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The aim of this research is to research the affect of time allowances on students’ supply use, composing behaviour and performance, in a second language studying-to-write evaluation context. Set inside a language centre in a large Hong Kong university, this blended-methods research incorporates quantitative and qualitative knowledge. The quantitative side focuses on an analysis of essay scores and lengths as well as reference varieties and uses, whereas the qualitative facet incorporates retrospective questionnaires and discourse-based interviews to achieve an understanding of students’ intentions, views and method to composing. The synthesis of the countable knowledge with students’ private insights facilitated an understanding of the ways wherein variations in supply use and composing behaviour in the timed and extended situations affected performance. The findings present that almost all of students preferred the extended condition as they valued the time to read the sources, suppose and replicate in a relaxed setting. Conversely, some students felt the time stress elicited a heightened cognitive state, which enhanced their efficiency. Students tended to write over multiple sessions, engage extra with the supply texts and adopt a extra recursive strategy within the prolonged situation. In contrast, when composing under time pressure, college students tended to reduce their engagement with the source texts in order to finish their essay. This rush to put in writing the essay resulted in numerous reading strategies. A extra knowledge-telling method to composing. When college students had been given more time to write, mean word counts and mean essay scores were significantly increased. The top-performing students appeared to profit most from the additional time. These writers skilled the biggest positive distinction in essay size and scores, and displayed more instances of source-textual content use, but maybe surprisingly they have been more prone to embed their understanding of what they learn into their very own text with out referencing the source materials. The information recommend that, for increased-achieving college students, the extra time resulted in an elevated interplay with the supply texts, which allowed them to take a extra knowledgeable persona of their writing, impressing raters and leading to higher total scores. The outcomes have necessary implications for language teachers. Test builders in EAP programmes. Particularly, they show the paradox of implementing studying-to-write process sorts in an try and simulate the goal language use context whereas failing to take account of the time required to have interaction in the appropriate tutorial literacy skills. Importantly, EAP curriculum and assessment designers should recognise that genuine academic writing requires time for college students to have interaction with sources, to reflect and to construct new information. This study suggests that essays produced in timed and extended circumstances are two different manifestations of the dynamic reading-to-write construct and that, if both kinds of writing are certainly demanded in the wider university, EAP programmes ought to support college students in acquiring probably the most acceptable and efficient skills for reaching success in both contexts.