This article studies the compositions of two 15–16 year olds over a period of 12 months: following a similar study by the same author in BJME (1987) 4.1. Identifying traits common to the work discussed in both articles, the author points the way towards some new models for assessing pupils' progress: one of composing as a design process, the other describing musical ability as a style of thinking rather than a set of technical skills.