This paper presents 40 writing assignments and 16 scoring guides used by elementary and junior high school teachers who participated in a writing research and resources project in connection with primary trait scoring. Not all of the assignments presented were originated by the teachers: some were taken or adapted from a textbook; occasionally they came from another source. Tables are included showing the grade level intended for each assignment, classifying assignments by mode (expressive, explanatory, persuasive), and showing the mode of assignment by grade level. Where scoring guides are provided, the purpose is nearly always present in a statement of the primary trait. Several of the assignments offered specify a mix of modes by asking students both to describe or explain something and to tell how they feel about it. All of the offered assignments involve considerable prewriting activity and the use of some verbal information about strategies to use in achieving the purpose of the writing, though few of the written assignments specify those strategies. A number of the scoring guides included in the paper emphasize organization and form as criteria; sometimes quantity of detail or argument or use of a particular type of language differentiates categories. Nearly all guides presented exhibit some abstract language which admits of subjective judgment on the part of the reader and testifies to the difficulty of formulating criteria in specific terms. (HOD)