Revision Strategies of Student Writers and Experienced Adult Writers

Summary:

Lately there hasn't been a lot of research on revision, and Sommers suspects that some models have directed attention away from it. Of of this models is Gordon Rohman, who suggests that "the composing process moves from prewriting to writing to rewriting" (Page 2,Lines 6-7). Another model is James Britton who states that the writing process is a series of stages, "described in metaphors of linear growth, conception-incubation-production" (Page 2, Lines 7-9). They don't take into consideration the linear structure, which is revision.

The linear model for a speech is based on two different ways. First of all, it is based on traditional rhetorical models, models that were created to serve the spoken art of oratory" (Page 2, Lines 26-28). This is based on the idea that speech is irreversible. As Barthes explains, there is no revision in speech. "Revision in speech is an afterthought. In the same way, each stage of the linear model must be exclusive (distinct from the other stages) or else it becomes trivial and counterproductive or refer to these junctures as "stages" " (Page 3, Lines 17-20). Revisions are put in stages, where it is impossible to study them. He describes that "when we must revise, when the very idea is subject shaping by language, then speech becomes inadequate" (Page 3, Lines 38-40). One's you have revised what was originally said, then your whole idea may change.

Sommers describes that students usually don't use the term "revision", because they don't feel comfortable with it. Instead, they use other terms such as "marking out," "redoing," and "scratch out and do all over again" (page 4). This is because students concentrate more on specific words rather than the whole context. This is "because students do not see revision as an activity in which they modify and develop perspectives and ideas, they feel that if they know what they want to say, then there is little reason for making revision" (Page , Lines 35-38). Sommer later says that experienced writers "Describe their primary objective when revising as finding the form or shape of their argument" (page 8, lines 25-26).

Students don't take revision as seriously. They think it's just about changing words, and trying to rewrite sentences. At the end of the article, Sommers states that, "Good writing disturbs: it creates dissonance. Students need to seek the dissonance of discovery between writing and speech-the possibility of revision" (page 11, Lines 25-28).

Synthesis:

I agree with Sommer when he states that students don't like the word revising, they prefer rewording. Honestly, whenever they tell me to revise something, I just look at words I could possibly change. I don't ask myself, "is my writing making a point? Is my essay stating the main points? I really never think of revising what I'm trying to say, I only change the words that I use. I agree with Sommers when she says, "Students need to seek the dissonance of discovery between writing and speech- the possibility of revision" (page 11, lines 26-28). We as students need to understand that the whole point of revision is rewriting your ideas better, and expanding on them.