寫作教學一直是語文老師感到頭疼的事情。許多小學生一聽到要作文，便流露厭煩的神色，覺得寫作是一件苦差。學生對寫作沒有興趣，只是敷衍成篇，交差了事。全班的作文往往千篇一律，全無新意，教師也以改作文為痛苦的事。為了要改變這種情況，香港有些小學進行了寫作教學的改革。一九九四年，開始在一所小學推行寫作教學的新嘗試，名為「全語文寫作教學」；一年後，增至三所小學。一九九七年，又增加到九所小學。全語文寫作教學參考自全語文取向 (Whole Language Approach) 的精神，是以學生為中心的一種教學法，它的信念是：文字是用來溝通的，因此要注意教材的實用性，同時也注重聽、說、讀和寫的配合。本文的目的是：介紹全語文寫作教學的理念和推行的過程，探討這個寫作計畫對香港的學校、教師、學生和寫作課程的影響。
The teaching of writing is always a headache to Chinese language teachers. Many students in primary schools show no interest to composition lesson and they just finish writing casually. Language teachers also feel that it is very dull to correct students' composition as they are all the same. In 1994 , a primary school in Hong Kong conducted a reform of teaching of Chinese writing. The school adopted a new writing project named as "Whole Language Writing Project". In 1997, there were 9 schools joined this project. "Whole Language Writing Project" is student-based. It emphasizes on the practical use of writing and the combination of writing, reading, speaking and listening. This paper tries to introduce the theory and account for the implementation of this writing project. The influence of the project on students, teachers, schools and the curriculum of writing are also included.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

本文是一個追蹤研究，首先收集研究對象中一至中三的作文103篇，並採用現象學研究法（Phenomenological Research ）的意念進行研究。現象學研究法的重點在於深入了解人類自然的生活，把沒有虛飾的生活體驗和意義呈現出來。本文主要運用兩種分析工具：威堅遜模式（Wilkinson， 1980）及內容分析（text analysis）。論文研究的目的：分析受試者初中情意表達能力的層次。
This article is a longitudinal research which monitors 103 essays of a student from F.1 to F.3 by adopting "phenomenological research". Phenomenological research is based on the deep understanding of human life, presenting us with the truest life experiences without disguise. The ability to express emotion of a student as reflected from his Chinese composition. Two models are employed in this research: Wilkinson's (1980) and text analysis. The objectives of this research is to analyse the abilities of junior secondary school students to express emotions.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

提升本港學生對中文寫作的興趣及創意，向來是各教育工作者十分關注的課題。本文嘗試從一些學習動機理論出發，再結合本校近年推行的「十分鐘寫作計劃」的一點經驗分享，冀能拋磚引玉，以探求中文老師們如何培養學生的寫作興趣及啟發他們的創意。
Raising interest and creativity in Chinese writing has long been a major concern among educationalists. By looking at some learning motivation theories and also examining the "Ten-Minute Writing Scheme" which has been implemented in our school over the last few years, this paper attempts to arouse the concern of teachers on ways of motivating and enhancing students' interest and creativity in writing.
[Copyright of Journal of Youth Studies is the property of The Hong Kong Federation of Youth Groups at http://yrc.hkfyg.org.hk/]

現今學生普遍缺乏創作靈感，使寫作倍感困難。根據基模理論 (Schema Theory) 及多元互動創意想像的意象模式 (Multidimensional Interactive Creative Imagination Imagery Model)，意象訓練 (imagery training)可以有效地使學生寫作時更具創意。我們是次研究，就是將意象訓練應用於三班，合共一百二十三個中學二年級的學生身上。該批學生於訓練前及訓練後都會參與一個中文作文評核，以了解他們的作文在訓練後會否更具創意。創意的評核準則包括：流暢力、獨創力、文法及文章內容。
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]