Agree with the comments made above that paraphrasing would require the most Essential Processing. Guidance can be provided and learning can be chunked (use of synonyms, change word class etc.) but there are much fewer constraints on the potential outcome of what could be produced, in comparison with passives (more limited) and referencing (even more limited) and so without focused guidance processing the content could exceed mental capacity.
I agree that the activities @Rob mentions here would help students to organise and integrate information, as they could require students to engage and actively process the content. The way these activities are constructed – e.g. adhering to the 6 multi- media principles – would impact the success of the generative process…