本研究以一個國小高年級班級為對象，針對寫作方面的語文能力進行資料蒐集與分析。我們蒐集了該班五年級和六年級四個學期寫作成品，並選取各學期期末時寫的作品各二篇，作為分析的標的，由研究人員及有經驗的國小老師負責作品分析，以瞭解學生在寫作技能的發展情形。本研究的主要發現包括：一)寫作技能方面，學生作品的種類比未實施全語教學以前還多樣化，寫作的篇數與篇幅增加很多。學生寫作的速度，也普遍變快了。此外，學生在標點、字彙、句法、分段各方面的缺點比例並不多，而且都呈現越來越少的趨勢。二)寫作品質方面，整體來說，學生在詞彙句型、組織結構、以及內容思想三方面部有進步。而三者比較起來，學生在組織結構和內容思想方面的表現要比詞彙句型方面來得好。其中以「有自己的聲音、意見」和「主題清楚」這二項的表現最好。 本研究建議將來研究者可以詳細比較全語寫作課程中與傳統寫作課程中的兒童在寫作能力、概念、態度各方面的表現，以確知全語取向寫作教學的效果。另一方面，研究者也可以針對少數焦點學生，進行深入、完整的寫作歷程研究，深入瞭解其尋找主題、構思、以及寫作的認知與社會過程，深入分析文章中某些寫作技巧與觀念的學習與發展，以獲得比較完整的瞭解。在課程教學方面，本研究建議教師以主題單元的課程組織來建構全語取向的語文課程與教學，而寫作教學則應與班上其他語文活動密切配合，並提供自由自主的寫作環境、有真實目的的寫作機會、及豐富的書面互動溝通管道，以激勵學生寫作的興趣，磨練其寫作技巧。

　　　　　This study investigated students' writing development in a whole language oriented upper-grade classroom in an urban school in southern Taiwan. We analyzed students' written works collected over a two-year period. Main findings include: 1) In writing skills, students' writings were found to be getting richer in variety, longer in length, and greater in quantity,　and there were remarkable progresses in punctuation, word usage, syntactic construction,　and paragraphing. 2) As for writing quality, students in this class continued to make progress　in vocabulary and sentence pattern, organization, and content. Especially, "Personal voice"　and "topical unity" were the two items most admired by the raters. Research implications resulted from the study's findings and limitations point to the following areas: 1) Comparing students' writing development in whole language and traditional writing programs so that the distinctive benefits of whole language approach can be more clearly identified. 2) Collect complete details surrounding focal students' writing, including the contextual, conceptual, and social processes, for a more complete understanding of writing development. As for curricular and pedagogical implications, it is suggested that teachers try to construct a whole language oriented literacy program, using thematic units as the organizing principle, to integrate writing closely with other language activities, to provide students with choices and autonomy in writing, and to provide students with multiple channels for written communication. Such a literacy program should be able to facilitate students' writing development in both skill and quality.