This report describes a program for improving writing skills and related attitudes towards writing of elementary students. The target population consisted of fourth grade students in stable middle to upper class suburban communities, located northwest of a large midwestern city. The problems of inadequate writing skills and poor writing attitudes were documented through writing rubrics, Illinois Standards Achievement Tests, attitude surveys, and teacher observations. Analysis of probable cause data revealed that students are exposed to inconsistent teaching methods, have a poor attitude toward writing, and lack sufficient opportunities to practice writing. Professional literature suggested a variety of causes including lack of rubric use, poor attitudes toward writing, inconsistent modeling of the writing process, and inability to synthesize writing skills. A review of solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of a writing process approach, which employed a variety of instructional strategies. These strategies include: administering pre- and post-student writing prompts and writing attitude surveys, using writing rubrics, modeling the writing process, exposing students to different varieties of writing, increasing writing frequency and duration, facilitating real and meaningful writing, and journaling weekly. Post-intervention data indicated increased student writing fluency, an improved composite score, and growth in students attitudes towards writing. Appendixes contain the fourth grade writing rubric, a survey instrument, a writing prompt, consent letters, and a description of the writing process. (Contains 31 references and 9 figures of data.) (Author/RS)