A writing process of five stages, setting the topic and goals, planning the outline, organising the structure, building the content, and reviewing, is proposed to guide hypermedia authoring. To explore the effects of the system designed with writing-process guidance, this study enrolled 108 seventh graders at a junior high school as experimental subjects. Results of the experiment show that writing-process guidance does indeed help in the presentation of students' web page creations. This experiment also explored the differences in web page creations between different genders. Results show that creations of male students are better than those of female students.