Growing from the commognitive framework, this study is concerned with objectification -- a special way of talking about mathematical objects, which is key to one's concept formation. The study explores how objectification can be manifested in the discourse on square roots that unfolds in writing. The data comes from a class in a foundation programme where 11 students worked on a specially-designed assignment after intensive engagement with roots. The findings point to the task-dependency of students' written talk about square roots, a struggle to coordinate words and symbols into coherent narratives, and an avoidance of verbal formulations. Theoretical and practical implications are drawn.