文章是一個個案研究的報告。作者在探討一個中四學生在口述作文和書面作文的轉換策略後發現學生未能正確以書面語記錄腦中的思維。作者建議老師應注重教學生轉換策略，或設計一張轉換策略表，讓學生自我檢測。（關之英整理）

文章指出很多學生視中文寫作為一件苦差。作者為了改變這現像，在一間小學試行全語文寫作教學法。初步實驗結果顯示學生的寫作能力有質與量的改善，學生積極參與寫作活動，老師也在批改作文時得到樂趣。（梁振威整理）

作者指出，寫作是一種複雜的思維過程；「暫停」是學生寫作時停下來做其它思維活動。作者的研究利用「大聲想」、「錄影法」、「刺淚回憶法」等方法，收集研究對象的「暫停」的資料，並比較中英文寫作的暫停的異同。研究結果顯示，寫中文時，研究對象比較多想內容、邏輯、轉換方面的問題；寫英文時，他們多想「串字」、「文法」、「標點」等問題。（何文勝整理）

作者的研究以學業成績稍遜的中一、中二學生為對象，希望透過「多讀多寫」可以提高學生的閱讀和寫作能力。實驗組每星期須閱讀指定的課外篇章，另外還須作文一篇。每篇作文，教師約用兩至三分鐘作簡略的批改。經過一年實驗，實驗組學生的閱讀和寫作成績均較控制組優勝。（何文勝整理）

作者旨在思維、語言與寫作的關係上立論，說明邏輯思維訓練對於寫作教學的助益，建語文教師於進行語文教學時，隨來機應變，給學生灌輸一些邏輯的基本知識，加強思維的訓練，藉以改善學生的表達能力，相應提高語文水平。文中就教學上實際應用的層面，提出個人看法。（梁振威整理）

Standard Written Chinese is expected to be scripted or recorded in Putonghua expressions, the national lingua franca in China. However, due to the influence of mother tongue, Hong Kong students often unconsciously employ Cantonese dialect expressions in their writing. This paper introduces CPWrite, an implemented Web-based CALL package to help tackle this problem. The important functions of the software are to test and improve students' ability in Cantonese dialect recognition and Putonghua translation, at both lexical and grammatical levels. The underlying strategies employed by CPWrite can be applicable to converting authentic language to standardized formats.
[Copyright of Computer Assisted Language Learning is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1076/call.16.4.367.23413]

The authors investigated what and how instructional practices are related to students' motivation and performance in writing. The participants were 6 teacher interns and their (N = 209) secondary-school students in Hong Kong. In a 3-session instruction unit, the teacher interns taught their students how to write an expository essay. The students completed the essay and then a questionnaire to report their motivation in the task and their perception of the instruction. Results of structural equation modeling showed that students' motivation mediated the effects of instructional practices on writing performance. The authors found that when the teachers adopted more motivating teaching strategies, the students were more motivated. When the students were more motivated, they, in turn, had better performance in writing.
[Copyright of Journal of Experimental Education is the property of Routledge . Full article may be available at the publisher's website:
http://dx.doi.org/10.3200/JEXE.75.2.145-164 ]

作者認為要改變作文教學的現狀，提高作文教學質量，就必須重視小學作文訓練系列化、科學化的研究，就必須改革作文的指導方法。因此，作者利用科技編了〈多媒體組合指導小學生作文〉訓練教材。教材的編寫與課堂教學結構都符合學生的學習理論。這套教材有助於建立小學作文教學的訓練計劃與程序；促進作文教學的現代化；成功地改革了作文的指導方法；有助於激發學生的作文興趣，最終是要使作文教學走出無序隨意的誤區。（何文勝整理）

作者舉例介紹了兩種應用文配套方式。第一是內部配套：結合若干相關的應用文體類，切合現實生活需要，設計教材及作業，目的在提高學生寫作應用文的能力；作者舉了「便條、名片與短簡」、「從邀約講者到事後致謝」和「食肆開業的個案」為例說明。第二是綜合配套：把應用文體類與其他中文科訓練環節例如閱讀理解、說話能力、聆聽理解等連繫起來，組成教學單元，使學生能綜合運用各種語文能力以應付生活所需；作者舉了「求職、應徵與面試」及「開會與會議紀錄」為例說明。（鄭佩芳整理）