This article presents and discusses the terms conventions, patterns, routines, and models from a pragmalinguistic point of view by illustrating how these concepts were implemented in the EU project WRILAB2. The aim is to show how WRILAB2 attempts to transfer the different knowledge areas involved in the writing process into a didactic toolkit. This should promote the acquisition of comprehensive literacy competences on the basis of selected text types from different domains, thus
improving social participation. In order to achieve autonomy in understanding and producing texts, one has to take into consideration their respective communicative domains, patterns, and conventions as well as possible gaps or blurred boundaries between them. Text types as historically developed and culturally influenced components of the communicative asset of a society are the starting and target point to develop text and writing routines.