The main purposes of this study were to integrate the creative writing methods in composition teaching and to design a ＂Creative Thinking Writing Teaching Program＂ which was suitable for junior high school students. This study aimed to investigate the effects of the course in writing teaching on the creativity and writing ability of the students in junior high school. A nonequivalent pretest-posttest experimental design was employed. The subjects of this study involved the students of two classes. They were 7th grade students from a public junior high school in Taipei City. The experimental group was implemented 9 weeks of ＂Creative Thinking Writing Teaching＂, two class per week, 45 minutes per session, while the control group was taught in the traditional way. The measurement tools used in this study included ＂Torrance Tests of Creative Thinking Test.＂, ＂Scale of Writing Performance＂ and ＂ End of The Curriculum Feedback Questionnaire＂. The collected data were analyzed by one-way ANCOVA. The analysis revealed that (1) The students in the experimental group got more significant improvements in Fluency, Flexibility, Originality, and the total score than those in the control group on Torrance Tests of Creative Thinking Test. (2) The students in the experimental group made no significant improvements in their writing ability, including grammar, contents, organization and the total score. (3) The methods that the research used were useful for students' creativity. It is generally positive with the writing class in the junior high school. It is our hope that the results of this study may offer the suggestions for further studies in writing course and references for teaching creative thinking writing teaching.