Markos wrote:Below is my “lateral” paraphrase of Galatians 1. Unlike my “leveled” readings on the other thread, this paraphrase is not simplified. It is paraphrase for paraphrasing sake, produced on the assumption that a target language paraphrase has inherent pedagogical value. A lateral paraphrase (1) provides comprehensible input to those familiar with the original. (2) provides a way to interpret/understand a text without leaving the target language. (3) provides a mechanism for Greek composition without leaving the target language. It is probably more valuable to write a lateral paraphrase than it is to read one.
daivid wrote:I've googled a lateral paraphrase but that just brings me back here. What you have written above doesn't actually define what it is. Is it simply replacing core words with high frequency ones or does it involve shortening of the original and if so, how do you decide what to cut?
1.Paraphrasing activates vocabulary and develops the learner’s sense of appropriate word choice. The learner must think of synonyms, recall other word forms, and reflect on connotations.
2.Paraphrasing teaches synonymous grammatical structures.
3.Paraphrasing improves learners’ grasp of English syntax by requiring them to play around with it.
4.Paraphrasing raises a writer’s awareness of variation. Knowing how to reword a sentence can improve a composition by varying sentence length, sentence structure, and vocabulary.
5.Paraphrasing is needed in academic writing. Learners who are moving on to university courses need to be able to paraphrase quotes.
6.Paraphrasing emphasizes that forms convey our meaning, and meaning is most important in communication. The relationship between the two is that the more accurate we are with form, the greater chance we have of expressing our exact meaning.
Markos wrote:I coined the term "lateral paraphrase" to distinguish it from (1) a simplified (or "leveled down") paraphrase and (2) an inter-dialectical paraphrase.
In a lateral paraphrase, you simply rewrite the original without regards for making it easier (or more difficult.) It takes less effort to write a lateral paraphrase than it does to write a simplified one. Ancient Greek is particularly well-suited for lateral paraphrase because there are so many synonyms and grammatical constructions that are different in form, but over-lap in meaning. The scholiasts and Ancient Greek commentators used lateral paraphrase from time to time. With the emergence of Grammar-Translation, it fell out of favor, or, perhaps more accurately, it never had a chance to develop as a pedagogical method.
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