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In this study, ¡®meta genre¡¯ was selected as an educational toolkit for boundary learning through theoretical review. In the thesis, ¡®summary¡¯ was premised as a major rhetorical context, and ¡®paraphrase¡¯ that works when summarizing was selected as a decisive variable in improving the text level. And based on the selected theory, a paraphrase instructional model using meta-genre was designed. In addition, examples of material text selected according to the rhetorical context of the thesis, writing tasks designed according to the rhetorical context of the thesis introduction, and examples of discussion contents that must be dealt with were presented. This study is meaningful because it didn't solve ¡®plagiarism¡¯ through formal education from a ¡®ethical¡¯ perspective, but through ¡®writing education¡¯ from a ¡®transitional struggle¡¯????
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