A learner`s active and subjective novel reading is more deep and concrete through expressing act of understanding about novel text. And a typical and intimate way with imagination is after-story subsequent writing among expressing ways of understanding about novel text. It is Because that after-story subsequent writing assumes understanding about content of text, over this assumption, needs a learner`s reasoning ability, imagination about content of text. This thesis examined novel teaching that contained understanding and expression about novel text, through after-story subsequent writing. The reason that this thesis examined novel writing teaching through after-story subsequent writing, is that after-story subsequent writing might be core of novel teaching for imagination refinement and literary competence improvement. As a result of examination, this thesis did know that after-story subsequent writing is applicable to writing process by interpretive-reading in reading process, writing of this process needs imagination as a formative ability. And, this thesis did know that, through writing in this process, a learner could have more deep understanding and interpretation about novel text, could have self-reflective and connect his life with this. In addition, this thesis did know that, through instruction practice of novel writing teaching focused after-story subsequent writing, how did learners really write novel texts by certain thought process and discussion, and how did imagination operate in this process.