Mastering techniques of self- and peer revision is a valuable tool for all writers, especially US-educated Generation 1.5 students, whose near fluency enables them to dialogue successfully about their writing. Using action research, 2 academic writing instructors systematically trained students to more responsibly and effectively revise their academic essays. Fostering student buy-in to the editing process, sequencing rubrics over a series of essays, and establishing a productive role for the teacher during peer revision were all features of this process.