This report describes a study (part of the IEA Written Composition Study) which used a questionnaire to collect curricular information from 16 countries about mother tongue teaching in general and teaching writing in particular. The report describes some basic dimensions of mother tongue curricula and writing composition curricula as well as how these dimensions are represented in the 46 cases (curricula). It notes that topics of writing instruction include amount of writing, goals for writing, standards of writing, types of written work emphasized, and materials used. Data analyses used in the report range from simple listing of observations to cluster analysis and factor analysis. Results of the study addressed in the report show that basic dimensions of mother tongue teaching are well represented in all of the curricula of the studied countries; that most of the countries also have rather homogeneous curricula for the three different age populations; and that differences between countries can be found, for example, in the amount of writing at school and in the types of written work emphasized. The report is organized in two parts and six chapters. Part 1, on mother tongue curricula, contains five chapters: (1) The Theoretical Bases of the Questionnaire; (2) The Conceptual Analysis of Curricula; (3) Natural Groups of Curricula (discussing general aims and purposes of schooling and of mother tongue teaching, acquisition of knowledge and skills, and aesthetic, moral and affective development); (4) Dimensions of Mother Tongue and Composition Writing Objectives; and (5) Descriptive Characteristics of Mother Tongue Curricula. Part 2, on curricula of writing instruction, contains the report's final chapter, which deals with such topics of writing instruction as amount of writing, goals of writing curricula, standards of writing, and materials used in instruction. A summarizing discussion and an appendix containing the curriculum questionnaire conclude the document. (SR)