Using ethnographic techniques to observe seven fifth grade and seven third grade students, a study examined the function of children's oral language during creative writing sessions in typical classroom situations. Findings indicated that oral language plays an important role in the writing process; specifically, that it (1) accompanies writing as an intrapersonal function, (2) helps writers think about and revise their text, (3) helps writers make decisions about what to write, (4) is highly related to writing and almost entirely on-task, (5) provides opportunities for collaboration to enhance learning opportunities, and (6) helps students talk about and increase their understanding of the writing process. Results suggested that writing in the elementary classroom is a dynamic and whole language cognitive process in which reading, listening, and speaking contribute to students' writing. Analyses revealed that oral language provides students with opportunities to test ideas and sound out the appropriateness of particular words or phrases. The Manual Observation Form--MOF--used for data collection is described and a particular transcript of an MOF is discussed in detail. Data are analyzed according to both Kasten and Halliday codes. Reading aloud and subvocalization are addressed as special issues.) (JD)