This paper presents a socio-cognitive framework for connecting writing pedagogy and writing assessment with modern social and cognitive theories of writing. It focuses on providing a general framework that highlights the connections between writing competency and other literacy skills; identifies key connections between literacy instruction, writing assessment, and activity and genre theories; and presents a specific proposal about how writing assessment can be organized to promote best practices in writing instruction. Reflective Strategies, Genres, and Writing Development are appended. (Contains 8 tables, 7 figures and 2 notes.)