Students use a myriad of disparate technologies and information sources to conduct a variety of activities during the research-paper writing process. While this process is considered a complex task, there is no “information appliance” that provides support. Using established frameworks of the research-paper writing process, an online survey was conducted to describe how activities, sources, and technologies used by students during the process are related to the various phases of that process. Connections were made between activities and technologies to show how an information appliance may support the process from onset to completion. Results show that the activities conducted during the process are iterative. The design application is that some technologies, such as those that support searching, need not be viewable at all times, but must always be available. These connections provide further insight into the student research-paper writing process and provide an example of how design may support task.