Abstract: Writing is an intricate and multifaceted activity influenced by intellectual processes, sociocultural contexts, rhetorical bonds, and increasingly, digital and artificial intelligence–mediated settings. Traditional linear models of writing no longer sufficiently represent how texts are shaped in modern academic and professional situations. This review synthesizes practical and theoretical studies published between 2020 and 2025 to observe recent advances in major writing models, including cognitive, sociocultural, genre-based, technology-integrated, self-regulated, and AI-assisted methodologies. Cognitive models hypothesize writing as a recursive, goal-oriented process comprising planning, monitoring, and amendment, emphasizing executive control and metacognitive parameters. Sociocultural outlooks highpoint writing as a socially situated practice molded by identity, cooperation, audience awareness, and discourse communities, principally in multilingual contexts. Genre-based models focus on explicit instruction in rhetorical and structural conventions, supporting learners’ control over academic and professional scripts, especially when combined with digital support. The review further sightsees technology-mediated and AI-supported writing models, which have converted feedback practices, collaboration, and learner independence by providing immediate, adaptive, and personalized sustenance. Simultaneously, these innovations nurture pedagogical and ethical apprehensions, including over-reliance on robotics, equity of access, data privacy, and the conservancy of human agency in writing. Generally, the literature indicates a clear shift toward hybrid and integrative writing models that combine cognitive, social, genre-oriented, and technological scopes. The review concludes that such cohesive frameworks offer an inclusive foundation for contemporary writing instruction, though underscoring the need for further research into the long-term instructive, ethical, and assessment associations of AI-assisted writing across various learning contexts.