This article reports the results of interview research examining writing instruction and assessment practices in 216 Grades 4-8 classrooms across the 10 Canadian provinces and 2 (of 3) territories. Researchers found that participating teachers scheduled daily time for writing, either in language arts classes or through integrating writing throughout the curriculum. Teachers assigned creative writing most frequently and did not speak about writing for learning. Students talked to each other while writing and engaged in peer editing. Much of teachers' feedback to students on their writing was verbal. Computers were used primarily to retype handwritten compositions to create polished copies. (Contains 3 tables.)