Drawing on Bakhtinian dialogism and interactional sociolinguistics, the author explored how young English language learners become writers over time. With a focus on the children's dialogic writing processes rather than their products, the author aimed to trace the children's journey in becoming writers and make evident the evolvement of their identity as writers. In this light, their interactive discourses within and across particular but connected literacy events were studied. Discourse analysis was undertaken on the video segments and transcripts of three literacy events selected from different writing units across an academic year. It was found that the young writers evolved from "others as authors," to "self as an author," and to "self as a reflective writer" and the process of becoming a writer was ongoing and actively engaged multiple voices of the children, their teacher, and others. Further, the findings suggested that the dialogic becoming processes opened possibilities for young writers to discover and bring their different voices and selves to their writing and enhanced motivation relative to learning to write and writing to learn.