The study investigated revision skills of 20 deaf secondary students (10 good writers and 10 poor writers). Students were asked to write and then revise their draft. Feature analytical rating was completed on each S's draft and revision, with scoring performed on content, linguistic considerations, and surface mechanics (spelling, punctuation, legibility, and minor grammatical errors). Results revealed that students made few changes from their drafts to their final copies. Contrary to hypotheses, good writers did not make more changes (i.e., improvements) from draft to revised writing than poor writers. Good and poor writers did, however, differ greatly in the content of their writing protocols, despite the finding that poor writers were more likely to use a structural organization while good writers focused on cohesiveness. The major implication was that deaf students should be taught to revise their writings. (CL)