The purpose of this study is to examine the effect of a community cinema's media literacy workshop on the writing products of fourth and fifth grade students at a non-public elementary school in Louisiana. Because of the importance of writing skills in academia, professions, and interpersonal communication, and because of the documented lack of basic writing proficiency according to national and state testing, the information gleaned from this study has significant value. Further increasing the importance of the study is the potential impact on the introduction of successful writing interventions in elementary classrooms. This study focuses on the effects of a media literacy workshop at a local film center, a program which has a dedicated focus on Louisiana state writing standards for fourth and fifth grades, and the impact the workshop had on writing products authored by students who experienced the intervention. This study is a mixed methods-based research endeavor, using both quantitative data gathered through an automated writing evaluation program and qualitative data gathered through constructed interviews completed by study participants and teacher facilitators. The subjects in this study were students in the fourth and fifth grades at a specific non-public elementary school, their English Language Arts teacher, and the local film center's workshop facilitator. The data collected and the resultant analysis were guided by research questions designed to establish if and how the media literacy workshop impacted the writing products of the identified students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]