A study investigated the effectiveness of a method for improving the writing skills and attitude through increased writing experiences. The targeted population consisted of second-, third-, and fourth-grade students in two adjacent, stable, middle-class suburban communities northwest of Chicago, Illinois. The lack of skills and motivation of students to express themselves and communicate in writing was documented by data revealing the quality and quantity of student writing as well as information gathered from surveys concerning student attitude. Analysis of the probable cause data revealed students exhibiting a reluctance to write were due to infrequent modeling by significant adults, past experiences, and overly structured leisure time. Colleagues supported the notion that there is a lack of adequate time for writing due to crowded daily schedules. They also believed the expectations generated by the Illinois Goal Assessment Program (IGAP) standards cause excessive emphasis on a formalized method of instruction and stifle the joy of writing. A review of solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of three major strategies of intervention: implementation of writers' workshop methods, emphasis on journal writing, and assessment of artifacts in portfolio collections. Post intervention data indicated that writing skills and attitudes were positively impacted. (Contains 29 references, and 1 table and 18 figures of data. Appendixes present numerous survey instruments, lesson plans, and writing prompts.) (Author/RS)