本文主張寫作如同口語溝通，以結構複雜性所呈現的「描寫的充足」是為文 的前提。本文硏究中高級寫作課的老師旨在使文法學習更簡易並明示學生七種衍 生的名詞後位修飾結構一介繫詞片語、不定詞片語、分詞片語、形容詞子句、形 容詞片語、名詞子句、名詞片語。此後，針對學生學習前的記敘文與學習後的說 明文之間，此七種文法複雜性項目做質性與量性的比較。硏究結果顯示學生開始 習得七種中的六種修飾詞並應用在說明文中。此外，最受學生偏好的結構為形容 詞子句，但是仍需後續加強學習。記敘文與說明文中形容詞子句的主詞動詞一致 仍是學生最大的錯誤，彰顯出母語干擾，仍需後續學習。

It is posited in this paper that in writing, paralleling the process of oral communication, “description sufficiency” as manifested in structural complexity, is a premis. The teacher of the Advanced Writing class in the present action study aimed to facilitate syntax learning and explicitly instruct the 19 university juniors to learn the seven types of generative post-nominal constituents in English, i.e., prepositional phrases, infinitive phrases, participle phrases, adjective clauses, adjective phrases, noun phrases, and noun clauses. Thereafter, the differences in the target categories of the syntactic complexity found in the writing assignments of the learners between the pre-learning narrative and post-learning expository sets of data were compared and contrasted qualitatively and quantitatively.
The research results indicated that the learners began acquiring the six out of seven types of modifiers and applying them in their expository writings. In addition, the most preferred structure statistically remained relative clauses, which stayed problematic and needed further tackling. For both narrative and expository writings, subject-verb agreement in number and tense in the relative clauses fell into the largest category of errors, which revealed L1 interference and also needed further instruction.