This paper reports a study that compared the writing of non-native speaking students provided with background reading texts for their own academic writing with students who had not been given the texts. Essay quality was compared in terms of length, the number and extent of elaboration of the points presented, and the writer's overall success/failure to substantiate a point of view. For the group given texts, the way the information was used and the extent of attribution to authors were also studied. Subjects were 75 Hong Kong university students in a compulsory academic English course. Results showed that the background texts provide students with ideas but did not necessarily improve writing quality. Students given texts relied heavily on them and less on their own ideas, and did not develop propositions fully. Students without background texts tended to support their ideas more extensively, even if they had fewer ideas to contribute. What appeared to distinguish more successful writers among those with texts was their ability to summarize main ideas and passages and integrate them into their own writing. It is concluded that provision of background texts does not necessarily enhance student writing skills, but may help students cope with academic writing tasks. Contains 19 references. (MSE)