This paper explores six multilingual students’ composing processes and language use while writing an essay in L2 English. Four partakers have two L1s: Swedish and either Bosnian (N = 2) or Macedonian (N = 2). An elaboration of the Wang and Wen (2002) model unveiled that English was chiefly used to read the text being created, whereas Swedish was employed to comment on the writing process, to solve problems and to hold an inner dialogue.