This study examined how noticing the function of L2 model texts affects the subsequent revision process in L2 writing. With this research purpose, the following research questions are formulated: 1) what language features L2 learners notice during their initial L2 writing while comparing their L2 writing with L2 model texts, and 2) what types of revision L2 learners report. For this study, 30 Korean secondary school students were divided into three groups according to English writing proficiency levels. All the data were collected from a picture description task with three stages: the initial writing, the comparison, and the revision stage. The findings showed that the participants largely noticed problematic L2 linguistic features in lexical areas initially. In the comparison stage, they frequently reported their L2 problems, revealing the noticing-triggering function of L2 model texts. At the revision stage, they revised their initial L2 writing with or without preceding noticing conditions. However, the effects of L2 model writing as noticing appeared different depending on L2 proficiency levels, suggesting the necessity of level-differentiated instruction using L2 model texts in L2 educational settings.