一、藉由對典範文本的閱讀、分析與討論，使學生能依閱讀目的，對文本進行欣賞式或批判性的檢視，以培育學生之人文素養與反思其自我生命情境的能力。
二、藉由活動啟發學生的創作潛能，並以典範文本寫作技巧的學習，開拓學生的創作能力。
三、藉由小組主題策展書寫活動，使學生關懷所處環境；使學生自身的書寫能有機會與他人的書寫對話，也與所處的環境對話。

1. Through reading, analyzing and discussing the classic text, students can enjoy or critically viewing the text according to the purpose of reading, so as to cultivate students' humanistic literacy and the ability to reflect on their own life situations.
2. Use activities to create students' creative potential, and use the learning of classic text writing skills to develop students' creative abilities.
3. Through the group of topic curated book writing activities, students can care about the environment they are in; so that students' own books can have the opportunity to talk to others' books and the environment they are in.

艾德勒，莫提默：《如何閱讀一本書》。郝明義等譯。台北：商務。2003。（Adler, Mortimer. How to read a book. New York: Simon and Schuster, 1972.）
海明威。《流動的饗宴: 海明威巴黎回憶錄》。台北:時報，2008。 (Hemingway, Ernest. A Moveable Feast, 1996.)
蔣勳。《美的覺醒》。台北：遠流。2006。
教師自編講義

Adler, Mortimer: "How to Read a Book". Hao Mingyi and others translated. Taipei: Business. 2003. (Adler, Mortimer. How to read a book. New York: Simon and Schuster, 1972.)
Hemingway. "The Flowing Banquet: Hemingway's Paris Reminder". Taipei: Time, 2008. (Hemingway, Ernest. A Moveable Feast, 1996.)
联联. "Awakening of Beauty". Taipei: Far. 2006.
Teacher's self-editor