Writing exists as difficult subject for ESL freshmen. Different competence, learners’ learning characteristics and many others grows as hindrances hampering learners’ progress. Partly, writing process is sophisticated. Thus, systematic and thorough process are highly counted. Truly, learners requires scaffolding treatment in learning. This study was aimed at figuring out learner’s cognitive and psychomotor demands in writing. Qualitative descriptive was the design and 13 students from Basic writing class at STKIP Soe English Department were the participants chosen using purposive sampling technique. Questionnaire in the form of statements and interview were the instruments to collect data. Likert scale category was used to range the responses and draw percentages on learners’ writing demands both cognitively as well as psychomotor side. Meanwhile, data transcription and coding were done for the interview and displayed as findings. Both data then triangulated in discussion range. The result reveals most learners’ writing weaknesses cognitively covering knowledge, comprehension, application, synthesizing and evaluation level as well as in psychomotor domain. Learners were lack of competence in grammatical pattern, vocabulary mastery, designing, constructing and stating different language aspects. Additionally, clarifying and stating illustration, formulating new idea and drawing conclusion, internalizing and making use of teacher’s feedback to revise draft. Weaknesses above results on inability to implement writing skill as psychomotor demand. The result reveals valuable information as input and becomes stepping stone for writing teachers to implement precise, valuable, systematic and scaffolding teaching treatment for the sake of learners’ writing development.