To investigate how writing might be affected by composing aloud and computer composing--two factors that are increasingly being used either to study composing processes or to alter the typical context in which students write--a study described the composing process of five junior high school students. The students wrote four compositons, one in each mode/medium combination: students composed silently or students composed aloud, and students composed using paper and pencil or students composed using a computer with a text processor. The topics given for the writing episodes elicited writing which was reporting (chronological, first-person narrative) in function. Findings indicated that each writing context produced changes in particular aspects of students' composing processes. In a writing context where students composed aloud, more complex patterns of composing occurred than when students composed silently, and in a writing context where students composed using a text processor more revising and more recursive composing processes occurred than when students used pencil and paper. Additionally, students reread their text more frequently and were also more likely to revise after they had reread their text during computer composing. (Eight tables of data are included and 22 references are attached.) (Author/NH)