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French
Known in France primarily through the fact that it is highly and officially discouraged in terms of literary analysis and rarely mentioned in terms of other written forms, paraphrase is defined as “simple repetition” or “reduplication” or simply too subjective. Samoyault (2004) offers a treatise about intertextuality that does not mention paraphrase a single time. School textbooks vigorously insist on the importance of avoiding paraphrase. Note that these diverse proclamations target in particular literary analysis or literary commentary. In other disciplines, paraphrase is more expected, although it is not officially accepted. At the same time, the exercise of summary actually calls on language activity that closely resembles paraphrase.
B. Daunay (2002) reminds us that paraphrase is a necessary discursive activity, and was a legitimate school activity until the 1960s. He highlights the contradiction between the legitimacy of the language activity of reformulation and the illegitimacy of paraphrase, even as these acts target the same objective.
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English
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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