This volume contains information on a pilot writing program, involving approximately 900 kindergarten through fifth grade students, designed to test the impact of emphasizing written composition during the language arts instructional period only, as compared to emphasizing composition skills during both language arts and social studies/science instruction. The report describes the instruments used in the programn assessment of writing skills, the California Achievement Test, a teacher questionnaire, a pupil activity record, a teacher-classroom observation form, and the Boehm Test of Basic Concepts and the results of administering those instruments. Among the conclusions reported are that students who received composition instruction in both subject areas improved their writing skills significantly. (AEA)