Studies of text comprehension have suggested that readers focus on different levels of ideational unit while reading, thereby affecting the quality of their comprehension of the text. A study examined the viability of the deep-surface categorization with regard to essay-writing and the relation of different approaches to writing to the quality of the written outcome. A "process x level" model of essay writing was used to classify the approach used by 24 student writers, ranging from grade 11 to graduate school, who were interviewed about the way they were handling a current assignment. Three groups were distinguished: (1) deep (where focus was consistently high throughout planning, composing, and revising); (2) surface (where focus was consistently low); and (3) mixed (where focus varied). Completed essays were evaluated on: grade, length, structure, and mode. Results stated that writers using a deep approach achieved higher grades overall, but some writers using mixed and surface approaches achieved high grades through sheer length and wealth of detail. Also all deep-produced essays were genre-appropriate, while all surface-produced were genre-inappropriate. Findings suggest that the deep approach is clearly associated with desired outcomes, but that there are factors in the classroom ecology that encourage a low focus and minimal process activity. (Seven tables of data are included, and two notes and 20 references are appended.) (MS)