Paraphrasing in the Summary Writing of Korean College Students

Abstract

This study explores how Korean EFL college students approach summary writing, focusing on their content selection and use of paraphrasing strategies. To systematically analyze these aspects, it adopts Kim’s (2001) Importance Rate framework to analyze content selection and Keck’s (2006) Paraphrase Types taxonomy to categorize paraphrasing strategies. Thirty summaries by first-year students across various disciplines were analyzed to compare two proficiency groups. The study closely examines how the rhetorical importance of content ideas relates to the types of paraphrasing employed, and how these patterns vary between the two groups. Although both groups tended to prioritize ideas of higher importance, their approaches to paraphrasing differed. Proficient writers (Group A) used a wider variety of paraphrasing strategies, particularly moderate and substantial revisions, and showed more flexibility in transforming ideas across different importance levels. On the other hand, less proficient writers (Group B) relied more on surface-level paraphrasing and struggled to adapt content beyond the main ideas in a gradual, strategic way. That is, the quality of summary writing is influenced not just by overall proficiency, but also by students’ ability to connect content selection with appropriate paraphrasing depth. The study thus recommends that writing instruction should be differentiated by proficiency level and offer targeted support for both content selection and paraphrasing depth.