Paraphrasing (başka sözcüklerle anlatma), bir başkasının fikrini anlamını hiç bozmadan ama tamamen kendi kelimelerinle ve kendi cümle yapınla yeniden ifade etmektir. Amaç, kaynağın söylediği her şeyi korumak; değiştirilen tek şey biçimdir. Bu yüzden iyi bir paraphrase, orijinaliyle aynı bilgiyi taşır ama yan yana konduğunda cümle iskeleti tanınmayacak kadar farklıdır.
Peki bu beceri neden var? İki büyük sebep: Birincisi, dürüstlük. Akademik ve mesleki yazıda başkasının cümlesini kopyalamak intihaldir; paraphrase, başkasının fikrini kaynağını göstererek kendi anlatımınla kullanmanın meşru yoludur. İkincisi, akış ve kontrol. Kaynağı kendi cümlene dökebiliyorsan onu gerçekten anlamışsın demektir; ayrıca kendi metninin tonuna uydurabilir, tam istediğin ayrıntıyı öne çıkarabilirsin.
Türkçede de bunu her gün yaparız: "Öğretmen ne dedi?" sorusuna kelimesi kelimesine değil, "özetle şunu söyledi" diye kendi cümlemizle aktarırız. Paraphrase bunun disiplinli, kaynağın tüm ayrıntısını koruyan hâlidir. Bu yönüyle Özetleme'nin akrabasıdır ama ondan farklıdır: özet kısaltır, paraphrase kısaltmaz — sadece yeniden yazar.
"İyi bir paraphrase biçimi cesurca değiştirir ama anlamı milimetre şaşırmaz.
Neden zor?
Türk öğrenci için asıl zorluk şudur: cümleyi değiştirirken anlamı da kaydırmak çok kolaydır. strong evidence ile some evidence aynı şey değildir; may cause ile causes arasında dünya kadar kesinlik farkı vardır. İyi paraphrase, biçimi cesurca değiştirir ama anlamı milimetre şaşırmaz.
Paraphrasing (expressing in other words) is re-expressing someone else's idea without distorting its meaning at all but entirely in your own words and your own sentence structure. The aim is to preserve everything the source says; the only thing changed is the form. That is why a good paraphrase carries the same information as the original but, placed side by side, is so different that the sentence frame is unrecognisable.
So why does this skill exist? Two big reasons: First, honesty. In academic and professional writing, copying someone's sentence is plagiarism; a paraphrase is the legitimate way to use someone else's idea in your own wording while citing the source. Second, flow and control. If you can pour a source into your own sentence, you have really understood it; you can also fit it to the tone of your own text and foreground exactly the detail you want.
In Turkish too we do this every day: to the question "What did the teacher say?" we report not word for word but in our own sentence, "basically, they said this". A paraphrase is the disciplined version of this that preserves all the detail of the source. In this respect it is a relative of Summarizing but differs from it: a summary shortens, a paraphrase does not — it only rewrites.
"A good paraphrase changes the form boldly but does not miss the meaning by a millimetre.
Why is it hard?
For the Turkish student the real difficulty is this: while changing the sentence it is very easy to shift the meaning too. strong evidence is not the same as some evidence; there is a world of certainty difference between may cause and causes. A good paraphrase changes the form boldly but does not miss the meaning by a millimetre.
- Paraphrase = anlamı koru + biçimi (kelimeler ve yapı) tamamen değiştir.
- Dört kaldıraç birlikte çalışır: eşanlamlı, sözcük türü değişimi, çatı değişimi (aktif↔edilgen), cümle yapısı değişimi.
- Sadece kelimeleri eşanlamlıyla değiştirip yapıyı korumak = patchwriting = riskli, çoğu kurumda intihal sayılır.
- Paraphrase kaynağın tüm ayrıntısını taşır; kısaltmaz. Kısaltmak isteyen özet yazar.
- Akademik yazıda paraphrase daima bir gönderme fiili ve kaynak ile sunulur (bkz. Alıntı & Aktarım Fiilleri).
- Anlamı korumanın anahtarı: kesinlik derecesi (may/must), nicelik (some/most/all) ve vurgu aynı kalmalı.
- Terimlerin (ör. photosynthesis, GDP) eşanlamlısı yoktur; teknik terim ve rakam olduğu gibi kalır.
- Sınavda (IELTS/TOEFL) soru cümlesini paraphrase etmek, hem kelime çeşitliliği puanı hem de kopyalama cezasından kaçınmak için şarttır.
- İyi paraphrase testi: orijinali kapat, kendi cümleni yaz, sonra karşılaştır — anlam aynı, kelimeler farklı mı?
- Paraphrase = preserve the meaning + change the form (words and structure) completely.
- Four levers work together: synonym, word-class change, voice change (active↔passive), sentence-structure change.
- Only swapping words for synonyms while keeping the structure = patchwriting = risky, counts as plagiarism at most institutions.
- A paraphrase carries all the detail of the source; it does not shorten. Whoever wants to shorten writes a summary.
- In academic writing a paraphrase is always presented with a reporting verb and a source (see Citation & Reporting Verbs).
- The key to preserving meaning: the degree of certainty (may/must), the quantity (some/most/all) and the emphasis must stay the same.
- Terms (e.g. photosynthesis, GDP) have no synonym; technical terms and figures stay as they are.
- In an exam (IELTS/TOEFL), paraphrasing the prompt sentence is essential both for the vocabulary-variety score and to avoid a copying penalty.
- The good-paraphrase test: cover the original, write your own sentence, then compare — same meaning, different words?
paraphrasebaşka sözcüklerle anlatma
Bir metnin anlamını koruyup kelimelerini ve yapısını değiştirerek yeniden yazma. Fiil ve isim olarak kullanılır.
Try to paraphrase this sentence in your own words. Bu cümleyi kendi kelimelerinle yeniden ifade etmeyi dene.
synonymeşanlamlı
Yakın anlamlı kelime. Paraphrase'in en görünür ama en riskli aracı; bağlam yanlışsa anlamı bozar.
'Crucial' is a synonym for 'important'. 'Crucial', 'important' kelimesinin eşanlamlısıdır.
patchwritingyama-yazım
Kaynağın cümle iskeletini koruyup yalnızca bazı kelimeleri eşanlamlıyla değiştirme. Yetersiz paraphrase; çoğu kurumda intihal sayılır.
Swapping a few words is patchwriting, not real paraphrasing. Birkaç kelime değiştirmek yama-yazımdır, gerçek paraphrase değil.
plagiarismintihal
Başkasının sözünü veya fikrini kaynak göstermeden kendinmiş gibi sunma. Paraphrase bundan kaçınmanın yoludur — ama yine de kaynak gösterilmelidir.
Even a good paraphrase needs a citation to avoid plagiarism. İyi bir paraphrase bile intihalden kaçınmak için atıf ister.
word class / part of speechsözcük türü
Bir kelimenin dilbilgisel kategorisi (isim, fiil, sıfat, zarf). Türü değiştirmek güçlü bir paraphrase aracıdır: analyse → analysis.
Change the word class: 'decide' (verb) → 'decision' (noun). Sözcük türünü değiştir: 'decide' (fiil) → 'decision' (isim).
voice (active/passive)çatı (aktif/edilgen)
Eylemi yapanın mı yoksa etkilenenin mi öne çıktığı. Çatıyı çevirmek cümle yapısını köklü değiştirir (bkz. Edilgen Çatı).
Passive voice shifts focus: 'The team ran tests' → 'Tests were run'. Edilgen çatı odağı kaydırır: 'Ekip testler yaptı' → 'Testler yapıldı'.
hedgingsınırlama / temkinli dil
Kesinlik derecesini yumuşatan dil (may, might, tend to). Paraphrase ederken korunması şart; yoksa iddianın gücü değişir (bkz. Temkinli Dil (Hedging)).
'May cause' must not become 'causes' when you paraphrase. Paraphrase ederken 'may cause', 'causes' olmamalı.
reporting verbgönderme fiili
Kaynağın fikrini sunan fiil (argues, suggests, notes). Akademik paraphrase'i çerçeveler ve yazara tavır katar (bkz. Alıntı & Aktarım Fiilleri).
Smith (2020) argues that... frames a paraphrase. Smith (2020) ... öne sürer, bir paraphrase'i çerçeveler.
paraphraseexpressing in other words
Rewriting a text by changing its words and structure while preserving its meaning. Used as both verb and noun.
Try to paraphrase this sentence in your own words. Try to paraphrase this sentence in your own words.
synonymsynonym
A near-synonymous word. The most visible but most risky tool of paraphrasing; if the context is wrong it distorts the meaning.
'Crucial' is a synonym for 'important'. 'Crucial' is a synonym for 'important'.
patchwritingpatch-writing
Keeping the source's sentence frame and only swapping some words for synonyms. An inadequate paraphrase; counts as plagiarism at most institutions.
Swapping a few words is patchwriting, not real paraphrasing. Swapping a few words is patchwriting, not real paraphrasing.
plagiarismplagiarism
Presenting someone else's words or idea as your own without citing the source. A paraphrase is the way to avoid this — but the source must still be cited.
Even a good paraphrase needs a citation to avoid plagiarism. Even a good paraphrase needs a citation to avoid plagiarism.
word class / part of speechword class
The grammatical category of a word (noun, verb, adjective, adverb). Changing the class is a powerful paraphrase tool: analyse → analysis.
Change the word class: 'decide' (verb) → 'decision' (noun). Change the word class: 'decide' (verb) → 'decision' (noun).
voice (active/passive)voice (active/passive)
Whether the doer of the action or the affected one is foregrounded. Switching the voice fundamentally changes the sentence structure (see Passive Voice).
Passive voice shifts focus: 'The team ran tests' → 'Tests were run'. Passive voice shifts focus: 'The team ran tests' → 'Tests were run'.
hedginghedging / cautious language
Language that softens the degree of certainty (may, might, tend to). Must be preserved when paraphrasing; otherwise the strength of the claim changes (see Hedging).
'May cause' must not become 'causes' when you paraphrase. 'May cause' must not become 'causes' when you paraphrase.
reporting verbreporting verb
A verb that presents the source's idea (argues, suggests, notes). It frames an academic paraphrase and adds a stance to the author (see Citation & Reporting Verbs).
Smith (2020) argues that... frames a paraphrase. Smith (2020) argues that... frames a paraphrase.
Paraphrase bir dilbilgisi zamanı gibi tek formülle kurulmaz; onun yerine dört kaldıracı aynı anda çekersin. İyi bir paraphrase genelde dördünü de kullanır. Tek bir kaldıraç (yalnızca eşanlamlı) yetmez ve patchwriting'e düşürür.
1 · Eşanlamlı
Anahtar içerik kelimelerini bağlama uygun yakın anlamlılarla değiştir: important → crucial.
