This document is designed to help integrate the skills of composing (writing) with the procedures and perspectives of New York elementary, secondary, and continuing science education programs. Sections are devoted to the composing process and its relationship to a science laboratory model, to techniques for evaluating writing, and to the spectrum of laboratory activities. Following a message to secondary school principals on the role of the laboratory in general and in fostering writing in particular, section 1 discusses the writing process (prewriting, writing, revising), a four-stage laboratory model (planning, performance, analysis/interpretation, and application), and integrating the laboratory activity model with the composing process. Section 2 presents teacher, peer, and self evaluation techniques, including a checklist to aid in the latter evaluation. Section 3 discusses different laboratory activities, commenting on manipulative experiences, information seeking, and making provisions for structure. The last section provides guidelines (including a checklist) for selecting laboratory manuals. (Author/JN)