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What is the rap strategy?

Some students fight with re-descripting content in their own words and can rely on the plagiarism. Since plagiarism is a great insult, it is important that we teach our students the basics of paraphrasing. RAP strategy is such a paraphrasing strategy. This metakognitive strategy is also an acronym mnemony and supports students reminiscent of figures, with paraphrasing and helps to improve their reading understanding.
Teaching the RAP method:
The acronym, rap stands for reading, questions and set . To start, create and issue a rap poster, with the abbreviation and definition of each of each calculated term. Encourage students to express their understanding of the poster. If you have heard your thoughts, explain the purpose, the process and the steps of the strategy.
As always, for the better understanding of the strategy, it is best to model the process. You can also use the "Think Aloud Strategy" with the scaffolding of learning. Choose a reading area and model the different steps. While modeling, consider the following points to mention the following points:
Step 1: Read
Read loud, clear and slowly the passage you have chosen . As you read, pause loud and express them loudly their thoughts focusing on unknown words in the passage, their meanings, synonyms, the context they used in and a general summary of their understanding regarding the content. If there are schematic representations, they also describe their thought process in relation to those.
In this step, you can encourage students to build their read jobs for easier servings such as a paragraph, a Strotza or a section. Chunking these sections helps in the memory of facts and is easier to understand smaller portions instead of larger ones because they can be lost within the content.
Step 2: Ask
Ask questions. These questions should be able to help you determine the main ideas and the most important details of the respective section you have read. First of all, describe and define what is meant by the main ideas and key details. The students will be informed that the most important ideas are the central theme, the main topic or the essence of the section, while the most important details are this information that supports the main idea or serve as additional information. Next use leading questions such as "This paragraph is approximately; or the central theme of this paragraph is; or the key points in this paragraph are" demonstrating this step. You can hand over prepared index cards to help with this step or encourage students to framework a question regarding the content you have read.
The goal of this step is to remember facts. The students are asked to write down the points based on the memory. Only if necessary, may you read the passage again to find the details.
Step 3: Set
Put the information in your own words. After you have identified all the important ideas and important details of the lesson, you will be back in your own words.Think of synonyms for important words and framework in the frame of your sentence, sure that it is clear that the correct grammar is with the same meaning, and has the same meaning as the content read.
In this step, you can start the description of a main idea and its supporting details. Write your sentence to the board. Ask students to give their entrances in the different ways how the sentence can be framed. You can also create a list of synonyms on one side of the panel so that the words are not repeated. If students understand the process, expand the other information.
To the scaffolding of learning, practice the strategy in groups, followed by couples, and if all have dominated the practice, they can do it individually. Let the students think about the other areas where the strategy can be used to make learning easier.
Rap Activities:

  • create a rap checklist. Teach the students when using the strategy to use the checklist and mark each step after completion.
  • have a rap print sheet with a space after each step. In the read column, students can set unknown words that synonyms, etc. under the Bakt column, they can write their leading questions and answers, the most important ideas and details. The PUT column requires you to write the information that you have identified in the previous two sections.
  • If the students are placed in pairs, they can alternately read, ask as they paraphrase the information together. This can then be shared with the rest of the class. Similarly, students can be assigned to groups of different jobs, which are written by a reader, one, the synonyms to write out synonyms, to get leading questions and transcription. These jobs can also be circulated among the members, so that each familiar with the steps of the strategy.
  • RAP can be used as between activity or closure activities to summarize the information and helps teachers to gain feedback in terms of their understanding.

discuss here: What are some strategies with whom you teach your students to avoid plagiarism?

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