2 · Sözcük türü
Kelimenin dilbilgisel biçimini çevir: analyse → analysis (fiil↔isim, sıfat↔zarf).
3 · Çatı
Aktif↔edilgen çevir, vurguyu kaydır: ran tests → tests were run.
4 · Cümle yapısı
İskeleti kır; bağlacı ve cümlecik sırasını yeniden kur: because X → X led to.
Kaldıraç 1 — Eşanlamlı seçimi (anahtar kelimeleri değiştir)
İçerik kelimelerini (isim, fiil, sıfat) bağlama uygun yakın anlamlılarla değiştir. Formül: anahtar kelime → doğru eşanlamlı. Dikkat: terimler ve özel adlar değişmez.
Original: Cars cause a lot of pollution. → Paraphrase: Vehicles produce significant contamination.
Arabalar çok kirlilik yaratır. → Taşıtlar kayda değer kirlilik üretir.
cause→produce, cars→vehicles, pollution→contamination; anlam sabit.
Original: The project was successful. → Paraphrase: The project was a success / highly effective.
Proje başarılıydı. → Proje bir başarıydı / son derece etkiliydi.
successful (sıfat) → a success (isim öbeği); tür değişimiyle birleşti.
Kaldıraç 2 — Sözcük türü değişimi (kelimenin dilbilgisel biçimini çevir)
Aynı kavramı farklı sözcük türüyle söyle: isim↔fiil, sıfat↔zarf, sıfat↔isim. Bu, cümle yapısını da doğal olarak değiştirir; en güçlü kaldıraçlardan biridir.
Original: Scientists analysed the data carefully. → Paraphrase: The scientists' analysis of the data was careful.
Bilim insanları veriyi dikkatlice analiz etti. → Bilim insanlarının veri analizi dikkatliydi.
analysed (fiil)→analysis (isim), carefully (zarf)→careful (sıfat).
Original: It is important to sleep well. → Paraphrase: Sleeping well is of importance / a necessity.
İyi uyumak önemlidir. → İyi uyumak önem taşır / bir gerekliliktir.
important (sıfat) → importance / necessity (isim); nominalization ile örtüşür (bkz. Nominalizasyon).
Kaldıraç 3 — Çatı değişimi (aktif ↔ edilgen)
Aktif cümleyi edilgen (ya da tersi) yaparak vurguyu ve kelime sırasını köklü değiştir. Formül: Özne + fiil + nesne ↔ Nesne + be + geçmiş sıfat-fiil (+ by özne). Ayrıntı için bkz. Edilgen Çatı.
Original: Researchers conducted the experiment. → Paraphrase: The experiment was conducted by researchers.
Araştırmacılar deneyi yürüttü. → Deney araştırmacılar tarafından yürütüldü.
Aktif→edilgen; odak 'experiment'e kaydı.
Original: The government introduced a new law. → Paraphrase: A new law was introduced (by the government).
Hükümet yeni bir yasa getirdi. → Yeni bir yasa (hükümet tarafından) çıkarıldı.
Fail belirsizleşebilir; anlam korunur, vurgu 'law'da.
Kaldıraç 4 — Cümle yapısını yeniden kur (iskeleti kır)
Bağlaçları, cümlecik sırasını ve cümle tipini değiştir: neden-sonucu ters çevir, iki cümleyi birleştir ya da bir cümleyi böl. Bu kaldıraç, paraphrase'i patchwriting olmaktan kurtaran en belirleyici adımdır.
Original: Because prices rose, demand fell. → Paraphrase: The rise in prices led to a fall in demand.
Fiyatlar arttığı için talep düştü. → Fiyatların artışı talebin düşmesine yol açtı.
Zarf cümleciği → özne+fiil; neden-sonuç yeni bağlaçla (bkz. Neden-Sonuç Dili).
Original: The film was long, but I enjoyed it. → Paraphrase: Despite its length, I enjoyed the film.
Film uzundu ama beğendim. → Uzunluğuna rağmen filmi beğendim.
but (bağlaç) → despite + isim öbeği; yapı bütünüyle yeniden kuruldu.
Yanlış Original: 'Air pollution damages the lungs.' → 'Air pollution harms the lungs.'
Doğru Original: 'Air pollution damages the lungs.' → 'The lungs are harmed by contamination in the air.'
Hava kirliliği akciğerlere zarar verir.
İlkinde sadece tek kelime (damages→harms) değişti, iskelet aynı — bu patchwriting. İkincisi çatıyı çevirdi, eşanlamlı ve yapı değişimini birleştirdi: gerçek paraphrase.
Dört kaldıracın kısa özeti
| Kaldıraç | Ne yapar | Örnek dönüşüm |
|---|---|---|
| Eşanlamlı | İçerik kelimelerini değiştirir | important → crucial |
| Sözcük türü | Dilbilgisel biçimi çevirir | analyse → analysis |
| Çatı | Aktif↔edilgen, vurguyu kaydırır | ran tests → tests were run |
| Cümle yapısı | İskeleti/bağlacı yeniden kurar | because X → X led to |
Akılda Tutma: SWAP
Dört kaldıracı SWAP (İngilizce 'takas et') diye hatırla: Synonym (eşanlamlı), Word class (sözcük türü), Active/passive (çatı), Pattern (cümle yapısı). İyi paraphrase 'SWAP' yapar — sadece bir harf değil, dördünü birden.
A paraphrase is not built with a single formula like a grammar tense; instead you pull four levers at the same time. A good paraphrase usually uses all four. A single lever (synonym only) is not enough and drops you into patchwriting.
1 · Synonym
Replace the key content words with context-appropriate near-synonyms: important → crucial.
2 · Word class
Change the grammatical form of the word: analyse → analysis (verb↔noun, adjective↔adverb).
3 · Voice
Switch active↔passive, shift the emphasis: ran tests → tests were run.
4 · Sentence structure
Break the frame; rebuild the conjunction and clause order: because X → X led to.
Lever 1 — Synonym choice (change the key words)
Replace the content words (noun, verb, adjective) with context-appropriate near-synonyms. Formula: key word → the right synonym. Note: terms and proper nouns do not change.
Original: Cars cause a lot of pollution. → Paraphrase: Vehicles produce significant contamination.
Cars cause a lot of pollution. → Vehicles produce significant contamination.
cause→produce, cars→vehicles, pollution→contamination; the meaning is fixed.
Original: The project was successful. → Paraphrase: The project was a success / highly effective.
The project was successful. → The project was a success / highly effective.
successful (adjective) → a success (noun phrase); combined with word-class change.
Lever 2 — Word-class change (switch the word's grammatical form)
Say the same concept with a different word class: noun↔verb, adjective↔adverb, adjective↔noun. This naturally changes the sentence structure too; it is one of the most powerful levers.
Original: Scientists analysed the data carefully. → Paraphrase: The scientists' analysis of the data was careful.
Scientists analysed the data carefully. → The scientists' analysis of the data was careful.
analysed (verb)→analysis (noun), carefully (adverb)→careful (adjective).
Original: It is important to sleep well. → Paraphrase: Sleeping well is of importance / a necessity.
It is important to sleep well. → Sleeping well is of importance / a necessity.
important (adjective) → importance / necessity (noun); overlaps with nominalization (see Nominalization).
Lever 3 — Voice change (active ↔ passive)
Make the active sentence passive (or vice versa) to fundamentally change the emphasis and word order. Formula: Subject + verb + object ↔ Object + be + past participle (+ by subject). For detail see Passive Voice.
Original: Researchers conducted the experiment. → Paraphrase: The experiment was conducted by researchers.
Researchers conducted the experiment. → The experiment was conducted by researchers.
Active→passive; the focus shifted to 'experiment'.
Original: The government introduced a new law. → Paraphrase: A new law was introduced (by the government).
The government introduced a new law. → A new law was introduced (by the government).
The agent can become vague; the meaning is preserved, the emphasis is on 'law'.
Lever 4 — Rebuild the sentence structure (break the frame)
Change the conjunctions, the clause order and the sentence type: reverse cause and effect, join two sentences or split one. This lever is the most decisive step that rescues a paraphrase from being patchwriting.
Original: Because prices rose, demand fell. → Paraphrase: The rise in prices led to a fall in demand.
Because prices rose, demand fell. → The rise in prices led to a fall in demand.
Adverb clause → subject+verb; cause-effect with a new connector (see Cause-Effect Language).
Original: The film was long, but I enjoyed it. → Paraphrase: Despite its length, I enjoyed the film.
The film was long, but I enjoyed it. → Despite its length, I enjoyed the film.
but (conjunction) → despite + noun phrase; the structure is entirely rebuilt.
Wrong Original: 'Air pollution damages the lungs.' → 'Air pollution harms the lungs.'
Correct Original: 'Air pollution damages the lungs.' → 'The lungs are harmed by contamination in the air.'
Air pollution damages the lungs.
In the first, only a single word (damages→harms) changed and the frame is the same — that is patchwriting. The second switched the voice and combined synonym and structure change: a real paraphrase.
A short summary of the four levers
| Lever | What it does | Example transformation |
|---|---|---|
| Synonym | Changes the content words | important → crucial |
| Word class | Switches the grammatical form | analyse → analysis |
| Voice | Active↔passive, shifts emphasis | ran tests → tests were run |
| Sentence structure | Rebuilds the frame/conjunction | because X → X led to |
Memory Aid: SWAP
Remember the four levers as SWAP: Synonym, Word class, Active/passive (voice), Pattern (sentence structure). A good paraphrase does a 'SWAP' — not just one letter, but all four at once.
1) Akademik yazıda kaynak kullanımı (en yaygın)
Bir makalede başkasının fikrini kendi cümlenle, atıfla sunmak. Paraphrase, doğrudan alıntıya göre daha akıcıdır ve metnin kendi tonunu korur.
Kelly (2019) argues that regular feedback significantly improves student motivation.
Kelly (2019), düzenli geri bildirimin öğrenci motivasyonunu önemli ölçüde artırdığını öne sürer.
Gönderme fiili + paraphrase + kaynak; akademik standart.
According to a recent study, sleep deprivation impairs long-term memory.
Yakın tarihli bir çalışmaya göre, uyku yoksunluğu uzun süreli belleği bozar.
'According to' ile kaynak sunumu; içerik yeniden yazılmış.
2) Sınavlarda soruyu yeniden ifade etme (IELTS/TOEFL)
Yazma görevinde soru cümlesini kopyalamak puan getirmez, hatta ceza görebilir. Giriş cümlesinde soruyu paraphrase etmek beklenir.
Task: 'Some people think university should be free.' → Intro: 'It is sometimes argued that higher education ought to be provided at no cost.'
