A study examined the effectiveness of a program for improving student writing skills by using whole language. Targeted population was a fifth grade class of 30 students in a stable middle class, suburban community, located in Rockford, Illinois. Writing deficiencies were documented through data gathered from norm referenced tests, quality and quantity of assignments completed, reviews of student portfolios, and a student survey. Analysis of probable cause data revealed that students had not had adequate instruction in the different types of writing nor in the steps of writing. These students also had low expectations and did not see themselves as writers. They had not had the opportunity to reflect on their writing in a meaningful way. A review of solution strategies suggested by professionals in the writing field, combined with an analysis of the problem setting, resulted in implementing authentic writing units, introducing a writers' workshop, having each student keep a writer's portfolio, allowing for frequent teacher/student conferences and self-assessment, and setting up peer critiquing. Evidence showed that students, as a whole, improved in their writing ability. The quantity, quality, and variety of writing increased as evidenced by improved test scores on standardized tests and teacher observation of writing samples. The amount of writing that students produced increased as measured by counting the number of completed pieces in students' collections of their written work. (Contains 35 references, and 5 tables of data. Appendixes contain survey instruments, an editing checklist, and a writing rubric.) (Author/SR)