Composing text is an essential skill for students. Assignments, tests, and emailing are a few examples of the many tasks which require students to generate thoughts and put them into prose. For many students, choosing a topic, creating an outline, generating an initial draft, and making edits to produce a final copy is a fluid process which poses minimal difficulty. For students who struggle with composing text, the writing process can be an arduous challenge which often results in frustration and a final copy which is lower in quality than standards dictate. To produce a publishable story that fits the expectations of logical sequence of events that move forward through the conventions of rising action to crisis and climax and final resolution, students need to demonstrate command of writing practices such as idea generation, grammar, paragraphing, and story structure. Students who struggle with writing often experience difficulty with how to plan a story. Although the teacher may have provided one or even a few examples, this is probably insufficient for students who have had little or no past success in the writing process. Not knowing how to create a story plan impedes the writing process because the required characters, locations, descriptions, and sequence of events need to be presented cohesively so as to demonstrate the idea of story structure and to hold the reader's interest. Beginning writers may have ideas to include in a story plan yet struggle with the demanding task of the visual-motor integration process of manuscript printing or handwriting and, therefore, have little mental energy to retain or develop their story ideas. The brain's memory and motor functions must work in tandem to help the student define the words to be written in a logical order, with correct spelling, and to convey the intended meaning and ideas. Even with a good idea and plan, a student's lack of knowledge about proper sentence structure and syntax can hinder the creation of fluid and elaborate text. The result is a strenuous editing task where the student's interest can wane and leave the potentially strong composition in a stage of illegibility. The student may be able to note ideas but not in a way that conveys the story to the reader. This article describes a study that explores how elementary-age students, after reviewing a published story example, employed the use of art and writing-assistance software in planning and composing their own narrative text. (Contains 3 tables.)