paraphrase — 원문을 베끼지 않고 다시 말하기

Mina is preparing a reading note about 원문을 베끼지 않고 다시 말하기. The class does not use a textbook passage, a test item, a news article, or a copied chart. Instead, the teacher gives a original text about a student group that must choose how to solve a small school problem. The situation is familiar, but the reading task is new: students must separate what the text says from what the text suggests.

In the first paragraph, the group notices a repeated detail. A notebook is opened three times, yet no one writes in it until the final line. Mina first summarizes this as students used a notebook, but the class asks for a stronger claim. She changes the sentence: the unused notebook shows that the group has ideas but no shared plan. This claim needs evidence, so she points to the repeated image and explains why it matters.

The second paragraph adds a different viewpoint. One student wants to act quickly, while another student wants to check the reason for the problem. The contrast is not a fight; it is a reading clue. It shows that responsible action needs both speed and understanding. Mina marks this in the margin with three short labels: claim, evidence, reasoning. Then she writes one question that the text leaves open.

During revision, Mina removes a sentence that is interesting but not relevant. She also changes vague words such as good and thing into more precise words from the lesson. The paragraph becomes shorter, but the logic becomes easier to follow. Her final note has a clear claim, one quoted-free evidence sentence, and a reasoning sentence written in her own words.

This episode prepares students for high school English because it treats grammar as a tool for thinking. A sentence is not only correct or incorrect. It has a job inside a paragraph. It can signal contrast, introduce a reason, compress information, or connect evidence to a claim. When students can name that job, they can read longer texts with less guessing.

Before Mina closes the bridge note, she writes one final reflection about two-sentence paraphrase of a original text. She names the strategy that helped most, explains why it helped, and chooses one sentence to revise again. The reflection is not copied from any outside source. It is a learning record that connects today's reading choice to the next original passage.

The text suggests one clear idea.
A relevant detail supports the claim.
This reasoning prepares the reader for high school English.

The text suggests ______.
One relevant detail is ______.
This matters because ______.