「文學閱讀與寫作」課程讓教學現場成為以「讀」、「寫」作中心的場域，而能培育「深厚的博雅底蘊」，乃以「思辨」為主軸，以「2＋1」為設計架構，落實「跨域」的對話。

在六大範疇的支柱中，「2＋1」的第一個概念是，突破中文、英文單一授課的模式，在中文、英文分別授課（2）與共時授課（1）的靈活運用裡，從建立聽說讀寫的基本能力作開端，奠定深度「連結」（Connect）的基礎，不僅讓語文成為專業學習與社會需求的基礎能力，更能對不同文化產生深度與廣度的對話。

「2＋1」的第二個概念是，以大二上（1）的成果展呈現大一兩學期（2）的學習成果，強調在學習的過程中，探索「文學閱讀與寫作」和靈活思維、認識社會之間的關連，並在思辨的過程當中，發展出全方位成熟人格。

The "Literature Reading and Writing" course makes the teaching scene a field centered on "reading" and "writing", and can cultivate "profound liberal arts foundation". It takes "thinking" as the main axis and "2+1" as the design structure to implement "cross-domain" dialogue.

Among the pillars of the six major areas, the first concept of "2+1" is to break through the single teaching model of Chinese and English. In the flexible use of Chinese and English teaching separately (2) and simultaneous teaching (1), starting from the establishment of the basic abilities of listening, speaking, reading and writing, it lays the foundation for a deep "Connect" (Connect). It not only makes Chinese a basic ability for professional learning and social needs, but also creates a deep and broad dialogue about different cultures.

The second concept of "2+1" is to present the learning achievements of the first and second semesters of freshman year (2) through the sophomore year (1) achievement exhibition, emphasizing that in the learning process, explore the relationship between "literary reading and writing" and flexible thinking, understanding of society, and develop an all-round mature personality in the process of thinking.

　　本校大一中文課程名稱為「文學欣賞與實用」（一般班）與「文學閱讀與寫作」（加強寫作班），奠基於培養文學素養的基礎上，因應各學院學科屬性之不同，以及面對職場的多元需求，將課程內容規畫為四大方向：
A. 經典閱讀：針對各學院系學科屬性，擇選相應之文本進行閱讀與討論。
B. 溝通表達：藉由各式課程活動，提昇學生的書面寫作與口語表達之能力。
C. 場域連結：透過文本的閱讀與書寫，引導學生思索「自我」與社會的橫向連結。
D. 文本實踐：將文本閱讀與日常生活進行連結，付諸書寫與創作。
　　未來四大模組可依學院系性質、任課教師專長、以及學生興趣與需求，配搭出不同模組之組合，供學生多元學習。

The freshman Chinese courses at our school are titled "Literary Appreciation and Practicality" (General Class) and "Literary Reading and Writing" (Enhanced Writing Class). Based on the cultivation of literary literacy, in response to the different subject attributes of each college and in the face of the diverse needs of the workplace, the course content is planned into four major directions:
A. Classic reading: Select corresponding texts for reading and discussion based on the subject attributes of each college and department.
B. Communication and expression: Through various course activities, students’ written writing and oral expression abilities are improved.
C. Field connection: Through the reading and writing of texts, students are guided to think about the horizontal connection between "self" and society.
D. Text practice: connect text reading with daily life and put it into writing and creation.
In the future, the four major modules can be combined with different modules according to the nature of the college and department, the expertise of the teachers, and the interests and needs of the students to provide students with diversified learning.

郭箏《好個翹課天》（台北：印刻，2003）
張愛玲《傾城之戀》（台北：皇冠，1991）
Cambell, Joseph著，朱侃如譯《千面英雄》（台北：立緒，1997）
Haraway, Donna著，張君玫譯：《猿猴、賽伯格和女人：重新發現自然》（台北：群學，2010）
謝哲青《因為尋找，所以看見：一個人的朝聖之路》（台北：時報，2017）
舒國治《理想的下午》（台北：遠流，2000）
自編教材

Guo Zheng's "What a Day to Skip School" (Taipei: Yinke, 2003)
Zhang Ailing's "Love in a Fallen City" (Taipei: Crown, 1991)
"The Hero with a Thousand Faces" by Cambell, Joseph, translated by Zhu Kanru (Taipei: Lixu, 1997)
Haraway, Donna, translated by Zhang Junmei: "Apes, Cyborgs and Women: Rediscovering Nature" (Taipei: Qunxue, 2010)
Xie Zheqing "Seeing Because of Searching: One Person's Pilgrimage" (Taipei: The Times, 2017)
Shu Guozhi's "Ideal Afternoon" (Taipei: Yuanliu, 2000)
Self-edited teaching materials