Writing traits: Examining the consistency of behavioral patterns in writers’ composing processes

Authors

  • Emily Dux Speltz Embry-Riddle Aeronautical University | US
  • Jens Roeser Nottingham Trent University | UK
  • Wren Bouwman Iowa State University | US
  • Evgeny Chukharev Iowa State University | US
  • Mark Torrance Nottingham Trent University | UK

Keywords:

writing processes, pausing behavior, revising behavior, eye tracking, cluster analysis

Abstract

Individual differences in writing processes have been well documented, yet the stability of a writer’s behaviors across writing tasks is less studied. Behavioral stability serves as a foundational assumption in writing research, crucial for describing individual differences and essential for effective writing instruction that seeks to modify behavioral patterns across different writing tasks. Based on data from keystroke logs and eye movement, we determined the writing process stability of 30 writers across three argumentative writing tasks. This yielded 17 behavioral measures from which we identified four factors: pausing, revising, reading own text (lookback), and linearity. Hierarchical cluster analysis across scores from these factors then grouped the 90 writing processes into three clusters based on behavioral similarity. Sixteen participants remained in the same cluster (adopted similar writing processes) across all tasks; the remainder switched clusters once, and tended to be those writers whose behavior was already closer to the centroid of the cluster to which they switched. Overall, stability was much higher than predicted by chance. Results are consistent with behavioral stability across writing tasks, supporting the notion that writers have habitual cognitive processes that they carry with them between tasks.

References

Alamargot, D., Plane, S., Lambert, E., & Chesnet, D. (2010). Using eye and pen movements to trace the development of writing expertise: Case studies of a 7th, 9th and 12th grader, graduate student, and professional writer. Reading and Writing, 23, 853–888. https://doi.org/10.1007/s11145-009-9191-9

Beers, S. F., Quinlan, T., & Harbaugh, A. G. (2010). Adolescent students’ reading during writing behaviors and relationships with text quality: an eyetracking study. Reading and Writing, 23(7), 743–775. https://doi.org/10.1007/s11145-009-9193-7

Berninger, V. W., & Winn, W. (2006). Implications of advancements in brain research and technology for writing development, writing instruction, and educational evolution. In C. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of Writing Research (pp. 96–114). Guildford Press.

Bürkner, P.-C. (2018). Advanced Bayesian multilevel modeling with the R package brms. The R Journal, 10(1), 395. https://doi.org/10.32614/RJ-2018-017

Buschenhenke, F., Conijn, R., & Van Waes, L. (2023). Measuring non-linearity of multi-session writing processes. Reading and Writing. https://doi.org/10.1007/s11145-023-10449-9

Chandler, D. (1992). The phenomenology of writing by hand. Intelligent Tutoring Media, 3(2-3), 65–74. https://doi.org/10.1080/14626269209408310

Chukharev-Hudilainen, E., Saricaoglu, A., Torrance, M., & Feng, H.-H. (2019). Combined deployable keystroke logging and eyetracking for investigating L2 writing fluency. Studies in Second Language Acquisition, 41(3), 583–604. https://doi.org/10.1017/S027226311900007X

Conijn, R., Dux Speltz, E., & Chukharev-Hudilainen, E. (2021). Automated extraction of revision events from keystroke data. Reading and Writing, 37, 483–508. https://doi.org/10.1007/s11145-021-10222-w

Conijn, R., Cook, C., van Zaanen, M., & Van Waes, L. (2022). Early prediction of writing quality using keystroke logging. International Journal of Artificial Intelligence in Education, 32(4), 835–866. https://doi.org/10.1007/s40593-021-00268-w

Crossley, S. A., Roscoe, R., & McNamara, D. S. (2014). What is successful writing? An investigation into the multiple ways writers can write successful essays. Written Communication, 31(2), 184–214. https://doi.org/10.1177/0741088314526354

De La Paz, S., & Sherman, C. K. (2013). Revising strategy instruction in inclusive settings: Effects for English learners and novice writers. Learning Disabilities Research and Practice, 28(3), 129–141. https://doi.org/10.1111/ldrp.12011

