This report describes a program for enriching language use in writing. The targeted population consisted of one classroom of fourth grade students in a public elementary school. This school is in the small rural community near a large city in the Midwest. The problem of lack of language skills in writing was documented with teacher and student rubrics, teacher anecdotal records, student surveys and student work samples. Analysis of probable cause indicated that there was a lack of necessary language skills needed to incorporate detail and emotion in writing. This lack affected various situations including reading desires and self esteem. Review of the research indicated students disliked reading, had a low self concept, and lacked positive school experiences. A review of the solution strategies suggested by other researchers, combined with the analysis of the problem setting, resulted in the development of solutions to increase independent reading, create language rich experiences, use a variety of teaching strategies with positive and effective feedback, to change the focus from television and computer games to reading and writing. The program included lessons which encouraged students to explore language use through writing experiences. Post intervention data indicated that the students benefited from a program which focused on writing using descriptive vocabulary. As a result of the intervention, the students appropriately used descriptive vocabulary in writing with more frequency and developed a positive perspective regarding their own writing abilities. (Contains 26 references and 5 tables of data. Appendixes provide information on the 600 minute reading program, an acrostic rubric, an expository rubric, a plant/animal rubric, and an anecdotal record form.) (Author/RS)