This activity is the point of departure for analytic activity, both literary and otherwise. Its value as a didactic activity and as an activity respecting social practices in reading, cited by Daunay, are accepted. Paraphrase is presented in textbooks, explicitly taught, valued in particular for the way it enables the work of textual understanding (belonging thus to the domain of “writing to learn” and of the acquisition of university discourses). It is also understood as a key activity in the act of intertextual interpretation and “enunciative polyphony”; it is thus the object of theoretical discussion.
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