To determine what pedagogical uses the primary trait system might serve apart from providing a means to assess students' writing, data were collected from 11 elementary and junior high school teachers who had participated in an earlier week-long workshop on primary trait scoring. Participating teachers were asked to complete a log of their activities in a target class to provide information on the frequency of writing instruction, topics taught during the class, assignments given, use of primary trait scoring in specific ways such as the formulation of assignments, and the nature of prewriting activities. Writing assignments, scoring guides, and handouts were also collected. In addition, each teacher was observed by project staff in the classroom at least once. Following the observation, the teacher was interviewed about what had occurred in the class. During the interview, questions about activities reported on the log form were also clarified. Finally, on two occasions, teachers were asked to attend "booster" meetings to discuss their activities, share problems and solutions, and report specific assignments they had created. Their responses reported the following uses for primary trait scoring: clarifying the objectives of the lesson, providing a way to formulate assignments, providing a means to analyze and to respond to students' writing, helping students evaluate and respond to the writing of their peers, providing a means for assessing students' papers, and affecting students' reading ability. (HOD)