Writing readiness is defined in this paper as the skills and understandings necessary for minimum success in completing a writing task. The skills discussed are divided into three areas of need: to give students a clear, operational concept of the function and structure of composition that includes the concepts of paragraphs, sentences, controlling idea, subordination, organization, development, audience, and purpose; to teach students an effective problem solving strategy for the task of composing that includes searching cognitive resources through discussion or writing, reflecting on what has been written, selecting and organizing content under a controlling idea, and revising; and to help students develop a command of syntax and vocabulary through the intensive and extensive reading of good writing. Listed as necessary for designing a writing curriculum are the recognition that growth in writing is highly individualistic and occurs slowly, that experimentation with language can improve writing skill, that setting realistic and personal writing goals is essential, and that writing improvement does not occur in isolation. Three categories of instruction are recommended at all levels of schooling to meet students' needs for writing readiness: experience with writing using a variety of modes, audiences, subjects, and purposes; positive, developmental feedback; and directed writing activities that break the task of composing into manageable steps. (AEA)