The model of cognitive writing processes tries to explain cognitive processes and components which are included in writing a text The quality of the written text depends on the use of strategies and techniques of writing, with a special emphasis on the strategies of planning and correcting the text The aim of the research was to examine the relation between the quality of the text, use of the two key writing strategies and the educational level of students, attitudes to writing and writing experience, attitudes to reading and reading experience and attitudes concerning the value of individual writing strategies We measured the quality of the text using the estimated cognitive level of processing information in written texts We measured the use of writing strategies by the protocol-based self-evaluation We measured the attitude to writing and writing experience, attitude to reading and reading experience, attitude on value of certain writing strategies using the Writing and reading questionnaire The results show us that participants with a higher level of education have better quality texts We established no difference in the quality of text regarding attitudes to writing and writing experience, attitudes to reading and reading experience and attitudes on value of certain writing strategies We established no difference in the use of strategic planning and correcting the text between the participants of lower and higher level of education and regarding the attitude to writing and writing experience We established difference in the use of strategic planning regarding the attitudes to reading and reading experience and attitudes on value of certain writing strategies We established no correlation between the quality of the text and the use of writing strategies
