As an extremely complex information processing, writing involves the highest level of cognitive skills, which is closely related to students' academic performance. Previous studies have illustrated that 10%-30% of children are considered to have difficulties with writing.

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This curriculum is designed based on the theory of cognition conflict, addressing the most critical skills related to writing. It includes four phases; demonstrating and teaching the thinking process in a game-like way, along with simplifying the writing process to the greatest extent, is a significant and innovative attempt in this curriculum.

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Phase 1, Understanding Writing, focuses on helping students develop the sense of communication by written expression.

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Phase 2, Subtraction in Writing, involves AI tools to develop student's ability to create the basic narrative framework of beginning, development, conflicts and ending.

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Phase 3, Addition in Writing, is a duet writing between student and teacher, to develop student's creative thinking and critical thinking, and students will develop the ability to create open-ended stories.

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In Phase 4, Mapping-Writing, students will develop multiple perspectives for writing on the same topic and writing through creating mind map independently.

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The four phases are in consequence, and each phase covers one hour each intervention session, twice per week, for a total of 4 weeks writing training. After completing the whole intervention, students will be able to

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• create the connection between communication and written expression through developing a deep understanding of writing’s essence, 

• develop mind maps through applying the skill of planning,

• independently formulate a well-structured writing through analyzing their visualized thinking and applying the skill of revising and editing.

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This program is a systematic thinking training approach. The involvement of AI tools greatly simplifies the writing process and minimizes the impact of deficiencies in other writing skills on creative thinking, promoting the student's creating and sharing ideas. This approach provides twice modeling of thinking through student-teacher interactions - making thinking audible and visible - to inspire students to raise questions, analyze questions from multiple perspectives, and then solve questions in writing.