To master writing skills, a person should consider two perspectives peculiar to this sphere which are cognitive and sociocultural ones. Applying the first paradigm, this process can be determined as the combination of particular abilities and second language (L2) proficiency that helps a learner to consider many factors at the same time and compose complex texts, messages, or sentences. It is a difficult task that requires an improved understanding of how the language functions, its rules, and regularities.
For this reason, it becomes a critical element of teaching and mastering L2. However, in the modern context, this ability is not enough to meet all requirements to learners that emerge in conversations or other communicative situations. It is critical to understand the central peculiarities of communities’ functioning to be able to convey messages to their members and achieve high levels of understanding. That is why the sociocultural perspective also acquires the top priority as writing is considered as a set of social and cultural literacy practices.
These practices guarantee that an individual will become a member of a discourse community that shares the same values and meanings and can understand each other using language in various contexts. For this reason, the combination of cognitive and sociocultural elements can be considered a key aspect of writing that is demanded to provide learners with opportunities to express their feelings or ideas inappropriate ways.
Having understood both these paradigms, an individual becomes a member of society engaged in interactions. Moreover, he/she can impact groups of people by his/her messages or texts because of their emotional and semantic meanings appropriate for the given context. In such a way, educators should achieve improved levels of cognitive and sociocultural perspectives’ understanding among L2 learners.