To evaluate the effectiveness of a new writing curriculum in the Oak Ridge Schools (Tennessee), modeled after the process-oriented National Writing Project, a three-year study of student writing was conducted. The study consisted of evaluating writing samples collected from 90 students in grades 3 through 12 over 3 consecutive years, and surveying by means of annual questionnaires the writing attitudes of students, parents, and teachers. Results from the student attitude surveys show an increase over the second and third year in students' interest in learning about writing, in their level of confidence, and in their association of self-esteem with good writing. A decrease was observed in students' feelings of discomfort about completing writing assignments and in their feelings that they do not write well and that writing is difficult. At the end of the study, students at each grade level were better writers than were previous students in that grade level. Students in classrooms with teachers trained according to the National Writing Project approach performed better on the writing sample than did students in the classrooms of untrained teachers. The teacher survey showed few differences between trained and untrained teachers in attitudes about writing, ranking of writing problems, and assessment of language arts priorities. Some significant differences were found between parent and teacher attitudes. (Recommendations of the writing committee are included, and writing assignments and assessment rubrics are appended.) (JG)