This report, designed especially for use by researchers, evaluators, and teachers, explores the practical implications of the composing process for writing instruction and assessment. An understanding of the actual process of text composition is presented as insights into how the acquisition of aspects of writing might be facilitated are explored. The heart of the writing process lies in the act of composing, assembling potential content, and transforming it into coherent text. Attention is focused on the development of basic level writing skills during the elementary and junior high school years. The goals of a writing curriculum must include the development of both ad hoc strategies and conventional knowledge. Strategies for implementing this curriculum suppose that beginners will become better at solving composition problems if their assignments and discussions are organized around the structural and functional properties of text. In addition, young writers will benefit from activities designed to make these properties available for conscious reflection and articulation. Attention is given to the development of overall plans for a discourse, the development of skill in transforming those plans into text, the development of skill in organizing and integrating composing tasks, and the implications of these developments for writing instruction. (Author/JK)