Via a Speak Aloud and Write protocol methodology, this study investigated the characteristics of the wording formulation process of a select group of 7 African American students in freshman composition who claimed nonstandard features were active at least 30% to 40% of the time while they composed their papers. Control of rhetorical context was established in terms of tone (formal), purpose (to explain or argue), audience (English instructor), and the time-place context (“simultaneously” spoken-written at one sit-ting). Two Speak Aloud and Write transcripts per participant were analyzed for grammatical and “pronunciation-related” nonstandard feature dynamics in reference to consequences on the page, given the requirements of freshman composition. Findings indicate complex dynamics at work in the form of 7 feature dynamic patterns and 19 variations, with particularly marked activity in relation to a consonant cluster reduction feature and to specific verbal nonconcord features. Also, students who shared feature dynamics pattern characteristics generally shared literacy background characteristics.