本研究目的乃以漫畫引導國中生英文段落寫作，並採IMSCI鷹架寫作模式，教導國中生認識英文敘事文寫作架構與敘事文寫作，同時提供學生寫作回饋以解決其語言問題，在進行二個階段的循環課程行動研究後，檢視學生英文段落寫作能力進步情形和教師專業成長。
本研究以國中八年級一個班級24名學生為研究對象，係以行動研究取向之寫作教學設計與實踐，採取質性觀察、半結構訪談、文件分析和量化寫作測驗評量前後測分析，從IMSCI鷹架寫作教學活動和寫作回饋實踐、學生學習成效和教師專業成長三個層面，探討漫畫引導國中生英文段落寫作課程和實施之成效。
本研究結果如下：一、漫畫使學生易於理解英文敘事文段落寫作架構，並能激發其寫作靈感。二、學生經驗IMSCI寫作教學與寫作回饋後，提升了英文敘事文段落寫作能力。三、IMSCI鷹架寫作教學與寫作回饋，有助教師發展寫作補救教學能力。四、營造如社交活動般或支持性寫作環境，可提升學生寫作參與度。

This study aimed to investigate using comic books through integrating an IMSCI scaffolding writing model and implementing individual writing feedback to improve students English paragraph writing. The research design was action research which consists of two cycles, in which cycle 1 consisted of 8 units of IMSCI writing instruction and cycle 2 consisted of 3 units of narrative inquiry instruction. 24 eighth graders from one intact class in a junior high school in northern Taiwan were participants in this study. To gather the quantitative and qualitative data, instruments including pre- and post- writing tests, observation, semi-structured interview, students’ writing, and students’ feedback toward the IMSCI writing instruction and individual writing feedback were utilized in this study. The results of the study indicated that comic books provided a well-organized writing structure for the students and facilitated them to understand the narrative writing structure better; furthermore, the implement of IMSCI writing instruction and individual writing feedback enhanced the students’ writing skills. The results also showed that after the implement of action research, the teacher or the researcher gained professional growth in remedial writing instruction. In addition, to build a social like or supportive writing classroom engaged students more in writing.

中文部分
王夕堯（1999）。小班教學—創造一個身歷其境的學習環境。論文發表於逢甲大學主辦之「中區中小學九年一貫課程研討會」，臺中市。
何琦瑜、賓靜蓀、張瀞文（2012）。十二年國教新挑戰：搶救「無動力世代」。親子天下，33，取自https://www.parenting.com.tw/article/5031634-%E5%8D% 81%E4%BA%8C%E5%B9%B4%E5%9C%8B%E6%95%99%E6%96%B0%E6%8C%91%E6%88%B0%EF%BC%9A%E6%90%B6%E6%95%91%E3%80%8C%E7%84%A1%E5%8B%95%E5%8A%9B%E4%B8%96%E4%BB%A3%E3%80%8D/　
宋曜廷（2012，9 月17日）。十二年國教：要競爭力不要壓力。中國時報，A12版。
周怡君（2014）。從多元語言能力角度分析台灣英語學習者敘事寫作策略（碩士論文）。取自臺灣博碩士論文知識加值系統。
國立臺灣師範大學心理與教育測驗研究發展中心（2018a）。國中英語文寫作能力評量標準。取自https://www.sbasa.ntnu.edu.tw/SBASA/HomePage/index.aspx
國立臺灣師範大學心理與教育測驗研究發展中心（2018c）。國民中小學學生學習成就素養導向標準本位評量Q & A常見問題。取自https://www. sbasa.ntnu.
edu.tw/SBASA/HomePage/index.aspx
教育部（2014）。十二年國民基本教育課程綱要總綱。取自https://www.naer.edu.tw
/files/15-1000-7944,c639-1.php?Lang=zh-tw
教育部（2018）。十二年國民基本教育課程綱要國民中小學暨普通型高級中等學校語文領域-英語文。取自https://www.naer.edu.tw/files/15-1000-14113,c639-1. php
?Lang=zh-tw
教育部（2019）。國民小學與國民中學班級編制及教職員員額編制準則。取自https://edu.law.moe.gov.tw/LawContent.aspx?id=FL008932
陳向明（2002）。教師如何作質的研究。臺北市：洪葉文化。
曾世杰（譯）（2010）。M. Pressley著。有效的讀寫教學：平衡取向教學（Reading Instruction That Works. The Case for Balanced Teaching） 。臺北市 : 心理出版社。
黃瑞琴（2010）。質的教育研究方法。臺北市：心理出版社。
歐繡瑜（1997）。以幻想主題取徑探討台灣流行漫畫的價值觀（碩士論文）。取自臺灣博碩士論文知識加值系統。
鈕文英（2013）。研究方法與論文寫作。臺北市：雙葉書廊。
蔡清田（2000）。教育行動研究。臺北市：五南圖書公司。

英文部分
Ackerl, C. (2007). Lexico-Grammar in the Essays of CLIL and non- CLIL Students: Error Analysis of Written Production. Vienna English Working Papers, 16(3) [Special issue]: Current Research on CLIL 2, 6-11. Retrieved from https://www.
