By examining two low-proficiency EFL students’ experiences of reading literature, and of writing about what they have read during a semester-long reading/writing course, we investigate literature’s place in EFL writing classes. We also observe whether using literature in EFL writing classes lead to successful synergies among LW (learning-to-write), WLL (writing-to-learn language), and WLC (writing-tolearn content). We adopt a case study methodology. The participants, Mia and Sun, are first-year students who attend a private university in Seoul. Both students favor the inclusion of literature in the reading-writing classroom. Mia experiences the literature-reading-writing connection mainly as language knowledge, with the strong appreciation for WLL perspective. By comparison, Sun concerns for LW dimensions of writing, together with the WLL perspective. This study provides evidence that literature-reading-writing connection serves as a vehicle not only for a rich reading experience but also for the synergistic learning of writing, content, and language.

1. INTRODUCTION
 2. LITERATURE-READING-WRITING CONNECTION IN L2
 3. THE STUDY
  3.1. Participants and Research Setting
  3.2. Data Sources and Analysis
 4. FINDINGS
  4.1. Mia’s Exclusive WLL Outlook on EFL Writing
  4. 2. Sun’s Demand of LW and WLL Needs
 5. CONCLUSION
 REFERENCES

• Myung-Hye Huh(Korea University) Corresponding author
• Hye Seung Ha(Korea University)