A study investigated the writing processes of four fourth grade students--two girls and two boys--as they participated in an 18-session writing workshop. The sessions were held three times a week for 6 weeks, each lasting 45-minutes. Data were collected through (1) observations of the children as they interacted and composed, revised, edited, illustrated, and bound their own books; (2) interviews conducted with each child, both before the workshop sessions began and at their conclusion, on their views of the writing process; and (3) comments written by the children after each session expressing their attitudes toward the workshop and toward specific writing assignments. The data indicated that each child approached the writing task with different goals and methods. Length of the finished product was important to some, but not to others, and some of the children took more time to complete a composition than their fellow writers. Interaction was of varying degrees of importance. Revision came readily to some, while others found it unimportant and unwelcome. (Extensive appendixes contain examples of the children's writing, copies of instruments used in the study, and excerpts from interviews with the children.) (FL)