Questionnaires were given to teachers practicing in Ontario Schools, to student teachers, and to faculty members in a survey of the approach to writing skills instruction in Faculties of Education at nine Ontario universities and at two Ontario teacher education colleges. Several of the 15 unanimous recommendations resulting from an analysis of responses are as follows: (1) more financial support should be provided for the production of new composition textbooks at the intermediate and senior levels, (2) more time should be allotted to language arts instruction in general and to writing instruction in particular in the Faculty of Education timetable, (3) representatives of all the Faculties of Education should draw up a common syllabus for an intermediate-senior English course, and (4) Faculty of Education language arts instructors should meet with English instructors on a regular basis to discuss their educational objectives. To ensure inservice teacher education in language arts, the final recommendation suggests that continued certification be dependent on proof of inservice training in areas directly relevant to teachers' work in the classroom and that this relevance be defined in consultation with the Teachers' Federation. Six separate minority recommendations regarding the program are offered. (Appendixes describe the procedures of practicing English teachers in Ontario secondary schools and include sample questionnaires given to both student teachers and practicing teachers.) (JD)