Department of English
Faculty of Arts, Chulalongkorn University
Prose Paraphrase
Definitions, Discussions
Paraphrase: A restatement of the content of a poem designed to make its prose meaning as clear as possible. (Perrine's Literature 1667)
Prose meaning: That part of a poem's total meaning that can be separated out and expressed through paraphrase. (Perrine's Literature 1668)
Total meaning: The total experience communicated by a poem. It includes all those dimensions of experience by which a poem communicates--sensuous, emotional, imaginative, and intellectual--and it can be communicated in no other words than those of the poem itself. (Perrine's Literature 1671)
To paraphrase a statement is to restate it in your own words. Since the goal of paraphrase is to represent a statement fully and faithfully, paraphrases tend to be at least as long as the original, and one usually wouldn't try to paraphrase an entire work of any length. The following example offers a paraphrase of a poem (W. B. Yeats's "All Things Can Tempt Me").
Original Sentence
Paraphrase
All things can tempt me from this craft of verse:
One time it was a woman's face, or worse--
The seeming needs of my fool-driven land;
Now nothing but comes readier to the hand
Than this accustomed toil....
Anything can distract me from writing poetry: One time I was distracted by a woman's face, but I was even more distracted by (or I found an even less worthy distraction in (the attempt to fulfill what I imagined to be the needs of a country governed by idiots. At this point in my life I find any task easier than the work I'm used to doing (writing poetry).
Paraphrase resembles translation. Indeed, the paraphrase of Yeats is essentially a "translation" of poetry into prose. But what good is that? First, paraphrasing tests that you truly understand what you've read; it can be especially helpful when an author's diction and syntax seem difficult, complex, or "foreign" to you. Second, paraphrasing can direct your attention to nuances of tone or potentially significant details. For example, paraphrasing Yeats might help you to think about all that he gains by making himself the object rather than the subject of his sentence. Paraphrase can also help you begin generating the kind of interpretive questions that can drive an essay. (Norton Introduction to Poetry 624; a slightly modified version with two more examples are at LitWeb)
Cleanth Brooks defines the heresy of paraphrase in the concluding chapter of The Well Wrought Urn (1947). Following I. A. Richards' formulation, he insists on the essential difference between scientific statements (which are paraphrasable) and poetic statements (not paraphrasable): in the former, the "same" content can be expressed in other words; in the latter, form and content are inseparable, so that any change of wording is a change of meaning, and the poem cannot be reduced to a prose précis.
There is no denying that the critic must sometimes resort to discursive summary statements about the meaning of a poem. However, such plain statements are always put into question by the formal structure of the poem itself. As Brooks puts it, "whatever statement we may seize upon as incorporating the 'meaning' of the poem, immediately the imagery and rhythm [qq.v.] seem to set up tensions with it, warping and twisting it, qualifying and revising it." (Princeton Encyclopedia 879)
It can be argued that the concepts of structure and texture are misleading if they are thought of as something apart from content. Structure, for example, assumes that the writer has some content, and proceeds to parcel it out into lumps of one sort (e.g., parallels) or another (e.g. contrasts). But the very arrangement of the content may change the content. Take so simple a statement as the title of a Soviet film, "Great Is My Country." Had a different arrangement been used ("My Country Is Great"), the content would have been different, for the Soviet title contains not a mere statement about Russia but also, by virtue of its inversion, the speaker's view that Russia is so great that normal word order is inadequate. "Great Is My Country" is probably closer to "My country is unimaginably wonder, and I'm terribly proud of it," than it is to "My country is great." The point is that while the division between form and content may hold true of some writing ("Place an egg in boiling water" is the same, in a cookbook, as "Into the boiling water put one egg"), literature makes so subtle a use of language that alterations in form (arrangement, organization) often cause alterations in content (the thing arranged). Take Donne's lines to his beloved, "'Twere profanation of our joys, / To tell the laity our love." Those who look on style as a garment of thought will hold that Donne's lines are a dressed-up way of saying "It degrades our pleasures to tell the uninitiated of our passion." But those who feel that form and content are inseparable believe that this paraphrase (rewording) loses an important part of the meaning, for, they argue, Donne's "profanation" and "laity" imply that his love is holy, and the paraphrase loses this essential meaning. Even if one holds that an elaborate paraphrase can capture most or perhaps all that the poem asserts, obviously the paraphrase loses much of the poem that is valuable--e.g. memorable brevity and patterns of sound. (Barnet, Berman, and Burto 57)
Examples
Shakespeare's Sonnet XXIX
Sonnet XXIX |
