Beyond the Margins

The thought to the page, the language of speech to the more formal language of prose, the

word to its synonym, is the standard procedure which students follow when composing an essay

(Page 382). According to Sommers, inexperienced writers (i.e. students) lack the strategy that is

imperative for the development of written discourse: an effective revision process. On the other

hand, experienced writers (i.e. journalists and editors) implement an effective revision process into

their writing agenda; the primary objectives of this activity include: 1) to form an argument, 2) to

determine the meaning of their ideas, and 3) to recognize any inconsistencies in reasoning through

their readership.

As experienced and witnessed in various academic settings from high school to college,

students merely view the revision process as a rewording activity (Page 381); their concern does

not reside in the content of their compositions, but in the repetition of their vocabulary. Although

strengthening ones academic vocabulary can reduce the need to use a dictionary when reading a

text, lexical substitutions for intelligent words do not eliminate the core conflicts in a students

essay (e.g. underdeveloped ideas, inconsideration of different writing styles, no presented

argument); furthermore, these substitutions do not assist the audience in better understanding the

writing. Sommers describes this writing experience as a product of the linear model, which only

results to a feeling of dissonance between the reader and the inexperienced writers overall

intention (Page 385). Who offers this ineffective revision process?Teachers; they teach their

students to follow a formulaic pattern when composing an essay (Introduction: Thesis Statement,

Body: Claim, show no evidence, and Conclusion: Reiterate, do not reflect).

Revising or rewriting a rough draft is just an afterthought.

On the contrary, experienced writers ask major theoretical questions of their ideas,

respond to those questions, and think of proportion and structure before, during, and after their

revision process (Page 384). It is a repeated action, in which form, communication, meaning, and

argument are constantly developing (AND considered); this strategy produces a composition that

illustrates a holistic understanding of an essay prompt, unlike that of student writers who accept

the linear model and limit their writing to only lexical concerns. Will my readers experience

dissonance when reading my finished product? Are my readers and am I understanding the link

between these ideas? Can I identify the theme of my essay? These are a few of multiple questions

which experienced writers ask themselves, persistently willing to rewrite and revise their drafts

in order to create masterpieces; such conception of how revision can improve writing weaknesses

cannot be seen through the minds of inexperienced student writers.