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This paper introduces the application of the POA (Product, Process, and Apprenticeship) teaching model in academic English writing. The study explores how the POA model enhances students' understanding of academic English writing, improves their writing skills, and cultivates critical thinking abilities. Through empirical research, the effectiveness of the POA model in practical teaching is analyzed, and corresponding teaching recommendations are proposed.

1 Introduction

The importance of paraphrasing in academic writing is discussed, highlighting that paraphrasing is a crucial skill when citing sources, involving the absorption, transformation, and appropriate borrowing of others' work. A paraphrased text should be of equal or slightly shorter length than the original while preserving its meaning, thoroughly modifying its expression, and clearly indicating the source. Most students lack the ability to paraphrase with proper citation, resulting in paraphrased intertextuality that fails to achieve moderate or thorough modification. The complexity of improving paraphrasing skills, along with the lack of explicit paraphrasing instruction in academic writing teaching, is the primary reason for students' insufficient ability. The study focuses on analyzing the characteristics of paraphrased intertextuality, including the difficulties faced by second-language learners in academic writing, a comparison of paraphrasing strategies between native and second-language learners, and the importance of explicit paraphrasing instruction. The findings indicate that students encounter issues in paraphrasing practice, and explicit paraphrasing instruction is an effective way to enhance their paraphrasing ability.

2 Rationale for Applying POA in Paraphrasing Instruction

The application and justification of POA in paraphrasing instruction for academic English writing are discussed. POA has demonstrated positive effects in academic English teaching, but there is a lack of systematic analysis of its elements in paraphrasing instruction. Based on the author's practice of applying POA to paraphrasing instruction, three reasons are proposed: 1) Paraphrasing instruction should be grounded in the application scenarios of paraphrased intertextuality, aligning with POA's emphasis on contextualized tasks; 2) POA's facilitating activities help students gradually master paraphrasing strategies and address learning difficulties; 3) POA's teacher-student collaborative model provides timely guidance and feedback, accommodating the complexity of paraphrasing instruction. Therefore, POA offers an effective theoretical framework and practical guidance for paraphrasing instruction.

3 POA-Based Paraphrasing Instruction

This section introduces a study on POA (Production-Oriented Approach)-based paraphrasing instruction in academic English writing. The participants were sophomore computer science majors at a local polytechnic university enrolled in a "2+2" domestic-international joint training program, which requires strong academic English writing skills. Students exhibited weak comprehension and writing abilities when dealing with complex, academic long sentences, often resorting to copying strategies when citing sources, indicating a severe lack of paraphrasing skills. Thus, the author conducted two rounds of teaching practice across four classes between 2022 and 2023, continuously refining the instructional design based on the POA framework.

POA teaching consists of three phases: motivating, facilitating, and evaluating. In the motivating phase, the teacher presents a scenario task and production goal, such as asking students to write a summary commentary for submission to the UK Huffington Post. In the facilitating phase, the teacher employs online and offline facilitating activities to help students master the fundamentals of paraphrasing and seven paraphrasing strategies. In the evaluating phase, the teacher focuses on addressing issues such as excessive summarization and paraphrasing errors in students' work.

The facilitating phase of paraphrasing instruction is the core of POA, as it best reflects the teaching of new knowledge and clearly explains the key elements of paraphrasing instruction. Through pilot studies, the author optimized the facilitating teaching plan, dividing the facilitating phase into "pre-class online," "in-class offline," and "post-class online," corresponding to the three cognitive stages of paraphrasing learning.

Regarding facilitating paraphrasing linguistic knowledge, students must first be taught the linguistic aspects of paraphrasing to enhance their awareness of academic ethics and competence in academic writing. Through online micro-lessons, students learn that paraphrasing is not only a key strategy to avoid plagiarism but also, more importantly, as researchers in their field, they should understand that citing sources is a dialogue with other scholars, and their academic writing contributes to their discipline.

In facilitating paraphrasing steps, teachers must follow the "steps of paraphrasing," gradually guiding students from understanding the original text to summarizing the author's ideas, applying paraphrasing strategies for transformation, and integrating these strategies into their academic writing. Each facilitating activity reinforces the steps of paraphrasing, helping students develop procedural knowledge.

In facilitating paraphrasing strategies, students' difficulties lie in synonym/phrase substitution, three sentence-level paraphrasing strategies, and the combined application of these strategies. Therefore, steps 3 of facilitating activities 4–6 focus on these strategies, guiding students to apply them in progressively challenging language exercises and integrate them into discourse. Activities 4–6 are designed to help students practice combining paraphrasing strategies at the sentence and paragraph levels. Additionally, by designing different paraphrasing purposes, students practice paraphrasing in near-natural contexts. To consolidate in-class learning and refine the application of paraphrasing strategies in discourse, the teacher designs facilitating activity 7—transfer exercises.

4 Teaching Outcomes and Discussion

This chapter analyzes the effectiveness of POA-based paraphrasing instruction in academic English writing by collecting data from 40 students and 3 teachers, including interviews, reflective journals, classroom observation records, and students' paraphrased texts. The study finds that 95% of students hold a positive attitude toward POA paraphrasing instruction, considering it more effective than traditional teaching in enhancing academic ethics awareness and paraphrasing skills. Improvements in students' paraphrasing abilities are evident in language comprehension, strategy application, and writing self-efficacy. However, 6% of students show limited improvement, requiring continuous teacher feedback and repeated practice. Observing teachers provide positive evaluations of the teaching content and student learning outcomes but note that some students struggle with the combined application of paraphrasing strategies. POA-based paraphrasing instruction improves students' paraphrasing abilities, but it remains challenging for those with weaker language skills. Therefore, increasing post-class paraphrasing practice frequency, providing timely feedback, and continuously addressing paraphrasing issues are necessary to enhance students' comprehensive paraphrasing ability.

5 Conclusion

This chapter summarizes the study on POA-based paraphrasing instruction in academic English writing, noting that instructional design must align with students' language proficiency, and improving paraphrasing skills requires continuous feedback and targeted guidance. It also identifies research limitations and suggests future directions, including longitudinal teaching studies, tailored instructional designs, and exploring diverse teaching approaches using AI technology.

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