Two experiments examined whether text quality is related to online management of the writing processes. Experiment 1 focused on the relationship between online management and text quality in narrative and argumentative texts. Experiment 2 investigated how this relationship might be affected by a goal emphasizing text quality. In both experiments, psychology students were instructed to think aloud while composing their texts. Reaction times to auditory probes were also collected to reflect writers' cognitive effort. Two sets of variables were measured: general temporal indicators (fluency, prewriting pause) and online management of writing processes (number, mean length of episodes). Finally, text quality was assessed. As expected, results confirmed that narrative and argumentative texts are composed using different strategies. Students also composed better texts when a quality-based goal had been set. The main reliable indicator of text quality was an increase of the prewriting pause and of planning processes. These findings indicate that writers tailor their writing behavior to match the type and quality of the text they are asked to produce. These results are discussed in the light of interventions and recommendations in the classroom. (Contains 5 tables.)