In Part 2, students can determine how much time they allocate for planning before writing. For example, they can take 15 of their 45 minutes to plan their essay. The potential benefits for planning can be understood through reference to Kellogg's (1996) writing model, which includes three interactive processes: formulation, execution, and monitoring. Formulation includes planning and translating processes (i. e., converting ideas into textual representation), with planning defined as the setting of goals, the activation of ideas in relation to the goals, and the organization of ideas. While execution includes programming and delivery, monitoring involves reading and revising. The components interact in a non-linear fashion, and can be activated simultaneously. The provision of planning time may help writers break down the writing task and focus their attention on different components such as activating, generating, or organizing ideas prior to the execution phase. It allows writers to return to the readings and, in the case of audio input, to their notes. One weakness of the written section is that the instructions do not explicitly state how students should use source-text information (e. g., quote or paraphrase) or whether specific citation conventions (e. g., APA or MLA) are required.