Writing is a crucial means of communicating with others and thus vital to success and survival in modern society. This article provides an overview of recent research and key findings about writing, including the roles of cognitive and social processes during writing, and educational research on how to improve writing proficiency. Writing processes rely on virtually all aspects of cognition (e.g., working memory, motivation, affect, self-regulation, prior knowledge, problem solving) and are naturally embedded in social contexts. Social factors include writers' objectives, audience, genre, and mode of writing. For example, the increased use of the Internet has rendered writing for informal purposes more frequent and writing mechanics (e.g., deleting, spell checking) and search for information more efficient. Research on educational interventions to improve writing points to the importance of providing students with instruction and practice using writing strategies, writing practice with feedback (e.g., instructor, automated), and collaborative writing (including peer feedback). The authors recommend that more time be devoted to writing instruction, the need for technology to support teachers and students, and a need for increased funding to support teachers in their efforts to providing writing instruction. Given the inherent complexity of writing, it is important to help students learn how to write across various situations and demands. Therefore, it is vital that students are taught how to write across various situations with varying purposes and demands. This necessitates reading many types of text genres (e.g., narrative vs. informational writing), writing frequently, and revising based on feedback. Over the past two decades, there has been a substantial increase in research on writing processes, including methods to improve writing. However, there remains a substantial need for additional experimental work to understand writing processes as well as more evidence on which types of interventions are most beneficial in helping students to improve their writing. Feedback from both "cognitive" and "sociocultural" researchers should inform future revisions of the standardized guidelines and assessments with the long-term goal of developing a clearly defined set of standards for academic excellence in writing.