Abstract
Most studies dealing with feedback and revision focus on teachers and students in composition courses. However, there is insufficient evidence for assuming that these studies are applicable to writing situations in non-composition courses. To investigate the writing processes of non-composition students, this study describes patterns of feedback and revision in four writing across the curriculum (WAC) courses. The first and final drafts of 20 WAC students were analyzed by a team of readers to determine the following: 1) the apparent aims and criteria underlying the feedback they received on first drafts; 2) the extent to which the students utilized this feedback while revising; 3) the criteria most affected by the revisions; and 4) the extent of the revisions. Several patterns that emerged in this study resemble those found in research involving composition classrooms, although there are some differences as well. The study also highlights several issues for future research, including the source of a writer’s or reader’s criteria for effective writing and the comparative value of global and non-global revisions.