Delgado-Osorio, X., Hartig, J., Harsch, C., & Koval, V. (2025). Students’ behavioral patterns in integrated writing tasks: A sequence analysis approach. Journal of Educational Psychology, 117(6), 898–917. https://doi.org/10.1037/edu0000957

Ding, C. (2009). Dimension reduction techniques for clustering. In Encyclopedia of database systems (pp. 846-846). Springer, Boston, MA. https://doi.org/10.1007/978-0-387-39940-9_612

Dux Speltz, E., Roeser, J., & Chukharev-Hudilainen, E. (2022). Automating individualized, process-focused writing instruction: A design-based research study. Frontiers in Communication, 7, 933878. https://doi.org/10.3389/fcomm.2022.933878

Faigley, L., & Witte, S. (1981). Analyzing Revision. College Composition and Communication, 32(4), 400–414. https://doi.org/10.2307/356602

Flower, L. S., & Hayes, J. R. (1981). The pregnant pause: An enquiry into the nature of planning. Research in the Teaching of English, 15(3), 229–243. https://doi.org/10.58680/rte198115763

Gelman, A., Carlin, J. B., Stern, H. S., Dunson, D. B., Vehtari, A., & Rubin, D. B. (2014). Bayesian data analysis (3rd ed.). Chapman; Hall/CRC. https://doi.org/10.1201/b16018

Graham, S. (1997). Executive control in the revising of students with learning and writing difficulties. Journal of Educational Psychology, 89(2), 223–234. https://doi.org/10.1037/0022-0663.89.2.223

Hansen, R. (1986). John Irving, The Art of Fiction No. 93. The Paris Review, 100. https://www.theparisreview.org/interviews/2757/the-art-of-fiction-no-93-john-irving

Hartley, J., & Branthwaite, A. (1989). The psychologist as wordsmith: a questionnaire study of the writing strategies of productive British psychologists. Higher Education, 18(4), 423–452. https://doi.org/10.1007/BF00140748

Harris, K.R., & Graham, S. (1996). Making the writing process work: Strategies for composition and self-regulation. Cambridge, MA: Brookline Books.

Hayes, J. R. (1996). A new framework for understanding cognition and affect in writing. In C. M. Levy & S. Ransdell (Eds.), The science of writing: Theories, methods, individual differences, and applications (pp. 1–26). Erlbaum.

Hayes, J., & Flower, L. (1980). Identifying the organisation of writing processes. In L. Gregg & E. R. Steinberg (Eds.), Cognitive processes in writing (pp. 3–30). Erlbaum.

Kim, H. (2020). Profiles of undergraduate student writers: Differences in writing strategy and impacts on text quality. Learning and Individual Differences, 78, 101823. https://doi.org/10.1016/j.lindif.2020.101823

Krippendorff, K. (1970). Bivariate agreement coefficients for reliability data. In E. R. Borgatta & G. W. Bohrnstedt (Eds.), Sociological methodology (pp. 139–150). Jossey Bass.

Kuehl, L. (1978). Joan Didion, The Art of Fiction No. 71. The Paris Review, 74. https://www.theparisreview.org/interviews/3439/the-art-of-fiction-no-71-joan-didion

Lavelle, E. (1993). Development and validation of an inventory to assess processes in college composition. The British Journal of Educational Psychology, 63(3), 489–499. https://doi.org/10.1111/j.2044-8279.1993.tb01073.x

Lavelle, E., & Bushrow, K. (2007). Writing approaches of graduate students. Educational Psychology, 27(6), 807–822. https://doi.org/10.1080/01443410701366001

Lavelle, E., Smith, J., & O’Ryan, L. (2002). The writing approaches of secondary students. The British Journal of Educational Psychology, 72(3), 399–418. https://doi.org/10.1348/000709902320634564

Levy, C. M., & Ransdell, S. (1995). Is writing as difficult as it seems? Memory & Cognition, 23(6), 767–779. https://doi.org/10.3758/BF03200928

