A study examined: (1) what concepts of authorship were revealed in the oral and written language of children engaged in a bookmaking task and pre- and post-bookmaking interviews; and (2) how these concepts differ for good readers and writers in different grades. The study was conducted at two elementary schools in a small, middle-class Texas city. Participants included 36 students from first, third, and fifth grade classrooms, selected on the basis of teacher judgment and standardized test scores indicating strengths in reading and writing abilities. Data consisted of transcripts representing approximately 30 hours of interviews and dialogue with children during their writing, the students' books, and fieldnotes describing children's composing behaviors. Results indicated that early writing experiences in schools provided limited opportunities for involvement in full authoring processes. Findings suggest a need for consistent teacher education in process writing as well as means for dealing with the issue of standardized testing. Participants at all grade levels identified two major differences between their composing processes and those of authors--"true" authors write pieces of considerable length and have their books published. A number of students cited factors of solitude and uninterrupted writing time when explaining their requirements for fully involving themselves in their composing. For others, writing was a more social act. When providing authoring experiences, sensitivity to differences in children's approaches to composing is necessary. Children should be involved in true authoring experiences both at home and at school. (One table of data is included, and 20 references are attached.) (MG)