This study examined three recent language arts textbook programs to determine the frequency of writing activities, the nature of writing tasks, and the frequency of process-approach activities such as selecting topics, prewriting, sharing, revising, and publishing. Results indicate that elementary school students receive in the central part of the lessons in their language arts textbooks opportunities to write an averange of approximately one piece of extended writing per week. Typically, the topic of the piece is selected by the text rather than the student; there is no prewriting activity; the piece is not shared with a teacher or peers; revision, which is seldom suggested, focuses on editing surface features, not content; and students' products are not published. Recommendations for improvements in writing activities are considered.
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