ABSTRACT
Why do we need a theory and model of writing development? If, as others before us have argued (and a view that is not incompatible with that expressed in this chapter), everyone learns to write by writing (e.g. Smith, 1994), there would appear to be no need for theory. We would simply pick up the practical skill and craft of writing by being part of a community or communities that correspond; we might learn by imitation and the needs of response; and no one would need to talk or think about what we do – we would simply do it. However, the shortcomings of such an approach are many. One is that the act of writing is a cognitive/conceptual, emotional and/or political act as well as a physical one. It is part of social networking and has specific social functions. Another is that the choice to write rather than draw, speak or use some other mode of communication is a deliberate choice from a repertoire of modal possibilities. For example, in a community, a person has died. Friends rally around the members of the family who has suffered the loss. They may call by telephone, write a card or letter of condolence and perhaps cook a meal that can be easily reheated by the grieving family as they will be preoccupied with arrangements for the funeral. It is unlikely that the gesture of sympathy would be a text or a drawing. Writing in this case is a deliberate choice that the writer thinks is appropriate for the occasion.
