Second in the series "Reading-to-Write: Exploring a Cognitive and Social Process," this report looks at the different ways students represent reading-to-write tasks to themselves, analyzes the resulting divergence in their writing goals and strategies, and recommends teaching task representation as an interpretive process that continues throughout composing. The report describes a task-representation study in which undergraduate and graduate English majors performed an open-ended reading-to-write task and transcribed their thinking-aloud protocols. Following the introduction and description of the study, the report discusses the various organizing plans elicited in the study, including plans to summarize, respond, review and comment, synthesize ideas around a controlling concept, and interpret or use ideas for a rhetorical purpose. The report then proposes the theory of task representation as a constructive process organized around the following principles: (1) the constructed task is an integration of a set of options and schemas analogous to menu choices offered on personal computer; (2) because task representation depends on noticing cues from the context and evoking relevant memories, it can extend over the course of composing; and (3) developments and changes in a writer's representation can lead to problems in constructing an integrated task and text. Finally, the report considers ways to evaluate different organizing plans and text types, arguing that the best plan is the one that fits both the situation and the writer's goals. (JG)