For most students, revision is viewed as a punishment for not writing well enough. However, what if students' negative perceptions of revision shifted to view revision as an opportunity to better develop the meaning and message of texts. Revision, like all processes in writing, is complex, cognitively demanding, and requires students to be able to detect, identify, and correctly change specific errors made during the initial writing process. The real question becomes, how can teachers modify teaching strategies to reshape students' perceptions of revising while also making students more effective and independent at revising writing? This research analysis focuses on answering this question by first examining the literature on how the misconceptions about revision were shaped and reinforced and then by examining research-based strategies that help to reframe students' perceptions of revision while shaping them into independent and effective revisers.