Unless students have an appropriate attitude toward revision--the keystone of the writing process--teachers who institute writing process approaches face frustration and failure. Implementing the following suggestions may help increase revision in the classroom. First, while the mature writing process is not strictly linear, students developing writing ability need to focus on one aspect at a time in order to avoid cognitive overload and subsequent writer's block and apprehension. As children's writing abilities develop, the perceptive teacher can encourage greater interaction among the process stages. Second, the early steps of the writing process must focus on content and structure rather than on mechanics. Teachers should clearly differentiate between early revision steps and the later step of editing. Third, a great deal of in-class time should be provided for revision, and this includes flexible due dates. Fourth, publication of student works with techniques such as dramatizing students' stories or sponsoring authors' days and writers' conferences will instill pride in their writing and reinforce the benefits of revision. Fifth, conferences between student and teacher best teach students how to use appropriate self-questioning of content and structure during revision. As students internalize initial enforcement, supportive feedback and direct instruction in the types of questions to ask they will become better able to revise their own compositions. (A general editing checklist, self assessment revision questions, and conference question types are included.) (HTH)