Holliway and McCutchen (2004) stressed that the coordination of the author, text, and reader representations “builds on multiple sources of interpersonal, cognitive, and textual competencies” and may well account for most of the difficulties that children experience with revision. In an early study of expert versus novice differences in writers, Sommers (1980) documented that professional writers routinely and spontaneously revise their texts extensively and globally, making deep structural changes. They express concern for the “form or shape of their argument” as well as “a concern for their readership” (p. 384). By contrast, college freshmen made changes primarily in the vocabulary.
