Magda G.

Villarreal
English 1301/1320.159
Thanh Hoang
October 14, 2010
SQR 5
Revision Strategies of Student Writers and Experience Adult Writers
By Nancy Sommers
The authors main focus was about the significant difference between student writers and
experienced adult writers in the revision process. For instance, how they approach, view and
implement it, which I will elaborate on that later. First, I want to shine some light on something
that really caught my attention in this article. Sommers mentioned two composition models one
presented by James Brittons comparison of the writing processes to linear growth, conceptionincubation-production (378). The other was presented by Gordon Rohman, which states that the
composition process goes from prewriting to writing to rewriting (Sommers, 378). Although both
are considered composition process models, and are compared to each other, in my opinion they
are completely different because only Rohmans has relevance to revision. For the reason being
that his model mentions prewriting and rewriting, and in my opinion it is obvious that revision
has been applied if you pre-write, and then rewrite. On the other hand I believe that Brittons
model focuses more on the how that composition came about. For example conception being
birth to an idea and even the subject of the writing, then, incubation could be the purpose or
reason to write, and finally production, which I think is when actual of writing starts. Therefore,
this is why I believe that it is not relevant to revision, because you cannot revise something that
has not been yet been written. Now, I am going back to the articles main purpose, which is
exploring the difference in how student and experienced writers revise their work
(Sommers,379). According to the research conducted, student writers view or understands
revision as a rewording activity, and focus more on lexical changes than on the text itself
(Sommers, 381). They view their composition as linear in other words in stages (Sommers, 383).
They lack the ability or strategy to view their writing as a whole (Sommers,383). On the other
hand, the experienced writers, which I must stress included journalists, editors, and academics
revise at different levels (Sommers,380). They view their writing as a whole, with focus and
attention to the content, the message they are trying to convey in their writing (Sommers, 386).
Why are the experienced writers in this research better at the revision process than student
writers? Although this article was very informative and stated extremely important views and
research on the different levels revision, I believe there is something lacking, a missing piece to
the bigger picture. For example, revising is very important in writing, yet in my opinion, whether

it is viewed as redundant, tedious or as being essential depends on the writer and in a small way
on their personal gain. For example, the experienced writers have a career in writing. It is
obvious why they have to focus on the content of their writing. They write with a mission a
purpose, which is to get their argument or message across in order to entice readers. In addition
some also have somewhat of a personal gain, for example monetary, or career oriented. Unlike
the experienced whose career could depend on their writing, student writers dont have much of
a personal gain. Maybe their main purpose for writing is just to produce a good grade, with
nothing concrete or of importance. Therefore, they lack the vision of improvement in their work
or the message in it, if any. In closing, students will not embrace and see revision as essential
until they start writing with a purpose.
Works Cited.
Sommers, Nancy Revision Strategies of Student Writers and Experience Adult Writers.
College Composition and Communication 31.4 (1980): 378-88.Web.