The purpose of this piece is to emphasize that writing is a cognitive process and not simply a skill that one possesses or not. Hull's goal is to show that by emphasizing cognitive processes embedded within a social context, the teaching of writing is made more effective and more meaningful to students.

Writing is a continual growing process that one must develop. Because students develop in different ways, writing cannot be measured in neat and orderly steps. Three main processes--planning, transcribing and reviewing--comprise the whole task of writing. Because there are so many different ways to become cognitively derailed while writing, each individual must master all three processes in order to be able to grow as a writer. She demonstrates this fact by comparing the expert versus the novice writers and how their strategies vary.

Writing can be seen as an extension of the social context in which the writer finds herself. Sometimes a person is not only learning a new language and skill, but they are needing to take on a new identity in a different culture in order to communicate.

Two extended examples are offered. Tanya's case illustrates that students may have incomplete or flawed representations of the writing process which must be addressed. In the second case Amanda Branscombe's classroom wrote letters to communicate to others. The younger students wrote to the older students and the older students wrote back with both ages offering constructive criticism to one another. Three principles can be derived from this case. First, writing tasks must be authentic. The task must be laid out in such a way that the student feels a bona fide need to communicate as clearly and maturely as possible in order to foster growth. Second, students need scaffolding and support when initially performing the complex task of writing. Teachers must make it possible for students to feel as if they are operating on more and more sophisticated levels. In most cases the vehicle for scaffolding is social interaction. Finally, teacher should take into account each writers personal history and previous instruction.

This article is well written and valuable in its message. It points out clearly the need for using cognitive strategies in teaching writing juxtaposed with the social context and individual needs of each person. This article clearly demonstrates the need for everyone to be taught to read and write by giving them a need to read and write and not simply telling them that it would be good for them. It gives meaning to reading and writing instruction.