閱讀與寫作應該是一體兩面，將閱讀與寫作以結合一體的方式來教學。「抄寫文句」及「摘要大意」這兩種教學方式，一直是被當成能增進英語閱讀與寫作能力的教學方法，雖然西方國家常常將「抄寫文句」看作是抄襲，但作者希望從本研究實驗中探究，並確認其是否為一種適用於英語教學中，進而能替學生帶來益於語言學習的工具。因為「抄寫文句」通常被看作是老師指派給程度低學生，而「摘要大意」是給程度較好學生於課堂學習的方式，作者透過本研究來確認這兩種教學方式，都可以達到讓不同程度英語學習者增進其閱讀與寫作能力的成效。採用讀寫關係角度作為理論框架，本研究探討不同英語程度學生，在課堂訓練以抄寫文句和摘要大意的練習過程中，意識於自己的學習和策略的使用，以有效的學習方法，來提升他們的閱讀與寫作能力。以一百二十位大學生為研究對象，被分派於兩個實驗群組中進行學習，並在依其英語程度分為高成就與低成就學習者，而他們在閱讀和寫作兩個不同區域的學習進步程度也進行了分析。研究結果顯示，儘管根據學生在課堂學習任務和英語程度的不同，其閱讀和寫作程度都顯出進步及程度上的變化，並且高程度學習者這組的學生表現，更有明顯進步並達到統計上的顯著。這項研究說明了，「抄寫文句」及「摘要大意」這兩種教學方式，確實顯著的促成高成就和低成就的學生其提升閱讀和寫作能力，同時也提高了學生的自我認知意識。因此，得出的結論是，「抄寫文句」及「摘要大意」這兩種教學方式的運用，至少對於台灣的大學學生而言，確實是有效的外語學習方法與策略，並適合教師在英語課堂上配合閱讀與寫作教學上使用。

To develop L2 reading and writing abilities,duplicating and summarizing are commonly used strategies in EFL classes. Although ‘duplicating’ alludes to plagiarism in the West, the authorbelieves that it has certain linguistic benefits when used only as a tool for L2 learning. By using a perspective of the reading-writing relationship as a theoretical framework, this study investigates duplicating and summarizing processes of different proficiency level students, the awareness of their own learning and strategy use, and effective ways to improve their reading and writing ability through these two tasks. 120students participated in the study, and their degrees of improvement in various areas of reading and writing were examined. The results indicates that although the students’ degrees of improvement in reading and writing varied depending on the task and proficiency level, all of them showed statistically significantimprovement with higher proficiency students demonstrating more effective use of strategieslinked to heightened metacognitive awareness.This study revealed that ‘duplicating’ and ‘summarizing’ significantly contributed to bothhigh and low level students in developing reading and writing abilities by raisingtheir metacognitive consciousness. It was, therefore, concluded that these two tasks canbe used effectively for L2 learning and teaching, at least for Taiwanese college students.