Görev: 'Bazıları üniversitenin ücretsiz olması gerektiğini düşünür.' → Giriş: 'Yükseköğretimin ücretsiz sunulması gerektiği kimi zaman öne sürülür.'
university→higher education, free→at no cost, think→argued; edilgenle yeniden kuruldu.
3) Konuşmada yeniden ifade etme ve netleştirme
Karşındaki anlamadığında ya da bir fikri onaylarken aynı şeyi başka türlü söylemek: In other words..., What I mean is...
So what you're saying is that we should postpone the launch, right?
Yani demek istediğin lansmanı ertelememiz gerektiği, öyle mi?
Karşıdakini paraphrase ederek anlama teyidi (aktif dinleme).
In other words, the plan is too expensive to justify.
Başka bir deyişle, plan haklı çıkarılamayacak kadar pahalı.
'In other words' ile kendi cümleni yeniden ifade.
4) İş yazışması ve raporlama
Bir müşteri talebini ya da toplantı kararını rapora kendi cümlenle geçirmek; birebir kopya yerine profesyonel yeniden ifade.
The client requested that delivery be brought forward to Friday.
Müşteri teslimatın cumaya çekilmesini talep etti.
'Can you deliver by Friday?' talebinin resmi paraphrase'i.
1) Using sources in academic writing (most common)
Presenting someone else's idea in your own sentence, with a citation, in a paper. A paraphrase flows better than a direct quotation and preserves the text's own tone.
Kelly (2019) argues that regular feedback significantly improves student motivation.
Kelly (2019) argues that regular feedback significantly improves student motivation.
Reporting verb + paraphrase + source; the academic standard.
According to a recent study, sleep deprivation impairs long-term memory.
According to a recent study, sleep deprivation impairs long-term memory.
Presenting a source with 'According to'; the content is rewritten.
2) Re-expressing the question in exams (IELTS/TOEFL)
In a writing task, copying the prompt sentence earns no marks and can even be penalised. You are expected to paraphrase the question in the introductory sentence.
Task: 'Some people think university should be free.' → Intro: 'It is sometimes argued that higher education ought to be provided at no cost.'
Task: 'Some people think university should be free.' → Intro: 'It is sometimes argued that higher education ought to be provided at no cost.'
university→higher education, free→at no cost, think→argued; rebuilt with the passive.
3) Re-expressing and clarifying in speech
Saying the same thing in another way when the other person does not understand, or when confirming an idea: In other words..., What I mean is...
So what you're saying is that we should postpone the launch, right?
So what you're saying is that we should postpone the launch, right?
Confirming understanding by paraphrasing the other person (active listening).
In other words, the plan is too expensive to justify.
In other words, the plan is too expensive to justify.
Re-expressing your own sentence with 'In other words'.
4) Business correspondence and reporting
Putting a client request or a meeting decision into a report in your own sentence; a professional re-expression instead of an exact copy.
The client requested that delivery be brought forward to Friday.
The client requested that delivery be brought forward to Friday.
A formal paraphrase of the request 'Can you deliver by Friday?'.
İyi paraphrase, biçimi değiştirirken üç şeyi milimetre şaşırmadan korur: kesinlik derecesi, nicelik ve vurgu/tavır. Öğrencilerin en büyük hatası, cümleyi güzelce yeniden yazarken bu ince ayarları farkında olmadan kaydırmaktır.
"may cause ile causes arasında dünya kadar kesinlik farkı vardır — iyi paraphrase bu farkı korur.
Kesinlik derecesini koru (hedging)
Kaynak may/might/could/tends to diyorsa, paraphrase de temkinli kalmalı. Temkinli bir iddiayı kesin yapmak, yazara söylemediği bir şeyi söyletmektir (bkz. Temkinli Dil (Hedging)).
Source: 'Stress may contribute to heart disease.' ✓ Paraphrase: 'Stress could be a factor in heart disease.'
Stres kalp hastalığına katkıda bulunabilir. → Stres kalp hastalığında bir etken olabilir.
may→could be a factor; temkin korundu.
Source: 'Stress may contribute...' ✗ Yanlış paraphrase: 'Stress causes heart disease.'
... → Stres kalp hastalığına neden olur.
may (ihtimal) → causes (kesinlik): anlam çarpıtıldı, kabul edilemez.
Niceliği koru
some, many, most, all arasındaki fark hayatidir. Some students ile most students tamamen farklı iddialardır.
Source: 'Some experts disagree.' ✓ 'A number of specialists hold a different view.'
Bazı uzmanlar katılmıyor. → Bir kısım uzman farklı görüşte.
some→a number of; nicelik sabit.
Source: 'Some experts disagree.' ✗ 'Experts disagree.' / 'Most experts disagree.'
... → Uzmanlar katılmıyor. / Çoğu uzman katılmıyor.
some'un düşürülmesi 'hepsi/çoğu' izlenimi verir: nicelik kaydı.
Vurgu ve tavrı koru
Yazarın hangi bilgiyi öne çıkardığı ve olaya nasıl baktığı da anlamın parçasıdır. Çatı değiştirirken bile ana vurgunun nereye düştüğüne dikkat et.
Source: 'The policy failed, unfortunately.' → 'Regrettably, the policy did not succeed.'
Ne yazık ki politika başarısız oldu. → Üzülerek belirtmek gerekir ki politika başarılı olmadı.
unfortunately→regrettably: yazarın olumsuz tavrı korundu.
C1–C2: register ve ton da anlamın parçası
İleri düzeyde paraphrase sadece 'anlamı' değil register'ı da korur. Bilimsel bir kaynağı gündelik ('kids', 'stuff') kelimelerle paraphrase etmek anlamı taşısa da tonu bozar. Akademik kaynağı akademik kelimelerle yeniden yaz (bkz. Akademik Register).
Tips & Tricks: hedging radarı
Kaynakta may / might / could / tend to / is likely to / suggests gördüğün anda alarm çalsın: paraphrase'ine mutlaka bir temkin kelimesi bırak. Sınavda ve yazıda en sık puan kaybettiren tek hamle, temkinli bir iddiayı (may cause) kesin (causes) yapmaktır. Gördüğün hedging kelimesini bir başkasıyla eşle, silme.
A good paraphrase, while changing the form, preserves three things without missing by a millimetre: the degree of certainty, the quantity and the emphasis/stance. The students' biggest mistake is, while nicely rewriting the sentence, to shift these fine settings without noticing.
"There is a world of certainty difference between may cause and causes — a good paraphrase preserves that difference.
Preserve the degree of certainty (hedging)
If the source says may/might/could/tends to, the paraphrase must stay cautious too. Making a cautious claim definite is making the author say something they did not say (see Hedging).
Source: 'Stress may contribute to heart disease.' ✓ Paraphrase: 'Stress could be a factor in heart disease.'
Stress may contribute to heart disease. → Stress could be a factor in heart disease.
may→could be a factor; the caution is preserved.
Source: 'Stress may contribute...' ✗ Wrong paraphrase: 'Stress causes heart disease.'
... → Stress causes heart disease.
may (possibility) → causes (certainty): the meaning is distorted, unacceptable.
Preserve the quantity
The difference between some, many, most, all is vital. Some students and most students are completely different claims.
Source: 'Some experts disagree.' ✓ 'A number of specialists hold a different view.'
Some experts disagree. → A number of specialists hold a different view.
some→a number of; the quantity is fixed.
Source: 'Some experts disagree.' ✗ 'Experts disagree.' / 'Most experts disagree.'
... → Experts disagree. / Most experts disagree.
Dropping 'some' gives the impression of 'all/most': a quantity shift.
Preserve the emphasis and stance
Which information the author foregrounds and how they view the matter are also part of the meaning. Even when changing the voice, watch where the main emphasis falls.
Source: 'The policy failed, unfortunately.' → 'Regrettably, the policy did not succeed.'
Unfortunately, the policy failed. → Regrettably, the policy did not succeed.
unfortunately→regrettably: the author's negative stance is preserved.
C1–C2: register and tone are also part of the meaning
At an advanced level, a paraphrase preserves not only the 'meaning' but also the register. Paraphrasing a scientific source with everyday words ('kids', 'stuff') may carry the meaning but breaks the tone. Rewrite an academic source with academic words (see Academic Register).
Tips & Tricks: the hedging radar
The moment you see may / might / could / tend to / is likely to / suggests in the source, let an alarm ring: leave definitely a cautious word in your paraphrase. The single move that most often loses marks, in an exam and in writing, is making a cautious claim (may cause) definite (causes). Match the hedging word you see with another one; do not delete it.
Türkçede de fikirleri kendi cümlemizle aktarırız, ama iki dil arasındaki yapı farkları paraphrase'te tuzaklar kurar. Türkçe düşünüp İngilizce yazan öğrenci, çoğu zaman Türkçenin kelime sırasını ve deyimini birebir taşır — bu hem yanlış hem de kaynağa fazla yakın (patchwriting) sonuç verir.
- Türkçede eşanlamlı bolluğu bizi yanıltır: 'gerçekleştirmek' gibi bir fiili İngilizcede tek bir 'realize' ile karşılamak anlamı kaydırır — bağlama göre 'carry out / achieve / perform' gerekir.
- Türkçe edilgeni çok sever ('yapıldı, edildi'); İngilizcede her edilgen doğal değildir. Çatı değişimini araç olarak kullan ama doğal olduğu yerde.
- Türkçede uzun tek cümle doğaldır; İngilizcede aynı fikri iki net cümleye bölmek çoğu zaman daha iyi bir paraphrase'tir.
- Kelimesi kelimesine çeviri = en sık intihal ve anlam hatası kaynağı; önce anlamı Türkçe kavra, sonra İngilizce yeniden kur.
TUZAK
Kelimesi kelimesine çeviri hem en sık intihal hem de en sık anlam-hatası kaynağıdır. Önce anlamı Türkçe kavra, kaynağı kapat, sonra kendi cümleni sıfırdan kur.
Yanlış Source: 'The results support the hypothesis.' → 'The results are supporting to the hypothesis.'
Doğru Source: 'The results support the hypothesis.' → 'The findings provide backing for the theory.'
Sonuçlar hipotezi destekliyor.
İlk cümle Türkçe 'destekliyor'u birebir 'are supporting to' diye çevirip hem dilbilgisi hem doğallık hatası yapıyor. İkincisi results→findings, support→provide backing, hypothesis→theory ile gerçek paraphrase kuruyor.
Yanlış Source: 'Many people prefer online shopping.' → 'Many people are preferring the online shopping.'
Doğru Source: 'Many people prefer online shopping.' → 'A large number of consumers favour buying goods over the internet.'
Birçok insan çevrimiçi alışverişi tercih eder.
