Students are, to various degrees, expected to present a context or explain what problem they are working on when they report on their problem-solving work. This expectation rarely comes with instructions on the best way to do this, and, as with most writing in mathematics, research on the issue or curricular standards is limited. This study uses multimodal analysis to investigate students’ strategies for presenting the problem, premises, and facts. The students are part of a research project focused on developing their ability to design written accounts of problem solving by addressing the efficiency and clarity of their writing. Findings suggest students use one of two strategies: integrating the problem and its premises with the calculations or separating the information from the rest of the account. Within these strategies, students approach demands for effective and clear communication in different ways using different semiotic resources.