Abstract
This paper presents research into the composing process in Chinese employed by 18 primary school pupils in Hong Kong. The research involved an in-depth study of the key sub-processes of generating, transforming, revising and organizing. The modes of instruction used by the subjects' teachers in teaching Chinese writing were also investigated. It was found that the subjects were very cautious writing in their mother tongue. They did not express themselves freely. The implications of the way the subjects were taught to write are far reaching and these are discussed at length. Suggestions are made to enhance the teaching of writing in Chinese.
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