How do young children learn to write? What types of instruction best facilitate the composing processes of young learners and what role could educational drama play in these processes? In this article, the author argues that the current inquiry into developmental processes of children's writing has neglected to consider both the role and the value of drama as central for facilitating young children's composing process. For the purposes of this paper, the author uses educational drama in a broad sense, as discussed in the work of Heathcote, Bolton, O'Neill, Neelands, and others. One section of the paper describes and examines three texts composed as part of a sequence of drama work that the author facilitated in primary classrooms to demonstrate how the shared space of the fictional and the real coalesce in texts produce by young children. From these examples, the author advocates for research that investigates a dramatic understanding of children's writing to begin to re-imagine the composing process of young children.