One hundred and seventy right-handed children from kindergarten through grade 2 were asked to copy 26 upper and 26 lower case letters and the numbers 1-9 shown at one time on slide projections. The resulting stroke patterns which were observed, supported predictions derived from the starting, progression, and horizontal rules expressed in the Grammar of Action. However, other predictions based on the way these children are said to resolve conflicts among these rules were not supported. Similarly, predictions regarding the occurrence of reversals when kindergarten children print and the influence of formal printing instruction in school on the subsequent printing stroke patterns used by 1st and 2nd grade children were not confirmed. An alternative to the Grammar of Action is proposed to explain these various findings along with the general uniformity children show when they print letters and numbers as well as copy geometric figures. (Author/SS)