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Abstract: Within these exciting and changing times for second language (L2) writing, a wealth of studies — from those examining the effects of composition time constraints to inquiries into computer-assisted writing software — have taken place. One area that begs further investigation is the role played by the native language during the brainstorming or idea-generation stages of the second language composing process. This study sought to compare the effects of English language (i.e., L1) brainstorming activities with similar activities conducted in French (i.e., the L2) in terms of their effects on the coherence of compositions drafted by intermediate-level college French students.