During the 1984-85 school year, pupils in three age groups participated in an international survey to discover ways in which pupils are taught written composition, what they write, and how their achievements are assessed. The three age groups were: (1) those who had reached or were approaching the end of the class-teacher stage, (2) those who had reached or were about to reach the time when a large proportion leave school, and (3) those who had finished or were about to finish their upper secondary schooling. All participating countries were represented by pupils in group 2 and Sweden had pupils in all three groups. The survey used pupil questionnaires that referred to the teaching of writing, family and school backgrounds, and reading and writing habits outside school, while teacher questionnaires asked about the teacher's education and the method and content of writing instruction. The survey also used written tasks, some of which implied practical information, while others were narrative, descriptive, and ratiocinative. Essays were marked on a five-point scale according to an overall assessment as well as an assessment of content, organization, style, readability, and legibility. Results of the survey will make it possible to convey an accurate picture of the teaching of written composition in Swedish schools at different levels as compared with other countries and will provide an opportunity for developmental studies. The survey intends to identify the conditions in society at large, pupils' homes, and schools that are connected with their written performance. (SRT)