Especially since the implementation of T-TESS, it has become imperative for Texas English teachers to examine ways to incorporate student-centered instruction and activities in all areas, including the writing process. This article provides techniques and examples for English teachers who desire to work smarter and more responsively to meet the students' needs by empowering their students through in-process peer feedback and self-reflection that lead to an increased learning and quality of writing for students. The ideas and explanations provided can be altered to meet the needs of students in many grade levels and for several writing genres.