In the Albion Writing Project at the State University of New York at Brockport, teachers, students, administrators, and college consultants collaborated on improving writing and writing instruction from kindergarten through grade 6. Throughout the two-year project, teachers attended inservice workshops on such general topics as the composing process, varieties of writing, revision, evaluation, and creating a curriculum with a scope and sequence. The instructional team developed a model for an effective, process-based writing program and described student and teacher interaction in that program. This description suggested that (1) like other successful writers, children follow the stages of the composing process to produce finished, valued pieces; (2) they interact effectively with peers, learning to listen, analyze, describe, support arguments, assist other children in their uses of oral and written language, and profit from the feedback given by their peers; (3) with the assistance of knowledgeable teachers, they have no difficulty writing poetry, exposition, and persuasive compositions; and (4) contrary to those who mistrust any sequential program for writing as being too restrictive, students can, in fact, profit from a scope and sequence for writing. (HTH)