Researchers of writing ability have often applied the developmental schemes of William Perry, Lev Vygotsky, and Jean Piaget in describing basic writers. As a result, some researchers have concluded that basic writers think well below the formal-operations or true concept-formation stage of cognitive development. To investigate the theory that basic writers are cognitively deficient, two studies were performed with groups of basic writers and, for comparison, groups of graduate students. Task A required both sets of subjects to provide logical transitions between 12 related sentences. Results showed little difference between the basic writers and the graduate students' abilities. However, an error analysis showed that the basic writers made more spelling and mechanical errors. Task B asked students to revise a paragraph in terms of inductive and deductive logic, movement from general to specific items, and chronological and spatial arrangement. Results again showed no difference in ability to complete the task, but many more mechanical and spelling errors on the part of the basic writers. This suggests that basic writers are not cognitively immature, but are simply working at an unfamiliar task and are unacquainted with the conventions necessary to perform it well. More research in the area of basic writing is needed, but researchers would be wise to look for ways to help basic writers, rather than label them. (Fifteen references are included.) (JC).