This study attempted to investigate the reading-to-write strategies employed byrnfourth year students in the Department of foreign languages and Literature atrnAddis Ababa University. An investigation was made on the types and frequenciesrnof strategies employed by the students and the relationship between thesernstrategies and the students' writing.rnTo achieve the purpose of the study 20 students (25.6% of the total population)rnwere randomly chosen. The necessary data was collected from:rn(1) questionnaire administered to the 20 students, (2) think-aloud recording of 19rnstudents, (3)interview with three students and, (4) writings of the 19 students.rnAnalysis of the data from the sources revealed that, while doing reading-to-writerntask, students use strategies in the following order: cognitive, social affective andrnmatacognitive strategies. It was also found that students use less demandingrnstrategies such as repetition, asking for clarification and self-monitoring morernfrequently than demanding strategies such as planning, elaboration, transfer andrninference. It was also observed that students with less competent writing lessrnfrequently use metacognitive strategies. What is more, difference within strategyrnuses among students who have produced competent, average and lessrncompetent writing was observed.rnBased on the findings of the study, it was suggested that students should berngiven training and practice on uses of different strategies and tasks in order tornmake them able to direct their own learning. The need to train teachers andrninclude learner training components into teacher training course and languagernlearning materials are the overall recommendation of the study.