本研究旨在探索以下三種關聯之存在與內涵：(1)大學教師用以支援其教學之文體與運用這些文體來執行之任務之關聯；(2)這些文體及教師評鑑這些文體之標準之關聯；(3)其任務與標準之關聯。作者先採用質性引文分析，從教材（包含課程大綱與教學投影片等）裡分析出教師使用之文體，再採用半結構式訪談來搜集有關教師如何評鑑與使用不同文體之資料，最後以質性內容分析來分析訪談稿。共有27位來自不同領域之教師參與研究，貢獻了28門課。研究結果顯示教師採用之評鑑標準橋接了其所使用之文體與任務，任務則決定了哪些文體會被使用或會被排除在外，任務也決定了在教師執行特定任務時文體的哪些資訊特質是很重要的。

This study investigated the following three associations in the university teaching context: (1) between genres of the documents faculty used to support their teaching and the tasks they performed to use these genres; (2) between these genres and the criteria they employed to assess these genres; and (3) between their tasks and criteria. The author first employed qualitative citation analysis to identify the genres faculty used based on citations in their teaching materials (e.g., syllabi and lecture slides). Semi-structured interviews were then implemented to explore how they assessed and used different genres. A total number of 27 faculty from different disciplines contributed 28 courses. Qualitative content analysis was employed to analyze interview transcripts. The results indicate the criteria faculty employed served as function enablers that bridged genres and tasks. The tasks they performed served as the inclusion and exclusion criteria that determined what genres were used or not. Tasks determined the information characteristics of genres that mattered in faculty’s task performance.