This study analyzed the effect of various stimuli on the number and kinds of words produced, the number and length of grammatical structures formed, and the quality of writing produced under four stimulus conditions. Third-grade students from Clarke County, Georgia, wrote compositions after (1) being asked to write a story (minimal stimulus); (2) listening to musical selections (auditory stimulus); (3) viewing a film without words (visual); and (4) drawing a picture (motor). Five judges rated the over-all quality of the compositions from 1 to 4. Frequency counts were made of the total number of words used, the number of different words used, the number of different sentence structures used, and T-unit length. Judged highest in over-all quality were compositions written under minimal stimulus, followed in order by those written under auditory stimulus, visual and motor stimuli. T-unit length correlated with over-all writing quality, but for the other language measures used in the study, visual stimulus proved most effective and motor stimulus, least effective. Sex, intelligence, and socioeconomic level were found to have varying effects upon the students' writings. (Author/JM)