A model for evaluating a college second language writing instruction program is presented, based on experiences at the De La Salle University (Philippines) writing laboratory. The laboratory, a support unit of the university's language program, provides remedial instruction in composition and academic writing for referred students. The proposed evaluation model is longitudinal in design, and focuses on three program effects: (1) student cognitive gains, as measured by improvement in writing on essays; (2) student attitudes toward writing and toward the program itself, expectations of instruction, continuing motivation, and usefulness of materials and strategies learned; and (3) instructional delivery systems, through observation of teaching and monitoring of student portfolios. A pilot application of the model at the laboratory is described, although it is noted that its sampling is inadequate for use as an actual assessment. Appended materials include a writing pretest, three attitudinal scales, and the final (posttest) composition exercise. (MSE)