The study explores, through the keystroke logging (KSL) technique, the temporal dynamics during integration writing and their relationship with the quality of the written text. To meet the objective, 49 first-year university students (69.4 % female), after reading three abstracts on the same subject, wrote a book on a computer. The writings were evaluated by human judges, allowing the formation of ad hoc performance groups. Also, the writing process was divided into three periods. In the results, high-performing writers exhibit greater fluency during the process, while low-performing students show more extended pause periods at the start of textualization. At the same time, low-performance students show more extended pause periods at the beginning of the textualization. In this way, we hope to learn more about the methods during integration writing and to generate teaching strategies that favor the performance of the most descended students.
