Learning to learn’ has been a major theme in Hong Kong education reform in the 21 Century and teachers have been urged to place more emphasis on students’ ability to learn. The peer checklist evaluation research reported in the book concerns one way to teach students `how to fish’ instead of giving them the fish’. It was found that such evaluation practice has a direct impact on students’ writing ability.

In a study over a long period of time, Dr. Shum Shiu Kee, the book’s author, found that peer checklist evaluation could increase students’ knowledge of writing and help develop their critical thinking when reading through compositions. It also strengthened students’ motivation to write, encouraged good writing habits and helped reduce the burden for teachers of having to correct compositions. It also motivated students to write.

The book has research, analysis and practice sections. The book makes use of systematic and functional linguistics to analyse graphical structures and the language feature of various types of composition. It builds on and explains the theoretical basis for the study and shows ways to implement peer checklist evaluation. The author has compiled practical checklists for composition evaluation and correction and presents various curriculum and checklist designs. The book is a useful practical reference for teachers and describes an analytical approach that may help both teachers and parents in guiding students’ writing of compositions.