The purpose of this study was to describe, analyze, and compare the original writings of two fourth-grade classes. Selected aspects of content and structure were used to determine the effects of an integrated and individualized approach to the teaching of the language arts by the same teacher. The data were collected over a 2-year period. The analysis of content included the types of stories written, the kinds of feelings expressed in writing, the sources for themes, and the identification of characters about whom children wrote. The analysis of structure for instructional purposes included the number of words used, ratio of spelling errors to the total number of words, writing vocabulary, the number and length of sentences, sentence sense, sentence structure, and sex differences in writing. The conclusion drawn is that the experiment, as it focused on the children as individuals, did not lose sight of the responsibility for helping them to learn to use the written language skills on their own levels of need and interest. (Author/LK)