-4-11.
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Context. Paraphrased textual content or rewriting is one of the difficult problems of detecting academic plagiarism. Most plagiarism detection systems are designed to detect common words, sequences of linguistic units, and minor changes, but are unable to detect significant semantic and structural changes. Therefore, most cases of plagiarism using paraphrasing remain unnoticed.
Objective of the study is to develop a technology for detecting paraphrasing in text based on a classification model and machine learning methods through the use of Siamese neural network based on recurrent and Transformer type – RoBERTa to analyze the level of similarity of sentences of text content.
Method. For this study, the following semantic similarity metrics or indicators were chosen as features: Jacquard coefficient for shared N-grams, cosine distance between vector representations of sentences, Word Mover’s Distance, distances according to WordNet dictionaries, prediction of two ML models: Siamese neural network based on recurrent and Transformer type - RoBERTa.
Results. An intelligent system for detecting paraphrasing in text based on a classification model and machine learning methods has been developed. The developed system uses the principle of model stacking and feature engineering. Additional features indicate the semantic affiliation of the sentences or the normalized number of common N-grams. An additional fine-tuned RoBERTa neural network (with additional fully connected layers) is less sensitive to pairs of sentences that are not paraphrases of each other. This specificity of the model may contribute to incorrect accusations of plagiarism or incorrect association of user-generated content. Additional features increase both the overall classification accuracy and the model’s sensitivity to pairs of sentences that are not paraphrases of each other.
Conclusions. The created model shows excellent classification results on PAWS test data: precision – 93%, recall – 92%, F1score – 92%, accuracy – 92%. The results of the study showed that Transformer-type NNs can be successfully applied to detect paraphrasing in a pair of texts with fairly high accuracy without the need for additional feature generation.
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Lina, Marisa Fran, and Lilik Supriyono. "Workshop menghindari plagiasi dengan teknik parafrase pada penulisan karya ilmiah mahasiswa tingkat akhir 2021." Penamas: Journal of Community Service 1, no. 2 (November 8, 2021): 68–76. http://dx.doi.org/10.53088/penamas.v1i2.182.
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Scientific paper often becomes the toughest obstacle faced by students. This community service article was written based on a workshop with the same theme which aims to avoid plagiarism on writing scientific papers for final-year students in Salatiga with paraphrasing techniques. The workshop was held online via Zoom application and joined by 20 eight-semester students in Salatiga 2021 who had difficulties in writing their final assignments. The activities were: material presentation on paraphrasing techniques, question and answer session, paraphrasing techniques practice directly from scientific text sources according to the student's scientific field, and direct feedback/evaluation to students. At the end of the activity, the presenters as well as the authors distributed a link to check students’ understanding questionnaires about paraphrasing techniques in general. From these activities, it can be concluded that the paraphrasing technique is very important for students and is needed to reduce the percentage of plagiarism check results. In addition, from the results of the questionnaire, overall, all participants understood and could practice well the paraphrase technique material from the Workshop.
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SAMOKHIN, IVAN S., and NATALYA M. NEPOMNYASHCHIKH. "“LIVE” AND “DEAD” PARAPHRASING: A RESEARCH BASED ON THE SERVICES PROVIDED BY MODERN ONLINE PROGRAMMES." Theoretical and Applied Linguistics, no. 3 (2021): 161–74. http://dx.doi.org/10.22250/2410-7190_2021_7_3_161_174.
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The article explores the essence and basic techniques of paraphrasing (rewriting) of a Russian-language scientific text. The motivation for the study were modern requirements for the publication activity of teaching and research staff of Russian universities. The attempts of assessing the level of services provided by “synonymizers” - online paraphrasing tools - for Russian scientific text samples have not been discussed in linguistic literature. The synonymizers available on the Internet were given a task to process the introductory paragraph from the article “Literary Pedagogy: Formation and Prospects” by E. M. Shastina and colleagues. It was found that the main method of paraphrasing that modern online services apply is the use of synonyms, along with such methods as selecting hyponyms and hypernyms, descriptive rewriting, changing the syntactic structure and adding lexical units that do not affect the content of the utterance. We conclude that at the present, synonymizers cannot compete with people - the quality of paraphrasing performed by all tested online services turned out unsatisfactory compared to the human-made version that involves the same techniques but with a completely different result. Besides, the article presents “The list of popular words and phrases used in scientific texts (with identical and similar vocabulary)” developed by the authors.
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Et.al, Jia Jun, Dong. "Paraphrasing Chinese Idioms: Paraphrase Acquisition, Rewording and Scoring." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 1999–2005. http://dx.doi.org/10.17762/turcomat.v12i3.1037.
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Paraphrasing is a process to restate the meaning of a text or a passage using different words in the same language to give a clearer understanding of the original sentence to the readers. Paraphrasing is important in many natural language processing tasks such as plagiarism detection, information retrieval, and machine translation. In this article, we describe our work in paraphrasing Chinese idioms by using the definitions from dictionaries. The definitions of the idioms will be reworded and then scored to find the best paraphrase candidates to be used for the given context. With the proposed approach to paraphrase Chinse idioms in sentences, the BLEU was 75.69%, compared to the baseline approach that was 66.34%.
