A program for improving the quality of student writing was developed. The targeted population consists of kindergarten, first- and second-grade students in an expanding middle class community, located in a suburb southwest of Chicago. The problem is documented through data collected from writing samples, anecdotal checklists, student interviews, and student reflections. Analysis of probable cause data indicated that students who have difficulties with writing frequently experience a lack of ownership or purpose and often fail to recognize the relevance of writing in their lives. Reviews of professional literature also pointed to inadequate time allotted to writing, failure to directly instruct writing strategies, and an insistence by many teachers that writing be accomplished in a silent, non-interactive environment. A review of solution strategies suggested by professional researchers, combined with an analysis of the problem setting, resulted in the formation of three major intervention strategies: (1) specific experiences will be provided to improve students' view of writing as a desirable form of communication; (2) frameworks will be devised to organize the classroom environment and instructional time into regularly scheduled opportunities to directly instruct and guide the writing process; and (3) a classroom climate will be created which will encourage social interaction as an integral part of the writing process. (The eight appendixes include a student writing interview, a sample lesson plan, writing rubrics, and a glossary. Contains 27 references.) (Author/TB)