Abstract
This research aims to figure out the paraphrasing strategies used by post-graduate English students based on three stages of writing process division: before-writing, while-writing, and after-writing. This research is qualitative study that investigate paraphrasing strategies used by post-graduate English students in writing a thesis. The qualitative data obtained from think-aloud protocols to gather verbal report data on cognitive and metacognitive reading strategies used by the students in producing their paraphrases. For data analysis, the think-aloud protocols were transcribed, and data was coded and categorized relative to the focus of the research. The result shows that students planned for through understanding, read to memorize the most important information before writing a paraphrase. Another, students tended to write from memory with sometimes look at the source text and applied text transformation/substitution strategies while writing a paraphrase. Finally, most students are comparing the text with the source after they have written a paraphrase.
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