An interest in conditions of practice and feedback led to a study which examined the effect on writing by elementary school students of (1) two types of practice, both similar to "free focused writing"; (2) practice at a frequency greater than once a week; and (3) a procedure by which students measured their own performance and provided themselves with feedback. Subjects were 130 second, third, and fourth grade students from six schools, along with six teachers. Both treatment groups wrote for 15 minutes, three times a week, for 10 weeks and completed 5 pretreatment and 5 posttreatment exercises (which took two weeks), for a total of 12 weeks of writing. After each exercise, students counted the number of words they had written (regardless of errors) and recorded the total on a graph; the count was considered self-provided feedback as there was no teacher or peer feedback. There were no restrictions or suggestions on mode of writing, but students were given a sequence of general subjects and were permitted to move to another subject after writing on one. Results showed significant gains in both treatment groups, for groups of boys and girls, and for different grade levels in fluency, spelling, and other matters of correctness in wording. Significant gains were also found in some but not all aspects of sentence complexity and no differences were found between groups provided verbal and visual stimuli. (HOD)