This paper investigates the relationship between Habermas's theory of communicative action (TCA) and writing. It begins with a review of the features of Habermas's TCA: validity claims, their corresponding criteria, and the ideal speech situation. Then TCA is applied in analyzing a first grader's written notes. Finally, the implications for the teaching and learning of writing are discussed from a Habermasian perspective. This paper demonstrates the applicability of Habermas's TCA in examining writing. It also shows how TCA informs the teaching and learning of writing