A Case Study of the Revision Process of a Reluctant ESL Student Writer

Abstract

This case study investigated the revision process of a reluctant ESL student writer. It focused on revisions made at the in-process stage and at the between draft stage of the writing process in which the student revised in response to written feedback. Two writing assignments were given, and the topics varied in their degree of familiarity to the participant. Some findings corroborated those of earlier studies: the participant made more surface-level revisions than those related to structure and content; he made more revisions and high-level revisions in response to written feedback than when working on his own. Although familiarity with the topic seemed to have no effect on the revision patterns of the student, the classroom teacher's focus on form in responding to and evaluating his writing was seen to affect his attitude toward revision and use of revision strategies.