İlk cümle Türkçe 'tercih ediyor'u yanlış sürekli zamanla ve gereksiz 'the' ile çeviriyor. İkincisi many→a large number of, people→consumers, prefer→favour, online shopping→buying over the internet ile yapıyı da değiştiriyor.
Yanlış Source: 'Technology has changed our lives.' → 'The technology changed our lifes very much.'
Doğru Source: 'Technology has changed our lives.' → 'Advances in technology have transformed the way we live.'
Teknoloji hayatımızı değiştirdi.
İlk cümle Türkçe mantığıyla 'the technology' (sayılamaz isme gereksiz artikel), yanlış çoğul 'lifes' ve doğrudan kopya yapıyor. İkincisi technology→advances in technology, changed→transformed, our lives→the way we live ile hem doğru hem özgün.
In Turkish too we convey ideas in our own sentence, but the structural differences between the two languages set traps in paraphrasing. The student who thinks in Turkish and writes in English often carries Turkish's word order and idiom over word for word — this gives a result that is both wrong and too close to the source (patchwriting).
- The abundance of synonyms in Turkish misleads us: rendering a verb like 'gerçekleştirmek' with a single English 'realize' shifts the meaning — depending on context you need 'carry out / achieve / perform'.
- Turkish loves the passive ('yapıldı, edildi'); in English not every passive is natural. Use voice change as a tool, but where it is natural.
- In Turkish a long single sentence is natural; in English splitting the same idea into two clear sentences is often a better paraphrase.
- Word-for-word translation = the most frequent source of plagiarism and meaning errors; grasp the meaning in Turkish first, then rebuild it in English.
TRAP
Word-for-word translation is the most frequent source both of plagiarism and of meaning errors. Grasp the meaning in Turkish first, close the source, then build your own sentence from scratch.
Wrong Source: 'The results support the hypothesis.' → 'The results are supporting to the hypothesis.'
Correct Source: 'The results support the hypothesis.' → 'The findings provide backing for the theory.'
The results support the hypothesis.
The first sentence translates Turkish 'destekliyor' word for word as 'are supporting to', making both a grammar and a naturalness error. The second builds a real paraphrase with results→findings, support→provide backing, hypothesis→theory.
Wrong Source: 'Many people prefer online shopping.' → 'Many people are preferring the online shopping.'
Correct Source: 'Many people prefer online shopping.' → 'A large number of consumers favour buying goods over the internet.'
Many people prefer online shopping.
The first sentence translates Turkish 'tercih ediyor' with the wrong continuous tense and an unnecessary 'the'. The second also changes the structure with many→a large number of, people→consumers, prefer→favour, online shopping→buying over the internet.
Wrong Source: 'Technology has changed our lives.' → 'The technology changed our lifes very much.'
Correct Source: 'Technology has changed our lives.' → 'Advances in technology have transformed the way we live.'
Technology has changed our lives.
The first sentence, with Turkish logic, uses 'the technology' (an unnecessary article with an uncountable noun), the wrong plural 'lifes', and copies directly. The second is both correct and original with technology→advances in technology, changed→transformed, our lives→the way we live.
Paraphrase; özet, doğrudan alıntı ve gönderme fiilleriyle sık karıştırılır. Farkı bilmek, sınavda ve yazıda doğru aracı seçmeni sağlar.
Paraphrase ve komşu kavramlar
| Kavram | Ne yapar | Uzunluk | Ayırt edici nokta |
|---|---|---|---|
| Paraphrase | Anlamı koruyup biçimi değiştirir | Kaynakla ~aynı | Tüm ayrıntı korunur, atıf gerekir |
| Özet | Ana fikri kısaltır | Kaynaktan çok kısa | Ayrıntılar atılır, sadece öz kalır |
| Doğrudan alıntı | Kaynağın tam sözünü aktarır | Değişmez | Tırnak içinde, kelimesi kelimesine |
| Gönderme fiili | Paraphrase'i çerçeveler | Tek fiil | 'argues/notes' ile tavır katar |
Paraphrase mi özet mi?
Basit ölçüt: Kaynağı kısaltıyor musun, yoksa aynı bilgiyi yeniden mi yazıyorsun? Kısaltıyorsan özet, yeniden yazıyorsan paraphrase. İkisi de intihalden kaçınmak için atıf ister; ikisi de anlamı korur ama sadece paraphrase tüm ayrıntıyı taşır.
Paraphrase is often confused with summary, direct quotation and reporting verbs. Knowing the difference lets you choose the right tool in an exam and in writing.
Paraphrase and neighbouring concepts
| Concept | What it does | Length | Distinguishing point |
|---|---|---|---|
| Paraphrase | Preserves the meaning, changes the form | ~same as the source | All detail preserved, needs a citation |
| Summary | Shortens the main idea | Much shorter than the source | Details dropped, only the gist remains |
| Direct quotation | Conveys the source's exact words | Unchanged | In quotation marks, word for word |
| Reporting verb | Frames the paraphrase | A single verb | Adds a stance with 'argues/notes' |
Paraphrase or summary?
A simple test: are you shortening the source, or rewriting the same information? If you are shortening it, that is a summary; if you are rewriting it, a paraphrase. Both need a citation to avoid plagiarism; both preserve the meaning, but only a paraphrase carries all the detail.
En sık tek hata
En yaygın hata patchwriting'tir: cümle iskeletini olduğu gibi bırakıp yalnızca birkaç kelimeyi eşanlamlıyla değiştirmek. Bu, çoğu üniversitede intihal muamelesi görür. Kural: sadece kelimeleri değil, yapıyı da değiştir.
Yanlış Source: 'Global warming is caused by human activity.' → 'Global warming is caused by human actions.'
Doğru Source: 'Global warming is caused by human activity.' → 'Human activity is responsible for the rise in global temperatures.'
Küresel ısınma insan faaliyetinden kaynaklanır.
Sadece activity→actions değişti, iskelet aynı: patchwriting. Doğrusu çatıyı çevirip (caused by→responsible for) ve öbeği yeniden kurar.
Yanlış Source: 'The study may suggest a link.' → 'The study proves a link.'
Doğru Source: 'The study may suggest a link.' → 'The research could point to a possible connection.'
Çalışma bir bağlantıya işaret edebilir.
may suggest (temkinli) → proves (kesin): anlam çarpıtıldı. İyi paraphrase kesinlik derecesini korur (bkz. Temkinli Dil (Hedging)).
Yanlış Source: 'Some students struggle with exams.' → 'Students struggle with exams.'
Doğru Source: 'Some students struggle with exams.' → 'A proportion of learners find examinations difficult.'
Bazı öğrenciler sınavlarda zorlanır.
'some' düşürülünce 'tüm öğrenciler' anlamı doğar: nicelik kaydı. Doğrusu niceliği (some→a proportion of) korur.
Yanlış Source: 'Photosynthesis converts light into energy.' → 'Light-eating converts brightness into power.'
Doğru Source: 'Photosynthesis converts light into energy.' → 'Through photosynthesis, plants transform light into usable energy.'
Fotosentez ışığı enerjiye dönüştürür.
'Photosynthesis' teknik bir terimdir; eşanlamlısı yoktur ('light-eating' saçmalık olur). Terimler değişmez; çevresini yeniden yaz.
Yanlış Source: 'The book is interesting and useful.' → 'The book is interesting, useful and helpful and good.'
Doğru Source: 'The book is interesting and useful.' → 'The book is both engaging and practical.'
Kitap ilginç ve faydalı.
Paraphrase ederken bilgi eklemek yasaktır; kaynakta olmayan 'helpful, good' katmak anlamı büyütür. Doğrusu aynı iki niteliği farklı kelimelerle verir.
Yanlış Source: 'Sales increased by 20% in 2020.' → 'Sales rose by about a fifth in the year.'
Doğru Source: 'Sales increased by 20% in 2020.' → 'In 2020, sales grew by 20%.'
2020'de satışlar %20 arttı.
Rakamlar ve yıllar veri olduğu için değiştirilmez ya da bulanıklaştırılmaz; '20%'yi 'about a fifth', '2020'yi 'the year' yapmak bilgiyi bozar. Sayıyı koru, çevresini yeniden yaz.
Yanlış Source: 'She said the plan was risky.' → 'She said that the plan was risky.'
Doğru Source: 'She said the plan was risky.' → 'She warned that the strategy carried significant danger.'
Planın riskli olduğunu söyledi.
Sadece 'that' eklemek paraphrase değildir; hiçbir kaldıraç çekilmemiş. Doğrusu said→warned, plan→strategy, risky→carried danger ile yeniden yazar.
Yanlış Source: 'Regular exercise improves mental health.' → 'Regular exercise makes better the mental health.'
Doğru Source: 'Regular exercise improves mental health.' → 'Working out on a regular basis benefits psychological wellbeing.'
Düzenli egzersiz ruh sağlığını iyileştirir.
'makes better the mental health' hem dilbilgisi hem doğallık hatası; Türkçe mantığıyla kurulmuş. Doğrusu exercise→working out, improves→benefits, mental health→psychological wellbeing ile doğal ve özgün.
Yanlış Source: 'Kelly (2019) argues that feedback boosts motivation.' → 'Feedback boosts motivation.'
Doğru Source: 'Kelly (2019) argues that feedback boosts motivation.' → 'According to Kelly (2019), feedback enhances motivation.'
Kelly (2019) geri bildirimin motivasyonu artırdığını öne sürer.
Kaynağı (Kelly, 2019) düşürmek intihaldir; paraphrase fikrin sahibini gizlemez. Atıf her zaman korunur (bkz. Alıntı & Aktarım Fiilleri).
The single most common mistake
The most common mistake is patchwriting: leaving the sentence frame as it is and only swapping a few words for synonyms. This is treated as plagiarism at most universities. Rule: change not just the words but the structure too.
Wrong Source: 'Global warming is caused by human activity.' → 'Global warming is caused by human actions.'
Correct Source: 'Global warming is caused by human activity.' → 'Human activity is responsible for the rise in global temperatures.'
Global warming is caused by human activity.
Only activity→actions changed, the frame is the same: patchwriting. The correct one switches the voice (caused by→responsible for) and rebuilds the phrase.
Wrong Source: 'The study may suggest a link.' → 'The study proves a link.'
Correct Source: 'The study may suggest a link.' → 'The research could point to a possible connection.'
The study may suggest a link.
may suggest (cautious) → proves (definite): the meaning is distorted. A good paraphrase preserves the degree of certainty (see Hedging).
Wrong Source: 'Some students struggle with exams.' → 'Students struggle with exams.'
Correct Source: 'Some students struggle with exams.' → 'A proportion of learners find examinations difficult.'
Some students struggle with exams.
Dropping 'some' creates the meaning 'all students': a quantity shift. The correct one preserves the quantity (some→a proportion of).
