本研究旨在探討：將文學作品閱讀融入英語寫作教學中對提升中國大學生英語寫作品質之效能影響。作為中國英語教育的核心，英語寫作教學一直備倍受英語教學研究者的關注。將閱讀融入寫作教學，以讀促寫，在國外英語寫作教學中已經得到大規模應用。文學作品因其文體特點也被推薦作為教學材料應用到英語教學中。因此，本研究將二者有效結合，探索將文學作品閱讀融入寫作教學對中國英語學習者寫作品質的影響實屬必要。
    本研究的對象為中國東南部某大學66名修習┌英語寫作┘的二年級英文系學生。他們來自兩個英語能力等級測試為中級的普通教學班。其中，一個班級被隨機分配為對照組，接受傳統的英語寫作教學法；另一個班級為實驗組，將文學作品閱讀融入寫作教學的方式。本研究採用了前測加後測的實驗設計。所有實驗對象被要求在前測和後測中分別在規定時間內撰寫一篇英語作文。隨後，將收集的學生英語習作從總體品質，語法能力，語篇能力和寫作策略能力等四個維度進行分析。此外，針對實驗組學生對於把文學作品閱讀結合到寫作課堂教學中的認知和態度通過開放式問卷展開調查。
    通過量化分析，研究結果顯示，實驗組在英語寫作質量的四個方面均取得明顯進步。相對於對照組，實驗組的同學在總體品質，語法能力和策略能力取得更好的成績。問卷調查結果表明，大多數學生對閱讀文學作品和閱讀與寫作結合的英語寫作教學持有支持態度。實驗結果證明，在英語寫作課上閱讀文學作品有助於提高英語學習者的寫作品質。

This study drawing on theories of reading/writing connected writing instruction and literature-based instruction aims to investigate the effects of incorporating a literature-based model into English composition class on Chinese EFL learners’ writing quality. As the core part of English language teaching in China, the studies of English writing instruction to Chinese EFL learners attract ELT scholars’ attentions home and abroad. This study seeks to address the research gap by obtaining an in-depth understanding of integrating reading children’s literature into a reading/writing connected English composition class in China.
    This research study was carried out in a university located in the southeast of China. The participants for the study were 66 intermediate-level English majors from two intact classes (one control class and one experimental class) enrolled in an English writing course. Participants in the control group received a conventional Chinese English writing instruction, while a literature-based model was integrated into English writing instruction to students in the experimental group. This study employed a pretest/posttest quasi-experimental design, in which the participants were asked to compose an argumentative essay at pretest and posttest respectively. A follow-up survey was conducted via open-ended questionnaire to investigate experimental students' perceptions of incorporating a literature-based model in their English writing class from three different perspectives. Quantitative data were collected from the analysis of participants’ English essays composed at pretest and posttest in overall quality, grammatical competence, discourse competence, and strategic competence. Qualitative data were collected from experimental group's responses to the open-ended questionnaire after the posttest. 
    After one-semester instructional training, research results obtained from the analysis of both quantitative and qualitative data indicated that the experimental group made significant improvements in all four aspects of writing quality from pretest to posttest and made better achievements in grammatical competence, strategic competence and overall writing quality than the control group did. Based on experimental participants’ responses to the questionnaire, a majority of students had a positive attitude towards connecting reading and writing in writing instruction, reading children's fictions and doing reading/writing integrated writing tasks in English composition class. This study proved that a literature-based model could provide EFL learners a viable means of improving writing quality.