academia.edu/837767/Current_research_on_CLIL_2?auto=download
Berman, R. (1994). Learner's transfer of writing skills between languages. TESL Canada Journal, 12, 29-46.
Brown, H.D. (2004). Language Assessment: Principles and Classroom Practices. New
York, NY: Pearson Education.
Burns, A. (1999). Collaborative Action Research for English Language Teachers. Cambridge, UK: Cambridge University Press.
Cary, S. (2004). Going graphic. Portsmouth, UK: Heinemann.
CERI International Conference. (2008). Assessment for Learning Formative Assessment. Learning in the 21st Century: Research, Innovation and Policy. Retrieved from http: //www.org/education/ceri/oecdceriinternationalconferencelearninginthe21stcentury
researchinnovationandpolicy15-16may2008.htm
Common Core State Standards Initiative. (CCSSI) (2010). Common Core State Standards for English Language Arts & Literacy in History, science, and technical subjects. Washington, DC: Author. Retrieved from http://www.corestandards.org
　　/ELA-Literacy/
Connor, U. (2002). New directions in contrastive rhetoric. TESOL Quarterly 36(4), 493-510.
Cowie, N. (2008). The blog for English students at Cromwell College. Retrieved from
http://ncowie.wordpress.com/2008/02/10/features-of-narrativewriting/
Cumming, A. (1990). Metalinguistic and ideational thinking in second language
composing. Written Communication, 7, 482-511.
Darrington, B. & Dousay, T. (2015). Using Multimodal Writing to Motivate Struggling Students to Write. TechTrends, 59(6), 29-35.
Davis, J. (1986). Garfield. Retrieved from www.goulas.eu: http://www.goulas.eu/
diafora/Comics/GARFIELD/1986/ga860101.gif
De La Paz, S., & Graham, S. (2002). Explicitly teaching strategies, skills, and knowledge: Writing instruction in middle school classrooms. Journal of Educational Psychology, 94, 687-698.
Diab (2006). Error correction and feedback in the EFL writing classroom. English
Teaching Forum, 3, 2-14.
Eisner, W. (1985). Theory of Comics and Sequntial Art. Retrieved from https://archive.
org/ stream/Will_Eisner_Theory_of_Comics_and_Sequential_Art/Will_Eisner
_Theory_of_Comics_and_Sequential_Art_djvu.txt
Fang, Z. (1996). Illustrations, text, and the child reader. What are pictures in children’s
storybooks for? Retrieved from https://scholarworks.wmich.edu/ content.cgi? cgi/ viewarticle=1280&context=reading_horizons
Fiderer (1999). 25 mini-lessons for teaching Writing. New York, NY: Scholastic.
Gaugin, D. (2014). A paragraph-first approach to the teaching of academic writing.
English Teaching Forum, 52(3), 24-29.
Gibbs, G. & Simpson, C. (2004). Conditions under which assessment supports
students’ learning. Learning and Teaching in Higher Education, 1, 3-31.
Gibson, S. A. (2008). An Effective Framework for Primary-Grade Guided Writing
Instruction. The Reading Teacher, 62 (4), 323-334.
Gomez, M. V. G. (2014). Reading, Speaking and Writing through Creative Resources:
Comics in Second Language Teaching, AWEJ, 5 (4), 443-453.
Grellet, F. (1981). Developing reading skills: A practical guide to reading comprehension exercise. Cambridge, UK: Cambridge University Press.
Harmer, J. (2001). The practice of English language teaching. London, UK:Longman.
Oshima, A. & Hogue, A. (2007). Introduction to academic writing. Retrieved from https://edisciplinas.usp.br/pluginfile.php/3928474/mod_resource/content/1/
Introduction%20to%20Academic%20Writing.pdf
Imastuti, M. W., Sujoko, & Suparno. (2012). Improving students’ writing ability in
narrative text using picture series. (An unpublished paper). English Education Study
　Program of UNS Surakarta Indonesia. Retrieved from https://media.neliti.com/
media/publications/60129-EN-improvingstudents-writing-ability-in-na.pdf
Kellaher, K. (2001). Comic-Strip Writing Prompts: 50 Favorite Comic Strips With
Terrific Writing Prompts That Get Kids Revved Up for Writing! New York, NY:
Scholastic Inc.
