As an extension of a two-year longitudinal study involving various aspects of children's writing, a study examined the function of children's oral language during creative writing sessions in typical classroom settings. Using ethnographic style techniques, researchers conducted 46 writing episode observations of seven fifth graders in the spring of 1985, and 21 observations of six fifth graders and 36 observations of seven third graders in the fall of 1985. Both free writing (journal writing) and structured writing assignments were observed. Data consisted of verbatim copies of the student's written text, and notes of all behaviors and language exchanges occurring during the writing episode. Each incidence of language was examined and judged according to Kasten codes (consideration/pre-writing comments, language during text production, reconsideration of text language, other writing related comments, language unrelated to writing, and undetermined language). In addition, the same utterances were then reviewed according to Halliday codes for language functions (instrumental, regulatory, heuristic, interactional, personal, imaginative, and informative). Results indicated that the language which accompanied writing was not only highly related to the writing process, but also facilitated learning opportunities. (Two figures, two tables of data, and 12 references are included.) (MM)