Abstract

Multiple factors simultaneously interact during the writing process. The effect of these interacting factors must be considered if writing is studied as a dynamic and complex process that constantly changes. Based on that premise, the study aims to determine how the interaction between the reading medium and the communicative purpose of a writing task affects the pauses during different stages of the writing process. At the same time, it seeks to determine how this interaction is related to the writer's competence. Using a 2-by-2 experimental design, undergraduate students (n = 66) read documents (print or digital format) and completed a computer-embedded writing task with different communicative purposes (to persuade or to inform). While writing, pauses-related keystrokes were recorded. The results show that neither the reading medium nor the task purpose or the interaction of these two variables affect pauses. However, communicative purpose interacts with the stages of the writing process, so regardless of participants' writing competence, they took longer at the end of the writing process when the purpose was to persuade. Other interactions indicated that the type of pause interacts differentially with the stage and communicative purpose. These interactions and main effects were systematically related to the writer's competence; because once it was statistically controlled, these interactions and main effects were no longer significant. The results are analysed in terms of the cognitive processes underlying pauses, considering evidence from studies on hybrid reading-writing and integrated writing studies.