This study aims at expanding the cognitive foundation and examiningtheoretical background to find proper directions of its application. For this reason, theoretical perspectives were divided into three: classicalcognitivism, connectionism, and enactivism. Several representative modelsof cognitivism such as cognitive process model of Flower and Hayes,generally take a position that they can systematize the writing processwith symbolic cognitive phases as a unit. They also construct the processas a whole on the basis of the finite and decisive combination relationamong these phases. This tendency can be related with the point whichsocial cognitivism and postprocess theory have criticized as “the tendencyof recognizing as a universal and fixed form”. However, all of the writingprocess research are not performed from this classical cognitivism perspectives. There exist various viewpoints on the cognitive processes duringwriting. Research from the connectionism perspectives, for example,tend to investigate operation system in terms of networks instead of symbolicand fixed system. But they showed problems such as deficient researchresults which couldn’t make the most of uniqueness of the writingprocess or vague investigation on the characteristics of the network itself. Research from the enactivism perspectives showed possibility of presentingthe new perspectives on the writing process, but they had limits ininvestigating the high dimensional cognitive process. Application of the writing process theories, however, is problematicsince it is restricted to the classical cognitivism. Therefore, we need todeal with the writing processes in a multi-dimensional way and to regardit as an integral phenomena. The question of the educational application lies in how we embrace and utilize these various viewpoints on the cognitive processes.