This article identifies context variables in written composition from theoretical perspectives in cognitive psychology, sociology, and anthropology. It also shows how multiple views of context from across the disciplines can build toward a broader definition of writing. The article is divided into two sections. First is a discussion of different perspectives and definitions of context from across three disciplines. Second is a proposal for considering complimentary views of context as a framework for studying young children's language and literacy development. Multidiscipline perspectives of context can provide new directions for writing research and can lead to a richer, fuller view of writing as thinking, as language, as a social event, and as a reflection of culture.