Reported are second year data from an on-going project concerned with identification and facilitation of verbal talent in early adolescence. Parent and teacher nominations of junior high students and verbal scores on the Scholastic Aptitude Test (SAT-V) are described as primary assessment tools. Overall the enrichment sample is described as bright, socially perceptive, and potentially creative with the boys characterized as introverted, theoretically oriented, and socially reserved and the girls extraverted, action-oriented, and socially outgoing. Mathematically and verbally gifted youngsters are compared. Examined are features of a summer enrichment program including a creative writing course (requiring outside reading, writing assignments, and a seminar-workshop in the poetry, fiction, and drama genres), a social science course (in first-year college level anthropology), and evaluation procedures (including tests of improvement in convergent and divergent thinking). Such project activities as the following are described: dissemination of information, personal, educational, and college course counseling sessions, a student newsletter, a six-month followup survey of students' educational situations, and a study of the relationship between precocity in formal operations and intelligence. Project accomplishments are summarized and future goals outlined. (LC)