"Revision of Student Writers and Experienced Adult Readers" QDJ 1,3,5 &7

Q1) Sommers says that the language students use to describe revision is about vocabulary, suggesting that they "understand the revision process as a rewording activity" (para. 9). How is that different from the way she argues that revision should be understood?

A) Sommers argues that revision is not just a post-writing process, but a process that occurs throughout writing that changes a writings fabric that should occur through the entirety of writing. A writer would define revision as reviewing, or marking out. An experienced writer would define revision as rewriting. Sommers would define revision as a "never-ending" process that should occur with every writing.

Q3) In her introduction and in analyzing students' descriptions of revision, Sommers focuses quite a lot on the difference between speech and writing. In your words, what is she saying that the difference is between the two, and why is the difference relevant to how we understand revision?

A)  Sommers is saying that the difference between the two are that in speech, revision is an after thought  because the spoken word cannot be revised, and with writing, revision is a never-ending process. The difference is relevant with how we understand revision because the after thought of a revised word in speech ties to writing by hindering revision. Speech hinders writing.

Q5) What do you think Sommers means when she says that for experienced writers, revision is based on a non-linear theory in which a sense of the whole writing both precedes and grows out of an examination of the parts? What does she mean by the "Whole Writing"? What does it mean for the writing process to be non-linear (not a straight line of progress from beginning to end)? And why do you think that experienced writers see writing as non-linear but student writers tend to see writing as linear (pre-write - write - edit)?

A) I think Sommers means that writing for experienced writers is non-linear because they constantly analyze what they write about and make changes according to what they write. By "Whole Writing", I think she is talking about the writing piece from beginning to end. Non-linear writing means that the writing is not moving in just one way, it changes every so often. I think experienced writers  see more to their writing whereas most writers just write in a linear sequence to get their point through.

Q7)  Sommers's research, she says, makes her believe that student revision practices don't reflect a lack of engagement, "but rather that they do what they have been taught to do in a consistently narrow and predictable way." Where do you think students got the idea that they should see writing as transcribing and revising as changing words? Does this match what you have been taught about writing and revising? If not, what has been different in your experience?

A) Students probably got that in their grade school years when first learning to only change words. As a matter of fact, it does match what I have been taught. Going through the grade school years, I was taught to change words during revising as-well-as crossing out unnecessary phrases.