During Winter/Spring of 2004, Danielle Cione, a 5th grade classroom teacher at New York City's PS 199, and Tanya Witek, a Teaching Artist for the New York Philharmonic School Partnership Program, planned and implemented a series of lessons exploring the relationship of the Writer's Workshop as taught in the schools and the process used by composers when creating a musical piece. The Writer's Workshop is a particular step-by-step approach to the development of written work, used in various forms by many New York City's school teachers, usually beginning with brainstorming ideas and ending with the "publishing" of a finished product. It is an approach to written composition that is very familiar to the students of PS 199 by the 5th grade, and is the cornerstone of the way literacy is taught at the school. Because the students are so well versed in this particular approach to literacy, the authors felt that transferring these same skills to composing could potentially enable the students to compose in a more fluent and musically sophisticated manner. By elucidating the connections and similarities between the ways that both writers and composers approach their work, the authors' team of three hoped to create a more seamless integration of curricular concepts for the children to explore, and to add rigor to the way they refined their musical creations. In this article, the authors describe how they planned for the implementation of this partnership. They also describe the outcomes of this project to their students. (Contains 2 figures.)