Lack of motivation to complete writing tasks leaves students unable to perform according to grade level expectations or to demonstrate mastery of school district objectives. To address this problem, a practicum involved 30 fifth grade students in a 36-week writing program using the process writing method. The goals of the practicum were as follows: (1) to improve the students' performance by having at least 65% of the students show an improvement in their writing skills scores; (2) to increase the students' interest and enthusiasm toward writing activities; and (3) to increase parent awareness of the effectiveness of process writing in improving students' writing skills. The program entailed encouraging students to write without regard to grammar restrictions and sentence structure, and using a holistic type of evaluation to grade their work. Results indicated that 70% of the students improved their writing scores notably and 80% of the students showed a marked improvement in their confidence and enjoyment of writing. Of the participants' parents, 93% were satisfied with the writing instruction their children were receiving and felt that their children had benefited by participating in the program, and 96% were satisfied with their children's progress using the process writing method after the program was completed. (Twenty-seven references and six appendixes containing questionnaires and evaluative materials are included.) (SKC)