A resurgence of literature in EFL/ESL classes has drawn much attention for numerous benefits (Brumfit & Carter, 1986; Kramsch, 1993; Lao & Krashen, 2000), but little empirical research has been conducted on the writing quality of L2 learners (Vandrick, 2003). This study examined the lexical complexity and verb use of ten EFL college students, adapting one-group quasi-experimental method. To analyze data, comparisons were made on the two different types of writing products of the students. The results found that the summaries of literary texts showed better language use than the opinion writing at a statistically significant level. That is, when the students summarized literary texts, they used more complex sentence structures and varied verbs over than when writing opinion writings. This finding presents a positive potential in improving L2 learners’ writing quality and enriching their language use, opening a door to explore empirical benefits in literature use in L2 classes.