Levy, C. M., & Ransdell, S. E. (1996). Writing signatures. In C. M. Levy & S. E. Ransdell (Eds.), The Science of Writing (1st Edition, pp. 149–162). Routledge. https://doi.org/10.4324/9780203811122

Lo Sardo, D. R., Gravino, P., Cuskley, C., & Loreto, V. (2023). Exploitation and exploration in text evolution. Quantifying planning and translation flows during writing. PLOS ONE, 18(3), e0283628. https://doi.org/10.1371/journal.pone.0283628

McCarthy, P. M. (2005). An assessment of the range and usefulness of lexical diversity measures and the potential of the measure of textual, lexical diversity (MTLD) [Doctoral dissertation, The University of Memphis].

Merkle, E. C., Fitzsimmons, E., Uanhoro, J., & Goodrich, B. (2021). Efficient Bayesian structural equation modeling in Stan. In Journal of Statistical Software (Vol. 100, Issue 6, pp. 1–22). https://doi.org/10.18637/jss.v100.i06

Mohsen, M. A. (2021). Second Language Learners’ Pauses over Different Times Intervals in L2 Writing Essays: Evidence from a Keystroke Logging Program. Psycholinguistics, 30(1), 180–202. https://doi.org/10.31470/2309-1797-2021-30-1-180-202

Morris, M. (1990). Margaret Atwood, The Art of Fiction No. 121. The Paris Review, 117. https://www.theparisreview.org/interviews/2262/the-art-of-fiction-no-121-margaret-atwood

Olive, T., Alves, R. A., & Castro, S. L. (2009). Cognitive processes in writing during pause and execution periods. European Journal of Cognitive Psychology, 21(5), 758–785. https://doi.org/10.1080/09541440802079850

Roeser, J., De Maeyer, S., Leijten, M., & Van Waes, L. (2024). Modelling typing disfluencies as finite mixture process. Reading and Writing, 37, 359–384. https://doi.org/10.1007/s11145-021-10203-z

Roeser, J., Conijn, R., Chukharev, E., Ofstad, G. H., & Torrance, M. (2025). Typing in tandem: Language planning in multisentence text production is fundamentally parallel. Journal of Experimental Psychology: General, 154(7), 1824–1854. https://doi.org/10.1037/xge0001759

Scardamalia, M., Bereiter, C., & Steinbach, R. (1984). Teachability of reflective processes in written composition. Cognitive Science, 8, 173–190. https://doi.org/10.1207/s15516709cog0802_4

Shapiro, K. (1948). The Meaning of the Discarded Poem. In Arnheim, R Auden, WH Shapiro, K Stauffer, DA (Ed.), Poets at work. Oxford University Press.

Sivula, T., Magnusson, M., Matamoros, A. A., & Vehtari, A. (2020). Uncertainty in Bayesian leave-one-out cross-validation based model comparison. In arXiv [stat.ME]. arXiv. http://arxiv.org/abs/2008.10296

Spender, S. (1952). The making of a poem. In B. Ghiselin (Ed.), The Creative Process. Greenwood Publishing Group.

Torrance, M., & Conijn, R. (2023). Methods for studying the writing time-course. Reading and Writing. https://doi.org/10.1007/s11145-023-10490-8

Torrance, M., Fidalgo, R., & Robledo, P. (2015). Do sixth-grade writers need process strategies? British Journal of Educational Psychology, 85(1), 91–112. https://doi.org/10.1111/bjep.12065

Torrance, M., Johansson, R., Johansson, V., & Wengelin, Å. (2016). Reading during the composition of multi-sentence texts: an eye-movement study. Psychological Research, 80(5), 729–743. https://doi.org/10.1007/s00426-015-0683-8

Torrance, M., Thomas, G. V., & Robinson, E. J. (1994). The writing strategies of graduate research students in the social sciences. Higher Education, 27(3), 379–392. https://doi.org/10.1007/BF03179901

Torrance, M., Thomas, G. V., & Robinson, E. J. (1999). Individual differences in the writing behavior of undergraduate students. The British Journal of Educational Psychology, 69(2), 189–199. https://doi.org/10.1348/000709999157662

