This report of the writing project at P.K. Yonge Laboratory School, University of Florida, examines the effectiveness of a systematic approach to teaching high school composition. The approach, which focuses on the skills that enable students to write clearly, correctly, and purposefully, includes sequential instructional units, considerable student writing, and an objective, concrete method for teacher evaluation of student writing. Sections of the report discuss the preparation of the project, its description, its evaluation, and the improvements that have been made as a result of the evaluation. Eleven appendixes provide samples of course materials, student work during the course, and references for teachers. (RL)