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Two models of composing processes Knowledge telling and Knowledge transforming are set forth to capture the essential features that distinguish inmature composing from mature writers. The basic idea underlying the models is that the principal difference between mature and inmature composing is in how knowledge is brought into the writing process and in what happens to knowledge in that process. The article deals also with instructional interventions which aim to help the students move toward's a Knowledge transforming approach. It is assumed that the applied cognitive scientist task is not merely to describe cognitive processes but to describe them in ways that capture educationally significant differences. The described instructional efforts are based on the premise that helping students move from a Knowledge telling to a Knowledge transforming approach to writing is an important and realistic educational …