近年寫作教學的研究受社會認知及社會文化理論的影響，強調對學生寫作的研究應考慮學生寫作情境的複雜性。本研究採取以上觀點，嘗試在異質的情境中，發現寫作的共通核心要素。研究參與者包括8 位來自國文、教育心理與資優教育教師組成的研究小組、兩個不同型態的語文學習班級及8 名異質的學生。研究蒐集的資料包括：學生訪談、學生的作品與教師對作品的回饋或評量及研究小組定期討論錄音，所有訪談與會議討論資料均經轉錄為逐字稿。本研究先將每位學生的文件與轉錄資料分別撰寫成個案故事，再進行跨個案的分析，形成初步概念後均經研究小組討論、延伸與修正。本研究主要發現包括：學生寫作順利均與自身經驗能順利連結有關，寫作時「活化的知識」的質與量可能是順利寫作的關鍵。學生寫作的影響因素方面，教師影響及個人經驗對不同類型學生的影響不盡相同，但不同類學生都認為同儕討論對寫作能力有助益；在促進學生寫作發展的環境方面，可能的條件為：拓廣並深化生活與閱讀經驗，使成為長期記憶中鮮明而易提取的訊息；強調持續與較密集性的寫作經驗；同儕間有機會討論與分享優秀作品。

Recently, researchers on writing emphasize the complex sociocultural and linguistic contexts on writing. (Sperling & Freeman, 2001) The study holds the social cognitive perspective on writing. The aims are to describe the influential factors for different types of students, and to conclude general principles of nurturing reading and writing abilities for students. The participants include a research group and 8 students from 2 heterogeneous classes of different high schools. The research group consists of a professor and 7 teachers of Chinese literature, gifted education or educational psychology. Interviews, students' writings, teacher's evaluations and discussion of the research group comprised the data collection instruments. The recordings of interviews and of the research group discussions were transcribed. Case stories of each student were written. The findings are as followed. First, the students write successfully only when they were touched by the theme or had experienced something about the topic. The activated knowledge might be the key to successful writing. Second, teacher's feedback and peer discussion are the influential factors. Third, it is important to establish a responsive environment which provides continuous and intensive writing experiences .and encourages peer discussions and sharing excellent writings.