Second language writing researchers have examined the affordances of Automated Writing Evaluation programs in providing immediate feedback that helps improve students' writing outputs. However, a little is known about tracking learners' process during writing essays and whether much/less pauses made by learners could predict good/poor quality of students' writing output. This article aims to address this issue by recording a case study of 8 postgraduate students' pauses during writing two types of text genre; descriptive and argumentative essays. Their pauses have been recorded using Keystroke logging program--Input Log 7.0 (Leijten and Van Waes in Writ Commun 30:358-392, 2013. 10.1177/0741088313491692) and their screen activities were captured by Active Presenter program. Findings revealed that the students' pauses were significantly higher in word boundary than in sentence and/or paragraph boundaries. Moreover, on word boundary, pauses before words were significantly higher than that after words for both types of text genre. Concerning pauses across text genre, students' pauses were significantly higher in the argumentative essay than that of the descriptive essay. Multiple regression revealed negative correlation between much pauses and poor quality of students' product in the descriptive essay while there was no correlation found in the argumentative essay.