Good writers, as compared to a randomly-chosen comparison group, spent more time in both prewriting and writing, revised more, re-read more often during writing, and were more concerned with the purpose of their writing. (JH)

Illustrates dimensions of variation in how young children orchestrate or manage the writing process, using data collected from a five-month study of primary grade writers. Finds children's composing behaviors consistent with their apparent intentions and with their styles as symbolizers and socializers in their classroom. (SKC)