This paper reports on a survey that examined writing pedagogy and assessment across the State University of New York (SUNY) system. The survey attempted to identify "best practices" in writing pedagogy, the extent to which these practices are being implemented, characteristics of campuses implementing these practices, and whether instruction by full-time professors is more likely to include these practices. Respondents included 3 university centers, 12 colleges, and 18 community colleges. Major findings indicated that half of the respondents have assessment under the English Department's control and half have all-campus assessment; half of composition is taught by part-time staff or teaching assistants; three-fourths of campuses have class sizes limited to 25 or less, 87 percent have a writing center; 97 percent provide writing tutors; 69 percent use writing samples to place students in composition classes; 64 percent use holistic scoring; only 18 percent use portfolio assessment for composition program evaluation; and only 12 percent require two semesters of freshman composition and two semesters of writing across the curriculum. Appendices include a map showing SUNY campus locations, detailed data on survey responses by question, cross-tabular analysis of the assessment questionnaire, and a list of respondents. (DB)