Torrance, M., Thomas, G. V., & Robinson, E. J. (2000). Individual differences in undergraduate essay-writing strategies: A longitudinal study. Higher Education, 39(2), 181–200. https://doi.org/10.1023/A:1003990432398

Torruella, J., & Capsada, R. (2013). Lexical statistics and tipological structures: A measure of lexical richness. Procedia-Social and Behavioral Sciences, 95, 447–454. https://doi.org/10.1016/j.sbspro.2013.10.668

Vandermeulen, N., Van Steendam, E., De Maeyer, S., Lesterhuis, M., & Rijlaarsdam, G. (2024). Learning to write syntheses: the effect of process feedback and of observing models on performance and process behaviors. Reading and Writing, 37(6), 1375-1405. https://doi.org/10.1007/s11145-023-10483-7

Vandermeulen, N., Van Steendam, E., De Maeyer, S., & Rijlaarsdam, G. (2023). Writing process feedback based on keystroke logging and comparison with exemplars: Effects on the quality and process of synthesis texts. Written Communication, 40(1), 90–144. https://doi.org/10.1177/07410883221127998

van Hell, J. G., Verhoeven, L., & van Beijsterveldt, L. M. (2008). Pause Time Patterns in Writing Narrative and Expository Texts by Children and Adults. Discourse Processes, 45(4–5), 406–427. https://doi.org/10.1080/01638530802070080

Van Steendam, E., Vandermeulen, N., De Maeyer, S., Lesterhuis, M., Van den Bergh, H., & Rijlaarsdam, G. (2022). How students perform synthesis tasks: An empirical study into dynamic process configurations. Journal of Educational Psychology, 114(8), 1773–1800. https://doi.org/10.1037/edu0000755

Van Waes, L., & Leijten, M. (2015). Fluency in writing: A multidimensional perspective on writing fluency applied to L1 and L2. Computers and Composition, 38, 79–95. https://doi.org/10.1016/j.compcom.2015.09.012

Van Waes, L., & Schellens, P. J. (2003). Writing profiles: the effect of the writing mode on pausing and revision patterns of experienced writers. Journal of Pragmatics, 35(6), 829–853. https://doi.org/10.1016/S0378-2166(02)00121-2

Vehtari, A., Simpson, D., Gelman, A., Yao, Y., & Gabry, J. (2024). Pareto smoothed importance sampling. Journal of Machine Learning Research, 25(72), 1–58. http://jmlr.org/papers/v25/19-556.html

Vehtari, A., Gelman, A., & Gabry, J. (2017). Practical Bayesian model evaluation using leave-one-out cross-validation and WAIC. Statistics and Computing, 27, 1413-1432. https://doi.org/10.1007/s11222-016-9696-4

Wagenmakers, E.-J., Lodewyckx, T., Kuriyal, H., & Grasman, R. (2010). Bayesian hypothesis testing for psychologists: A tutorial on the Savage--Dickey method. Cognitive Psychology, 60(3), 158–189. https://doi.org/10.1016/j.cogpsych.2009.12.001

Wellek, R., & Warren, A. (1963). Theory of Literature. Penguin.

Wengelin, Å., Torrance, M., Holmqvist, K., Simpson, S., Galbraith, D., Johansson, V., & Johansson, R. (2009). Combined eyetracking and keystroke-logging methods for studying cognitive processes in text production. Behavior Research Methods, 41(2), 337–351. https://doi.org/10.3758/BRM.41.2.337

Wyllie, A. (1993). On the Road to Discovery: A Study of the Composing Strategies of Academic Writers on the Word Processor [Doctoral dissertation, University of Lancaster].

Published

2026-04-03

Issue

Section

Articles

How to Cite

Dux Speltz, E., Roeser, J., Bouwman, W., Chukharev, E., & Torrance, M. (2026). Writing traits: Examining the consistency of behavioral patterns in writers’ composing processes. Journal of Writing Research. https://www.jowr.org/jowr/article/view/1753

Similar Articles

1-10 of 278

You may also start an advanced similarity search for this article.