Two problems often emerge in the process of learning Chinese. First, learning to write at the beginning stage often focuses on forms, without an authentic purpose. As a result, learners do not have enough motivation to write. Second, while extensive reading benefits language learners, not many extensive reading materials are available to beginning and lower-intermediate level CFL learners. This empirical study examined the feasibility of incorporating a writing project into the curriculum, as well as the potential impact of such a project on learners’ reading and writing progress. A total of 89 learners participated in this study. The findings show that the participants who wrote books and those who read the books both enjoyed and benefited from the project.