The purpose of the study was to explore thought processes and strategies of three 8-, three 11-, and three 14-year-old students that occurred while composing with technology. In this descriptive study, the following data were analyzed: (1) students' thoughts, responses, and behaviours that occurred during three composing sessions; (2) students' verbal responses to questions, given after each composing session, about their composing activities; and (3) students' verbal responses to questions, given before and after all composing sessions, about composing in general. The findings from the above three analyses were examined to discern what developmental patterns, if any, emerged across ages. Analysis of data revealed differences within and across ages in terms of composing processes and manipulation of elements. The results show that there may be a continuum of strategies and processes that are utilized while composing. As well, engaging students in metacognitive activities can raise the depth and scope of their awareness, and encourage them to begin to think like a composer.
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