This collective case study represents 10 gifted children’s relationships with writing. The construct “relationship with writing” includes children’s influences, goals, values, identity, and emotions connected to writing. Overall, these students’ relationships with writing can be described as creative, responsible, and mimetic. Students benefit from intensive home enrichment. They have identities as “good students,” and these identities are compatible with efficient work habits, intrinsic motivation, and mastery goals. Practical implications include the need for diverse and complex writing models that will help young writers begin the transition from mini-c creativity to more advanced writing, as well as the need to provide more challenging revision tasks.
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