This report describes a program for improving student abilities and attitudes toward writing through increased writing time and opportunities. The targeted population consists of second, third, fourth, and fifth grade students at the elementary level in a growing middle class community located in the northwest suburban area of Chicago, Illinois. The lack of interest and ability of students to express themselves through writing will be documented through the use of data collected by surveys and Curriculum Based Measurement. Analysis of probable cause review of literature reveals that students exhibit a reluctance to write due to a lack of teacher training, poor teacher attitude, students' poor writing skills, students' low self-esteem, structure of the school day, gender biases, and students' learning disabilities. A review of solution strategies suggested by knowledgeable others, combined with an analysis in the problem setting, resulted in the selection of the following interventions: increasing writing time and journaling throughout the content areas to increase student motivation and writing abilities. Findings suggest that when students are given routine journal writing opportunities, as well as frequent opportunities to write throughout the content areas, their attitudes towards writing will improve and the amount they write will increase. Appendixes contain the student writing survey; curriculum based measurement prompts for each grade level; and consent letters. (Contains 30 references, 3 tables, and 27 figures.) (Author/RS)