This previous chapter in the book ended with the posing of an important question, namely whether the beneficial effects of planning time on L2 performance measured in terms of CALF measures were extended to discoursal aspects of L2 productionL2 production. This chapter provides a framework for exploring evidence to address this question as I propose that one way to investigate discourse competence in L2 learner performance is to assess whether the textual resources identified in the literature as contributing to discourse competence are present in L2 task performanceL2 task performance (see Beaudegrande & Dressler, 1981; Halliday & Hassan, 1976; Martin, English text: System and structure, John Benjamins Publishing, 1992; Matthiessen and Halliday, Halliday's introduction to functional grammar, Routledge, 2013). This approach allows us to examine how well L2 learners use discourse features and whether they align with established standards of discourse competence. Accordingly, this chapter offers a summarized outline of the methodology I developed to examine how planning time may influence learners’ use of textual cohesion and coherence in their discourse. This approach can also be adapted to explore other factors, such as proficiency level, or individual differences, that may affect discourse competence. In this chapter, you'll find a detailed description of the study's methodology, including information on the participantsParticipants, data-collection toolsData-collection tools, and as the analysis of L2 performance data.