An experimental program was undertaken to determine the effects of attitude and reading achievement on writing, to ascertain if intervention could improve writing achievement and attitude, and to predict success in the program on the basis of an attitude inventory that measured need for structure and tolerance of ambiguity. Subjects were 15 boys and 11 girls in an English 11 class. Students were pretested for reading and writing achievement and attitudes toward writing and structure. The program consisted of traditional as well as original activities for 1 hour a week for 10 weeks. Students completed a variety of writing assignments: (1) a first person perspective on a case study, (2) a third person autobiography, (3) a letter of application for a job, (4) a conclusion to an unfinished story, (5) a resume of a newspaper article and a first person account based on it, and (6) a first person explanation of an enigmatic short story written in the third person. Other activities included uninterrupted sustained silent writing in journals, spelling and listening tests, and language experience sessions. Results of posttests indicated that vocabulary scores and course marks were significantly correlated, students with high reading scores had low needs for structure (and vice versa), and comprehension scores and attitude toward writing were significantly correlated. (The attitude survey's instruments are included.) (JL)