「閱讀」教學的能力指標，在訓練學生對外界事物的理解、吸收，進而達到自動化為目的；「寫作」教學的最終目標，是訓練學生運用書面語去狀物、記事、說明、議論、表情、達意，使他們在人際溝通或文字使用上都能應付裕如；兩者在語文教學上同等的重要。透過「全語文」教學策略，可以讓學生從資料蒐集到知識建構，再到自訂題目完成寫作，最後再透過讀者的回應，提出修正。在這個過程中，不是單向而是雙向的方式，透過教師、同儕、家長等全語的互動力量，達到語文學習的終極目標。其次，掌握閱讀理解指標的「關鍵詞」，可以達到預測、瀏覽、推論等功效。寫作是一種組織語言的歷程；一篇文章從構思到完成，為作者意念的表出，學生如能利用「心智圖法」，將作者的思路，藉由圖示依次展開，再鎖定一篇文章結構性的「關鍵詞」，即使再陌生的文本，也能達到自動化快速閱讀的目標。研究者擬以「質性研究」，讓學生在課堂上回顧提取一個難忘的旅遊經驗習寫，作為前測，觀察學生寫作缺失情況；之後，透過文本閱讀，選擇數篇相關文章，運用閱讀策略，反覆閱讀訓練，增加記敘文寫作的感受力；透過校外教學的實際體驗，營造一個「全語文」的旅遊情境，讓學生自然而然吸取真實的語料；然後再回到課堂中，教師透過講述提供學生寫作的相關知識與鷹架，最後再以一篇作文為後測，顯示結果：學生對記敘文的寫作能力有明顯的改善功效。

“Reading” teaching ability target is training the student to the outside thing understanding, the absorption, then achieves the automation is the goal. “Writing” teaching ultimate objective is trains the student to go to the shape using the written language, the record, the explanation, the discussion, the expression, to express one's ideas, causes them can handle the situation with ease in the interpersonal communication or the writing use. Both in language teaching is very important.By “the entire language” the teaching strategy, may let the student construct from the knowledge to the collection, arrives again from subscribes the topic to complete the writing, finally reader's response again, proposes the revision. In this process, is not unidirectional, but is the bidirectional way.Grasps the reading understanding target “the key word”, may achieve effects and so on predict that browsing, deduction.If the student can the use “the mental chart”, author's mentality, launch in turn because of the graphical representation, locks an article constitutively again “the key word”, even if strange text, can also achieve the automated speed reading the goal.