Changes in cognitive activities during the writing process, and relations with text quality
Faculty of Applied Economics
Educational psychology. - Birmingham
, p. 373-385
This study investigates effective temporal organisations of writing processes in novice writers, using protocol analysis and focusing on task representation and formulating processes. Ninth grade students (n = 36) wrote an argumentative text under thinking-aloud conditions. Writers did not only differ with respect to the number of task representation and formulating activities, but also with respect to the moment on which these activities were performed. Task representation activities are positively related to text quality, but only during the initial phases of the writing process. Formulating activities are negatively correlated with text quality in the beginning, but positively in the end of the process.