This study aims at specific and tangible determination of the aspectsof the change in writer’s performance of discourse synthesis after taskrepresentation instruction. This study analyzed immediate recall protocolsof university freshmen writers and formal and content qualificationsof discourse synthesis text by them, and proposed the result by groups ofwriters. First, the result of precedent study suggesting that performanceof writers changes considerably just by a temporarily task representationinstruction was verified. Second, it was newly proved through this studythat motive and aspects of change in performance of writers vary greatlywhen the change in performance of writers was studied through morepractical data analysis. Subordinate group mutually distinguished revealingmotive and aspects of change existed within group of nontransformer/ partial transformer, type transformer, intender treated as a single groupin precedent study. This study revealed characteristic of writers respondingin a different way to task representation instruction by studyingchange aspect of revised plan and text quality of these groups.