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Pinjaroenpan, Buaboun, and Uthaivan Danvivath. "Paraphrasing in English Academic Writing by Thai Graduate Students." GATR Global Journal of Business and Social Science Review (GJBSSR) Vol.5(4) Oct-Dec 2017 5, no. 4 (December 24, 2017): 48–54. http://dx.doi.org/10.35609/gjbssr.2017.5.4(7).
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Objective - The primary objective of this study is to investigate the use of paraphrasing in writing, as practiced by graduate students who are majoring in English Language at a university in Thailand. Methodology/Technique - The research data was collected from multiple sources including a questionnaire survey, semi-structured interviews, and students' written assignments. The participants were graduate students majoring in English at the Faculty of Humanities and Social Sciences, at Khon Kaen University. Students' paraphrased texts were analysed using a coding scheme adapted from Campbell (1987), Keck (2006), and Shi (2004). The coding scheme focuses on textual transformation, which has been further analysed for retaining the original meaning of the paraphrased text. Findings - The results reveal that, generally, students had a sound appreciation and understanding of paraphrasing and plagiarism at a conceptual level. However, the students made clear errors when required to paraphrase. In many cases, their lack of skill and knowledge led to instances of plagiarism in a significant number of respondents. In conclusion, greater attention should be given to educating graduate students how to paraphrase, to reduce plagiarism as well as to improve the standard of academic writing. The findings of this study provide beneficial knowledge concerning the practice of paraphrasing by graduate students' in Thailand; this understanding may foster improved paraphrasing standards among students. Novelty – This study is specifically concerned with the examination of perception, knowledge, and paraphrasing typology of students' English within a foreign language context. Type of Paper - Empirical Keywords: Academic Writing; English as a Foreign Language; Graduate Students; Paraphrasing; Plagiarism. JEL Classification: I20, I21.
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Lutai, Natalia, and Tetiana Besarab. "TEACHING PARAPHRASING IN SECOND LANGUAGE CLASSROOMS." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 9(77) (January 30, 2020): 224–27. http://dx.doi.org/10.25264/2519-2558-2020-9(77)-224-227.
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The article enlightens some ways of developing paraphrasing skills in the ELS classroom. The factors limiting students’ abilities, such as insufficient background knowledge and vocabulary, which can also affect the process of learning, are indicated. Effective summary writing requires critical thinking skills. So, the goal of tasks is mainly focused on constructing a common conceptual framework based on the analysis of passages and synthesis of information obtained from them. Inquiry based-learning (IBL) can be applied as a strategy that encourages independent thinking when writing resumes in the classroom. To master paraphrase skills, special attention should be paid to vocabulary, e.g. morphology as well as grammar and syntax since students face definite difficulties with writing tests. One of possible ways of solving this problem is to teach students to recognize and use link words and word-markers, as well as to know how phrase and subordinate sentences function. What’s more, it is essential for teachers to emphasize the rules of word formation and ways of interpreting idioms. Particular attention is paid to the necessity of developing speaking skills. In this article some exercises that illustrate the problems of paraphrasing are given to show how students can manipulate a text to paraphrase short passages from it.
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Tambunan, Barli, Anton Purba, and Andrew Tobing. "efficacy of metacognitive and paraphrasing strategy in teaching reading on 11th grade students’ comprehension at SMA Methodist 5 Medan." LADU: Journal of Languages and Education 2, no. 6 (September 30, 2022): 199–205. http://dx.doi.org/10.56724/ladu.v2i6.115.
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Background: In search of a solution to the problem that students in Indonesia face in learning English as a foreign language, a strategy called Metacognitive and Paraphrasing strategy is considered to be helpful in helping students develop reading skills. Purpose: This study aims to determine the effect of using the metacognitive and paraphrasing strategy on students’ reading comprehension. Design and methods: This study was conducted by using experimental research. The population of this research was the students of the eleventh grade of SMA Methodist 5 Medan. The sample was 80 students of two classes chosen by using cluster random sampling. They were divided into two groups, 40 students in the experimental group and 40 students in the control group. The experimental group was taught using metacognitive and paraphrasing strategy while the control group was taught using the conventional method. The instrument for collecting data was 20 items of multiple-choice tests. It was given in pre-test and pos-test. After collecting the data, then the researcher analyzed the data by using t-test formula. Results: The finding showed that the t-observe was 4.099 and t-table 1.990 at the level of significance ( α = 0.05 ) and the degree of freedom (df) 78. It means that observe is higher than t-table (4.099 > 1.990). Therefore, the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted. It is proven that there was a significant effect of using metacognitive and paraphrasing strategy on students’ reading comprehension of narrative text.
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N, Abinaya, Anand R, Arunkumar T, and Sameema Begam S. "An Exhaustive Survey on Automatic Text Summarization Using Machine Learning Approches." Webology 18, no. 05 (October 29, 2021): 1184–90. http://dx.doi.org/10.14704/web/v18si05/web18299.
