A study investigated one way in which teachers can focus on more than children's products and writing processes by examining their social processes as well, specifically the health of the classroom communities and the individual children's comfort within those communities. Under the supervision of the same teacher, "journal time" in three classes (kindergarten, first/second grade, and second/third grade in an urban, socially and ethnically diverse school) was observed twice a week for 5 months during 1985 and 4 months during 1986. Although approximately 80 students were observed, the study focused closely on eight students, four kindergartners and four first-graders. Children's talk was audiotaped, observational notes on their behavior were recorded, and all journals were photocopied. Case studies of two of the students illustrate the notion of multiple worlds, where writing could appear in the contexts of an imaginary world, a present social world, and a wider experienced world. In these contexts, writing developed as it became embedded in the children's lives, and as it became a way of understanding their own experiences and of interacting with others. (Examples of students' drawing and writing are included, and eight references are appended.) (MM)