Chapter One: Introduction	1
Background and Motivation	1
Statement of the Problems	5
Statement of the Purposes	10
Research Questions	13
Significance of the Study	15
Definition of Key Terms	17
Organization of the Dissertation	21
Summary of Chapter One	21
Chapter Two: Literature Review	23
An Overview of EFL Writing Instruction	24
Current-traditional Approach	25
Process Approach	27
Post-process Approach	28
Current EFL Writing Instruction in China	30
An Introduction to Reading/Writing Connected EFL Writing Instruction	33
Reading-Writing Research	34
Reading for Writing in EFL Writing Instruction	38
Studies of Reading/Writing Connected EFL Writing Instruction in China	40
Incorporation of a Literature-Based Model into EFL Writing Teaching	42
Literary Materials in EFL Compositions Class	43
Children’s Literature in EFL Compositions Class	45
Literature-Based Model in EFL Writing Instruction	47
Summary of Chapter Two	49
Chapter Three: Methodology	52
Research Design	53
Research Questions	54
Theoretical Framework and Underpinnings of Research Design	55
Teaching Context	57
Instructional Design for Both Groups	58
Teaching Materials for Both Groups	59
Writing Tasks and Writing Practices for Both Groups	65
Instructional Treatment and Intervention	69
Participants	74
Instruments	75
Timed Essay Writing for the Pretest and Posttest	77
Tools for Measuring Participants’ Writing Quality	77
Tool for Measuring Participants’ Perceptions of a Literature-based Model	81
Research Procedures	81
Setting up Two Groups	82
Instructional and Testing Procedures	82
Data Collection	84
Data Analysis	85
Quantitative Data Analysis	86
Qualitative Data Analysis	89
Summary of Chapter Three	89
Chapter Four: Results	93
Quantitative Results	93
Descriptive Statistics of the Variables	94
Inter-rater Reliability	95
Exploratory Analyses of the Comparisons among the Variables	96
Research Question 1	96
Research Question 2	100
Research Question 3	119
Summary of Quantitative Results	130
Qualitative Results	131
Research Question 4	131
Summary of Qualitative Results	139
Summary of Chapter Four	140
Chapter Five: Discussion	142
Effects of Explicit Instructional Treatment on Students’ Writing Quality	142
Experimental Group’s Improvements over One-semester Instruction	147
Students' Perceptions of a Literature-based Model in Composition Class	149
Summary of Chapter Five	152
Chapter Six: Conclusion	154
Summary of Study	154
Implications	156
Theoretical Implications	157
Pedagogical Implications	158
Limitations	161
Suggestions for Future Study	163
Conclusion	165
References	167
Appendices	193
Appendix A: Writing Prompts for Pretest and Posttest	193
Appendix B: Conventional English Writing Instruction for the Control Group	194
Appendix C: Literature-based Model for the Experimental Group	197
Appendix D: Reading Checklist	200
Appendix E: Holistic Rubrics for Pretest and Posttest	202
Appendix F: The Rating Scale of Coherence and Cohesion	204
Appendix G: The Rating Scale of Argumentative Strength	205
Appendix H: Post Training Feedback Survey	207
List of Tables