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Automatic Text Summarization (ATS) is the key challenge in the area of Natural Language Processing (NLP). It deals with generalizing a summary from a given text without losing the vital information. This is a contemporary area because of exponential content growth in internet and applied in summarizing the content available in books, newsletters, internal document analysis, patent research, e-learning etc. Various machine learning approaches are used in order to achieve the performance of human-generated summaries. The system fails to perform at few areas like checking grammatical errors and paraphrasing the sentences after the summary creation. This work provides a brief view on methods and approaches used in ATS.
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Escudero, Isabel, Narcisa Fuertes, and Ligia López. "Paraphrasing Strategy in EFL Ecuadorian B1 Students and Implications on Reading Comprehension." English Language Teaching 12, no. 1 (December 7, 2018): 56. http://dx.doi.org/10.5539/elt.v12n1p56.
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Reading comprehension in Ecuadorian students has been mostly managed at a literal comprehension level, leaving out inferential and critical comprehension. This is because most of the articles students read require a high level of literacy and a good domain of comprehension strategies. One of these strategies is paraphrasing; therefore, the purpose of this research was to analyze the effects of paraphrasing and its implications on reading comprehension skills in English as a foreign language. This study was developed in B1 students enrolled at the 6th level of English at Linguistics Competence Department at Universidad Nacional de Chimborazo UNACH with a sample of 50 students. A base-line pre-test and a posttest to an experimental and control group were applied. The project implementation took ten sessions and students learned the techniques to effectively paraphrase and the pitfalls they should avoid when applying this strategy. The analysis of T-student test yielded that the experimental group outperformed the control group. The main results showed that once students learn the techniques and correctly apply them, it helped them out to go beyond the literacy level, applying an authentic reading comprehension of the text. Pedagogical implications about paraphrasing and reading comprehension are presented in the discussion.
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Ramadhani, Pungky. "The Role of Paraphrasing in Writing Research Papers." Alsuna: Journal of Arabic and English Language 2, no. 2 (November 25, 2019): 117–28. http://dx.doi.org/10.31538/alsuna.v2i2.482.
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Almost all people in this world have experienced in writing a research paper. Nevertheless, there are only some people who understand how to write appropriately. Plagiarism still becomes a big problem among the writers. This happens because they often get difficulty in integrating sources into the text. As the writers, they should know how to overcome that problem. The existence of paraphrasing can be a way to avoid the plagiarism. The writers can paraphrase a direct quote of someone using their own words. This can be a great way to increase the quality of research papers.
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Hidayat, Taufik, Ahmad Munir, and Syafi’ul Anam. "THINK-ALOUD PROTOCOLS ANALYSIS: AN INVESTIGATION OF PARAPHRASING STRATEGIES IN POST-GRADUATE STUDENTS." International Journal of Education and Social Science Research 05, no. 04 (2022): 237–48. http://dx.doi.org/10.37500/ijessr.2022.5417.
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This research aims to figure out the paraphrasing strategies used by post-graduate English students based on three stages of writing process division: before-writing, while-writing, and after-writing. This research is qualitative study that investigate paraphrasing strategies used by post-graduate English students in writing a thesis. The qualitative data obtained from think-aloud protocols to gather verbal report data on cognitive and metacognitive reading strategies used by the students in producing their paraphrases. For data analysis, the think-aloud protocols were transcribed, and data was coded and categorized relative to the focus of the research. The result shows that students planned for through understanding, read to memorize the most important information before writing a paraphrase. Another, students tended to write from memory with sometimes look at the source text and applied text transformation/substitution strategies while writing a paraphrase. Finally, most students are comparing the text with the source after they have written a paraphrase.
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Sun, Yu-Chih, and Fang-Ying Yang. "Uncovering published authors' text-borrowing practices: Paraphrasing strategies, sources, and self-plagiarism." Journal of English for Academic Purposes 20 (December 2015): 224–36. http://dx.doi.org/10.1016/j.jeap.2015.05.003.
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Androutsopoulos, I., and P. Malakasiotis. "A Survey of Paraphrasing and Textual Entailment Methods." Journal of Artificial Intelligence Research 38 (May 28, 2010): 135–87. http://dx.doi.org/10.1613/jair.2985.
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Paraphrasing methods recognize, generate, or extract phrases, sentences, or longer natural language expressions that convey almost the same information. Textual entailment methods, on the other hand, recognize, generate, or extract pairs of natural language expressions, such that a human who reads (and trusts) the first element of a pair would most likely infer that the other element is also true. Paraphrasing can be seen as bidirectional textual entailment and methods from the two areas are often similar. Both kinds of methods are useful, at least in principle, in a wide range of natural language processing applications, including question answering, summarization, text generation, and machine translation. We summarize key ideas from the two areas by considering in turn recognition, generation, and extraction methods, also pointing to prominent articles and resources.
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Shadiqi, Muhammad Abdan. "Memahami dan Mencegah Perilaku Plagiarisme dalam Menulis Karya Ilmiah." Buletin Psikologi 27, no. 1 (June 14, 2019): 30. http://dx.doi.org/10.22146/buletinpsikologi.43058.
