This article describes how the author, in an effort to build some common language about "good writing" and to teach effective revision strategies, involved her students in an action research project using the Worse/Better Writing Strategy developed by Andrews-Beck. In her dissertation, Andrews-Beck described a worse/better writing strategy that she used as the basis of her research. This strategy was beneficial in creating a shared definition of good and bad writing as a revision strategy and provided a window into how these students revised their work. After a review of the literature on how revising is often taught, a description of using the worse/better writing strategy to create a shared definition of good writing is presented. The article continues with a discussion of how this led the author's class to see the importance of revision. Some revision strategies they found to be effective are described. (Contains 7 figures.)