Prewriting, writing, and revision represent vital elements in both the total writing experience and the evaluation of writing programs. An effective writing program should include (1) a written plan to guide composition instructors and ensure that students receive balanced instruction; (2) clearly stated purposes reflecting concern for composition as both self-expression and communication; (3) an environment conducive to writing, containing bulletin boards, literature, and pictures to stimulate ideas; (4) composition instruction in which the writing process is taught and used, and in which the writer imagines the audience, sets goals, develops ideas, produces drafts and revised texts, and edits; (5) instruction in penmanship, spelling, grammar, and mechanics--the components vital to the final stages of the composing process; (6) instruction in different types of compositions (essays, summaries, poems, and letters) for various purposes (to express, inform, persuade, or clarify); (7) an appreciation of the value of writing for communication purposes, shown through sharing; (8) demonstration of the writing process--teachers writing with students; (9) opportunities for students to compose across the curriculum to strengthen and enhance thinking in the content areas; and (10) evaluation to encourage student growth, including teacher/student conferences. (This list is the product of a graduate course on the evaluation of language arts programs. The process through which the class developed the above criteria is briefly described.) (JD)