Abstract

This protocol study identifies college readers' purposeful behaviors when writing from sources, determines whether these behaviors cluster at identifiable stages in the reading-writing process, and determines whether proficient and less able readers' processes are the same. The results showed that the subjects did not approach the task of writing from sources in the same way. All subjects referred to the reading sources as they composed, but they consulted them at different points in the reading-writing process. Overall the better readers engaged in more planning than the less able group. Findings show strong associations between reading level and use of study-skill reading strategies, postreading-prewriting strategies, and composing strategies.