Recent research on children learning to write, coming from a mix of disciplines (English education, linguistics, psychology, anthropology, and rhetoric), is described in this volume. The introduction, by Marcia Farr, emphasizes how the research contributes to understanding (1) of research methodology and theoretical frameworks, and (2) of children's writing development, using a conceptual framework that views writing as language, writing growth as development, and writing as varying according to context. The titles and authors are as follows: "The Social Foundations of Children's Early Writing Development" (Robert Gundlach, Joan B. McLane, Frances M. Stott, and Gillian Dowley McNamee); "Individual Differences in Emerging Writing" (Anne Haas Dyson); "Kindergarteners as Writers and Readers" (Elizabeth Sulzby); "Children's Writing in an Elementary School Postal System" (Jennifer Greene); and "Learning to Write in a Workshop: A Study in Grades One through Four" (Susan Sowers). Author and subject indexes are included. (EL)