This report describes a plan that was developed for improving middle school student writing skills and attitudes toward writing. The targeted population consisted of seventh and eighth graders in a low to middle class community located in western Illinois. The problems of weak writing skills, ineffective use of the writing process, and poor attitudes toward writing were documented through writing samples, teacher observation of student writing habits, and teacher and student surveys. Analysis of probable cause data revealed that students were unmotivated to use the writing process and lacked a cognitive awareness of the purpose for the writing process. Reviews of instructional strategies revealed little emphasis on revision skills instruction and offered students no "real world" purpose for 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 categories of intervention: providing real world purposes for writing; implementing a change in the amount and quality of instructional strategies related to the writing process; and emphasizing metacognitive strategies related to the writing process. Analysis of post-intervention data indicated a positive increase in student attitudes toward writing in school and as a lifelong skill. Students also improved their use of the writing process, particularly revision. (Contains 5 tables of data, 1 figure, and 12 references; various sample forms are appended, including survey forms and self evaluation forms.) (Author/CR)