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In university settings, writing argumentative essays from reading conflicting source texts is a common task for students. In performing this synthesis task, they must deal with conflicting claims about a controversial issue as they develop their own positions. Argumentative synthesis is characterized by writers’ back-and-forth moves between reading source texts and writing their own texts—a self-regulatory process that can be termed recursivity. The present study investigated the recursive behavior of Italian university students as they wrote argumentative syntheses while reading conflicting sources. The 43 graduate students participating in the study read four source texts on a controversial topic, evaluation in academe, with the goal of writing an argumentative essay. Reading of the sources was studied through a think-aloud procedure, and recursivity in writing the syntheses was recorded through Inputlog software. Comparisons were made between 22 high-recursive and 22 low recursive writers for the quality of their argumentative essays and for the critical strategies that they had used in reading the sources. Descriptive and nonparametic analyses produced the following three findings: (1) The strategies most employed in prereading were all related to synthesis-related activities: voicing opinion, expressing agreement, and expressing doubts. (2) Recursivity occurred most often in the middle of the synthesis process, as writers developed their arguments, instead of at the beginning or end. (3) High-recursive writers surpassed low-recursive writers by producing argumentative essays of higher quality and obtained better recall scores. They also employed more critical processing relevant to synthesis when reading the sources. This study provides insight on how recursivity is involved in argumentative writing but still there is need for further research.