When writing fails: How academic context and past learning experiences shape revision

Abstract

Much previous research into the revision strategies used by ESL writers has been comparative in nature and has sought to highlight the differences between skilled and less-skilled writers. Results of this research have invariably highlighted the ways in which less-skilled writers are unlike their “betters” and often conclude with recommendations as to how they might go about emulating what the more skilled writer does when he or she revises. As yet, however, little research has concentrated exclusively on the revision strategies of the less-skilled EFL writer or sought to enquire into the possible reasons for such revision behaviour. This study investigates the revision strategies of 15 Spanish native-speaker undergraduates writing in two different discourse types and in two time conditions. Post-writing interview protocols were also analysed to investigate the possible effect of self-imposed and context-imposed constraints on the revision process. Results suggest that, whereas these underachievers revise in similar ways to their ESL counterparts, revision strategies may be initiated by past learning experiences and respond to the perceived nature of the task and the current writing context.