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The present study shows some lights an area that has been relatively untouched. It analyzes the differences in the strategies the students employ. The strategies comprise metacognitive, cognitive, and social-affective strategies held about writing an argumentative paragraph. The participants were screened from out of twenty people. The data were gathered by means of think-aloud from the four screened participants. The participants are the candidates of English teachers. They are in the English Department of Indraprasta University. the problems to identify of the research are inabilities of the students to communicate in direct communication (writing). Furthermore, their writing is not coherent, cohesive, and united. They also get difficulties in writing argumentative paragraph. The objectives of the research are to identify the strategies which EFL writers to overcome the problems and the differences of writing quality that writers produced. The methods of collecting data were interviewing the four students who were chosen as effective and less-effective writers in diagnostic test. They were introduced with think-aloud protocols, piloting think-aloud in composing argumentative paragraph, composing test with think-aloud protocol, and interviewing them about their strategies when they composed argumentative paragraph with think-aloud protocol