A study examined the influence of a humorous genre study on children's writing from writer's workshop and children's projects during a language arts period. The study explored the type of humor selected by children to assimilate into their writing and projects. Humorous material with ambiguous language was presented in multiple formats of print, visual, and auditory forms. Using a qualitative design with multiple case studies to represent exemplary children, 10 third grade students were chosen, based on factors affecting humor appreciation and comprehension: cognitive ability, gender, cultural background, and personality. Data sources included observations, children's writing, projects, and reflections. Results indicated that the children's expressions of humor were influenced by genre forms and topics and that inclusion of humor depended upon several contributing factors including cognitive ability, and assistance with, purpose in, and length of writing. The social context within the classroom fostered expression of humor. Results support the use of humor in the classroom curriculum for literacy development. (Contains a table of data and 22 references.) (Author/CR)