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This pilot study investigated relationships between individual differences in levels of writing skills and proficiencies at simultaneous and successive cognitive processing. Data from a group of 46 subjects indicate that scores on successive processing tasks were able to predict final grades in an introductory English composition course (p<.01). This suggested both the possibility and importance of investigating further how simultaneous and (especially) successive processing relate to writing skills. With three subjects used for pilot data, low scores in successive processing showed relationships with sentence-level errors and with the ability to develop sequences of ideas in writing. Low scores in simultaneous processing correlated with an inability to indicate clear relationships between sentences and paragraphs. Planning, a third cognitive factor, was found to be a powerful influence in organizing content. In the interaction of planning and simultaneous processing, lack of planning ability may interfere with the writer's ability to survey and thus organize his or her material.

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