Abstract
This paper consists of two studies. The first study describes the composing activities by Japanese learners of English in terms of revising strategies. The result shows that poor writers tend to focus on surface level of writing such as spelling, grammar, etc., whereas good writers focus on meaning. The second study investigates the effects of 'global consciousness', i.e. good writers' composing strategy, on students' writings. As a result, the writers who were given the instruction of 'global consciousness' earned significantly higher scores than the writers directed to write without the instruction. Furthermore, contrary to our expectation, the writings of poor writers' improved not only in coherence and clarity, but also in usage as a result of the instruction.
