The employment of genre-based pedagogy and Task-Based Language Teaching in second language education is representative of a paradigmatic shift towards a focus on meaning-making. Despite this shift, second language acquisition (SLA) research continues to predominantly rely on complexity, accuracy, and fluency metrics to assess learner production without considering if and how learners achieve their communicative goals and how they appropriate linguistic resources to do so. Though research has confirmed the benefit of textual borrowing from a model within genre-based pedagogy, scarce attention has been paid to the practice at the novice foreign language level. To fill these gaps, this mixed-methods study focused on 12 first-year foreign language learners of German who wrote personal emails after receiving a model text. Through textual analysis of their texts using Systemic Functional Linguistics (SFL) frameworks and semi-structured interviews, I investigated their linguistic choices and the resources borrowed from the model in support of their communicative goals. Because building the relationship with the reader is one of these goals, I employed the SFL MOOD and ATTITUDE frameworks to assess dialogic interaction and how they appealed emotionally to their readers. The participants adhered closely to the model's generic structure, though 25% of the participants omitted up to two stages, and borrowed lexicogrammatical features characteristic of the genre, including words, word groups, and clauses. The interviews revealed that the students most appreciated the model for the structure, though they also confirmed appropriating vocabulary and grammatical structures. Two interviewees conveyed apprehension about borrowing too closely from the model, indicating that textual borrowing may require additional contextualization. The MOOD analysis showed that participants primarily produced declaratives to give information and only sparingly integrated interrogatives and imperatives to elicit a response from their readers. To connect with their readers emotionally, all expressed evaluations of judgment, affect, and appreciation. In addition to demonstrating assessment methods that focus on the linguistic choices that contribute to achieving a communicative goal, the findings of this study show a need to assist learners in making form-meaning connections to foster strategic borrowing and language development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]