Prose Paraphrase |
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When in disgrace with fortune and men's eyes, |
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When shamed by fortune and other people, I cry all alone of my pitiful situation, appeal to god(s) who seem not to hear me, and look at myself and curse my fate, wishing I were like those who had more hope in life, or whose looks were not like mine, or who had more friends than I. I wanted things that other people had because what I have now is what I am least happy with. But as I am thinking these thoughts and despising myself, I think of you and then my situation seems better. Like a lark, my spirits rise above the previous depression and begin to engage in happier, more uplifting thoughts. Remembering your love brings me such richness that I would not change places with a king. |
I all alone beweep my outcast state, |
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And trouble deaf heaven with my bootless cries, |
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And look upon myself and curse my fate, |
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Wishing me like to one more rich in hope, |
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Featured like him, like him with friends possessed, |
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Desiring this man's art, and that man's scope, |
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With what I most enjoy contented least; |
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Yet in these thoughts myself almost despising, |
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Haply I think on thee--and then my state, |
10 |
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Like to the lark at break of day arising |
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From sullen earth sings hymns at heaven's gate; |
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For thy sweet love remembered such wealth brings, |
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That then I scorn to change my state with kings. |
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--William Shakespeare (1564-1616) |
Cooney, Seamus. "Sample paraphrase: Donne's 'The Sun Rising.'" 8 January 2008 <http://homepages.wmich.edu/~cooneys/tchg/lit/adv/sample.paraph.html>.
From an obsolete link: http://www.personal.psu.edu/faculty/k/x/kxk30/Poetry/paraphr.htm
In a Station of the Metro |
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Prose Paraphrase |
The apparition of these faces in the crowd Petals on a wet, black bough |
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The sudden appearance of these faces in the group are like flower petals on a wet tree limb. |
--Ezra Pound (1885-1972) |
Kinnamon, Noel. "A Sample Prose Paraphrase of Wyatt’s 'Farewell love' (line by line)." 8 January 2008 <http://users.mhc.edu/facultystaff/nkinnamon/English%20323/Paraphrase_of_Wyatt.htm>.
Farewell Love and all thy Laws for ever |
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Prose Paraphrase |
Farewell love and all thy laws forever; |
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Farewell, Love, and farewell forever to all your laws. |
Thy baited hooks shall tangle me no more. |
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Your baited hooks shall not entangle me anymore. |
Senec and Plato call me from thy lore |
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Seneca and Plato call me away from your instruction |
To perfect wealth, my wit for to endeavour. |
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so that I can attempt to employ my mind to fully develop [“perfect,” make perfect] my well-being. |
In blind error when I did persever, |
5 |
When I persisted in blind error, |
Thy sharp repulse, that pricketh aye so sore, |
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your sharp rejection that always pierces so painfully [“sore”] |
Hath taught me to set in trifles no store |
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has taught me to place no value in trivial matters |
And scape forth, since liberty is lever. |
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and to break through [“escape forth [from]” the bonds of “love”], since freedom is more pleasing. |
Therefore farewell; go trouble younger hearts |
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Therefore, farewell. Go trouble younger hearts |
And in me claim no more authority. |
10 |
and do not claim any further authority over me. |
With idle youth go use thy property |
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Go impose your characteristic influence on young folk who have nothing else to do |
And thereon spend thy many brittle darts, |
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and make use of your many brittle darts [of love] on them, |
For hitherto though I have lost all my time, |
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since although up to this point I have wasted all my time, |
Me lusteth no lenger rotten boughs to climb. |
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I no longer desire [“Me lusteth no lenger”] to climb rotten [“precarious”] limbs. |
--Thomas Wyatt (1503-1542) |
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Arp, Thomas R., and Greg Johnson. Perrine's Literature: Structure, Sound, and Sense. 9th ed. Boston: Thomson Wadsworth, 2006. 671-72.
