The aim of this study was to investigate the extent to which practice in the use of figurative comparisons in the composing of poetry, in both oral and in written form, will increase the use of figurative comparisons in the writing of prose. The study tested oral composition of poetry vs. written composition of poetry, and intensive treatment in each of these areas vs. extensive treatment in each of these areas against themselves and against a control group for each time period. Data were analyzed by performing an analysis of variance on the posttest means of the time/treatment and control gorups. The data from the posttest for time/treatment groups were analyzed by means of analysis of covariance using I.Q., reading level, and pretest as the covariates. It was concluded that fifth grade children who are exposed to the composing of poetry by writing their poems or by composing poetry orally and taping it over a five week period use significantly more figurative comparisons in the writing of descriptive prose than children who compose poetry and are not provided with instruction. (Author/TS)