To provide a writing pedagogy grounded in theory, a teaching method was developed which sequenced certain types of assignments. The classification of types and the organizational structure of the sequences were based on a teaching model that draws upon theories from various disciplines. Although the teaching activities are not new in themselves, what is new is the teacher's awareness of purposes underlying these activities. The pedagogy aims at improving thinking through writing. It is based on two models, one educational-cognitive-developmental, the other one logical-rhetorical. The educational theory model is expanded with cognitive developmental theories to create a social constructionist based model for cognitive and ethical growth for ages 18 and beyond. A logical model for informal argument is expanded with rhetorical theories to create a social-constructionist based model for communication. The developmental model and the argument model are then connected through the pedagogy: the sequence in which the argument model is taught corresponds closely to the phases of the developmental model. Furthermore, the teaching sequence is geared to systematically address conventional composition concerns such as invention, organization, revision, and concern with audience. Four possible applications of the pedagogy are presented as guidelines for teachers. The pedagogy relies on reading to introduce and on writing to explore different perspectives on a variety of topics. Because of its emphasis on the relationship between reading and writing, the pedagogy lends itself to use in freshman composition as well as across the curriculum on all levels. (Contains 46 references and 4 appendixes with pedagogical models.) (Author/NKA)