This study partially replicated Moss's "A Study of the Effect of Selected Methods of Instruction Designed to Increase Originality in Written Expression," except for the fact that this investigator taught a 5th grade and an 11th grade class for most of a school year. Some of the conclusions of the study were: no particular teaching technique was considered significantly different in terms of quality of student product; the raw score "trend" in both studies indicated that planned programs in divergent thinking increase originality in written expression; greater changes occurred among older students; highly original stories tended to be more rhythmic in pattern; and there are enough resource materials from the arts to enhance divergent thinking as schools reorganize to emphasize creative learning and teaching. (Author/LL)