Wrong Source: 'Photosynthesis converts light into energy.' → 'Light-eating converts brightness into power.'
Correct Source: 'Photosynthesis converts light into energy.' → 'Through photosynthesis, plants transform light into usable energy.'
Photosynthesis converts light into energy.
'Photosynthesis' is a technical term; it has no synonym ('light-eating' would be nonsense). Terms do not change; rewrite their surroundings.
Wrong Source: 'The book is interesting and useful.' → 'The book is interesting, useful and helpful and good.'
Correct Source: 'The book is interesting and useful.' → 'The book is both engaging and practical.'
The book is interesting and useful.
When paraphrasing, adding information is forbidden; adding 'helpful, good' that is not in the source enlarges the meaning. The correct one gives the same two qualities in different words.
Wrong Source: 'Sales increased by 20% in 2020.' → 'Sales rose by about a fifth in the year.'
Correct Source: 'Sales increased by 20% in 2020.' → 'In 2020, sales grew by 20%.'
In 2020, sales increased by 20%.
Because figures and years are data, they are not changed or blurred; making '20%' 'about a fifth' and '2020' 'the year' corrupts the information. Keep the number, rewrite its surroundings.
Wrong Source: 'She said the plan was risky.' → 'She said that the plan was risky.'
Correct Source: 'She said the plan was risky.' → 'She warned that the strategy carried significant danger.'
She said the plan was risky.
Merely adding 'that' is not a paraphrase; no lever has been pulled. The correct one rewrites with said→warned, plan→strategy, risky→carried danger.
Wrong Source: 'Regular exercise improves mental health.' → 'Regular exercise makes better the mental health.'
Correct Source: 'Regular exercise improves mental health.' → 'Working out on a regular basis benefits psychological wellbeing.'
Regular exercise improves mental health.
'makes better the mental health' is both a grammar and a naturalness error; built with Turkish logic. The correct one is natural and original with exercise→working out, improves→benefits, mental health→psychological wellbeing.
Wrong Source: 'Kelly (2019) argues that feedback boosts motivation.' → 'Feedback boosts motivation.'
Correct Source: 'Kelly (2019) argues that feedback boosts motivation.' → 'According to Kelly (2019), feedback enhances motivation.'
Kelly (2019) argues that feedback boosts motivation.
Dropping the source (Kelly, 2019) is plagiarism; a paraphrase does not hide the owner of the idea. The citation is always preserved (see Citation & Reporting Verbs).
Her kelime paraphrase edilmez; bazı öğeler bilinçli olarak olduğu gibi kalır. Bunları eşanlamlıyla değiştirmeye çalışmak hatadır.
- Teknik terimler: photosynthesis, inflation, GDP, algorithm — bunların standart karşılığı odur; değiştirilmez.
- Özel adlar: kişi, kurum, yer, marka adları aynı kalır.
- Rakamlar ve tarihler: 20%, 2020, £5 million gibi veriler değişmez, bulanıklaştırılmaz.
- Yaygın kelimeler: the, is, and, of, in gibi işlev kelimelerinin eşanlamlısı yoktur; onları zorla değiştirmeye çalışma.
Source: 'The COVID-19 pandemic began in 2020.' → 'The outbreak of COVID-19 started in 2020.'
COVID-19 pandemisi 2020'de başladı. → COVID-19 salgını 2020'de başladı.
'COVID-19' ve '2020' korunur; pandemic→outbreak, began→started değişir.
Source: 'Inflation reached 8% in the UK.' → 'In the UK, inflation climbed to 8%.'
İngiltere'de enflasyon %8'e ulaştı. → İngiltere'de enflasyon %8'e tırmandı.
'inflation', 'UK', '8%' korunur; reached→climbed to + sıra değişimi.
Akılda Tutma: TRÖ dokunulmaz
Neyin değişmeyeceğini tek kelimeyle hatırla: TRÖ — Terim (photosynthesis, GDP), Rakam ve tarih (20%, 2020), Özel ad (Smith, İngiltere). TRÖ'ye dokunma; sadece etrafını yeniden yaz. Cümlenin geri kalanında bolca kaldıraç zaten var.
Terimi zorla değiştirme
Bir terimin 'gündelik' bir karşılığını uydurmak (photosynthesis → light-eating) anlamı bozar ve amatörce görünür. Terim değişmiyorsa çevresini yeniden yaz — cümlenin geri kalanında bolca kaldıraç var.
Not every word is paraphrased; some elements consciously stay as they are. Trying to replace these with synonyms is a mistake.
- Technical terms: photosynthesis, inflation, GDP, algorithm — their standard equivalent is exactly that; they do not change.
- Proper nouns: names of people, institutions, places, brands stay the same.
- Figures and dates: data like 20%, 2020, £5 million do not change and are not blurred.
- Common words: function words like the, is, and, of, in have no synonym; do not try to force them to change.
Source: 'The COVID-19 pandemic began in 2020.' → 'The outbreak of COVID-19 started in 2020.'
The COVID-19 pandemic began in 2020. → The outbreak of COVID-19 started in 2020.
'COVID-19' and '2020' are preserved; pandemic→outbreak, began→started change.
Source: 'Inflation reached 8% in the UK.' → 'In the UK, inflation climbed to 8%.'
Inflation reached 8% in the UK. → In the UK, inflation climbed to 8%.
'inflation', 'UK', '8%' are preserved; reached→climbed to + order change.
Memory Aid: TRÖ is untouchable
Remember in one word what does not change: TRÖ — Terim (Term: photosynthesis, GDP), Rakam ve tarih (Figure and date: 20%, 2020), Özel ad (Proper noun: Smith, the UK). Do not touch TRÖ; only rewrite its surroundings. There are plenty of levers in the rest of the sentence already.
Do not force a term to change
Inventing an 'everyday' equivalent of a term (photosynthesis → light-eating) distorts the meaning and looks amateurish. If a term does not change, rewrite its surroundings — there are plenty of levers in the rest of the sentence.
Paraphrase sadece akademik bir beceri değil; günlük konuşmada da sürekli 'başka türlü söyleriz' — netleştirmek, teyit almak ya da yumuşatmak için.
Ann:The project's basically dead — nobody's got time for it.
Ben:So you're saying we should shelve it for now?
Ann:Exactly. In other words, we park it until Q3.
Ben:Got it. To put it differently, it's on hold, not cancelled.
Ann:Right, that's a better way of putting it.
Ann: Proje aslında bitti — kimsenin ona ayıracak vakti yok. / Ben: Yani şimdilik onu rafa mı kaldıralım diyorsun? / Ann: Aynen. Başka bir deyişle, üçüncü çeyreğe kadar bekletiriz. / Ben: Anladım. Farklı söylersek, iptal değil, beklemede. / Ann: Doğru, öyle demek daha iyi.
Konuşmada paraphrase 'aktif dinleme' aracıdır: karşındakini kendi cümlenle özetleyerek anladığını gösterir ('So you're saying...', 'In other words...', 'To put it differently...').
Let me put that another way: we can't afford it right now.
Şunu başka türlü söyleyeyim: şu an bunu karşılayamayız.
'Let me put that another way' — kendi cümleni yeniden ifade kalıbı.
If I understand you correctly, you'd rather wait?
Seni doğru anladıysam, beklemeyi mi tercih edersin?
Teyit için karşıdakini paraphrase etme (nazik, açık).
Basically what she means is that the deadline's too tight.
Aslında demek istediği, teslim tarihinin çok sıkışık olduğu.
'What she means is' ile üçüncü kişiyi paraphrase (gündelik register).
Paraphrase is not only an academic skill; in everyday conversation too we constantly 'say it another way' — to clarify, get confirmation or soften.
Ann:The project's basically dead — nobody's got time for it.
Ben:So you're saying we should shelve it for now?
Ann:Exactly. In other words, we park it until Q3.
Ben:Got it. To put it differently, it's on hold, not cancelled.
Ann:Right, that's a better way of putting it.
Ann: The project's basically dead — nobody has time for it. / Ben: So you're saying we should shelve it for now? / Ann: Exactly. In other words, we hold it until Q3. / Ben: Got it. To put it differently, it's on hold, not cancelled. / Ann: Right, that's a better way of putting it.
In conversation, paraphrase is an 'active listening' tool: it shows you understood by summarizing the other person in your own sentence ('So you're saying...', 'In other words...', 'To put it differently...').
Let me put that another way: we can't afford it right now.
Let me put that another way: we can't afford it right now.
'Let me put that another way' — a pattern for re-expressing your own sentence.
If I understand you correctly, you'd rather wait?
If I understand you correctly, you'd rather wait?
Paraphrasing the other person for confirmation (polite, clear).
Basically what she means is that the deadline's too tight.
Basically what she means is that the deadline's too tight.
Paraphrasing a third person with 'What she means is' (everyday register).
Akademik yazıda paraphrase, kaynak bütünleştirmenin (source integration) belkemiğidir. İyi bir akademik paraphrase üç öğeyi birleştirir: (1) uygun bir gönderme fiili (bkz. Alıntı & Aktarım Fiilleri), (2) fikrin yeniden yazımı, (3) doğru atıf. Doğrudan alıntı yalnızca ifadenin biçimi kritikse (tanım, çarpıcı söz) kullanılır; gerisi paraphrase'tir.
- Uygun bir gönderme fiili seç (argues, notes, suggests): fikri kimin, hangi tavırla söylediğini belirler.
- Fikri kendi kelimelerin ve kendi yapınla yeniden yaz — sadece eşanlamlı değil, cümle iskeletini de değiştir.
- Doğru atfı ekle (Yazar, yıl): paraphrase kelimeyi kaldırır ama fikrî borcu kaldırmaz.
Smith (2018) contends that economic inequality undermines social cohesion.
Smith (2018), ekonomik eşitsizliğin toplumsal uyumu zayıflattığını savunur.
contends (güçlü tavır) + paraphrase + (2018) atıf.
It has been suggested that early intervention yields the best outcomes (Lee, 2021).
Erken müdahalenin en iyi sonuçları verdiği öne sürülmüştür (Lee, 2021).
Edilgen gönderme + sona atıf; nesnel akademik ton (bkz. Nesnellik).
Prior research indicates that motivation and achievement are closely linked (Kaur, 2020).
Önceki araştırmalar motivasyon ile başarının yakından ilişkili olduğunu göstermektedir (Kaur, 2020).
indicates + paraphrase; iddia temkinli ve atıflı.
