A course of study was researched, designed, and implemented to improve the writing of fifth-grade students. Objectives of the program were to develop more positive feelings about writing while increasing the quantity, quality, and variety of writing. Cooperative learning and process writing was discussed with the participants, their parents, and the teachers in the participating school. Fifth-grade students visited the classroom and were coached on how to use the writing process how and to work in a cooperative setting. Results indicated that the fifth-grade students demonstrated an increase in their quality, quantity, and variety of writing by the second month of the program. Students' writing quality improved 25% to 100% in terms of the basic elements of content and mechanics; voluntary journal writing increased by 59% to 685%; the quantity of voluntary finished works during sustained writing periods improved 33% to 300%; a broader range of audiences during voluntary writing periods increased 100% to 300%; and the students' feelings about writing showed a 25% to 88% improvement by the end of the writing program. Teachers participating in the program noted a 38% to 100% improvement in their students' writing. (Nine tables of data are included. Appendixes include: student and teacher creative writing survey, writing assessment instrument, length of daily journal entries chart, writing chart, compositional variety chart, writing audience chart, students' writing attitude survey, and teacher survey. Thirty-two references are attached.) (MG)