This is one in a series of eight discussion pamphlets produced by the Writing Across the Curriculum Project dealing with some of the issues connected with writing in the schools and their relation to learning. This pamphlet is concerned with various aspects of the Bullock Committee Report. The first section maps the various ways in which teachers have approached the Bullock Report's recommendation of creating a common language policy in their schools. The second section is concerned with some of the main ideas that lie behind the Bullock Committee's recommendations about language policies, including the relation of language to thinking, the role of the student's own language in new learning situations, and the problem of assessing written work. The final section, which describes the work of a group of humanities teachers who together examined writing, illustrates how discussion can influence what happens next in the classroom and how a language policy group can find a context for the consideration of students' work that is not solely concerned with assessment in the examination sense. (FL)