How can theory improve our knowledge of writing? Raul Sanchez answers this question by examining dominant theoretical trends in composition studies over the last fifteen years, citing their common origins in a narrow, representational metatheory of writing. He argues that this adherence actually leads the field away from its objects of study: writing and the writing subject. Through this extended critique, he elaborates an alternative metatheory, one that restores writing to the conceptual center of composition studies by emphasizing its generative--rather than its representational--characteristics, particularly in increasingly networked and textualized cultures.