International audience We studied the processes involved in synthesis writing, focusing on planning,editing and self-regulation strategies. The aims of the study were a) to analyse thetemporal distribution of cognitive strategies and self-regulation across the differentphases of writing, b) to identify different writing approaches (i.e., profiles), and c) toestablish the relationship between writing behavior and writing performance. Twenty-seven humanities students, who were 23 years of age on average, were asked toproduce a synthesis. The methodology combined videotaped observations, a think aloudprotocol, and an assessment of writing performance, and specific instruments wereconstructed to collect the data. Algorithms were also calculated to determine thetransitions between different types of writing behavior. Results showed that the nature,frequency, and duration of planning, editing, and self-regulation strategies variedaccording to the phase (prewriting or writing), and the most remarkable changesoccurred in the final period of writing. Moreover, although the college students’functioning generally reflected a novice approach, there were significant differencesbetween the three writer profiles we found, namelyprecise transcriber, active reviser,and spontaneous writer. Finally, writing performance was positively and significantlycorrelated with writing strategies such as taking notes and reading drafts.