This paper grew out of the collaborative relationship that emerged from in-class modeling of student-centered writing approaches as participating teachers and a consultant/researcher began to explore ways to increase the length of fourth-grade writing. The paper reports on a small study in fourth-grade writing aimed at increasing the length of student writing. According to the paper, one goal was to find a way to encourage student writers to compose longer and more meaningful pieces, and additionally, to develop personal experience narratives and the writing process. The limited focus of the paper is to tentatively explore one approach to increasing the quantity of writing produced in one session. The paper reports that students (n=17) in two classrooms were assigned the same writing topic and given similar instructions for prewriting activities. The paper states that in both classrooms the researcher modeled the idea that an elevator to assist people with disabilities to reach the second floor would be a way to improve physical access to the school for all people. It explains that after brainstorming in groups of three or four students came together as a single unit to share ideas; one class was asked to write individually for 10 minutes (Time) while the other was instructed to individually write between a half and three-quarters of a page at minimum (Length). It states that papers were collected and words were counted for each paper. It finds that the Time group produced a mean of 99.88 words per piece, while the Length group produced a mean of 84.67 words per piece. Findings suggest that students writing first drafts in strategic writing situations may improve their time on task by being given instructions to write for a set amount of time rather than a set length parameter for writing assignments. (Contains 16 references and 2 tables.) (NKA)