The research presented in this thesis was carried out in order to advance
our understanding of the writing process by linking process and product
characteristics to each other. The underlying question was: how does the
way in which writers use different cognitive activities, such as planning,
generating ideas, and formulating, during the writing process influence the
quality of the texts they produce? The main aim was to compare how writers
write in L1 (Dutch) and L2 (English), in order to investigate the influence
of a specific task variable, language, on the writing process and on the
relationship between the writing process and the quality of the text produced.
Results suggest that process-product relations change in a number of ways
when writers switch from writing in L1 to L2. First of all, writing in L2
influences the moment at which cognitive activities are carried out during
the writing process. Second, writing in L2 also seems to alter the moment
at which these activities appear positively related to text quality.
Finally, writers appear to vary their behaviour less between tasks when
writing in L2 than in L1, perhaps because an increase in cognitive load
inhibits them from doing so.
The research presented in this thesis is potentially of interest to
researchers in many fields, including cognitive psychology, discourse
studies, education, language teaching, text linguistics, and writing