Focusing on writing as a language process, this booklet describes a framework for writing instruction that has as a major consideration the totality of language. The first section discusses writing as a language process, emphasizing that as children learn to write, they can also learn to listen, speak, and read. The second section focuses on the learner, discussing the varied linguistic experiences and skills that children have when they enter elementary school and emphasizing the importance of immediate student involvement in the planning of class activities. The third section addresses the teacher's role in helping students learn to write, and suggests that teachers interact with the children, motivating them by acting as role models, resource persons, program planners, and environment arrangers. The final section considers the factors involved in designing an environment for writing and language development: (1) planning the physical set-up; (2) making print available in the classroom, such as a calendar or a bulletin board; (3) providing needed supplies and equipment; (4) scheduling; (5) designing activities to start children writing, including notes and letters, labels, journals, class books, "if" books, story writing, and bookmaking; (6) teaching techniques, including support, dictation, and written conversation; and (7) planning evaluation. (Children's illustrations and writing samples are included.) (JD)