Table 1.1: Test Score of Writing Session in CET-4	5
Table 1.2: A Sample of Writing Task in CET-4	10
Table 3.1: The Contents of A Handbook of Writing	60
Table 3.2: A Writing Scaffolding Pattern for Argumentation	61
Table 3.3: Details of Selected Children’s Fictions	63
Table 3.4: Writing Prompts for the Pretest and Posttest	67
Table 3.5: Demographic Information of the Participants	75
Table 3.6: Writing Quality Analysis Framework and Measures	76
Table 3.7: Research Questions in Tabular Form	91
Table 4.1: Descriptive Statistics of the Observed Variables	94
Table 4.2: Inter-rater Reliabilities of Human Raters’ Scores of Pretest Essays	95
Table 4.3: Inter-rater Reliabilities of Human Raters’ Scores of Posttest Essays	95
Table 4.4: Descriptive Statistics of Holistic Essay Scores of Pretest Essays	97
Table 4.5: Tests of Normality of Holistic Essay Scores of Pretest Essays	97
Table 4.6: Mann-Whitney U Test of Holistic Essay Scores of Pretest Essays	98
Table 4.7: Descriptive Statistics of Holistic Essay Scores of Posttest Essays	98
Table 4.8: Tests of Normality of Holistic Essay Scores at Posttest Essays	99
Table 4.9: Independent Samples t-Test of Holistic Essay Scores Posttest Essays	100
Table 4.10: Descriptive Statistics of Lexical Variations Scores at Pretest	102
Table 4.11: Tests of Normality of Lexical Variations Scores of Pretest Essays	102
Table 4.12: Independent Samples t-Test of Lexical Variations Scores of Pretest Essays	103
Table 4.13: Descriptive Statistics of Syntactic Complexity Scores of Pretest Essays	103
Table 4.14: Tests of Normality of Syntactic Complexity Scores of Pretest Essays	104
Table 4.15: Mann-Whitney U Test of Syntactic Complexity Scores of Pretest Essays	104
Table 4.16: Descriptive Statistics of Coherence and Cohesion Scores of Pretest Essays	105
Table 4.17: Tests of Normality of Coherence and Cohesion Scores of Pretest Essays	106
Table 4.18: Mann-Whitney U Test of Coherence and Cohesion Scores of Pretest Essays	106
Table 4.19: Descriptive Statistics of Argumentative Strength Scores of Pretest Essays	107
Table 4.20: Tests of Normality of Argumentative Strength Scores of Pretest Essays	108
Table 4.21: Mann-Whitney U Test of Argumentative Strength Scores of Pretest Essays	108
Table 4.22: Results Summary of Research Question 2.1	109
Table 4.23: Descriptive Statistics of Lexical Variations Scores of Posttest Essays	111
Table 4.24: Tests of Normality of Lexical Variations Scores of Posttest Essays	111
Table 4.25: Independent Samples t-Test of Lexical Variations Scores of Posttest Essays	112
Table 4.26: Descriptive Statistics of Syntactic Complexity Scores of Posttest Essays	113
Table 4.27: Tests of Normality of Syntactic Complexity Scores of Posttest Essays	113
Table 4.28: Independent Samples t-Test of Syntactic Complexity Scores of Posttest Essays	114
Table 4.29: Descriptive Statistics of Coherence and Cohesion Scores of Posttest Essays	115
Table 4.30: Tests of Normality of Coherence and Cohesion Scores at Pretest	115
Table 4.31: Independent Samples t-Test of Coherence and Cohesion Scores at Posttest	116
Table 4.32: Descriptive Statistics of Argumentative Strength Scores at Posttest	117
Table 4.33: Tests of Normality of Argumentative Strength Scores at Posttest	117
Table 4.34: Independent Samples t-Test of Argumentative Strength at Posttest	118
Table 4.35: Results Summary of Research Question 2.2	119
Table 4.36: Tests of Normality of EG’s Lexical Variation Scores	120
Table 4.37: Descriptive Statistics of EG’s Lexical Variation Scores	121
Table 4.38: Paired-samples t-test of EG’s Lexical Variation Scores	121
Table 4.39: Tests of Normality of EG’s Syntactical Complexity Scores	122
Table 4.40: Descriptive Statistics of EG’s Syntactical Complexity Scores	123
Table 4.41: Test Statisticsa of EG’s Syntactical Complexity Scores	123
Table 4.42: Tests of Normality of EG’s Coherence and Cohesion Scores	124
Table 4.43: Descriptive Statistics of EG’s Coherence and Cohesion Scores	124
Table 4.44: Test Statisticsa of EG’s Coherence and Cohesion Scores	125
Table 4.45: Tests of Normality of EG’s Argumentative Strength Scores	126
Table 4.46: Descriptive Statistics of EG’s Argumentative Strength Scores	127
Table 4.47: Test Statisticsa of EG’s Argumentative Strength Scores	127
Table 4.48: Tests of Normality of EG’s Holistic Scores	128
Table 4.49: Descriptive Statistics of EG’s Holistic Scores	128
Table 4.50: Test Statisticsa of EG’s Holistic Scores	129
Table 4.51: Results Summary of Research Question Three	130
Table 4.52: Experimental Students’ Perception of Connecting Reading/Writing	134
Table 4.53: Experimental Students’ Perception of Reading Children Fictions	136
Table 4.54: Experimental Students’ Perception of Literature-based Writing	139
Table 5.1: Comparison between Groups at Pretest and Posttest	144
Table 5.2: Comparison within Experimental Group at Pretest and Posttest	147

List of Figures

Figure 1.1: Facilitating and Inhibiting Factors in EFL Writing	11
Figure 1.2: A Descriptive Cognitive-Affective Model of Writing	12
Figure 2.1: The Process Model of Writing	28
Figure 2.2: Cognitive Processes in Reading to Writing	34
Figure 3.1: Embedded Experimental Model	52
Figure 3.2: Explanatory Sequential Mixed-methods Approach	53
Figure 3.3: A Literature-based Model Cycle	72
Figure 4.1: Experimental Students’ Perception of Connecting Reading/Writing	132
Figure 4.2: Experimental Students’ Perception of Reading Children’s Fictions	135
Figure 4.3: Experimental Students’ Perception of Literature-based Writing	137
Figure 5.1: Experimental Group’s Improvements from Pretest to Posttest	149
Figure 5.2: Students’ Perceptions of a Literature-based Model	150
Figure 5.3: Contributions of Literature-based Model to EFL Learners’ Writing Quality	153

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