The present contribution proposes a method for analyzing the self-regulation of writing based on the triangulation of online data. We consider self-regulation writing in light of the Zimmerman & Risenberg (1997)’ classification which identifies three kinds of strategies: personal self-regulation, behavioral self-regulation, and environmental self-regulation. This framework is compatible with the determining of cognitive processes of writing such as proposed by Hayes (2012) and Kellogg (2008): writing consists of interconnected processes of planning, translation, transcription, and revision that depend on internal (motivation, knowledge, working memory) and external (writing situation and task requirements) factors. The method we propose takes into consideration observation data and thinking-aloud protocol through a written production made by university students. We asked 31 participants to write a synthesis essay and we videotaped their writing activities that took place individually. From Escorcia et al. (2017)’ methodology, we will propose an innovative approach combining these two kinds of data to obtain a more refined vision of the self-regulation process in writing. Through the integrative approach developed, we intend to confirm that at each stage of writing, from the beginning to the final of written production, there are specific cognitive and self-regulation processes that contribute to the dynamic of writing.