ABSTRACT
In contrast to our knowledge on the acquisition and early development of writing skills, our scientific understanding of the development of writing at the college level is relatively less advanced. In effect, a large part of the most influential empirical research on writing has focused on the development of basic writing and composition skills (e.g., Berninger et al., 2002; Olson, 2002). Still, interest in college-level writing is not new. One of the first models of writing was based on protocol analysis of college-level writers, who were treated as novices in contrast to expert professionals (Hayes & Flower, 1980, 1986). Recent models of writing development have an increased curiosity for the development of writing beyond the acquisition of basic and composition skills (Kellogg, 2008) and researchers have shown that relevant individual differences in text generation can be detected in mature writers (Torrance, Thomas, & Robinson, 1999).
