The elementary school teacher faces unique challenges with struggling writers, whose writing differs from that of more skilled students in both process and product. This book demonstrates how process writing and strategy instruction can be integrated to help young writers untangle the complicated writing process. The book introduces its readers to four students in a fifth-grade process-approach classroom. While observing these students, the book's author/researcher identified each child's unique combination of writing abilities and difficulties, and worked with the students to construct specific strategies to fit their needs. The book is based on what she discovered as the students worked to overcome their problems with writing. It demonstrates the effectiveness of using individual writing strategy instruction within a writing-process classroom and offers examples of strategies to try with students. Interspersed throughout the book are "Reflection Points," which ask teachers to reflect on their own practices and to consider personal philosophies and strategies for teaching. The book also contains classroom vignettes and excerpts of student dialogue, as well as suggested readings. It offers new insights into the world of the young struggling writer and provides practical suggestions for how teachers and their students can work together to make writing less problematic and more satisfying. (Contains 106 references. Appendixes discuss the Cognitive Strategy Instruction in Writing; strategies for composition and self-regulation; and strategic writing instruction.) (NKA)