Using self-instructional strategy training procedures, three sixth-grade learning disabled students were taught a series of self-directed prompts designed to facilitate the generation, framing, and planning of written compositions. The eight-step instructional procedure included pretraining, review of baseline performance level, description of the three-step composition strategy (think, plan, write), modeling, mastery of strategy steps, controlled practice, independent performance, and generalization. Changes in writing performance were measured by analyzing students' essays in terms of functional and nonfunctional elements, number of words written, cohesiveness, and overall quality. Following training, students wrote essays that were judged to be qualitatively better and that generally included all of the components (premise, reasons, and conclusion) central to a complete argument. Effects were maintained over time and transferred to the students' special education classroom. Associated changes in affect were reflected in the fact that two students became more confident in their ability to write an essay. Some evidence for transfer of training to a second genre (story writing) was also obtained. (JW)