The continuation of an earlier study examined to what extent students change in their use of evaluative criteria in writing between the fifth and sixth grade. Twenty-five students were interviewed in fifth and sixth grade. In the fifth grade, all students were taught writing by the same teacher who emphasized student choice of topic, recursive steps in the process of writing, peer and teacher response to drafts, and discussion of the qualities of good writing across tasks. In the sixth grade, three different teachers taught the students, all using a variation of a traditional combination of English textbook exercises and teacher writing assignments with emphasis on basic skills. Results indicated that there were no developmental patterns by race or sex, and few differences in the amount of talk or variety of criteria. Text-based criteria constituted the majority of comments, and changes were apparent in distribution of text-based criteria, best summarized by achievement level. It is possible that school pressures toward a utilitarian view of writing had a significant influence on children's evaluative criteria. (Nineteen references are included; three appendixes, and two tables of data are attached.) (PRA)