A descriptive study investigated whether a common middle-level writing program exists, and what factors impact the writing program and the relationships among these factors. A random sample of 1,500 classrooms in California and Missouri stratifying on four grade span school types (K-8, 6-8, 7-8, 7-9) was chosen. A survey was developed, sent, and returned by teachers, counselors, and principals, in 915 classrooms, 743 schools in California and 172 in Missouri. Forty schools, 20 in California and 20 in Missouri, were chosen at random from the sample for follow-up observations. Results indicated that the middle grades writing program is characterized by similar components and processes implemented differently and at varying stages with different emphases; the current emphasis on teaching middle grades children how to write can be conceptualized in either of two opposing methods--group writing processes (focusing on the "process approach") and an "individualized products" approach; and the middle level writing curriculum is not taking advantage of the opportunities afforded by many programs and practices now in place within the structures of middle level organizational units. Results also indicated that four factors impacted the middle grades writing program: (1) teacher characteristics; (2) level of commitment to the middle school philosophy; (3) curricular and administrative policies; and (4) school grade span organizational type. Suggestions for improving middle level writing programs include: make the writing program interdisciplinary; use flexible scheduling; plan integrated writing activities during teaching teams' common planning time; and use more social learning activities. (Contains one table of data.) (RS)