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The present study used a within-subjects design to examine the effect of the type of written exercise on the acquisition of the ability to produce English sentences with verb patterns. Thirty-eight low-intermediate Korean university students practiced 15 new verb patterns in three types of written exercises conditions: four fill-in-the-blank exercises, two translation exercises, and two original-sentence-writing exercises. Three types of posttests corresponding to the three written exercise conditions were administrated. The findings showed that the translation exercise was more effective in helping the learners acquire the ability to produce English sentences with verb patterns than the fill-in-the-blank exercise and original-sentence-writing exercise. This result was consistent with Barcroft(2000)’s type of processing-resource allocation model, which focuses on the dissociation between semantic processing and structural processing and the relationship between types of processing and their learning counterparts. Producing English sentences with verb patterns, which was measured by both tests of translating and original sentence writing, required the learners to demonstrate their knowledge of the structural properties of verb patterns. Translation exercise was found to be the most effective because it was deemed to involve the most structural processing of the three written exercises.