This study examined developmental differences in written expression of intermediate-grade children across planning, writing, and revising products. This work is the first step in a programmatic line of research examining the utility of the assessment procedures toward formative writing assessment protocols. Eighty children in fourth and sixth grades produced a narrative writing sample whereby they planned, wrote, and revised stories over 3 days. Measures representing writing processes accounted for written productivity, complexity, accuracy, mechanics, and quality. Findings indicated that sixth-grade children outperformed fourth-grade children on a measure of syntactic complexity on first drafts but not final copies. Patterns of relationships among measures of interest were few and varied by grade. Findings from this study add to normative data on writing skills from a cognitive-linguistic perspective. Educational implications in relation to current nationwide curriculum are provided alongside future research directions.