Abstract
AbstractThis article shares the process and outcomes from a three‐day revision workshop designed and implemented in a diverse high school language arts classroom. The revision workshop included: direct instruction, self‐reflection, and peer feedback to provide struggling writers with opportunities to take part in substantive revision. The authors examine the impact of this instructional approach on student writing, the role of peer‐led feedback, and student self‐perceptions as writers. This article provides an accessible and adaptable workshop for teaching revision that may be used for teaching of writing across grade level, discipline, and genre.
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