The study was intended to develop students audience/purpose awarenness in writing through the implementation of audience/purpose-related writing activities. Acollaborative-action -receach design was employed involving 2 receachers and 2 elementary school teachers. Thirty three (33) fourt-graders of elementary school participated in the study. Data in the from of students writings were collelted in the firs and second terms of the 1999/2000 school year which were then analyzed quantitatively and qualitatively. The findings suggest that at the end of the second cycle of the action recearch the students ability develops which is indicated in the audience daptations found in their writings and in the use of apporopriate genre and register.