This article discusses revisions to personal narrative writing made by Year 7 students (aged 11-12) in a UK secondary school. The concept of strategic revision was used as a basis for analysing drafts and revised texts in order to investigate strategies and techniques deployed by students in the process of revision and how these related to expectations student writers had of their readers. These analyses suggest that, given a reasonably supportive instructional environment, some Year 7 students can revise their own written texts strategically, and that in doing so they may recruit, and perhaps acquire, a range of writing skills and associated procedural knowledge. They also suggest that in the process of revising their texts, some student writers may have altered their expectations of their readers' understanding, ability to interpret and willingness to empathise. Implications for researching writing processes and for the writing curriculum are suggested, including the use of students' revisions to tap into the complex sets of procedural knowledge which seem to underlie aspects of writing and writing development.