In academic writing, paraphrasing serves as the primary means of engaging with sources without resorting to lengthy direct quotation. When a writer restates another scholar's argument in fresh wording, three demands must be met simultaneously. First, the meaning of the original must be preserved with precision: degrees of certainty, quantities and the author's stance cannot be altered. A source that claims a factor 'may' influence an outcome must not be rendered as one that 'does' influence it. Second, the language must be genuinely the writer's own; merely substituting synonyms while retaining the original sentence frame constitutes patchwriting, which most institutions treat as a form of plagiarism. Effective paraphrase therefore reworks structure as well as vocabulary, often converting an active clause into a passive one or transforming a verb into a noun. Third, and crucially, the source must still be acknowledged. Paraphrasing removes the original wording but not the intellectual debt; a citation remains obligatory. Handled well, paraphrase allows a writer to weave multiple voices into a coherent argument that speaks in a single, consistent register, foregrounding exactly the detail the argument requires while leaving the reader in no doubt as to where each idea originated.
Akademik yazıda paraphrase, uzun doğrudan alıntıya başvurmadan kaynaklarla ilişki kurmanın başlıca yoludur. Bir yazar başka bir bilim insanının argümanını yeni kelimelerle yeniden ifade ettiğinde üç talep aynı anda karşılanmalıdır. Birincisi, orijinalin anlamı hassasiyetle korunmalıdır: kesinlik dereceleri, nicelikler ve yazarın tavrı değiştirilemez. İkincisi, dil gerçekten yazarın kendisine ait olmalıdır; yalnızca eşanlamlı değiştirip cümle iskeletini korumak patchwriting'tir ve intihal sayılır. Üçüncüsü, kaynak yine de gösterilmelidir: paraphrase kelimeleri kaldırır ama fikrî borcu değil. İyi yapıldığında paraphrase, birçok sesi tek ve tutarlı bir register'da örülen bir argümana dönüştürür.
Analiz:
- 'serves as the primary means of' — paraphrase'in işlevini tanımlayan akademik kalıp.
- 'may influence' vs 'does influence' karşıtlığı kesinlik derecesini koruma kuralını örnekler.
- 'constitutes patchwriting' — patchwriting'i intihalle eşleyen kritik uyarı.
- 'reworks structure as well as vocabulary' — sadece kelime değil yapı da değişir ilkesi.
- 'the intellectual debt' — atıfın neden zorunlu olduğunu (fikrî borç) özetler.
- 'a single, consistent register' — çok kaynağı tek sese dökme becerisi (C1–C2 hedefi).
- 'foregrounding exactly the detail' — paraphrase'in vurgu kontrolü avantajı.
In academic writing, paraphrase is the backbone of source integration. A good academic paraphrase combines three elements: (1) an appropriate reporting verb (see Citation & Reporting Verbs), (2) a rewriting of the idea, (3) the correct citation. A direct quotation is used only when the form of the expression is critical (a definition, a striking phrase); the rest is paraphrase.
- Choose an appropriate reporting verb (argues, notes, suggests): it determines who said the idea and with what stance.
- Rewrite the idea in your own words and your own structure — not just synonyms, but the sentence frame too.
- Add the correct citation (Author, year): a paraphrase removes the wording but not the intellectual debt.
Smith (2018) contends that economic inequality undermines social cohesion.
Smith (2018) contends that economic inequality undermines social cohesion.
contends (a strong stance) + paraphrase + (2018) citation.
It has been suggested that early intervention yields the best outcomes (Lee, 2021).
It has been suggested that early intervention yields the best outcomes (Lee, 2021).
Passive reporting + a citation at the end; an objective academic tone (see Objectivity).
Prior research indicates that motivation and achievement are closely linked (Kaur, 2020).
Prior research indicates that motivation and achievement are closely linked (Kaur, 2020).
indicates + paraphrase; the claim is cautious and cited.
In academic writing, paraphrasing serves as the primary means of engaging with sources without resorting to lengthy direct quotation. When a writer restates another scholar's argument in fresh wording, three demands must be met simultaneously. First, the meaning of the original must be preserved with precision: degrees of certainty, quantities and the author's stance cannot be altered. A source that claims a factor 'may' influence an outcome must not be rendered as one that 'does' influence it. Second, the language must be genuinely the writer's own; merely substituting synonyms while retaining the original sentence frame constitutes patchwriting, which most institutions treat as a form of plagiarism. Effective paraphrase therefore reworks structure as well as vocabulary, often converting an active clause into a passive one or transforming a verb into a noun. Third, and crucially, the source must still be acknowledged. Paraphrasing removes the original wording but not the intellectual debt; a citation remains obligatory. Handled well, paraphrase allows a writer to weave multiple voices into a coherent argument that speaks in a single, consistent register, foregrounding exactly the detail the argument requires while leaving the reader in no doubt as to where each idea originated.
In academic writing, paraphrase is the primary means of engaging with sources without resorting to lengthy direct quotation. When a writer restates another scholar's argument in fresh wording, three demands must be met at once. First, the meaning of the original must be preserved with precision: degrees of certainty, quantities and the author's stance cannot be altered. Second, the language must genuinely be the writer's own; merely swapping synonyms while keeping the original sentence frame is patchwriting and counts as plagiarism. Third, the source must still be acknowledged: a paraphrase removes the words but not the intellectual debt. Handled well, paraphrase turns many voices into an argument woven in a single, consistent register.
Analysis:
- 'serves as the primary means of' — an academic pattern that defines the function of paraphrase.
- The 'may influence' vs 'does influence' contrast exemplifies the rule of preserving the degree of certainty.
- 'constitutes patchwriting' — the critical warning that equates patchwriting with plagiarism.
- 'reworks structure as well as vocabulary' — the principle that not just the words but the structure change.
- 'the intellectual debt' — summarizes why the citation is obligatory (the intellectual debt).
- 'a single, consistent register' — the skill of pouring many sources into one voice (a C1–C2 goal).
- 'foregrounding exactly the detail' — the emphasis-control advantage of paraphrase.
Imagine a student, Deniz, writing an essay on remote work. She finds a source that reads: 'Working from home increases productivity for many employees, but it can also lead to feelings of isolation.' Her first attempt is: 'Working from home raises productivity for many workers, but it can also cause feelings of loneliness.' This is a poor paraphrase. Although she has swapped a handful of words, the sentence frame is identical to the original, and the phrases 'working from home' and 'feelings of' survive untouched. This is patchwriting, and a plagiarism checker would flag it at once. Deniz tries again, this time pulling several levers together. She changes the word class, turning the verb 'increases' into a noun; she converts the active clause into a passive one; and she rebuilds the sentence so that the two ideas are joined differently. Her second version reads: 'For a large proportion of staff, remote arrangements bring a rise in output; however, such arrangements may also foster a sense of loneliness (Yıldız, 2022).' Notice what has been preserved and what has changed. The meaning is intact: the source claims a benefit for many, not all, and it hedges the drawback with 'can', which Deniz keeps as 'may'. The numbers of the claim, its certainty and its balance are all faithful to the original. Yet almost every content word is fresh, the structure is genuinely her own, and, crucially, she has added a citation. Deniz has not merely disguised someone else's sentence; she has understood the idea and expressed it in her own academic voice. It is worth pausing on how she achieved this. She did not reach for a thesaurus and swap word after word in place; instead, she read the sentence, closed the source, and asked herself what it actually meant. Only then did she write, and only afterwards did she compare her version with the original to check that the balance of benefit and drawback, the scope of 'many', and the caution of 'can' had all survived. This order of operations matters: understanding first, rewriting second, and verification third, with the citation added at the end. A writer who begins by hunting for synonyms almost always ends up with patchwriting, because the original frame is still sitting in front of them, quietly shaping every choice. This is what separates real paraphrasing from patchwriting: the writer earns the sentence rather than borrowing its skeleton.
Bir öğrenci, Deniz, uzaktan çalışma üzerine bir deneme yazdığını düşün. Şöyle bir kaynak bulur: 'Evden çalışmak birçok çalışan için verimliliği artırır, ama yalnızlık hissine de yol açabilir.' İlk denemesi: 'Evden çalışmak birçok işçi için verimliliği yükseltir, ama yalnızlık hissine de neden olabilir.' Bu kötü bir paraphrase. Birkaç kelime değiştirmiş olsa da cümle iskeleti orijinalle aynı ve 'evden çalışmak', 'hissine' ifadeleri olduğu gibi duruyor. Bu patchwriting'tir ve bir intihal denetleyicisi anında yakalar. Deniz tekrar dener, bu kez birkaç kaldıracı birlikte çeker: sözcük türünü değiştirir, aktifi edilgene çevirir ve cümleyi yeniden kurar. İkinci versiyonu: 'Çalışanların büyük bir kısmı için uzaktan düzenlemeler çıktıda bir artış getirir; ancak bu düzenlemeler yalnızlık hissini de besleyebilir (Yıldız, 2022).' Neyin korunup neyin değiştiğine dikkat et. Anlam sağlam: kaynak hepsi için değil, birçoğu için bir fayda öne sürer ve dezavantajı 'can' ile temkinli kılar; Deniz bunu 'may' ile korur. İçerik kelimeleri tazedir, yapı gerçekten kendisinindir ve en önemlisi atıf eklemiştir. Deniz başkasının cümlesini gizlemedi; fikri anladı ve kendi akademik sesiyle ifade etti. Gerçek paraphrase'i patchwriting'ten ayıran budur.
Analiz:
- İlk deneme 'poor paraphrase': iskelet aynı, sadece kelime değişmiş — patchwriting tanımı.
- 'working from home' ve 'feelings of' korunması, plagiarism checker'ın yakalayacağı sinyaldir.
- İkinci denemede üç kaldıraç birlikte: sözcük türü (increases→a rise), çatı (aktif→edilgen izlenimi), yapı (yeniden kurulmuş).
- 'many, not all' vurgusu — nicelik korunmuş (large proportion), 'all' denmemiş.
- 'can' → 'may' — hedging (kesinlik derecesi) sadık biçimde korunmuş.
- Atıf (Yıldız, 2022) eklenmiş: paraphrase kelimeyi kaldırır, fikrî borcu kaldırmaz.
- 'earns the sentence rather than borrowing its skeleton' — bölümün ana metaforu ve akılda kalan kapanış.
