This thesis focusses on the comparison of monolingual text production with production processes in translation. After providing a theoretical background from both writing and translation process studies, the empirical part presents a multi case study carried out on the topic. Two tasks were carried out by students currently finishing their masters degree in translation, so called semi-professional translators, while their processing was recorded using the data acquisition method of think-aloud-protocols and retrospective interviews. The cognitive process model, originating from writing process studies, was applied for the analysis of the accumulated data. It presents sub-processes of writing, such as planning, reviewing and monitoring, as well as other factors influencing on the writing task. Based on the processes presented in the model, the study focusses on the following research questions: Is it possible to observe differences concerning meta-strategic competences of the students? How do the different processes of writing appear in the protocols? Which influencing factors are the observed processes in the two writing tasks based on? The results of the investigation have shown that reviewing processes reveal similarities in both tasks, while planning processes seem to appear mainly in the monolingual production task. The translation task was marked by increased self-criticism of the test subjects compared to the monolingual production task. However, task environment factors such as audience or task instructions did not seem to affect the translation task significantly. The aim of applying the cognitive process model on text production in translating was to uncover shared characteristics of the related disciplines of writing process studies and translation process studies and to research into cognitive challenges of production processes within translation. Thus, this work also aims to underline the importance of text production tasks in translators training.