ABSTRACT
The ultimate goal of written composition research is to understand how we normally compose texts and the mental processes that are involved in such a complex task. A cognitive perspective has the goal of determining the what, when, and where for different kinds of thoughts related to the text as they become available and can be transcribed. A developmental perspective introduces the necessity to study the evolution of the different dimensions involved in composing, from idea generation to graphic transcription. An educational perspective adds to the two previous kinds of research regarding what dimensions can be modified, and to what extent, by direct or indirect interventions.
