A practicum was conducted to develop critical thinking and improve expression through creative written language utilizing precision teaching as an evaluation of student performance. Six students (grades second through sixth) with low idea generation and few organization skills were trained by three teachers and a teacher advisor using brainstorming techniques, plot diagramming, and story maps. Analysis of the writing samples revealed significant improvements when students were structurally trained. This verified the importance of a step-by-step educational approach for students with writing difficulties. Students learned to think more systematically and planned and organized thoughts as the stories were being written. (Four tables are included. Appendixes include: precision teaching semi-logarithm charts; task sheets; creative writing samples; learning methods--keycards, kina-writing, sensing stimulus, vocabulary game; teaching methods--story maps, diagramming, and webbing. Twenty-eight references are attached.) (MG)