在英語寫作教學上，長久以來對於範文的使用，有很大的爭議。有些學者認為學習者可以透過分析與模仿範文的結構學會英文的組織結構；另一方面，有些學者則認為寫作是複雜的，非直線的過程，應包含了構思、寫作、修改、重寫等活動，範文的使用會阻礙學生自主思考。因此，在此提出一套寫作教學法，融合上述兩派的優點，透過範文使學生熟悉英文的修辭結構，同時以同儕修改、重寫、教師回饋等活動來輔助寫作的過程。本研究的目的是探討以範文演示法教學對高中生寫作的成效。 研究對象是台北縣某所高中39位三年級學生。主要研究工具包括：用以評估學生寫作能力的前後測寫作、兩份問卷用以調查學生對於英文寫作之結構的認知，及最後進行訪談以了解教學成效。研究過程分為三個步驟：(1)前測---前測寫作及問卷。根據大考中心的英文寫作標準，以前測成績將學生分成中等能力組(MPG)和低能力組(LPG)，以調查寫作教學對不同程度學生的影響。問卷則是調查學生之寫作習慣，及對英文寫作之認知。(2)教學實驗---為期十週的寫作教學 ，教學主題為記敘文及因果關係的寫作。(3)後測---後測寫作問卷與訪談，透過後測寫作以檢視學生之寫作成效；問卷與訪談則是為了進一步了解學生對英文寫作教學課程之觀感。 研究結過發現，此教學實驗對學生的英文寫作有正面影響。尤其在寫作結構及整體寫作品質方面，有明顯進步。此外，低能力組的進步大於中等能力組，而學生也反映，在上完英文寫作課後，對英文寫作較有信心。 / In the history of English writing pedagogy, there has long been a dispute over the use of models in English writing. Some researchers propose that learners can learn English organizational structures through the analysis and imitation of organization and logical arrangement in model paragraphs or essays. On the other hand, some process-oriented researchers argue that the use of models will prevent students from thinking on their own. An integrated approach was thus proposed to incorporate the strengths of the two approaches. Models were used to familiarize students with the rhetorical organization in English written discourse. In the meantime, peer-editing, revision and teacher feedback were used to facilitate the writing process. The present study examines the effects of model-based instruction in organization on the writing of senior high school students. Thirty-nine subjects, who were senior high students in the third year, participated in this study. A pretest writing was used before the instruction to group the subjects into different proficiency levels according to the criterion set by the College Entrance Examination Center (CEEC). Two proficiency groups, namely, the middle proficiency group (M.P.G) and low proficiency group (L.P.G), were found among the subjects. A Writing Habit questionnaire was applied to investigate the subjects’ conception and habits about writing before the instruction. Then, a ten-week model-based writing instruction was conducted on all the participants in the study. Description and cause-effect writing were the two genres for instruction. After the instruction, a post-test writing was conducted to compare with the pre-test to examine whether students had made progress in their writing after the instruction. The Response Questionnaire and three in-depth interviews were conducted to further explore students’ perception and attitude toward the model-based writing. The results of the study reveal that the instruction helps to improve students’ abilities to organize ideas more effectively and logically. The significant increase in scores on overall writing quality in the posttest also show that the model-based writing instruction helps to yield higher quality in students’ overall writing. In addition, subjects in the L.P.G. seem to make more progress than those in the M.P.G. Moreover, the subjects seem to have more confidence in writing after the treatment.