Kim, Y. & Yoon, H. (2014). The Use of L1 as a writing strategy in L2 writing tasks.
Journal of Language Studies, 14(3), 33-51.
Langan, J. (2010). Paragraph skills. New York, NY: McGraw-Hill Education.
Listyani, L. (2019). The use of a visual image to promote narrative writing ability and
creativity. Eurasian Journal of Educational Research, 80(1), 193-224.
London, J. (2007). Kinds of Paragraphs. Retrieved from https://www. learnamerican
englishonline.com/Write_in_English/WL10_types_of_paragraphs. html
Marzano, R. J. (1992). A different kind of classroom: Teaching with dimensions of
learning. Retrieved from https://files.eric.ed.gov/fulltext/ED350086.pdf
Mora-Flores, E. (2009). Writing instruction for English learners: a focus on genre.
California, CA: Corwin Press.
Murray, Donald M. (1984). Write to learn. New York, NY: Holt, Rinehart & Winston, Inc.
Norton, B. & Vanderheyden, K. (2004). Comic book culture and second language learners. In B. Norton, B. & K.Toohey (Eds.), Critical Pedagogy and Language Learning, (pp. 201-221). Cambridge, UK: C.U.P.
Nye B., Hedges, L. V., & Konstantopoulos, S. (2000). The Effects of Small Classes on
Academic Achievement: The Results of the Tennessee Class Size Experiment. American Educational Research Journal, 37(1), 123-151.
Oberg, B. (2016). The Difference Between the Chinese and English Languages. Linded in. Retrieved from https://www.linkedin.com/pulse/difference-between-chinese-
english-languages-bill-oberg
Palit, J. (2016). English A college initiative: Setting standards for paragraph writing. International Peer-Reviewed Journal, 6, 118-125.
Pandya, J. Z. (2012). Unpacking Pandora’s box issues in the assessment of English
learners’ literacy skill development in multimodal classrooms. Journal of Adolescent & Adult Literacy, 56(3), 181-185.
Puspita, N. (2015). The Effectiveness of Four Square Writing in Teaching Writing Viewed from Students’ Creatitity. English Education: Jurnal Tadris Bahasa Inggris, 7(1). Retrieved from http://ejournal.radenintan.ac.id/ index.php/ ENGEDU/article/
view/433.
Rayo, D. S. (2015). Writing narratives with the aid of pictures. (Master’s thesis, University of Western Ontario. Retrieved from http://ir.lib.uwo. ca/cgi/view content.cgi?article=4365&context=etd
Read, S. (2010). A Model for Scaffolding Writing Instruction: IMSCI, The Reading Teacher, 64(1), 47–52.
Renninger, K. A. & Hidi, S. E. (2016). The Power of Interest for Motivation and　Engagement. New York, NY: Routledge.
Silva, A. B., Santos, G. T., & Bispo, A. C. K. A. (2017). The comics as teaching strategy
in learning of students in an undergraduate management program. Mackenzie Management Review, 18(1), 40-65. Retrieved from ww.scielo.br>pdf.>ram>1678-
6971-ram-18-01-0040.pdf
Stevick, E. W. (1986). Images and options in the language classroom. Cambridge, UK:
Cambridge University Press.
Swami, J.A. (2008). Sensitizing ESL learners to genre. TESL-EJ, 12(3), 1-13.
Torres, K.(2015). Using comics strips to improve narrative writing skills in the English
language among tenth year students of basic education at “Hernan Gallardo
Moscoso” Public High School during the academic period 2013-2014, (Master’s thesis, Universidad Nacional De Loja, Retrieved from https:// dspace.unl. edu.ec/
jspui/handle/123456789/15703
Wang, Y., & Chen, J. (2013). Differences of English and Chinese as Written Languages
and Strategies in English Writing Teaching. Theory and Practice in Language Studies, 3(4), 647-652.
Whiting J. (2016). Using Comics in the English Language Classroom. Idiom, 46(4), 15-16.
Zamel, V. (1987). Writing: the process of discovering meaning. In Long, M. H. & Ricahrds, J. C. (Eds.), Methodology in TESOL: a book of readings., (pp.267-278). Boston, MA: Heinle & Heinle Publishers.
Zumbrunn, S., & Krause, K. (2012). Conversations with leaders: Principles of effective writing instruction. The Reading Teacher, 65(5), 346-353.