A study investigated the effectiveness of a program to improve writing performance across the curriculum. The targeted population consisted of students (n=73) from the elementary sector of a middle-class community in a south suburb of Chicago, Illinois. The problem of deficiencies in student writing throughout content areas was documented through teacher observations and writing samples. These data revealed a need for implementation of writing interventions. Analysis of the probable cause data revealed that faculty observed student underachievement in writing due to overloaded curriculum, lack of a need to write, and attitudes. Reviews of curricular content and instructional strategies revealed a need to emphasize the teaching of writing in all content areas. The professional literature suggested that students were poor writers because of a deficiency in the writing curriculum, and attitudes from previous writing experiences. Solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of two major categories of intervention: implementation of a comprehensive writing program for targeted students; and the establishment of a cooperative learning program to increase social and interpersonal relationships within the same population. Post-intervention data indicated a positive attitude towards the writing process, improved clarity in student writings, and increased confidence in the editing and revising of student work. (Contains 31 references and 14 tables of data. Appendixes present a 63-item bibliography and numerous survey instruments.) (Author/RS)