The purpose of this study is to the impact of writing strategies on creativity and to propose effective alternatives for students with different conditions, needs and goals through the effect size calculated by meta-analysis software on empirical studies examined from the perspectives of best-evidence synthesis. After a few keywords were used to search Taiwanese bibliographic database, 13 articles were coded and synthesized on the basis of inclusion and exclusion criteria. The results were as follows: First, the study shows that nearly all of the comprehension strategies were effective, including those teaching strategies using mind-maps, creative-thinking instruction and cooperative learning. Second, the strategy of cooperative learning was best able to support and enhance creativity in writing. Third, 3^(rd), 4^(th), 5^(th) and 6^(th) grade elementary students best exemplified the strategy of cooperative learning to enhance their abilities in fluency, flexibility and originality, while 7^(th) and 8^(th) grade (junior high) students best exemplified the strategy of creative thinking in general. Fourth, it turned out that two sessions per week for 10 weeks led to the best outcomes for the use of mind-maps to enhance their ability to writing creativity, while having one session per week for 7 weeks seemed to lead to the best outcomes for the use and further development of cooperative learning, mind-map strategies and creative thinking. Finally, then, the best outcome was seen when all three “moderators? of creativity- fluency, flexibility and originality-were affected by the teaching strategy of cooperative learning, followed by mind-maps and creative-thinking instruction.