To determine students' thought processes as they are writing, over 100 secondary school English students periodically were asked a set of questions immediately after an in-class writing activity, when they were most in touch with their own experiences. Questions were: (1) What things happen to you when you write? (2) What things concerning writing would you like to know more about? (3) How would you describe your own writing process? and (4) How has your writing changed so far this year? The student responses fell into three general categories: the anxious reaction, euphoria, and the normal reaction. Most students fell into the normal category, experiencing frustrations when ideas rushed into their minds before they could organize them. As time passed, students began to assume the identity of "writer" rather than "student trying to write," an indication that they were developing a sense of self-awareness and a new sense of identity. They also began to make some astute assessments of their own skills and progress as writers. This informal survey revealed the kinds of joys and frustrations students experience to which teachers often lack access, showed how students grow from their frustrations, and indicated how writing development can lead to self-directed writing. (SKC)