Recent research studies and texts in composition demonstrate the growing belief that students' difficulties with the writing tasks assigned to them are inextricably linked with their difficulties in handling complex cognitive processes. Through appropriate writing activities, students can be provided with practice in the intellectual functions that will foster cognitive development during the critical periods of the maturation process. For this to take place, the theoretical models of cognitive development need to be translated into pedagogical categories useful for identifying the levels at which students are operating at particular times. Two such category systems have been proposed--the Crediton Model by A. Wilkinson and others, and another by J. A. Deuser that focuses on synthesis. J. Piaget's concrete-operational stage is translated by Wilkinson into describing and interpreting categories, while Deuser's model shows no synthesis. The formal-operational stage is translated by Wilkinson into the generalizing category and by Deuser into three levels of synthesis. The Wilkinson model further translates Piaget's category for formulating questions into speculating. These categories allow for the pursuit of additional research on the relationship between the model of development that a paper takes to achieve its function and the level of cognitive development demonstrated in that paper. (HOD)