THIS STUDY BEGAN AN ATTEMPT TO DETERMINE THE BASIC CHARACTERISTICS OF EFFECTIVE MOTIVATING STIMULI FOR USE IN ELEMENTARY SCHOOL WRITING PROGRAMS. IN PARTICULAR, IT DEALT WITH THE EFFECTS OF ORGANIZED AND UNORGANIZED STIMULI ON THE CREATIVE WRITING ABILITY OF THIRD- AND SIXTH-GRADE STUDENTS. THE CHILDREN WERE DIVIDED INTO SIX GROUPS. ONE GROUP OF EACH GRADE WAS GIVEN A CHOICE IN STIMULI SELECTION WHILE THE OTHERS WERE NOT. RESULTS SHOWED THAT, WHILE GIRLS MAINTAINED A BETTER OVERALL PERFORMANCE, DIFFERENT MOTIVATIONAL PATTERNS HAD DEVELOPED IN THE SIXTH GRADE STUDENTS. THE GIRLS DID BETTER WHEN PRESENTED WITH ORGANIZED MATERIAL AND THE BOYS DID BETTER WITH UNORGANIZED MATERIAL. CONCLUSIONS SUGGESTED THAT POSSIBLY AN INTEGRATED SYSTEM USING BOTH ORGANIZED AND UNORGANIZED STIMULI WOULD BE MOST EFFECTIVE IN PRODUCING CREATIVITY IN AN ELEMENTARY SCHOOL PROGRAM. (PM)