Imagine a student, Deniz, writing an essay on remote work. She finds a source that reads: 'Working from home increases productivity for many employees, but it can also lead to feelings of isolation.' Her first attempt is: 'Working from home raises productivity for many workers, but it can also cause feelings of loneliness.' This is a poor paraphrase. Although she has swapped a handful of words, the sentence frame is identical to the original, and the phrases 'working from home' and 'feelings of' survive untouched. This is patchwriting, and a plagiarism checker would flag it at once. Deniz tries again, this time pulling several levers together. She changes the word class, turning the verb 'increases' into a noun; she converts the active clause into a passive one; and she rebuilds the sentence so that the two ideas are joined differently. Her second version reads: 'For a large proportion of staff, remote arrangements bring a rise in output; however, such arrangements may also foster a sense of loneliness (Yıldız, 2022).' Notice what has been preserved and what has changed. The meaning is intact: the source claims a benefit for many, not all, and it hedges the drawback with 'can', which Deniz keeps as 'may'. The numbers of the claim, its certainty and its balance are all faithful to the original. Yet almost every content word is fresh, the structure is genuinely her own, and, crucially, she has added a citation. Deniz has not merely disguised someone else's sentence; she has understood the idea and expressed it in her own academic voice. It is worth pausing on how she achieved this. She did not reach for a thesaurus and swap word after word in place; instead, she read the sentence, closed the source, and asked herself what it actually meant. Only then did she write, and only afterwards did she compare her version with the original to check that the balance of benefit and drawback, the scope of 'many', and the caution of 'can' had all survived. This order of operations matters: understanding first, rewriting second, and verification third, with the citation added at the end. A writer who begins by hunting for synonyms almost always ends up with patchwriting, because the original frame is still sitting in front of them, quietly shaping every choice. This is what separates real paraphrasing from patchwriting: the writer earns the sentence rather than borrowing its skeleton.
Imagine a student, Deniz, writing an essay on remote work. She finds a source that reads: 'Working from home increases productivity for many employees, but it can also lead to feelings of isolation.' Her first attempt is: 'Working from home raises productivity for many workers, but it can also cause feelings of loneliness.' This is a poor paraphrase. Although she has swapped a few words, the sentence frame is identical to the original, and the phrases 'working from home' and 'feelings of' stand untouched. This is patchwriting, and a plagiarism checker catches it instantly. Deniz tries again, this time pulling several levers together: she changes the word class, turns the active into a passive, and rebuilds the sentence. Her second version reads: 'For a large proportion of staff, remote arrangements bring a rise in output; however, such arrangements may also foster a sense of loneliness (Yıldız, 2022).' Notice what is preserved and what has changed. The meaning is intact: the source claims a benefit for many, not all, and hedges the drawback with 'can'; Deniz keeps this as 'may'. The content words are fresh, the structure is genuinely her own, and, most importantly, she has added a citation. Deniz did not disguise someone else's sentence; she understood the idea and expressed it in her own academic voice. This is what separates real paraphrasing from patchwriting.
Analysis:
- The first attempt is a 'poor paraphrase': the frame is the same, only words changed — the definition of patchwriting.
- The survival of 'working from home' and 'feelings of' is the signal a plagiarism checker would catch.
- In the second attempt three levers together: word class (increases→a rise), voice (active→passive impression), structure (rebuilt).
- The 'many, not all' emphasis — the quantity is preserved (large proportion), 'all' is not said.
- 'can' → 'may' — the hedging (degree of certainty) is faithfully preserved.
- The citation (Yıldız, 2022) is added: a paraphrase removes the words, not the intellectual debt.
- 'earns the sentence rather than borrowing its skeleton' — the section's main metaphor and its memorable closing.
Temel (B1–B2): tek-iki kaldıraç
Original: 'Cars are bad for the environment.' → 'Cars harm the environment.'
Arabalar çevre için kötüdür. → Arabalar çevreye zarar verir.
Tek kaldıraç: 'bad for'→'harm' (eşanlamlı+küçük yapı). Başlangıç düzeyi.
Original: 'Many people use smartphones.' → 'Smartphones are used by many people.'
Birçok insan akıllı telefon kullanır. → Akıllı telefonlar birçok insan tarafından kullanılır.
Çatı değişimi (aktif→edilgen); tek net kaldıraç.
Orta (B2–C1): iki-üç kaldıraç birlikte
Original: 'Because the weather was bad, the match was cancelled.' → 'Poor weather conditions led to the cancellation of the match.'
Hava kötü olduğu için maç iptal edildi. → Kötü hava koşulları maçın iptaline yol açtı.
Neden cümleciği → özne; bad→poor; cancelled (fiil)→cancellation (isim).
Original: 'The company fired 200 workers last year.' → 'Last year, 200 employees were dismissed by the firm.'
Şirket geçen yıl 200 işçi çıkardı. → Geçen yıl firma tarafından 200 çalışan işten çıkarıldı.
Çatı + eşanlamlı (fired→dismissed, workers→employees); rakam korundu.
İleri (C1–C2): dört kaldıraç + ton/hedging korunmuş
Original: 'Although social media can connect people, it may also increase anxiety among teenagers.' → 'While platforms of social media are capable of bringing individuals together, they may simultaneously heighten levels of anxiety in adolescents.'
Sosyal medya insanları birbirine bağlayabilse de gençler arasında kaygıyı da artırabilir. → Sosyal medya platformları bireyleri bir araya getirebilse de ergenlerde kaygı düzeyini eşzamanlı olarak yükseltebilir.
Dört kaldıraç: eşanlamlı (connect→bring together, teenagers→adolescents), tür (increase→heighten levels), yapı (although→while + yeniden kurma), hedging korundu (can/may→are capable of/may).
Original: 'Smith (2019) argues that standardised testing fails to measure creativity.' → 'According to Smith (2019), creativity is not adequately captured by standardised assessments.'
Smith (2019), standart testlerin yaratıcılığı ölçemediğini öne sürer. → Smith (2019)'a göre, standart değerlendirmeler yaratıcılığı yeterince yakalayamaz.
Gönderme yeniden çerçevelendi (argues→according to), çatı çevrildi (edilgen), atıf korundu.
Basic (B1–B2): one or two levers
Original: 'Cars are bad for the environment.' → 'Cars harm the environment.'
Cars are bad for the environment. → Cars harm the environment.
One lever: 'bad for'→'harm' (synonym + small structure). Beginner level.
Original: 'Many people use smartphones.' → 'Smartphones are used by many people.'
Many people use smartphones. → Smartphones are used by many people.
Voice change (active→passive); one clear lever.
Intermediate (B2–C1): two or three levers together
Original: 'Because the weather was bad, the match was cancelled.' → 'Poor weather conditions led to the cancellation of the match.'
Because the weather was bad, the match was cancelled. → Poor weather conditions led to the cancellation of the match.
Reason clause → subject; bad→poor; cancelled (verb)→cancellation (noun).
Original: 'The company fired 200 workers last year.' → 'Last year, 200 employees were dismissed by the firm.'
The company fired 200 workers last year. → Last year, 200 employees were dismissed by the firm.
Voice + synonym (fired→dismissed, workers→employees); the figure is preserved.
Advanced (C1–C2): four levers + tone/hedging preserved
Original: 'Although social media can connect people, it may also increase anxiety among teenagers.' → 'While platforms of social media are capable of bringing individuals together, they may simultaneously heighten levels of anxiety in adolescents.'
Although social media can connect people, it may also increase anxiety among teenagers. → While platforms of social media are capable of bringing individuals together, they may simultaneously heighten levels of anxiety in adolescents.
Four levers: synonym (connect→bring together, teenagers→adolescents), class (increase→heighten levels), structure (although→while + rebuild), hedging preserved (can/may→are capable of/may).
Original: 'Smith (2019) argues that standardised testing fails to measure creativity.' → 'According to Smith (2019), creativity is not adequately captured by standardised assessments.'
Smith (2019) argues that standardised testing fails to measure creativity. → According to Smith (2019), creativity is not adequately captured by standardised assessments.
The reporting was reframed (argues→according to), the voice switched (passive), the citation preserved.
Aşağıdaki sorular kuralı değil, anlamı kontrol eder: bir paraphrase'in gerçekten geçerli olup olmadığını sezip sezmediğini ölçer.
Kavram kontrol (Evet/Hayır + gerekçe) Her paraphrase geçerli mi? Neden?
- Source: 'The results may indicate a trend.' Paraphrase: 'The results show a clear trend.' — Geçerli mi?Hayır. 'may indicate' temkinli; 'show a clear trend' kesin. Kesinlik derecesi değişti, anlam çarpıtıldı.
- Source: 'Most students passed.' Paraphrase: 'The majority of learners were successful.' — Geçerli mi?Evet. most→the majority of, students→learners, passed→were successful; nicelik ve anlam korundu, yapı değişti.
- Source: 'Photosynthesis produces oxygen.' Paraphrase: 'Sun-eating makes air.' — Geçerli mi?Hayır. 'Photosynthesis' teknik terimdir, değiştirilmez; 'sun-eating' ve 'air' anlamı bozar.
- Source: 'Prices rose sharply in 2021.' Paraphrase: 'Prices went up a bit last year.' — Geçerli mi?Hayır. 'sharply' (keskin) → 'a bit' (biraz) vurguyu düşürdü; '2021' → 'last year' veriyi bulanıklaştırdı.
- Source: 'Lee (2020) claims the policy failed.' Paraphrase: 'The policy failed.' — Geçerli mi?Hayır. Kaynak (Lee, 2020) düşürüldü; bu intihaldir. Atıf korunmalıydı.
The following questions check not the rule but the meaning: they measure whether you can sense whether a paraphrase is really valid.
Concept check (Yes/No + reason) Is each paraphrase valid? Why?
- Source: 'The results may indicate a trend.' Paraphrase: 'The results show a clear trend.' — Valid?No. 'may indicate' is cautious; 'show a clear trend' is definite. The degree of certainty changed, the meaning is distorted.
- Source: 'Most students passed.' Paraphrase: 'The majority of learners were successful.' — Valid?Yes. most→the majority of, students→learners, passed→were successful; the quantity and meaning are preserved, the structure changed.
- Source: 'Photosynthesis produces oxygen.' Paraphrase: 'Sun-eating makes air.' — Valid?No. 'Photosynthesis' is a technical term, it does not change; 'sun-eating' and 'air' distort the meaning.
- Source: 'Prices rose sharply in 2021.' Paraphrase: 'Prices went up a bit last year.' — Valid?No. 'sharply' → 'a bit' lowered the emphasis; '2021' → 'last year' blurred the data.
- Source: 'Lee (2020) claims the policy failed.' Paraphrase: 'The policy failed.' — Valid?No. The source (Lee, 2020) was dropped; that is plagiarism. The citation should have been preserved.
Boşluk doldurma (eşanlamlı) Paraphrase'i tamamlamak için uygun eşanlamlıyı yaz.
- Source: 'This is an important issue.' → 'This is a ______ matter.'crucial / significant / vital
- Source: 'The plan was successful.' → 'The plan proved ______.'effective / fruitful / a success
- Source: 'Many people believe this.' → 'This is ______ believed.'widely / commonly
- Source: 'The results were surprising.' → 'The findings were ______.'unexpected / astonishing
Hata düzeltme (patchwriting/anlam kayması) Aşağıdaki 'paraphrase'lerin neden zayıf/yanlış olduğunu söyle ve düzelt.
