In this chapter, we treat the relationship between practice, activity, and semiotic theory on one hand, and cognitive theories of writing on the other hand, by examining correspondences between the constructs of these two areas of research.2 These correspondences provide a common ground that argues against any inherent opposition between a sociocultural perspective versus a cognitive perspective on writing; and at the same time indicate ways in which the sociocultural perspective can become better grounded in what individuals do, and the cognitive perspective can be more realistically related to the everyday and commonplace exigencies involved in writing that serve communicative purposes.