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Plagiarism is a misconduct act and a scourge for science. Plagiarism perpetrators steal other author's work without citing the original references. Psychology is one of the most vulnerable sciences with plagiarism and must give more attention to this issue. Several types of plagiarism can be distinguished to the plagiarism motivation (intentional, unintentional, and inadvertent), how to do plagiarism (patchwriting, inappropriate paraphrasing, and summaries) and self-plagiarism (text recycling, redundant or duplicate publication, salami-slicing or data fragmentation). There are several reasons to do plagiarism, such as ease to get information via the internet, pressure on academic tasks, bad writing skill, hurry to write under pressure, lack of understanding how to rewrite the original reference, a misconception to understanding self-plagiarism, and habitual plagiarists. This article also presents steps to avoid plagiarism, such as avoiding "intellectual theft", doing good writing (citation and paraphrasing), and testing the similarity test (plagiarism detection service).
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Abdelwahab, Amira, and Mohamed Mostafa. "A Deep Neural Network Technique for Detecting Real-Time Drifted Twitter Spam." Applied Sciences 12, no. 13 (June 23, 2022): 6407. http://dx.doi.org/10.3390/app12136407.
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The social network is considered a part of most user’s lives as it contains more than a billion users, which makes it a source for spammers to spread their harmful activities. Most of the recent research focuses on detecting spammers using statistical features. However, such statistical features are changed over time, and spammers can defeat all detection systems by changing their behavior and using text paraphrasing. Therefore, we propose a novel technique for spam detection using deep neural network. We combine the tweet level detection with statistical feature detection and group their results over meta-classifier to build a robust technique. Moreover, we embed our technique with initial text paraphrasing for each detected tweet spam. We train our model using different datasets: random, continuous, balanced, and imbalanced. The obtained experimental results showed that our model has promising results in terms of accuracy, precision, and time, which make it applicable to be used in social networks.
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Gröndahl, Tommi, and N. Asokan. "Effective writing style transfer via combinatorial paraphrasing." Proceedings on Privacy Enhancing Technologies 2020, no. 4 (October 1, 2020): 175–95. http://dx.doi.org/10.2478/popets-2020-0068.
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AbstractStylometry can be used to profile or deanonymize authors against their will based on writing style. Style transfer provides a defence. Current techniques typically use either encoder-decoder architectures or rule-based algorithms. Crucially, style transfer must reliably retain original semantic content to be actually deployable. We conduct a multifaceted evaluation of three state-of-the-art encoder-decoder style transfer techniques, and show that all fail at semantic retainment. In particular, they do not produce appropriate paraphrases, but only retain original content in the trivial case of exactly reproducing the text. To mitigate this problem we propose ParChoice: a technique based on the combinatorial application of multiple paraphrasing algorithms. ParChoice strongly outperforms the encoder-decoder baselines in semantic retainment. Additionally, compared to baselines that achieve nonnegligible semantic retainment, ParChoice has superior style transfer performance. We also apply ParChoice to multi-author style imitation (not considered by prior work), where we achieve up to 75% imitation success among five authors. Furthermore, when compared to two state-of-the-art rule-based style transfer techniques, ParChoice has markedly better semantic retainment. Combining ParChoice with the best performing rulebased baseline (Mutant-X [34]) also reaches the highest style transfer success on the Brennan-Greenstadt and Extended-Brennan-Greenstadt corpora, with much less impact on original meaning than when using the rulebased baseline techniques alone. Finally, we highlight a critical problem that afflicts all current style transfer techniques: the adversary can use the same technique for thwarting style transfer via adversarial training. We show that adding randomness to style transfer helps to mitigate the effectiveness of adversarial training.
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Bejos, Karla. "Expository Text: Reading Comprehension, Bilingualism, and Instructional Strategies." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 16, no. 2 (July 2009): 45–53. http://dx.doi.org/10.1044/cds16.2.45.
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Abstract This literature review examines reading comprehension issues related to expository text. It describes what factors contribute to the complexity of expository text, what abilities and skills a reader must possess, and expository text structure. The review addresses influences of bilingualism on expository text comprehension. It discusses the relation of second language oral proficiency on reading, the complexity of the reading task for bilinguals, how they approach reading, and the transfer of literacy skills across languages. The final section reviews instructional strategies aimed at improving reading comprehension of expository text. This includes strategies to teach comprehension of the cause and effect concept, paraphrasing, and types of tasks to assess reading comprehension that are appropriate for bilingual readers.
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Mi, Chenggang, Lei Xie, and Yanning Zhang. "Improving data augmentation for low resource speech-to-text translation with diverse paraphrasing." Neural Networks 148 (April 2022): 194–205. http://dx.doi.org/10.1016/j.neunet.2022.01.016.
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Ntshalintshali, General M., and Roy B. Clariana. "Paraphrasing refutation text and knowledge form: examples from repairing relational database design misconceptions." Educational Technology Research and Development 68, no. 5 (March 13, 2020): 2165–83. http://dx.doi.org/10.1007/s11423-020-09758-5.