- Source: 'Global warming may raise sea levels.' → 'Global warming raises sea levels.'Kesinlik kaymış (may→kesin). Düzeltme: 'Rising global temperatures could lead to higher sea levels.'
- Source: 'The company hired new staff.' → 'The company hired new employees.'Patchwriting; sadece bir kelime değişti. Düzeltme: 'New employees were taken on by the firm.'
- Source: 'Some experts warn about the risk.' → 'Experts warn about the risk.''some' düşmüş, nicelik kaymış. Düzeltme: 'A number of specialists caution against the danger.'
Çeviri + paraphrase (Türkçe → İngilizce) Türkçe cümleyi önce İngilizceye çevir, sonra farklı bir yapıyla ikinci bir versiyon (paraphrase) yaz.
- 'Egzersiz stresi azaltır.'1) Exercise reduces stress. 2) Stress is lowered by physical activity. / Working out helps to relieve stress.
- 'Hükümet vergileri artırdığı için insanlar şikayet etti.'1) Because the government raised taxes, people complained. 2) The rise in taxes prompted public complaints. / An increase in taxation led people to protest.
Sıralama (paraphrase adımları) İyi bir akademik paraphrase üretmek için adımları doğru sıraya koy.
- a) Atıf ekle b) Orijinali oku ve tam anla c) Kaynağı kapat, kendi cümlenle yaz d) Anlamı (kesinlik/nicelik) karşılaştırıp doğrulaDoğru sıra: b → c → d → a (Anla → kapatıp yaz → anlamı doğrula → atıf ekle).
Gap fill (synonym) Write an appropriate synonym to complete the paraphrase.
- Source: 'This is an important issue.' → 'This is a ______ matter.'crucial / significant / vital
- Source: 'The plan was successful.' → 'The plan proved ______.'effective / fruitful / a success
- Source: 'Many people believe this.' → 'This is ______ believed.'widely / commonly
- Source: 'The results were surprising.' → 'The findings were ______.'unexpected / astonishing
Error correction (patchwriting/meaning shift) Say why the following 'paraphrases' are weak/wrong and fix them.
- Source: 'Global warming may raise sea levels.' → 'Global warming raises sea levels.'Certainty has shifted (may→definite). Fix: 'Rising global temperatures could lead to higher sea levels.'
- Source: 'The company hired new staff.' → 'The company hired new employees.'Patchwriting; only one word changed. Fix: 'New employees were taken on by the firm.'
- Source: 'Some experts warn about the risk.' → 'Experts warn about the risk.''some' is dropped, the quantity has shifted. Fix: 'A number of specialists caution against the danger.'
Translation + paraphrase (Turkish → English) First translate the Turkish sentence into English, then write a second version (a paraphrase) with a different structure.
- 'Egzersiz stresi azaltır.'1) Exercise reduces stress. 2) Stress is lowered by physical activity. / Working out helps to relieve stress.
- 'Hükümet vergileri artırdığı için insanlar şikayet etti.'1) Because the government raised taxes, people complained. 2) The rise in taxes prompted public complaints. / An increase in taxation led people to protest.
Ordering (paraphrase steps) Put the steps in the correct order to produce a good academic paraphrase.
- a) Add the citation b) Read the original and understand it fully c) Close the source, write in your own sentence d) Compare and verify the meaning (certainty/quantity)Correct order: b → c → d → a (Understand → close and write → verify the meaning → add the citation).
Görev: Aşağıdaki kaynak cümleyi, dört kaldıracın en az üçünü kullanarak akademik bir paraphrase'e dönüştür ve uygun bir gönderme fiiliyle sun.
Kaynak: 'Rising temperatures are threatening biodiversity in many regions of the world (Garcia, 2021).'
- Rehber soru 1: Hangi içerik kelimelerini eşanlamlıyla değiştirebilirsin? (rising, threatening, biodiversity, regions)
- Rehber soru 2: Hangi sözcük türünü çevirebilirsin? (threaten → threat? rising → rise?)
- Rehber soru 3: Çatıyı çevirmek doğal mı? (biodiversity is being threatened by...)
- Rehber soru 4: Cümle yapısını nasıl yeniden kurarsın? (neden-sonuç, öbek sırası)
- Rehber soru 5: Hangi gönderme fiili uygun? (argues, warns, notes) ve atfı koruyor musun?
- Kontrol: 'many' korundu mu? Rakam/terim değişmedi mi? Anlam aynı mı?
Örnek Cevap
'Garcia (2021) warns that, across numerous parts of the globe, the biological diversity of ecosystems is increasingly endangered by a rise in temperatures.'
— warns (gönderme), rising→a rise (tür), threatening→endangered (eşanlamlı), aktif→edilgen (çatı), öbek sırası yeniden kuruldu (yapı), 'many→numerous' (nicelik korundu), atıf (Garcia, 2021) korundu.
— warns (gönderme), rising→a rise (tür), threatening→endangered (eşanlamlı), aktif→edilgen (çatı), öbek sırası yeniden kuruldu (yapı), 'many→numerous' (nicelik korundu), atıf (Garcia, 2021) korundu.
Task: Turn the source sentence below into an academic paraphrase using at least three of the four levers, and present it with an appropriate reporting verb.
Source: 'Rising temperatures are threatening biodiversity in many regions of the world (Garcia, 2021).'
- Guiding question 1: Which content words can you replace with synonyms? (rising, threatening, biodiversity, regions)
- Guiding question 2: Which word class can you switch? (threaten → threat? rising → rise?)
- Guiding question 3: Is switching the voice natural? (biodiversity is being threatened by...)
- Guiding question 4: How do you rebuild the sentence structure? (cause-effect, phrase order)
- Guiding question 5: Which reporting verb is appropriate? (argues, warns, notes) and are you keeping the citation?
- Check: Is 'many' preserved? Did the figure/term stay unchanged? Is the meaning the same?
Sample Answer
'Garcia (2021) warns that, across numerous parts of the globe, the biological diversity of ecosystems is increasingly endangered by a rise in temperatures.'
— warns (reporting verb), rising→a rise (class), threatening→endangered (synonym), active→passive (voice), phrase order rebuilt (structure), 'many→numerous' (quantity preserved), the citation (Garcia, 2021) preserved.
— warns (reporting verb), rising→a rise (class), threatening→endangered (synonym), active→passive (voice), phrase order rebuilt (structure), 'many→numerous' (quantity preserved), the citation (Garcia, 2021) preserved.
Nereden başlamalı, nasıl ilerletmeli
Paraphrase'i tek seferde 'dört kaldıraç' diye yüklemek öğrenciyi boğar. Kaldıraçları tek tek öğret: önce yalnız eşanlamlı, sonra sözcük türü, sonra çatı, en son yapı. Her aşamada 'anlam korundu mu?' kontrolünü ekle. Öğrenci kaldıraçları ayrı ayrı rahatça çekebildiğinde birleştir.
Kavram kontrolü: Öğrenciye iki paraphrase gösterip 'hangisi patchwriting?' diye sor — kural anlatmaktan daha etkili. Yanlış paraphrase örnekleri (anlam kaymış, atıf düşmüş) üzerinden 'neden yanlış?' tartışması yaptır. Sınıfta 'find the plagiarism' oyunu (iki metni karşılaştır) çok işe yarar.
Etkinlik önerisi: 'Paraphrase zinciri' — bir cümleyi öğrenci A paraphrase eder, B onun versiyonunu (orijinali görmeden) tekrar paraphrase eder; sonda orijinalle karşılaştırılır. Anlamın nasıl korunduğu ya da kaydığı çarpıcı biçimde görülür. Bir diğer etkinlik: soru cümlesini (IELTS task) beş farklı yolla paraphrase yarışması.
Tips & Tricks: sınav ipucu
IELTS/TOEFL'da giriş cümlesi için hızlı formül: görevdeki anahtar kelimeleri eşanlamlıyla değiştir + fiili edilgen/gönderme yap. 'Some people think X' → 'It is often argued that X'. Bu tek hamle hem kopyalamadan kaçınır hem kelime çeşitliliği puanı verir.
Where to start, how to progress
Loading 'four levers' onto the student all at once overwhelms them. Teach the levers one by one: first synonym alone, then word class, then voice, and last structure. At each stage add the 'is the meaning preserved?' check. Combine the levers once the student can pull each one comfortably on its own.
Concept checking: Show the student two paraphrases and ask 'which is patchwriting?' — more effective than explaining the rule. Have them discuss 'why is it wrong?' over examples of bad paraphrases (meaning shifted, citation dropped). A 'find the plagiarism' game in class (compare two texts) works very well.
Activity suggestion: 'Paraphrase chain' — student A paraphrases a sentence, student B paraphrases their version (without seeing the original); at the end it is compared with the original. How the meaning was preserved or shifted is seen strikingly. Another activity: a competition to paraphrase a prompt sentence (an IELTS task) in five different ways.
Tips & Tricks: exam tip
A quick formula for the introductory sentence in IELTS/TOEFL: replace the task's key words with synonyms + make the verb passive/reporting. 'Some people think X' → 'It is often argued that X'. This single move both avoids copying and earns a vocabulary-variety score.
- Paraphrase = anlamı koru, biçimi (kelime + yapı) tamamen değiştir.
- Dört kaldıraç birlikte: SWAP — Synonym, Word class, Active/passive, Pattern.
- Sadece kelime değiştirip iskeleti korumak = patchwriting = intihal riski.
- Kesinlik derecesi (may/must), nicelik (some/most) ve vurgu milimetre şaşmadan korunur.
- Teknik terimler, özel adlar, rakamlar ve tarihler değişmez; çevrelerini yeniden yaz.
- Akademik paraphrase daima gönderme fiili + atıfla gelir (bkz. Alıntı & Aktarım Fiilleri).
- Paraphrase kısaltmaz; kısaltmak istiyorsan özet yazarsın.
- İyi paraphrase testi: orijinali kapat, kendi cümleni yaz, sonra anlamı karşılaştır.
"İyi bir yazar cümleyi hak eder; iskeletini ödünç almaz.
- Paraphrase = preserve the meaning, change the form (words + structure) completely.
- The four levers together: SWAP — Synonym, Word class, Active/passive, Pattern.
- Changing only words while keeping the frame = patchwriting = plagiarism risk.
- The degree of certainty (may/must), the quantity (some/most) and the emphasis are preserved without missing by a millimetre.
- Technical terms, proper nouns, figures and dates do not change; rewrite their surroundings.
- An academic paraphrase always comes with a reporting verb + citation (see Citation & Reporting Verbs).
- A paraphrase does not shorten; if you want to shorten, you write a summary.
- The good-paraphrase test: cover the original, write your own sentence, then compare the meaning.
"A good writer earns the sentence; they do not borrow its skeleton.