Suitable for grades K-6, the paper presents guidelines for evaluating various levels of writing ability. Also presented are a description of a four-phase writing process model and a list of components necessary for a good writing program. Characteristics of superior, typical, and weak writing are presented on a continuum according to the student's ability to: (1) present ideas with understanding and individuality; (2) show an organization appropriate to the purpose, subject, and audience; (3) demonstrate the ability to use a variety of grammatical sentence patterns; (4) reveal language choices appropriate to the purpose, topic, and audience; and (5) display the conventions of standard written English. The writing process model presents methods and suggestions for developing four phases of writing skills: prewriting skills, drafting skills (writing/composing), skills for editing for form and structure (revising/rewriting), and publishing skills (polishing for mechanics). The final section presents a list of components considered essential to a good writing program, such as creating a supportive classroom climate, using a sensible district-wide model of the writing process, and including writing as an everyday activity in all subject areas. (LH)