This research investigates the influence of the reader's socio-cultural background on revising and rewriting an FLE text. The aim is to understand better how learners consider the expectations of the addressee when revising and rewriting their texts. Two contexts were established for revising an argumentative text on the impact of influencers in modern society : a first draft in a school context intended for the teacher and a second draft outside the school intended for readers with a specific socio-cultural status. The results demonstrate that writers exhibit more excellent receptiveness to improve the quality of their writing and persuade their readers when engaged in authentic communication. Both secondary school and university-level writers made more revisions when addressing a reader who was less familiar with them and belonged to a culture different from their own.

writing Culture, Recipient