Reported in this monograph are the results from a survey of composition teachers in the City University of New York (CUNY). The questionnaire used for the survey sought (1) to obtain quantitative data about teachers' instructional practices and about their perceptions of the impact of the Writing Skills Assessment Test (WSAT) of minimum writing competence; and (2) to determine whether CUNY writing faculty use different instructional practices and evaluative standards for remedial and nonremedial writing students. Findings show that the majority of teachers require students to do in-class writing once or twice a week, and most frequently assign the expository essay; place more emphasis on teaching essay organization and development than on teaching grammar; and provide detailed instructions for their writing assignments and write extensive commentary on students' papers. Approximately half of the respondents felt that the testing program has not had much impact on their courses, instructions, or assignments. The remainder believed that the WSAT had influenced them to assign more in-class argumentative essays and to place more emphasis on the process and content of writing. According to the survey, respondents use similar instructional practices in both remedial and nonremedial courses, the major difference being that writing is assigned more frequently to nonremedial students. Finally, the major cause of failing grades for both remedial and nonremedial students was reported as problems in developing and organizing ideas. (CMG)