Drawn from a larger study involving 16 children and 7 classrooms at a New Hampshire elementary school, this book presents a case study of one child's growth in writing during third and fourth grade. The first section of the book describes the inception of the writing workshop in one classroom, including the partnership between the researcher implementing the workshop and the classroom teacher, the use of teacher editing at the end of the writing process rather than sooner, and the teacher's role as she took over a child-centered workshop in an otherwise traditional classroom curriculum. The second section of the book focuses on the writing development of one student, including the child's gradual grasp of the revision process, her development of the writer's "executive" or reader's function, and her mastery of writing and revision strategies. The third section of the book deals with the writing classroom as a context for growth, specifically how a different classroom teacher approached the workshop model with an emphasis on peer interaction during the writing process, how the child's writing reflected her changing concept of what good writing was, and how reading and writing can be integrated to further children's writing development. (HTH)