Introduction: Teaching Writing in Chinese Speaking Areas -- Teaching Chinese Report Writing: Melbourne and Hong Kong -- Teaching Writing in English as a Foreign Language: Mainland China -- Teaching Writing in Chinese as Mother Tongue: Mainland China -- Teaching Writing in Chinese as a Second Language: Mainland China -- Teaching Writing in Chinese as a Foreign Language: Mainland China -- The Study of Psychological Model and Teaching Approaches: Primary School Composition -- Innovations af Teaching Chinese Composition in Schools in Mainland China -- Emergence, Development and Research in Modern Chinese Practical Writing -- A Preliminary Investigation on the Teaching Reform in University Writing -- The Hong Kong Writing Project: Writing Reform in Primary Schools -- Effects of Four Methods of Evaluation of Chinese Composition in Hong Kong Secondary Schools -- Academic ESL Writing in Hong Kong -- Innovations for Teaching Freshman Chinese Composition in Taiwan -- Teaching Chinese Composition in Singapore Secondary School.One of the most civilized nations in history, China has a long-standing writing tradition and many Chinese texts have become world treasures. However, the way the Chinese teach writing in various countries in contemporary times is little known to the outside world, especially in Western countries. Undoubtedly, the Chinese have had an established traditional method of writing instruction. However, recent social and political developments have created the perception amongst both practitioners and researchers of a need for change. Whilst certain socio-political changes, both in Mainland China and in the territories, acted as agents for reform of the teaching of composition, the shape these reforms are taking has been due to many different influences, coming both from inside the countries themselves and from foreign sources. Mainland China, Hong Kong, Taiwan and Singapore have each developed their own approach to the teaching of composition. Teaching Writing in Chinese Speaking Areas aims to provide an accurate picture of the diverse composition teaching contexts and approaches in these four regions and countries. This is the first book that systematically introduces recent developments in teaching composition in Chinese-speaking areas. It outlines current theories and paradigms originating both in the West and in China and Chinese-speaking territories and the way in which these have been adapted to suit the various cultural contexts and learning environments. The overview is of relevance not only to the East, but throughout the world.