Recognizing the need to assess the long term effects of composition instruction, a study was conducted to determine whether students could remember significant aspects of a writing course up to two years later, to discern their assessment of the effects of the course on their subsequent writing attitudes, and to solicit suggestions based on students' cumulative experiences with writing and instruction for improving writing courses. The study involved 11 students ranging from freshmen to seniors with majors in several fields, including English. Each had taken an intermediate or advanced course in expository writing taught by the researcher. An interview and spontaneous writing session was conducted with each of the subjects. As a tool for evaluating the long term effectiveness of writing instruction, this method proved successful. When asked to explain the invention techniques used to begin their most recent piece of finished writing, subjects mentioned freewriting, brainstorming, and outlining. Only three people mentioned the response of another person as an important dimension of their revising processes. Self-help tactics included reading aloud and handwriting or even printing a second draft. The most often cited effects of the writing course were more structured writing habits, better self-discipline, increased curiosity about writing and its capability for self-development, and an enhanced appreciation of the effects of audience awareness. Writing samples tended to confirm or elaborate upon oral responses. (HTH)