This chapter represents our most systematic look at what young writers do when they plan. It shows that there is a definite development over the elementary school years of planning as an activity distinct from text generation. Although changes between the ages of 10 and 14 are dramatic, they appear to take place within the general procedure described by the knowledge-telling model, rather than representing an outgrowing of it. This conclusion is brought home when, as is done toward the end of the chapter, planning protocols of children are compared with those of adults.