Recall data from eight eleventh-grade students were analyzed to determine the effects of writing tasks on recall of content and relationship units at three levels of importance in the content structure of 21 prose passages. The data were colelcted as part of an earlier study of the effects of three writing tasks (notetaking, answering study questions, and analytic essay writing) on learning information from prose passages. The results of the two studies showed that the level of importance and the interaction of highest level and essay writing enhanced the recall of those relationship units. An abbreviated prose passage is provided as a sample, as well as examples of prompts and student responses for the three writing tasks. (HTH)