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Ciullo, Stephen, Linda H. Mason, and Laura Judd. "Persuasive Quick-Writing about Text: Intervention for Students with Learning Disabilities." Behavior Modification 45, no. 1 (October 18, 2019): 122–46. http://dx.doi.org/10.1177/0145445519882894.
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Researchers examined the effects of self-regulated strategy development (SRSD) to teach students with learning disabilities (LD) to compose persuasive quick-writing about text. The study included a multiple-baseline design with multiple probes for eight students with LD in grades four and five. Researchers observed a functional relationship by systematically replicating the intervention across all student participants. Following SRSD instruction for paraphrasing text and persuasive quick-writing, students increased their persuasive writing outcomes. Improvements were also noted for essay quality and writing length. Implications for future integrated writing and reading interventions are provided.
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Paoletti, Gisella, Elena Bortolotti, and Francesca Zanon. "Effects of Redundancy and Paraphrasing in University Lessons." International Journal of Digital Literacy and Digital Competence 3, no. 3 (July 2012): 1–11. http://dx.doi.org/10.4018/jdldc.2012070101.
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This paper is about the use of a widespread teaching tool: the slide presentation used in face-to-face, system-paced university lessons. It is produced by lecturers to support students’ comprehension during listening; nevertheless it poses elaboration requests to the audience which should be taken into consideration at the planning stage and in formulating its verbal content. The paper reports the results of a survey conducted with 163 University students who were asked to listen to a lecture accompanied by a PowerPoint presentation, prepared according to the most frequent formats. The written presentation had 3 degrees of concision/redundancy: it had a fully redundant with the oral message, partially redundant (main points in key words), or had a different linguistic form (paraphrase of the message). Furthermore, information in written text and spoken message could have had the same order or they could be scrambled. The results showed that, subjectively, students judged comprehensible every kind of presentation. However, learning tests demonstrated that paraphrasing negatively affected learning, while changes in the order of presentation did not, at least in the synthetic main point – key word presentations. The study suggested that the concise, only partially redundant, presentation is the one which leads to better results, both in the ordered and in the scrambled version.
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Roig, Miguel. "When College Students' Attempts at Paraphrasing Become Instances of Potential Plagiarism." Psychological Reports 84, no. 3 (June 1999): 973–82. http://dx.doi.org/10.2466/pr0.1999.84.3.973.
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In Study 1, undergraduates were asked to consider a scenario in which they were writing a paper and that, in the process of researching material for the paper, they had encountered a relevant paragraph from a journal article which they had to paraphrase. The students were given a two-sentence paragraph and were asked to paraphrase it to the best of their ability. Analysis indicated that between 41% and 68% of the paraphrased paragraphs were “plagiarized” to some degree, where plagiarism was defined as the appropriation of strings of 5 consecutive words or longer. In addition, 52% of the paraphrased paragraphs contained from minor to serious distortions of the original material. In a second study, another sample of undergraduates was asked to paraphrase a similar two-sentence paragraph from a textbook which was easier to read. This time between 9% and 19% of the paraphrased paragraphs evidenced similar amounts of appropriated text, although a comparable proportion of distortions (50%) occurred. The combined results suggest that plagiarism by college students may stem, in part, from their inability to process complex unfamiliar text.
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Hagaman, Jessica L., Kathryn J. Casey, and Robert Reid. "The Effects of the Paraphrasing Strategy on the Reading Comprehension of Young Students." Remedial and Special Education 33, no. 2 (March 12, 2010): 110–23. http://dx.doi.org/10.1177/0741932510364548.
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Reading comprehension is an important component of academic success and a skill required for many activities in school. However, little is known about effective reading comprehension interventions for younger students. This study investigated the effects of the paraphrasing strategy taught using the self-regulated strategy development model. Participants were six third grade students identified as fluent readers who experienced difficulty with comprehension. All instruction for the six participants was one on one. Results indicate that the use of the RAP paraphrasing strategy increased reading comprehension as measured by the percentage of text recall and short-answer questions (RAP is a three-step strategy: Read a paragraph, Ask myself “What was the main idea and two details?” and Put it into my own words). Ideas for future research and implications are discussed.
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Jordan, Michael P. "Toward Plain Language: A Guide to Paraphrasing Complex Noun Phrases." Journal of Technical Writing and Communication 24, no. 1 (January 1994): 77–96. http://dx.doi.org/10.2190/fhed-rmjg-y03y-y4uj.
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Complex noun phrases, although key elements in technical writing for linguistically mature readers, also present major comprehension difficulties for others. This article establishes many important ways of paraphrasing complex noun phrases into simpler structures, and identifies the differences in meaning, style, is tone, and emphasis created by the paraphrases. Whereas many complex noun phrases at the start of the sentence can be easily paraphrased, those at the end of the sentence or embedded within the sentence present greater challenges. Similarly restrictive post-modifiers are easier to paraphrase than those that define. The principles are applied to a short legal text.
