The purpose of this study was to test a hypothesized model that specified direct and indirect linkages between (1) the information needsperceiving variables of initial task representation and audience awareness; (2) the relevant materials-selecting variables of identifying sources and contents, representing intertextual relationships, and constructing a coherent representation; (3) the products-monitoring variables of responding new representations and processing across the writing amount restriction; and (4) the writing quality. Using a structural equation model (SEM) approach with a sample of 490 highschool students, results indicated that students’ perception of information needs and selection of relevant materials predicted their writing quality, with the productmonitoring indirectly affecting the writing quality through its influence on the selection of relevant materials. In addition, students’ perception of information needs affect their writing quality directly as well as indirectly. Both theoretical and educational implications of the results are discussed.