This inquiry explored the role of transcription abilities (covering handwriting fluency and spelling) and oral language abilities in Chinese writing evolution amid upper elementary grade students in Hong Kong. Measures evaluating verbal working memory, spelling, handwriting fluency, oral narrative abilities, syntactic abilities, and written composition were administered to 97 students in Grade 4 (n = 47) and Grade 6 (n = 50). Hierarchical multiple regression results displayed that spelling and oral narrative abilities were unique predictors of Chinese writing performance. The significant interaction effect of grade and spelling displayed that transcription abilities played a more important role in Chinese writing performance amid sixth graders than amid fourth graders. Together, the present results supply important support for the “simple view of writing” model and emphasize the importance of transcription abilities and oral narrative abilities in children's writing development in Chinese.