Quantitative analyses revealed that PTP, OLP, and PTP/OLP improved complexity and fluency, but OLP and PTP/OLP fostered accuracy while PTP had no effect compared to NP. L2 writers’ performance was analyzed using complexity, accuracy, and fluency (CAF) measures. Furthermore, 60 writers, randomly selected from the four task conditions, participated in video stimulated recall interviews (VSRIs). Participants were 160 intermediate-high L2 writers who performed a narrative task under either the pre-task planning condition (PTP), the online planning condition (OLP), the combination of the pre-task and online planning condition (PTP/OLP), or the no planning condition (NP). This study adopted an integrated approach to investigate how second language (L2) writers engaged in cognitive processes during planning and writing and generated their written products under a randomly assigned planning time condition. This indicates that the redesigned intervention was equally effective for students with different routines. Moreover, the effect was no longer moderated by writing routine. Analyses again showed a significant effect of the experimental condition in panel 1, which was replicated in panel 2. Study 2 included six teachers and 233 students from 10 classes in three schools, all different from Study 1. To generalize the effect across writing routines, we provided students in Study 2 with an extra session on metacognitive knowledge about (synthesis) writing processes, enabling them to make better-informed strategy choices. However, analyses showed that this effect was moderated by writing routine. We found a significant effect of the unit on text quality in both panels. Study 1 included three teachers and 152 9th grade students from five classes in one school. We tested the effects of the unit in two consecutive studies with independent samples, using a quasi-experimental pretest–posttest design with switching panels. They could create an individual learning path within the unit. On two occasions in the unit, we provided students with options to choose between a Preplanning or Drafting strategy. Because students' writing routines have been shown to affect the effectiveness of writing instruction, we designed a unit that aimed to be equally effective for all writers, regardless of their routines. The current two studies examined the effects of an instructional unit on synthesis writing for 9th grade students on holistic text quality. Finally, we describe an experiment in which we found (a) that this form of interactive strategy was more effective than the forms of rough drafting strategy which have been investigated in previous research, (b) that, consistent with previous research, outlining also has clear text-quality advantages, and (c) that the effectiveness of revision depends on the form of initial draft to which it is applied. We then discuss research exploring the writing processes of writers performing non-laboratory real-world writing tasks and find that a minority of writers, and particularly more experienced writers, appear to habitually adopt a non-outline multiple-drafting strategy similar in form to that specified by the dual-process model. This suggests a clear benefit for outline-based strategies over various forms of rough-drafting strategies, but has not, we argue, included an appropriate form of interactive writing strategy. We review existing research exploring the efficacy of outlining and rough-drafting strategies. Galbraith’s (1999) dual-process model, which describes writing processes as an interleaving of dispositional content generation and rhetorical structuring, provides some basis for understanding why this kind of strategy might be successful. Some authors have promoted an interactive writing strategy (e.g., Elbow, 1998) which relies on multiple rewriting as a means of developing text content in lieu of producing a structured outline. Our position in this chapter is that revision cannot be understood independently of the writing strategies in which it is embedded.
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