This action research project describes a program to increase the basic writing ability and improve the attitude of sixth grade students. The targeted classroom was located in a unit district 45 miles northwest of a large metropolitan area. The district's population consists of a large amount of minority students and low-income families. Evidence of the problem was established through a student survey, teacher questionnaire, and student writing samples. Analysis of probable cause data indicated that there are three possible reasons for the lack of basic writing skills. The school environment lacked curriculum, time allotment, and sufficiently trained staff members. No parent model and increased technology and time constraints were daily influences. The students themselves contributed to the deficiency due to their lack of interest, low expectation, and fear of difficulty. A review of the solution strategies, suggested by other experts in the field combined with an analysis of the problem setting, resulted in the development of a safe environment that would promote a positive attitude toward writing, devoting time daily to provide a multitude of writing experiences, and mini-lessons that would target specific writing weaknesses. Post intervention data indicated positive gains in writing capabilities, increased ability to self-monitor and evaluate, and a more positive attitude towards the writing process. (Contains 31 references, and a figure and a table of data. Appendixes contain student and teacher questionnaires, the writing rubric, peer conferencing sheets for readers and for authors, and an editing checklist.) (Author/RS)