The New York State Regents Competency Tests in Writing and Comprehensive Examination in English reflect the belief that the current emphasis on test results mandates that testmakers produce tests that actually test what they purport to test, reflect what educators agree should be taught, and have a beneficial influence on teaching. Prior to the creation of this testing program, teachers in New York State had both reasons and excuses for not teaching writing, the most prominent ones being that teachers did not actually know how to teach composition and few had done much writing themselves. The testing program has led many teachers to learn more about the writing process, increase the amount of writing instruction, and realize that composition instruction should begin in kindergarten and continue throughout a student's school life. It has also affected the attitudes of many administrators, who now encourage more writing in their schools, give teachers more time for writing instruction, and arrange more inservice programs devoted to writing in all curriculum areas. The program has also produced several bad effects, such as the tendencies for some schools to narrow their writing programs to meet the testing requirements and to fragment the teaching of English by sending poor writers to "writing specialists." Overall, however, the testing program appears to have enhanced curriculum and instruction in writing in New York State. (FL)