Individual differences in the writing behaviour of undergraduate students

Background. Writing is an important skill required in all graduate employment but we lack information on the most effective ways to write, and how to foster writing expertise in students. It is widely held that writers evolve characteristic patterns of working (strategies), and that these strategies are important for writing success and efficiency. Most of the available data on the writing strategies of expert writers, however, consist of questionnaire responses produced some time after writing itself, and it would be helpful to have more direct information on writing strategies and their effects. Aims. To establish whether student writers develop stable writing strategies, and to examine the relation, if any, between writing strategy and writing success. Sample. Twenty‐five first year undergraduate students studying for a degree in psychology. Methods. Records of their writing activities were completed by students concurrently with writing each of two essays (term papers). Results. Analysis of the records identified patterns of working which differed across individuals. Nearly three‐quarters of the students displayed the same pattern of writing behaviour (strategy) for both their essays. The strategies identified from the activity records were broadly consistent with the descriptions of writing behaviour derived from previous questionnaire studies. There was, however, no significant association between writing strategy and essay mark. Conclusion. Many students evolve stable writing strategies, which may differ across students. Most of these strategies seem adequately effective in terms of producing course essays. Consequently, unless a student complains of writing difficulties, then tolerance of a range of approaches may be desirable in writing instruction.