Information on children's writing in online spaces is scarce. What young writers know or need to know to be effective communicators online can inform elementary writing instruction and technology integration in writing classrooms. This study adds to the nascent research on children's online writing and New Literacies studies by reporting on the writing processes and composition moves of eight second-grade children ("tweeters") when composing short-form writing online for their class Twitter account. With a modified version of the Cognitive Writing Processes Model (Hayes, 2012) as a theoretical lens, I conducted a multi-case study, collecting data from field notes, written artifacts, screen capture, talk aloud transcripts, and video-stimulated recall interview transcripts. Analysis of these data suggests young children's online short-form writing processes include a motivation to tweet, goal setting, in-advance, and in-the-moment planning, and specific writing schema knowledge related to Twitter. Additionally, young children's composition moves of online short form writing are like other writing, situationally specific and unique to Twitter in some ways, and shaped by the curriculum.
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