Abstract Given the current contextual focus on the cognitive processes employed during L2 written production in ISLA with a focus on L2 writing-to-learn in relation to written corrective feedback (WCF), this chapter provides (1) a description of the curricular context in which the writing-to-learn perspective lies, together with its associated learning outcomes and assumed pedagogical ramifications derived from empirical research; (2) a succinct review of theoretical underpinnings postulated to account for cognitive processes employed during the phase of addressing WCF; (3) a critical report of L2 WCF studies premised on these underpinnings, their curricular association, and potential pedagogical extrapolations; and (4) a curricular approach that involves potential directions for future research premised on understanding and promoting such processes during this writing process in relation to L2 development.