The procedures of manipulating consequent events were applied to the problems of teaching composition in a fifth-grade remedial dassroom. Three objective aspects of composition, total number of words, number of different words, and number of new words, were selected for manipulation and reinforcement contingencies were sequentially applied to these components. The writing output of all subjects was greatly increased.The problem of creating new behaviors or adding to an organism's behavioral repertoire has been approached in a variety of ways in the operant literature. The procedures of shaping, i.e., differential reinforcement of successive approximations, are often pointed to as protypes for the analysis of the development of new behaviors. The classic example of shaping procedures is the "Dickey" study (Wolf, Risley, and Mees, 1964), in which a young "autistic" boy was taught to wear glasses to prevent blindness. In shaping, the basic procedure is the manipulation of the delivery of consequences, by requiring closer and closer approximations to the terminal behavior for the delivery of reinforcement (Bijou and Baer, 1961).An alternative form of shaping might be the use of reinforcement contingencies to improve and combine current behaviors, thus producing a more complex set of behaviors. The resulting 'The research was supported in part by NIH Bio- A set of behaviors where this approach seems to be appropriate is writing or composition. In contrast to the large-scale experimental and applied efforts associated with the other members of the "three Rs", writing has received little experimental attention. There are probably many reasons why composition has not been more systematically analyzed. While there is a great deal of controversy about how to teach reading, what needs to be taught is reasonably clear. This does not appear to be true for writing. What is a good story? Is it grammar, ideas, length, variety? Another source of difficulty is the assumption that while reading may be taught, writing is something that flows from the writer. Consequently, most efforts to teach composition have emphasized stimulating the student to write, such as having the students read or view a set of stimuli and then write stories about them. It is often assumed that once the student starts writing he will improve in the more mechanical quality aspects of composition.An alternative approach to writing might specify a number of objective aspects of composition, place reinforcement contingencies on them, 421 1972, 52 [421][422][423][424][425][426][427][428][429] NumBER 4 (wiN ER 1972)