A model for designing a writing program evaluation is based on the assumptions that the entire writing course or program is evaluated, not just student writing; that the evaluation is summative rather than formative; and that the role of the evaluator is clearly defined. The procedure for implementing the evaluation should include the following steps: (1) pilot-testing the evaluation instrument; (2) evaluating student writing using holistic scoring or descriptive measures; (3) evaluating student attitudes using standard writing apprehension tests, questionnaires, interviews, or participant-observer studies; (4) evaluating teacher attitudes using questionnaires or interviews supplemented by student evaluations and administrative observations; (5) evaluating administrator attitudes using interviews; (6) analyzing the transferability of the course (the ability of the course to be taught successfully by many different teachers); (7) considering demographic information such as pass and retention rates; and (8) implementing a longitudinal study of the effects of instruction. (AEA)