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Indarti, Dwi. "Translation techniques of manual text." LADU: Journal of Languages and Education 1, no. 6 (September 30, 2021): 231–37. http://dx.doi.org/10.56724/ladu.v1i6.80.
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Background: Translators often deal with various types of texts, such as academic texts, journalistic texts, subtitle texts, legal texts, speech texts, literary texts, and manual texts. Manual text could be one of many interesting subjects of research in translation field. Translating manual text should follow the principles, such as communicative, short, concise, easy to read, reader-oriented, and natural in target language. Purpose: This study examines the translation technique of 12 excerpt of Cosmos oven manual text in the form of phrases, clauses, and sentences translated from English into Indonesia. Design and Method: This study uses 18 translation techniques to analyze the data that was taken from Cosmos oven manual text. Results: The results of the study showed that there are five translation techniques found in Cosmos oven manual texts: amplification (30%), modulation (27%), reduction (27%), borrowing (8%), and literal translation (8%). Cosmos oven manual text mostly used amplification technique. There are some additional words or information, paraphrasing, making the text explicit to make the translation clear and help target readers understand the text
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Bejos, Karla. "Instruction in Cause and Effect Paraphrasing Using Social Studies Text With a Secondary Bilingual Student: A Case Study." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 16, no. 2 (July 2009): 54–63. http://dx.doi.org/10.1044/cds16.2.54.
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Abstract Purpose: This case study describes the use of the paraphrasing strategy with cause-and-effect (C/E) relations as a technique to improve a 14-year-old high school student's reading comprehension of social studies text in both his native (Spanish) and second language (English). Method: The student used expository texts from state textbook adoption materials. Instruction was based on scaffolded dialogue that cued the student to attend to and paraphrase various aspects of the C/E concept. Results: Despite the fact that the student began with texts at reading levels 5 and 6 years below his actual grade level, the comprehension of C/E relations in history text was a challenge. Several factors contributed to the complexity of the task for the student. By the final phase of intervention, he was successfully paraphrasing with texts that were 3 and 4 years above the baseline reading grade levels. Implications: The salient points from this study that may be useful for educators or speech language pathologists are: a description of the difficulties that interfered with the student's comprehension and the thought processes he used, types of cues used to teach C/E relations, and evidence of the student's development of paraphrases and comprehension.
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Washburn, Erin K., Sherri Abdullah, and Candace A. Mulcahy. "Effects of a Paraphrasing Strategy on the Text Comprehension of Fourth-Grade Striving Readers." Elementary School Journal 121, no. 4 (June 1, 2021): 586–608. http://dx.doi.org/10.1086/714035.
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Korat, Ofra, Ruth Ron, and Pnina Klein. "Cognitive Mediation and Emotional Support of Fathers and Mothers to Their Children During Shared Book-Reading in Two Different SES Groups." Journal of Cognitive Education and Psychology 7, no. 2 (January 2008): 223–47. http://dx.doi.org/10.1891/194589508787381872.
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This study was designed to investigate the cognitive and emotional nature of the book-reading mediation of fathers and mothers to their preschool children. Thirty-nine families (each including a mother, a father, and their kindergarten child) participated in this study: 19 of low SES (LSES) and 20 of middle SES (MSES). The mothers’ and fathers’ interactions while reading an unfamiliar book were videotaped and their verbal expressions were coded for extracting the parental mediation level. The results demonstrated that mothers encouraged their children and discussed topics not related to the story more than fathers. Fathers used higher cognitive levels of mediation than mothers mainly by discussing issues that are beyond the text, whereas mothers also used paraphrasing mediation. Similarly, MSES parents presented a higher level of cognitive mediation than LSES parents, mediating issues beyond the text, whereas LSES parents also used paraphrasing. The mothers and fathers presented different emotional support to their children. A significant correlation was found between cognitive and emotional support (r = .41) among fathers across SES groups. The results are discussed in terms of the families’ SES background and parental gender. Implications for researchers and educational practices are discussed.
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Rahman and Siddiqui. "An Optimized Abstractive Text Summarization Model Using Peephole Convolutional LSTM." Symmetry 11, no. 10 (October 14, 2019): 1290. http://dx.doi.org/10.3390/sym11101290.
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Abstractive text summarization that generates a summary by paraphrasing a long text remains an open significant problem for natural language processing. In this paper, we present an abstractive text summarization model, multi-layered attentional peephole convolutional LSTM (long short-term memory) (MAPCoL) that automatically generates a summary from a long text. We optimize parameters of MAPCoL using central composite design (CCD) in combination with the response surface methodology (RSM), which gives the highest accuracy in terms of summary generation. We record the accuracy of our model (MAPCoL) on a CNN/DailyMail dataset. We perform a comparative analysis of the accuracy of MAPCoL with that of the state-of-the-art models in different experimental settings. The MAPCoL also outperforms the traditional LSTM-based models in respect of semantic coherence in the output summary.
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Setyadi, Ary. "Functional Characteristics of “Language Game” in Tourism Promotion Text." E3S Web of Conferences 359 (2022): 03007. http://dx.doi.org/10.1051/e3sconf/202235903007.
