This chapter explores the intersection of dialogic talk and writing pedagogy, foregrounding the role of classroom dialogue in fostering students’ thinking, understanding, and authorial agency. It positions talk not as performance or social exchange, but as a collaborative and cognitive tool that enables learners to share, reflect, and construct meaning together. Drawing on traditions of Socratic dialogue and a range of educational theorists, the chapter critiques transmissive models of teaching in which teacher-led talk dominates. Instead, it advocates for dialogic approaches that prioritize student voice and collective inquiry. The chapter connects this emphasis on dialogic interaction with evolving models of writing, particularly cognitive and sociocultural frameworks. While cognitive models highlight the mental processes of composition, sociocultural research emphasizes writing as a socially-situated activity shaped by cultural practices and classroom discourse. These perspectives converge in the concept of dialogic metalinguistic talk—classroom discussions that focus on language, writing choices, and textual meaning-making. The chapter argues that such talk creates dialogic communities of writers, where students develop metalinguistic awareness and greater autonomy as authors. Practical examples and pedagogical reflections drawn from research conducted in England illustrate both the potential and challenges of embedding dialogic metalinguistic talk in classroom practice.