This paper reviews earlier experiments in fostering creative expression in the writing of students at all educational levels, and presents an abstract of an experiment involving 81 students of educational psychology at Tennessee State University. Each wrote one essay per week, which was then rated for creativity on four scales (fluency, flexibility, elaboration, originality) by six judges. Subjects were divided into three groups, each receiving a different kind of reinforcement: (1) Group 1 subjects received points according to each subject's performance on each essay; (2) Group 2 received points as a group according to group's cumulative performance on each essay; (3) Group 3 subjects each received a fixed number of points regardless of scores on essays. Results were analyzed by a one-way analysis of covariance and the Scheffe' S multiple comparison technique. Examination of the results showed that: (1) both contingent reinforcement groups were significantly superior in terms of all four mesures of creative ability to the non-contingent group; and (2) there was a significant difference between the group-shared reinforcement section and the individual reinforcement section, with the group sharing section being superior. Both contingent reinforcement groups showed dramatic increases in all four measures of creative responding over baseline (five weeks baseline, 11 weeks treatment). (Author/MPB)