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The making of tourism promotion texts will be "selling value" if it is packaged in a figurative way with elements of "language game", because the existence of the text has the power of feeling "curious: interesting and tickling" due to the functional nature of the form of "language game". The purpose of the study is to provide examples and references on how to make tourism promotion texts with linguistic theory in the fields of: phonology, morphology, syntax and semantics; vocabulary subfield. Because words internally consist of: sound, form, word structure, and meaning; so that data analysis focuses on diction. The data analysis method focuses on direct element division by substitution and/or paraphrasing techniques. The research phase includes: 1. data provision, 2. data classification and analysis, and 3. report preparation. Data analysis to prove that the form of "language game" is functional.
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Bozhkova, Alena. "Hotel Websites: Pragmatic Adaptation in Translation from English into Russian and from Russian into English." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 2. Jazykoznanije, no. 1 (March 2022): 85–94. http://dx.doi.org/10.15688/jvolsu2.2022.1.7.
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The article focuses on pragmatic adaptation in translation of hotel internet websites from English into Russian and from Russian into English. Tourist content translation itself including hotels web sites translation is not a simple mechanical decoding of information from one language into another but its adequate pragmatic adaptation to linguistic and cultural peculiarities of the target audience. The study material comprises such hotel websites as Radisson Hotels, Сorinthia London, Holiday Inn and the others. The comparative text analysis of the hotel websites shows that the target text should be completely or partially adapted in order to create effective content and preserve attractiveness. In the process of adaptation, such translation transformations as descriptive translation, meaning extension, addition and omission of information, paraphrasing, etc., are used. Transformations are shown to be carried out on the basis of tourist website content assessment regarding cross-cultural peculiarities, including type of cultures, and concepts relevant to culture. In the process of translation, the linguistic means explicating the concept of "privacy", which is significant to British culture, are rendered using such techniques as paraphrasing and explication followed by syntactic deployment of the structure in the secondary text. This study may present interest for tourist discourse experts, creators of multilingual versions of hotels websites, as well as market experts who assess the attractiveness of tourist products.
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Ito, Masashi, Tomohiro Ohno, and Shigeki Matsubara. "Text-Style Conversion of Speech Transcript into Web Document for Lecture Archive." Journal of Advanced Computational Intelligence and Intelligent Informatics 13, no. 4 (July 20, 2009): 499–505. http://dx.doi.org/10.20965/jaciii.2009.p0499.
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It is very significant to the knowledge society to accumulate spoken documents on the web. However, because of the high redundancy of spontaneous speech, the faithfully transcribed text is not readable on an Internet browser, and therefore not suitable as a web document. This paper proposes a technique for converting spoken documents into web documents for the purpose of building a speech archiving system. The technique edits automatically transcribed texts and improves their readability on the browser. The readable text can be generated by applying technology such as paraphrasing, segmentation, and structuring transcribed texts. Editing experiments using lecture data demonstrated the feasibility of the technique. A prototype system of spoken document archiving was implemented to confirm its effectiveness.
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Bhavani Dasari, Durga, and Dr Venu Gopala Rao. K. "Context Similarity Strategy for Text Data Plagiarism Detection." International Journal of Engineering & Technology 7, no. 2.32 (May 31, 2018): 14. http://dx.doi.org/10.14419/ijet.v7i2.32.13517.
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Advent development of anti-plagiarism solutions has supported varied range of elementary forms of textual recycling, however, considering the magnum of content that is being generated, a tool alone might be ineffective in preventing complex forms of plagiarism. Some of the issues that are envisaged with the plagiarized articles in many of the open-access journals emphasize the point that critical deficiencies of varied kind of solutions that are existing aren’t being resourceful in identifying the manipulation that is taking place in the form of paraphrasing and editing. Manipulative editing has become a major menace even in the case of predatory journals and is leading to issues of publication ethics. Certain preventive strategies that have evolved in the recent past are relying on semantic solutions, comprehensive texts evaluation, graphics, reference lists, key words, digital technologies. It is right time for enforcing adherence to global editorial guidance and towards implementing a comprehensive set of strategies to address the issue of plagiarism.
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Hourrane, Oumaima, and El Habib Benlahmar. "Graph transformer for cross-lingual plagiarism detection." IAES International Journal of Artificial Intelligence (IJ-AI) 11, no. 3 (September 1, 2022): 905. http://dx.doi.org/10.11591/ijai.v11.i3.pp905-915.
