To determine whether teacher intervention or treatment (the introduction of literary devices used by published writers) during the process of writing would lead to greater incidence and improved use of creative devices in gifted children's writing, ten talented students from the ages of six to eleven were selected to meet with the researcher twice a week for 30 minutes. The creative devices that were the focus of the study included effective selection of detail, varied appeals to senses, expressed comparison, implied comparison, word play, unusual structure, vivid setting, unique story idea, well-developed characterization, and experimental point of view. Sometimes the group wrote together, discussed stories, or experimented with creating examples of devices such as exaggeration or simile. At other times the researcher read to the students. Twice the group met with authors. A comparison of preproject writings with postproject writings indicated that the students used more creative literary devices and that age made very little difference in the use of the devices. The younger children wrote shorter pieces and exhibited more of a sameness of style, while the older children wrote longer pieces, in general, and showed more variety. The findings suggest that teacher participation in the writing process can enrich children's writing. (HOD)