The teaching of writing has been a relatively neglected aspect of research in literacy. Cultural and socio-economic reasons for this are suggested. In addition, teachers often readily acknowledge themselves as readers, but rarely as writers. Without a solid grasp of compositional processes, teachers are perhaps prone to adopt schemes that promote mechanistic writing approaches, which are reinforced by top-down discourses of literacy. This "schooling literacy" is often at odds with children's lives and their narratives of social being. After discussing theories of writing, tensions between "schooling literacy" and "personal literacy" are debated. It is suggested that the disjuncture of the two exposes gaps that provide teachers with spaces in which to construct a writing curriculum embedded in children's language and funds of knowledge. The elevation of this "personal literacy" is viewed as an imperative to enhance children's identities as writers, as well as their engagement with writing.