Process execution of writing and reading: considering text quality, learner and task characteristics

We have conducted systematic reflections, data reanalyses, and incorporated results from several studies to promote discussion, enhance understanding, and build theory. Two models guide our research and analyses: The Descriptive Interactive Process (DIP) model (Fig. 20.1, left), and the Experimental Interactive Process (EIP) model (Fig. 20.1, right). In the DIP model, the main idea is to study processes: What happens during task execution, and how does the process change accordingly? The complexity can be illustrated by adding three components to the model: (a) quality of the output—what variation in processes is related to variation in output quality?; (b) task characteristics—what degree do processes vary with task features (e.g., computer versus pen-and-paper writing)?; and (c) learner characteristics—what degree doesthe way skilled versus unskilled writers adjust their process to tasks vary?
In the EIP model (Fig. 20.1, right), the general aim is to detect the effect of interventions on processes: Do different instructional variables affect thetarget process differently? This model can be extended by adding the product variable—Do instructional variables affect the target process differently, and does the product quality vary accordingly?—and learner characteristics: Does the way instructional variables affect the target process vary with regard to learner characteristics? Do good writers profit as much from the experimental instruction as poor writers? Does the experimental instruction change the processes carried out while writing in the same way for good and poor writers?