That our writing can be misunderstood by our readers is a conceptual difficulty for developing writers. This paper outlines a perspective-taking process that assists elementary students in composing referentially detailed descriptions. Through a procedural sequence that includes drafting, feedback, readers' perspective task, revision and drafting anew, young writers learn to think like their readers and envision what their readers may "see" through their writings. Adaptable to different content areas, this written referential task facilitates the complex development of students' reader awareness as they compose informational text. (Contains 2 tables and 4 figures.)