Examination of an average student's and an honors student's essay revisions showed that while both students rewrote toward meaning, the honors student was more aware of the reasons for her revisions. Gradually, through several versions of her paper, the average student discovered her focus and could then complete her introductory paragraph. This process of writing, reappraising and rewriting indicates the mutual dependence of meaning and form. Though able to make meaningful connections between her experiences and her ideas, however, this student's essay never approached the quality of the honors student's. Rather than increased stylistic control, the honors student's more successful revisions may be due to a greater ability to reflect on her own thinking. While the average student could give only vague reasons for her revisions, the honors student offered clear and frequently sophisticated explanations for her changes. She chose words, for example, not simply to convey ideas, but also to elicit specific responses from the reader. While findings based on such limited samples cannot be considered broadly applicable, the case study method remains valid, offering a precise and immediate picture of the student's struggle to develop meaning through revision. (MM)