This study aimed to explore urban elementary students’ identity as a writer and writing practices and the relationship between identity as a writer and writing practices. In this study, identity as a writer was defined by ‘writer’s awareness of his/her writing and intrinsic proneness’, and sub-factors composing the identity as a writer were set as follows: ‘autonomy as a writer’, ‘self-efficacy as a writer’, ‘interest in writing’, and ‘interaction between writer and meaningful others’. 929 urban elementary students at 2, 4, 6 grade participated in the survey. The results showed that the identity as a writer scores was 72.29 and diary writing was most frequent writing practices, finally 27.1% of the writing practices was explained by the identity as a writer. This study had a meaningful information for the relationship between identity as a writer and writing practices. It is necessary to make effort for improving writing eduction for elementary school students.