ABSTRACT
Concepts of writing are as varied as the theoretical orientations of writing researchers and the developmental trajectories of the writers whom they study. Some conceptual orientations emphasize the cognitive, motivational, or social processes in writing or the brain and genetic bases of writing. Some investigate a single aspect of writing, whereas others investigate relationships among different aspects of writing or relationships among writing and writing-related processes within a systems model. For example, to some, writing is synonymous with handwriting and they view writing as a mere motor or eye-hand coordination activity. To others, especially those who also study reading, writing is equated with spelling. Yet others think of writing in terms of the written text produced. In contrast, others model multiple cognitive processes of the writer as the writer generates ideas, plans text content and organization, translates ideas into language, and transcribes that language to generate text on paper, via a pen or pencil, or on a computer monitor, via a keyboard or computer tablet.
