This document provides a report on the evaluation of STEPS (Surviving Today's Experiences and Problems Successfully), the Waters Foundation Curriculum for teaching thinking skills and expository writing. Data were collected during the 1983-84 academic year, using a junior high school as a field site. Four experimental classes were taught STEPS two days a week in a three-day-per-week remedial course. Two control classes took a modern foreign language. Both experimental and control students took English classes five days per week. Experimental classes were assigned writing tasks four times during the year, while control classes were only assigned writing tasks in September and June. Four students were randomly selected in each class to participate in individual interviews intended to reveal procedures and thought processes used in completing assignments. Writing samples were evaluated through primary trait scoring. Chi-square tests revealed that on the first writing assignment, the control students scored significantly higher than the remedial STEPS students. On the June writing task, there were no significant differences between the STEPS group and the control group. Recommendations are provided on several issues: curriculum development, teacher training, improving learning and proficiency in writing, and marketing and dissemination of STEPS. Appendices include: (1) questions addressed by the evaluation; (2) primary trait scoring guides; (3) writing process interview forms; (4) course evaluation interview forms; (5) sample applications of the "students" observation system; and (6) compilation of responses to the STEPS Unit VII course evaluation form. (LMO)