A written language learner must be given an environment that enables or fosters writing development. Unfortunately, the typical system of education and the learning strategies that are taught are at times the very things that deactivate, frustrate, and even pervert the writing program. In fact, some of the rules that student writers respond to are far removed from the real writing process. An example of this false response is the strategy of trying to "psyche out" the teacher, which is not the same as knowing one's audience. Deactivation of the writing process also is produced by "magical thinking," believing that children learn because teachers teach. The deactivation of the writing program will not be reformed by a return to the "basics," a solution steeped in magical thinking, but by a trust in the naturalness of writing. As natural writing contains its own topic within the rhetorical situation, school writing that begins with "select your topic" is misdirection. Writing assignments framed as new and real problems will help student writers avoid deactivation by misdirection. Another instance of writing being deactivated occurs when writing is considered in a developmental vacuum. Writing is an activity that must be nurtured over time. Teachers of writing must be guardians against deactivation of the writing program by rigid rules, by magical thinking, by misdirection, or by immaturity. (HOD)