A study investigated the writing done by third graders and the processes used when learning to use writing as a meaning-making activity. Four focal students were followed through composing episodes. The classroom was located in a suburban, upper middle class area in Ohio. Less than 3% of the school district population were members of a minority group. The classroom teacher used a whole language philosophy, an informal learning environment, and an integrated curriculum. Behaviors of the writers were observed and recorded through the use of field notes and tape recordings. Students completed think-aloud protocols. Results indicated: (1) distinctive similarities and differences existed among the focal writers; (2) drafting (or uninterrupted writing) was the most frequently used writing behavior across all subject areas; (3) across curricula areas, students demonstrated few revision strategies; (4) planning self-talk often accompanied drafting; (5) students imitated text and format from models provided by the teacher, literature, and other students; (6) students did not compose or generate original text; (7) in the area of language arts, students imitated format more often than actual text; (8) in the area social studies, students imitated actual text more often than format; and (9) actual writing completed by the student was influenced by the student's beliefs about composing. Findings suggest that social interactions do play a part in the act of writing for the learners. (Contains 44 references, and 3 tables and 7 figures of data.) (RS)