A Study of Reading Habits |
Prose Paraphrase |
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When getting my nose in a book Cured most things short of school, It was worth ruining my eyes To know I could still keep cool, And deal out the old right hook To dirty dogs twice my size. |
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There was a time when reading was one way I could avoid almost all my troubles--except for school. It seemed worth the danger of ruining my eyes to read stories in which I could imagine myself maintaining my poise in the face of threats and having the boxing skill and experience needed to defeat bullies who were twice my size. |
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Later, with inch-thick specs, Evil was just my lark: Me and my cloak and fangs Had ripping times in the dark. The women I clubbed with sex! I broke them up like meringues. |
10
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Later, already having to wear thick glasses because my eyesight had become so poor, I found my delight in stories of sex and evil: imagining myself with Dracula cloak and fangs, I relished vicious nocturnal adventures. I identified myself with sexual marauders whose inexhaustible potency was like a weapon wielded against women who were sweet and fragile. |
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Don't read much now: the dude Who lets the girl down before The hero arrives, the chap Who's yellow and keeps the store, Seem far too familiar. Get stewed: Books are a load of crap. |
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I don't read much any more because I now can identify myself not only with the flawed secondary characters, such as the flashy dresser who wins the heroine's confidence and then betrays her in a moment of crisis before the cowboy hero comes to her rescue, or the cowardly storekeeper who cringes behind the counter at the first sign of danger. Getting drunk is better than reading--books are just full of useless lies. |
--Philip Larkin (1922-1985) |
School Education Division. "Introducing Poems." English Learning Area. Department of Education, Tasmania, Australia. 11 Sep. 2007. 8 January 2008 <http://wwwfp.education.tas.gov.au/English/poems.htm>.
In the Park |
Prose Paraphrase |
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She sits in the park. Her clothes are out of date. |
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There’s a woman sitting in the park wearing tired, out of date clothes. Around her are her three children. Two of them are whining and bickering and tugging at her skirt while the other one’s just drawing patterns in the dirt with a stick, aimlessly. Along the path towards her comes a man she used to love. He nods at her and it’s too late to try to looks as if she didn’t know him or care. They have a conversation, saying things like, ‘How nice,’ and ‘Time holds great surprises.’ She imagines that he’s thinking what a close shave he’s had, how nearly he got caught up in all this domesticity. It’s getting darker, the light is flickering. They stand there while she lists for him the children’s names and birthdays. As he turns to go, she says to him, ‘It’s so sweet to hear their chatter, watch them grown and thrive.’ But then when he’s gone she takes the youngest child on her lap and says to herself, ‘They have eaten me alive.’ |
to feign indifference to that casual nod. |
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They stand a while in flickering light, rehearsing |
10
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--Gwen Harwood (1920-1995) |
Further Information |
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Links |
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Reference
Arp, Thomas R., and Greg Johnson. Perrine's Literature: Structure, Sound, and Sense. 9th ed. Boston: Thomson Wadsworth, 2006.
Barnet, Sylvan, Morton Berman, and William Burto. A Dictionary of Literary, Dramatic, and Cinematic Terms. 2nd ed. Glenview, IL: Scott, Foresman and Company, 1971.
Hunter, J. Paul, Alison Booth, and Kelly J. Mays. The Norton Introduction to Poetry. 9th ed. New York: W. W. Norton, 2007.
McCallam, Pamela. "Heresy of Paraphrase." The New Princeton Encyclopedia of Poetry and Poetics. Eds. Alex Preminger, Terry V. F. Brogan, and Frank J. Warnke. Princeton, NJ: Princeton UP, 1993. 879.
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Last updated January 9, 2008