Profiling writers: analysis of writing dynamics among college students
Résumé
We studied the processes involved in synthesis writing, focusing on planning,
editing and self-regulation strategies. The aims of the study were a) to analyse the
temporal distribution of cognitive strategies and self-regulation across the different
phases of writing, b) to identify different writing approaches (i.e., profiles), and c) to
establish the relationship between writing behavior and writing performance. Twenty-seven humanities students, who were 23 years of age on average, were asked to
produce a synthesis. The methodology combined videotaped observations, a think aloud
protocol, and an assessment of writing performance, and specific instruments were
constructed to collect the data. Algorithms were also calculated to determine the
transitions between different types of writing behavior. Results showed that the nature,
frequency, and duration of planning, editing, and self-regulation strategies varied
according to the phase (prewriting or writing), and the most remarkable changes
occurred in the final period of writing. Moreover, although the college students’
functioning generally reflected a novice approach, there were significant differences
between the three writer profiles we found, namelyprecise transcriber, active reviser,
and spontaneous writer. Finally, writing performance was positively and significantly
correlated with writing strategies such as taking notes and reading drafts.