This study investigated the strategies used by three students in each of two college-level online writing classes, first-year composition for native speakers of English (NS) and first-year composition for speakers of English as a Second Language (ESL). Every paper written and reviewed with fellow students, every draft, and every peer critique was analyzed for revising patterns and comments. This report compares the patterns of NS and ESL students, both individually and as groups. Analysis focuses on percentage of revised T-units from first to second draft, increase in T-units, increase in words, comment types (suggestion, statement, question, punctuation, spelling, grammar, request for details) and text operations (add, delete, replace, remove) related to revisions, level of revision, and whether the revision was in response, obliquely in response, or not in response to peer comments. Results indicate that the ESL students had more revised T-units, increased words, and increased words per T-unit. They also made no revisions based on peer comments that were corrective in nature, while NS students responded to a greater variety of peer comment types. Overall, the two groups were more similar than expected. Implications for classroom practice are discussed briefly. (MSE)