The aim of this study was to analyze the consequences of emotion during narrative writing in accordance with Hayes's model. In this model, motivation and affect have an important role during the writing process. Moreover, according to the emotion-cognition literature, emotions are thought to create interferences in working memory, resulting in an increase of cognitive load. Following Cuisinier and colleagues, fourth and fifth graders were instructed to write autobiographical narratives with neutral emotional content, positive emotional content, and negative emotional content. The results did not indicate an effect of emotional instructions on the proportion of spelling errors, but they did reveal an effect on the text length. However, a simple regression analysis showed a correlation between working memory capacity and the number of spelling errors in the neutral condition only. The potential influence of cognitive load created by emotion on the writing process is discussed. (Contains 9 tables and 3 figures.)