The development of argumentative writing skills is necessary and expected in secondary and higher education to foster critical thinking, but they are difficult to master. A computer-supported argumentative writing application, C-SAW, was designed to support this process. In its development and testing, scripts were written to record the use of embedded scaffolding devices and textual changes made. For research purposes, a conceptmapping and visualization software (VUE) was used to manipulate and code recorded data to visualize writing process stages for each participant. Further analyses using transitional probability matrices revealed what types of aid were consulted during different stages of writing and which aids and actions were involved in effectively regulating writing processes and strategies. In addition to being useful in analyzing the usability and effectiveness of the technology-enhanced environment, this type of analysis also gave insight into individuals' writing processes and difficulties and could be used by instructors wishing to provide feedback or adapt their instructional designs.