Written compositions of 200 second and third grade children were compared four times over a 2-year period to determine relationships of composition ability with intelligence and reading level. A global essay instrument developed at the University of Georgia was used for the comparisons to find out whether or not the instrument revealed any improvement in the essays. Four raters scored each essay independently and without knowledge of the other three ratings by following standardized procedures. Four mean test scores for each student formed a chronological sequence from the fall of 1966 through the spring of 1968. There was a steady increase in the global essay means of both boys and girls over 2 years. Correlations between reading level, vocabulary, intelligence, and global essay scores showed positive relationships. There was not a significant correlation between global essay scores and sex or grade level. The study confirmed the sensitivity of the global essay instrument in measuring the growth trend of second and third grade children. (DO)