A program developed interventions for improving student writing in the areas of technique and creativity. The targeted population consisted of students in the first through fourth grades in three different school sites, all being similar upper-middle class communities, located in the suburbs of a mid-western city. The problems that some students experienced with written expression were documented through student and teacher surveys and teacher observation checklists. Analysis of probable cause data revealed that students exhibited a limited writing vocabulary, over-concentration on mechanics, resistance to the process of writing, and environmental restraints such as insufficient time and an inappropriate writing climate. A review of solution strategies suggested by the literature resulted in the selection of three major categories of intervention: enriching the language environment; creating settings that motivate student writing; and collaboration through peer counseling. Post-intervention data indicated a positive change in students' perceptions of themselves as writers. Student writing at all sites showed gains in the areas of vocabulary and process skills. The students responded positively to an enriched writing climate. (Contains 9 tables of data and 31 references; sample forms--a teacher writing survey, a student writing survey, and an observation checklist--are appended.) (Author/CR)