Arrington, Phillip. "A Dramatistic Approach to Understanding and Teaching the Paraphrase." CCC 39.2 (1988): 185-197.

Abstract:

This article argues that paraphrasing is an important rhetorical activity; students who paraphrase well know how to interpret an original text and revise it to fit into a new rhetorical situation. The author suggests that instructors use Burke's dramatistic framework to teach paraphrase, as the pentad terms help students analyze the original text and identify features to stress, reduce, and amplify in their paraphrase. Paraphrasing links reading and writing, and as the author argues, should be one of the central, recurring focuses of the college composition classroom. The article gives several examples and exercises that teachers can use to incorporate paraphrasing in their courses, including asking students to both compose their own paraphrases and to rhetorically analyze others' paraphrases.