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<span lang="EN-US">The existence of vast amounts of multilingual textual data on the internet leads to cross-lingual plagiarism which becomes a serious issue in different fields such as education, science, and literature. Current cross-lingual plagiarism detection approaches usually employ syntactic and lexical properties, external machine translation systems, or finding similarities within a multilingual set of text documents. However, most of these methods are conceived for literal plagiarism such as copy and paste, and their performance is diminished when handling complex cases of plagiarism including paraphrasing. In this paper, we propose a new graph-based approach that represents text passages in different languages using knowledge graphs. We put forward a new graph structure modeling method based on the Transformer architecture that employs precise relation encoding and delivers a more efficient way for global graph representation. The mappings between the graphs are learned both in semi-supervised and unsupervised training mechanisms. The results of our experiments in Arabic–English, French–English, and Spanish–English plagiarism detection show that our graph transformer method surpasses the state-of-the-art cross-lingual plagiarism detection approaches with and without paraphrasing cases, and provides further insights on the use of knowledge graphs on a language-independent model.</span>
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Putra, Hendra Eka, and Nina Suzanne. "Students’ Strategies in Improving Their Reading Comprehension." Ta'dib 25, no. 1 (April 4, 2022): 27. http://dx.doi.org/10.31958/jt.v25i1.5686.
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The problem of this research was that there was no clear information about students’ strategies in improving their reading comprehension. Therefore, a descriptive quantitative method was used to find out the students’ strategies in improving their reading comprehension. A questionnaire consisting of 10 questions was distributed English Education Department students of IAIN Batusangkar to collect research data. The questionnaire was distributed to them, and there were 37 students who gave their responses. The data were analyzed by using descriptive statistical analysis. Based on the research results, it was found that there were three steps of reading strategies applied by students in improving their reading comprehension. In pre-reading stage, students applied six reading strategies: previewing, creating question, making prediction, writing the main points of what reader already know about the text, reading introductions and summaries, and creating a pre-reading outline strategy. The mostly applied strategy was previewing strategy, and the least one was reading introductions and summaries strategy. In whilst reading stage, they applied reading the selection text, visualizing, paraphrasing, elaborating, changing reading rate, inferring, note-taking, and rereading strategy. The mostly applied strategy was paraphrasing strategy, and the least one was rereading strategy. In the post-reading stage, students applied two reading strategies: summarizing and reviewing. Between both strategies, summarizing was dominantly applied.
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Veresné Valentinyi, Klára. "Explicitation Strategies of Beginner and Professional Translators in Sight Translated Texts Interpreted by Relevance Theory." Acta Carolus Robertus 12, no. 1 (September 30, 2022): 97–106. http://dx.doi.org/10.33032/acr.2888.
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In this paper, we present a study in which we investigated the explicitation strategies of beginner, inexperienced and practicing, professional translators in sight translated texts (STTs). Research shows that translated texts (TTs) are longer than non-translated texts (non-TTs) and parallel texts. The reason for this is that translators explicate, i.e. they explain the hidden, implicit message of the text. The strategies of explanation, insertion, repetition, paraphrasing are used as explicitation strategies. One of the reasons for explicitation is that the target language reader has different cultural and professional backgrounds, consequently, they may not always know the background of the source language text, or the original message of the source language text may not be clear enough, therefore, the translator has to explain it. The other reason is that translators seek to be safe, so they will explain the implicit content even when it is not necessary. The study examined the sight translation strategies of beginner and professional translators, as it was assumed that both groups use explicitation strategies, and that they use the same explicitation strategies, since the use of explicitation strategies is a feature of all translations, regardless of the level of experience of the translator. Our research results supported our hypotheses, i.e. the same explicitation strategies appeared in the sight translated texts by beginner and professional translators. However, it has also been found, that beginner, inexperienced translators use more repetition and paraphrasing, which is explained by their inadequate translator competences.
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Iwashita, Shino, Noriko Ito, Ichiro Kobayashi, Toru Sugimoto, and Michio Sugeno. "Smart Help for Novice Users Based on Application Software Manuals." Journal of Advanced Computational Intelligence and Intelligent Informatics 10, no. 6 (November 20, 2006): 811–20. http://dx.doi.org/10.20965/jaciii.2006.p0811.
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The smart help we propose based on application software manuals features four phases: (1) understanding the user’s input text, which is a question about software operation; (2) matching the result of understanding with software manual text; (3) planning a dialog with the user; and (4) paraphrasing matching manual text to output for the user. Manual text found during matching is paraphrased using the analysis result found during understanding. In planning, the rhetorical structure of the selected manual is used to determine which clauses in matching manual text are specifically relevant to the user’s question. Four paraphrases for a novice user are identified in a subject experiment, and rules for these are applied based on linguistic features extracted during the understanding. We evaluated an implemented prototype, and discuss its applications and problems.
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Mossop, Brian. "What Is a Translating Translator Doing?" Target. International Journal of Translation Studies 10, no. 2 (January 1, 1998): 231–66. http://dx.doi.org/10.1075/target.10.2.03mos.
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Abstract Translating is here defined as the quoting, in sequential chunks, of the wording of a written, oral or signed text, with an imitative purpose. These features distinguish it from other sorts of language activity—intralingual paraphrasing, re-expressing of ideas, fictive quoting, speaking from a script, ghostwriting—and thus provide an object for a theory of translation production. The defining feature 'quoting ' is taken to involve demonstrating to someone selected features of the source text. Thus the translational quoter is engaged in a dual activity: quoting OF the source text (rendering work) and quoting TO the readers or listeners (pragmatic work). The texts commonly called translations arise from some combination of rendering, pragmatic and non-translational work.