Junior High Exam Writing Prompt 'Giving New Faces to Things' Provides 3 Major Examples
The writing section of Taiwan's 2026 Comprehensive Assessment Program for Junior High School Students featured the theme 'Giving New Faces to Things.' The prompt tests students' creativity and life experience, using examples like bartering and upcycling waste materials.
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- 📰 Published: May 16, 2026 at 19:51
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Central News Agency, Taipei, May 16 (Reporter Chen Chih-chung) The writing test for the 115th (2026) academic year's Comprehensive Assessment Program for Junior High School Students provided three examples, including replacing monetary transactions with 'bartering' at a school fair, turning discarded floral tiles into coasters, and processing overproduced bananas into new products. The test challenges students to combine life experiences to 'give new faces to things.'
Today, the Ministry of Education invited frontline teachers to analyze the trends in the writing test of the 2026 Comprehensive Assessment Program for Junior High School Students. Lin Meng-chun, principal of Zaoqiao Junior High School in Miaoli County, and Li Yu-ching, a teacher at Dongshi Junior High School in Chiayi County, pointed out that this year's topic used three examples to guide students to think about what things in life can be developed for new uses by adding ingenuity, revamping the style, or incorporating new elements.
The three examples given in the prompt include replacing monetary purchases with 'bartering' at a school fair; turning old wall tiles into beautiful coasters; and processing surplus bananas into new products. The question design comprehensively examines the process from observation and ideation to reflection, in line with the core competencies of the 108 Curriculum.
'Giving New Faces to Things' is not a set-topic essay, and candidates do not need to create their own title. Lin Meng-chun stated that the trend in the assessment program in recent years has been towards writing tasks, giving candidates a scenario and letting them develop ideas after reading the guiding text, which is actually not difficult.
Lin Meng-chun said that 15-year-old students can certainly draw on many materials from their life experiences, but the key is not just to write about what has been changed, but also to write about their own feelings and gains, and what kind of changes were brought about.
Li Yu-ching stated that the three examples given in the prompt are very clear, and candidates should be able to find their own writing focus from the guidance. She suggested starting from personal growth and extending it to 'altruism,' deriving how to drive social growth. As long as they make good use of their observation skills, the topic should not be difficult to write about. (Editor: Chang Ming-kun) 1150516
Today, the Ministry of Education invited frontline teachers to analyze the trends in the writing test of the 2026 Comprehensive Assessment Program for Junior High School Students. Lin Meng-chun, principal of Zaoqiao Junior High School in Miaoli County, and Li Yu-ching, a teacher at Dongshi Junior High School in Chiayi County, pointed out that this year's topic used three examples to guide students to think about what things in life can be developed for new uses by adding ingenuity, revamping the style, or incorporating new elements.
The three examples given in the prompt include replacing monetary purchases with 'bartering' at a school fair; turning old wall tiles into beautiful coasters; and processing surplus bananas into new products. The question design comprehensively examines the process from observation and ideation to reflection, in line with the core competencies of the 108 Curriculum.
'Giving New Faces to Things' is not a set-topic essay, and candidates do not need to create their own title. Lin Meng-chun stated that the trend in the assessment program in recent years has been towards writing tasks, giving candidates a scenario and letting them develop ideas after reading the guiding text, which is actually not difficult.
Lin Meng-chun said that 15-year-old students can certainly draw on many materials from their life experiences, but the key is not just to write about what has been changed, but also to write about their own feelings and gains, and what kind of changes were brought about.
Li Yu-ching stated that the three examples given in the prompt are very clear, and candidates should be able to find their own writing focus from the guidance. She suggested starting from personal growth and extending it to 'altruism,' deriving how to drive social growth. As long as they make good use of their observation skills, the topic should not be difficult to write about. (Editor: Chang Ming-kun) 1150516