This report describes a program for motivating reluctant writers. The targeted population consisted of one fourth-grade and four fifth-grade classrooms in three elementary schools. All three schools were located in the western suburbs of Chicago, Illinois. The problems of reluctant writers were documented with timed writing samples, student and parent surveys, standardized test scores, and teacher observations. Analysis of probable cause data indicated that reluctant writers experience difficulties due to the following factors: spelling and handwriting problems; poor mechanical skills; lack of motivation; previous writing failure; or a fear of exposing their feelings. Indications are that some students have a conviction that writing is a mystery; it is like a secret that is never revealed to them. Therefore, they would rather give up than risk failure. A review of solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the development of a writing program that encompassed a variety of authentic writing experiences. Student writing was documented in individual portfolios. Cooperative writing activities were used to increase production, skills, motivation and confidence in writing. Post-intervention data indicated an increase in positive attitudes towards writing, increased student motivation, and confidence in writing. These behaviors were observed by the researchers, parents, and the students; the attitudes were expressed through surveys and enthusiasm in daily work. (Contains 16 references, and 1 table and 2 figures of data; appendixes contain survey instruments, writing prompts, numerous student forms, a peer revision checklist, and a writing observation checklist.) (Author)