A set of curriculum papers written mainly by teachers who attended workshops in continuing education is presented. This set contains articles looking toward a freer conception of school writing than the one generally held, and some exemplary assignments. The intent of these papers is to provoke significant curriculum change by changing teacher attitudes. Values of these essays are listed as follows: (1) They give examples of good teaching materials; (2) They show teachers moving on their own in the realm of theory; and (3) They illustrate evidence of the workings of curriculum change. The document is divided into the following sections: Writing: Some General Articles; and Writing: The Classroom Experience. General emphasis is on personal and expressive writing, and on the writing process, especially on classroom conditions that encourage writing. The study establishes the continuity of the composition ethos in U.S. schools: teaching techniques (discovery of errors, practice in skills) and ends (training to meet future social demands and conditions) remain constant in all articles noted. (For related documents, see TE 002 930 and TE 002 937-939.) (Author/CK)